Category: Education

  • [Solved] Parent Letter

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Create a parent welcome letter with an overview of your philosophy about how children learn best. Your letter should include your background, communication opportunities and program expectations. A good welcome letter sets a positive start for the school year to build a harmonious relationship betwe…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Create a parent welcome letter with an overview of your philosophy about how children learn best.  Your letter should include your background, communication opportunities and program expectations. A good welcome letter sets a positive start for the school year to build a harmonious relationship between you as a teacher and the family for the child. This should include the philosophy developed in the "Personal Guidance Philosophy" that you previous completed.

  • [Solved] Creating a Family Handbook Section

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As a future administrator of an early childhood education program, you will be responsible for communicating clearly and professionally with families. One of the most important tools for building trust and ensuring transparency is the **Family Handbook**. For this assignment, you will develop one se…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    As a future administrator of an early childhood education program, you will be responsible for communicating clearly and professionally with families. One of the most important tools for building trust and ensuring transparency is the **Family Handbook**. For this assignment, you will develop one section of a Family Handbook. Your writing should be inclusive, easy to understand, culturally responsive, and free from professional jargon or overly casual language.
    You will also explain how your section aligns with:
    1. Your **state's licensing requirements** (MY State is Louisiana),
    2. The **NAEYC Accreditation** **Standards**, and
    3. The **NAEYC Code of Ethical Conduct**
    ### **Instructions:**
    #### **Step 1: Choose** **ONE** **of the following handbook topics to write about:**
    – Health and Safety Policies (illness, medication, hygiene)
    – Daily Schedule and Curriculum Overview
    – Family Involvement and Communication
    – Inclusion and Diversity
    – Arrival and Departure Procedures
    – Nutrition and Meal Practices
    #### **Step 2: Write the Handbook Section**
    – **Audience:** Families with children enrolled in an early childhood program
    – Use **clear, accessible, and inclusive** language.
    – Avoid technical or "cute" language (e.g., instead of "our little friends," use "children").
    – Include examples that reflect **diverse family structures and cultural practices**.
    – Write as if this is the **final, professional version** that will be printed and distributed.
    #### **Step 3: Write an Alignment Explanation (short reflection, 1–2 paragraphs):**
    Explain how your section aligns with the following:
    – **State Licensing Requirements:** Find at least one relevant standard or regulation from a state of your choice and briefly cite it.
    – **NAEYC Accreditation Standards:** Identify at least one applicable standard (e.g., Relationships, Health, Curriculum, Assessment, Families).
    – **NAEYC Code of Ethical Conduct:** Choose one core value or ideal that guided your approach.
    **Typed, double-spaced, 12-pt font (Times New Roman or similar), clear section headings (e.g., "Family Communication Policy"), professional tone and grammar, and include references for licensing standards and NAEYC documents.**
    ### **Resources:**
    – NAEYC Accreditation Standards
    – NAEYC Code of Ethical Conduct
    – State licensing regulations (e.g., your state’s Department of Human Services or Child Care Licensing Office)

  • [Solved] Critical Components of High-Quality Childcare

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Directions:** Using the table below, list the nine components of high-quality childcare discussed in Chapter 7 and identify the importance of each and the danger of eliminating or violating the component. The first item is completed as an example. Rank the items in order of importance. Did you fin…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Directions:** Using the table below, list the nine components of high-quality childcare discussed in Chapter 7 and identify the importance of each and the danger of eliminating or violating the component. The first item is completed as an example. Rank the items in order of importance. Did you find it difficult to rank these critical components? Why or why not?
    \
    CriticalComponentsofHigh-Quality.pdf](https://www.sweetstudy.com/files/criticalcomponentsofhigh-quality-pdf "CriticalComponentsofHigh-Quality.pdf")

  • [Solved] Maslow’s Hierarchy (Chapters 3/4)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See attachment for information. Textbook to be used for chapter 3 and 4: Families, schools, and communities: Building partnerships, and educating children \ MaslowsHierarchyEssaytemplate.doc](https://www.sweetstudy.com/files/maslowshierarchyessaytemplate-doc "MaslowsHierarchyEssaytemplate.doc") \ …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See attachment for information.
    Textbook to be used for chapter 3 and 4: Families, schools, and communities: Building partnerships, and educating children
    \
    MaslowsHierarchyEssaytemplate.doc](https://www.sweetstudy.com/files/maslowshierarchyessaytemplate-doc "MaslowsHierarchyEssaytemplate.doc")
    \
    Assignmentinstructions.docx](https://www.sweetstudy.com/files/assignmentinstructions-docx-10315465 "Assignmentinstructions.docx")

  • [Solved] Help

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Effective early childhood educators reflect on their instruction to grow in their professional practice. Student response, behavior, and data can all give the teacher valuable input on how a lesson went and what may need to be adjusted. Asking more experienced teachers to observe and provide feedbac…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Effective early childhood educators reflect on their instruction to grow in their professional practice. Student response, behavior, and data can all give the teacher valuable input on how a lesson went and what may need to be adjusted. Asking more experienced teachers to observe and provide feedback on lessons taught is another beneficial way to ensure you are making growth and improving your teaching.
    Allocate at least 5 hours in the field to support this field experience.
    Collaborate with your mentor teacher to review an upcoming ELA lesson that will be taught to the class or a small group of students and arrange a time for you to implement it. Teach the lesson to the class or small group. Following the lesson implementation, discuss how the lesson went and seek feedback from your mentor teacher.
    Use the remaining field experience hours to assist the teacher in providing instruction and support to the class.
    Following the lesson implementation and discussion with your mentor teacher, write a 250-500 word reflection that includes the following:
    – A summary of the lesson you implemented including any developmentally appropriate resources/materials that were used.
    – Describe how students responded to the lesson.
    – Discuss the feedback you received from your mentor on what went well in the implementation and any areas for improvement.
    – Discuss what you believe went well and what you would change for next time.
    – Explain how you could integrate other content areas if you were to teach this lesson again.
    APA format is not required, but solid academic writing is expected.

  • [Solved] Child Development Theorist

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Identify the theory for each theorist listed in the chart below. Provide an example and a personal example of each theory based on your practical experiences with early childhood programs. Theorist #1Provides a well-written, concise summary of the major ideas of this educational pioneer written from…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Identify the theory for each theorist listed in the chart below. Provide an example and a personal example of each theory based on your practical experiences with early childhood programs.
    Theorist #1Provides a well-written, concise summary of the major ideas of this educational pioneer written from the perspective of this person utilizing proper grammar, spelling and mechanics.
    **20** **ptsFull Marks**
    **10** **ptsPartial Points**
    **0** **ptsNo Marks**
    20 pts
    \
    Theorists.pdf](https://www.sweetstudy.com/files/theorists-pdf-10315437 "Theorists.pdf")

  • [Solved] help with assgn due in 24 hours (3)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    attached – ## Week5Assignments.docx – ## SLIPSANDHUMANNATURE-WDSilkworth.pdf – ## AvocadoVsArtichokeViewsOfSelf.pdf – ## WhyisitEspeciallyImportanttoUnderstandHumanNature.pdf – EssentialHumanNature.pptx – PHILOSOPHYOFMINDandHUMANNATURE.pdf – TreatiseofHumanNatureBook1-Hume.pdf – TheLawsofHumanNature…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    attached

    – ## Week5Assignments.docx

    – ## SLIPSANDHUMANNATURE-WDSilkworth.pdf

    – ## AvocadoVsArtichokeViewsOfSelf.pdf

    – ## WhyisitEspeciallyImportanttoUnderstandHumanNature.pdf

    – EssentialHumanNature.pptx
    – PHILOSOPHYOFMINDandHUMANNATURE.pdf
    – TreatiseofHumanNatureBook1-Hume.pdf
    – TheLawsofHumanNature-RobertGreen.pdf

    **## Week5Assignments.docx**

    **Week 5 Assignment 2: CPI GROUP DISCUSSION 5: Racial and Ethnic Labels**

    To what extent do racial and ethnic labels, as well as gender, shape how we think of ourselves? Is it possible it possible to ignore those characteristics? Can we be completely color and gender blind?
    **Your responses must be no less than 200 words.**

    **Week 5 Assignment 3: Short Essay 5- File upload**

    Write at least a 3-page paper, no more than 4, comparing the difference between the Artichoke and Avocado view of human nature and which one do you mostly agree with and why. Make sure you utilize your handouts and online resources. Use complete sentences and proper grammar.

    **Week 6 Assignment 2: DISCUSSION 6: Philosophy and Ultimate Reality**

    Why do you think God allows pandemics like Covid-19 into the world and humans? Your responses must be no less than 200 words.

    **## SLIPSANDHUMANNATURE-WDSilkworth.pdf**

    SLIPS AND HUMAN NATURE
    By William D."Silky" Silkworth, M.D., published in the A.A. Grapevine, January 1947.

    The mystery of slips is not so deep as it may appear. While it does seem odd that
    an alcoholic, who has restored himself to a dignified place among his fellowmen
    and continues dry for years, should suddenly throw all his happiness overboard
    and find himself again in mortal peril of drowning in liquor, often the reason is
    simple.

    People are inclined to say, "There is something peculiar about alcoholics. They
    seem to be well, yet at any moment they may turn back to their old ways. You
    can never be sure."

    This is largely twaddle. The alcoholic is a sick person. Under the technique of
    Alcoholics Anonymous he gets well — that is to say, his disease is arrested. There
    is nothing unpredictable about him any more than there is anything weird about a
    person who has arrested diabetes.

    Let's get it clear, once and for all, that alcoholics are human beings. Then we can
    safeguard ourselves intelligently against most slips.

    In both professional and lay circles, there is a tendency to label everything that
    an alcoholic may do as "alcoholic behavior." The truth is, it is simple human
    nature.

    It is very wrong to consider any of the personality traits observed in liquor addicts
    as peculiar to the alcoholic. Emotional and mental quirks are classified as
    symptoms of alcoholism merely because alcoholics have them, yet those same
    quirks can be found among non-alcoholics too. Actually they are symptoms of
    mankind!

    Of course, the alcoholic himself tends to think of himself as different, somebody
    special, with unique tendencies and reactions. Many psychiatrists, doctors, and
    therapists carry the same idea to extremes in their analyses and treatment of
    alcoholics.

    Sometimes they make a complicated mystery of a condition that is found in all
    human beings, whether they drink whiskey or buttermilk.

    To be sure, alcoholism, like every other disease, does manifest itself in some
    unique ways. It does have a number of baffling peculiarities that differ from those
    of all other diseases.

    At the same time, any of the symptoms and much of the behavior of alcoholism
    are closely paralleled and even duplicated in other diseases.

    The slip is a relapse! It is a relapse that occurs after the alcoholic has stopped
    drinking and started on the A.A. program of recovery. Slips usually occur in the
    early states of the alcoholic's A.A. indoctrination, before he has had time to learn
    enough of the A.A. techniques and A.A. philosophy to give him a solid footing.
    But slips may also occur after an alcoholic has been a member of A.A. for many
    months or even several years, and it is in this kind, above all, that often finds a
    marked similarity between the alcoholic's behavior and that of "normal" victims of
    other diseases.

    No one is startled by the fact that relapses are not uncommon among arrested
    tubercular patients. But here is a startling fact — the cause is often the same as
    the cause that leads to slips for the alcoholic.

    It happens this way: When a tubercular patient recovers sufficiently to be
    released from the sanitarium, the doctor gives him careful instructions for the way
    he is to live when he gets home. He must drink plenty of milk. He must refrain
    from smoking. He must obey other stringent rules.

    For the first several months, perhaps for several years, the patient follows
    directions. But as his strength increases and he feels fully recovered, he
    becomes slack. There may come the night when he decides he can stay up until
    ten o'clock. When he does this, nothing untoward happens. Soon he is
    disregarding the directions given him when he left the sanitarium. Eventually he

    has a relapse.

    The same tragedy can be found in
    cardiac cases. After the heart
    attack, the patient is put on a strict
    rests schedule. Frightened, he
    naturally follows directions
    obediently for a long time. He, too,
    goes to bed early, avoids exercise
    such as walking upstairs, quits
    smoking, and leads a Spartan life.
    Eventually, though there comes a
    day, after he has been feeling

    good for months or several years, when he feels he has regained his strength,
    and has also recovered from his fright. If the elevator is out of repair one day, he
    walks up the three flights of stairs. Or he decides to go to a party — or do just a

    little smoking — or take a cocktail or two. If no serious after effects follow the first
    departure from the rigorous schedule prescribed, he may try it again, until he
    suffers a relapse.

    In both cardiac and tubercular cases, wrong thinking preceded the acts that led
    to the relapses. The patient in each case rationalized himself out of a sense of
    his own perilous reality. He deliberately turned away from his knowledge of the
    fact that he had been the victim of a serious disease. He grew overconfident. He
    decided he didn't have to follow directions.

    Now that is precisely what happens with the alcoholic — the arrested alcoholic, or
    the alcoholic in A.A. who has a slip. Obviously, he decides to take a drink again
    some time before he actually takes it. He starts thinking wrong before he actually
    embarks on the course that leads to a slip.

    There is no reason to charge the slip to alcoholic behavior or a second heart
    attack to cardiac behavior. The alcoholic slip is not a symptom of a psychotic
    condition. There's nothing screwy about it at all.

    The patient simply didn't follow directions!

    For the alcoholic, A.A. offers the directions. A vital factor, or ingredient of the
    preventive, especially for the alcoholic, is sustained emotion. The alcoholic who
    learns some of the techniques or the mechanics of A.A. but misses the
    philosophy or the spirit may get tired of following directions — not because he is
    alcoholic, but because he is human.

    Rules and regulations irk almost anyone, because they are restraining,
    prohibitive, and negative. The philosophy of A.A. however, is positive and
    provides ample sustained emotion — a
    sustained desire to follow directions
    voluntarily.

    In any event, the psychology of the alcoholic
    is not as different as some people try to make
    it. The disease has certain physical
    differences, yes, and the alcoholic has
    problems peculiar to him, perhaps, in that he
    has been put on the defensive and
    consequently has developed frustrations. But
    in many instances, there is no more reason to
    be talking about "the alcoholic mind" than
    there is to try to describe something called

    the "cardiac mind" or the "TB mind."

    I think we'll help the alcoholic more if we can first recognize that he is primarily a
    human being — afflicted with human nature.

    **## AvocadoVsArtichokeViewsOfSelf.pdf**

    1

    Avocado Vs Artichoke Views Of Self

    SOURCE: https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-

    essay/

    Historical and Philosophical Approaches to the Self – Assignment Instructions

    Who Am I?

    The purpose of this discussion assignment is to reflect upon your understanding of different

    historical and philosophical approaches to the self. After completing your readings, write a 2–3-

    page paper contrasting the avocado/ essentialist idea of the self with the artichoke/protean

    view of the self. Remember to explain specific theories with supporting citations from the

    textbook and online lectures before contrasting them. As you develop your response, you might

    find some of the following questions to be relevant:

    What are some of the differences/similarities between the avocado and

    artichoke views of the self?

    What do you make of the feminist, existential, and non-Western critiques of the

    essentialist/avocado self? Are there any other problems with the idea that human beings are

    fundamentally rational creatures?

    What is the role of desire in the self? Is it really something separate from reason, as

    modernism, Christianity, and Islam assert? Can it be controlled? Should it be?

    Comparing And Contrasting the Avocado / Essentialist Idea of the Self with the Artichoke /

    Protean View of the Self – Sample Answer

    Introduction

    There are a number of theories developed to explain human nature. However, they can all be

    classified into two major groups that include avocado or artichoke. Human based on avocado

    view is a stable, enduring self, perceived as existing at a person’s core. However, according to

    artichoke view, an individual is perceived as a protean without enduring stable core. The two

    views can be used to define different individuals based on their value of life, with most religious

    based individuals portraying avocado nature while others demonstrating artichoke nature. This

    discussion focuses on reviewing the two existing nature of human being.

    Similarities and Differences between Avocado and Artichoke Views of Self

    [https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/](https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/)

    [https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/](https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/)

    2

    According to avocado view, there is always an inner unchanging core in human being after

    peeling of the outer skin. This inner self is never changed by life experiences. It remains to be

    and it is the one that defines the human nature. According to most religious view, this is

    perceived as the soul. On the contrary, artichoke view perceives human beings as an onion

    which does not have any core. This demonstrates that human are changing in nature and their

    reaction are influenced joy different experiences at a certain moment. However, due to the

    power given to human, one can get hold of the situation and develop a character that does not

    change despite of the life challenges. This is what gives artichoke at least one similarity with

    avocado (Mitchell, 2014).

    Feminist, Existential, and non-Western critiques of the essentialist/avocado self

    Aristotle and Plato defined human nature by identifying men with more rational aspects and

    women with irrational aspects such as body and emotion. In addition Christians in the fourth

    century church discuss whether women were created with God’s or Man’s image. This

    perspective is just defined to undermine a certain group of people based on their inabilities or

    cultural degradation. Moreover, the idea of using one character to classify individuals or to

    generalize on their behavior is highly criticized. Based on non-western, existential and feminist

    critiques human being cannot be classified based on any irrational aspect.

    Despite of appearing very similar, every person has his or her own nature that makes that

    person unique and different from others. The grouping and generalization has highly resulted

    to undermining of a certain group of people in the society since according to essentialist view

    they have a certain inability that makes none of them to be able to handle a certain task or to

    behave in a certain manner. Therefore, essentialism is highly disregarded by feminist since is it

    is used to undermine women and their role in the society. It is also used to group others such as

    Africans as poor or individual with poor mental and financial ability. In this regard, existential

    utters that human being have freedom and diverse perspectives and meaning of life and

    despite of being marginalized in one way or another, they have the ability to make rational

    decisions (Phillips, 2010).

    Role of Desire in Self

    Desire when perceived with regard to our self-realization evolution is directly connected to the

    association between our transformation and awakening on the human level and the relation

    between our human self and the soul in general. The desire force is essentially positive since

    there would be no an inducement to live without the desire. Desire is associated to pursuit or

    survival pleasure and it touches all the measures of our existence that include our spiritual

    evolution, love, creativity, and learning. Desire has both negative and positive side and as

    advised by modernism, Islamic and Christianity, desire is separate from reason. Although

    3

    people have desires, they tend to follow their reason. Desire may not always be viable and thus,

    it should be controlled since it is possible to do so by holding into the unique power possessed

    by humans to control their moves and life (Hsieh, 2003).

    **## WhyisitEspeciallyImportanttoUnderstandHumanNature.pdf**

    Why is it Especially Important
    to Understand “Human Nature” in our times?

    Human nature refers to a set of inherent characteristics which all humans share.
    (Wikepedia: Human Nature). Efforts to identify and understand these characteristics date
    back to ancient times. The issue of whether human nature is biologically hard-wired or
    whether it is formed by socialization and education is highly debatable. In any case, there
    are many good reasons for trying to formulate an objective understanding of human
    nature, not the least of which is, in doing so, we partly define who we are as individuals.
    But in our times, in the 21st century, it has become even more crucially important than
    ever for educated people to understand human nature because “human nature arguments”
    are frequently used to avoid responsibility.

    An example of how the “human nature argument” is misused is when someone might say
    “I can’t do anything about ending war. War is part of human nature.” In saying this
    person claims powerlessness and asserts that war is inevitable and unavoidable. Another
    example of how the “human nature argument” is misused would be if a husband goes out
    on his wife and then claims "I didn't mean to cheat, but it's just human nature for men to
    play around."

    Furthermore, in a discussion you might hear “You can't blame Wall Street brokers and
    bankers for being greedy; greed is just human nature.” “You can't criticize gun
    manufacturers for violence; violence is human nature.”

    The “human nature argument” which these people evoke is not based on philosophy, or
    anthropology, or religion; it is an uninformed rationalization for immoral behavior.

    Furthermore, in today’s America, market ideology is a distortion of an accurate
    understanding of human nature. This ideology saturates the airways, internet, and
    magazines. It conveys messages over and over, day in and day out, persuading us we are
    aggressive, competitive, and self-centered. Unless you had a chance to become informed
    on human nature, you would be misled to believe human beings are creatures we are not.

    To be able to respond to people who use the “human nature” argument,” and to be able to
    evaluate advertisements, articles, and TV shows conveying market ideology, we must
    have a clear understanding of human nature.

    The Webster’s Dictionary definition of human nature is “the essential essence of who we
    are collectively as human beings.” This means the traits, behaviors, and characteristics
    essential to what it is to be a human being as a matter of natural (usually biological)
    fact and which cannot be changed without making us other than the sort of being we are.
    Someone might also add that it is the hardwired structures that are innate in our biology.

    Some people might have a broader definition of human nature and say that everything
    humans do is in our nature. Love is in our nature, hate is in our nature. War is in our
    nature. Peace is in our nature. Reflection is certainly in our nature. Lions can't reflect on
    whether to go vegetarian, and pandas can’t decide to drop bamboo in favor of small
    rodents. If reflection is in our nature, then so is choice about our actions. And moralists
    assert that awareness, reflection, and choice are where morality lies.

    To arrive at a clearer understanding of human nature we will survey historical attempts to
    explain it. The ancient Greeks, the world religions, the European Enlightenment thinkers
    of the 1600’s and 1700’s, and modern-day scientists all grappled with what is human
    nature. I will summarize their various perspectives here.

    Greco-Roman Views of Human Nature

    Philosophers of ancient Greece and Rome contemplated human nature and Plato’s
    Republic provides insights into ways in which they viewed it. People are made of body
    and soul, the body is material and the soul is immaterial. The soul consists of appetite,
    spirit (courage), and reason. Reason and courage must control the appetites. The highest
    form of human existence is when people exercise their reason. People are fundamentally
    social and need others for physical and mental needs. Good should be reflected in an
    individual’s actions.

    Chinese Views of Human Nature (Confucian)

    People are so social they must insure a stable and orderly social life. As the basis for this
    social life Confucius organized a system to make clear to everyone who should obey
    whom. In the family, wife should obey husband, children should obey parents, parents
    should honor ancestors and all people should obey the Emperor as he was viewed as the
    father of the civilization. People were supposed to be sensitive to other people’s feelings
    and accommodate other people’s wishes.

    Indian Views of Human Nature (Hindu, Buddhist, Jain and Sikh)

    Human beings are part of a larger spirit called Brahman the supreme unity and eternal
    oneness of the universe. Human beings are part of the universal oneness itself. Humans
    are supposed to perform the duties of their caste in order to be reincarnated into a higher
    state.

    African, European, and Middle Eastern Religions’ Views of Human
    Nature (Judaism, Christianity, Islam, Zoroastrian, Manichean)

    Human beings are God’s creation. God created people in his image and he guides our
    lives in the destiny he has in mind for us. The book of “Genesis” in the Hebrew Old
    Testament contains a passage where humans were created “God said, “Let me make
    humankind in my image and likeness and let him have dominion over the fish of the sea,
    the birds of the air, the cattle, over all the wild animals and every creature that crawls on
    the earth.” God created humans with a free will, but they must be guided by moral
    teachings. When a person does wrong, this wrong is a result of the evil in human nature
    which is brought out by the devil.

    Enlightenment in Europe in 1600’s and 1700’s

    Enlightenment thinkers believed in science and reason and provoked intense curiosity
    about human nature. This curiosity arose from the European voyages of discovery, the
    encountering of “primitive” peoples, and confronting new truths from the microscope
    and telescope. God receded into the background and philosophers wanted to understand
    how humans endured in a natural state before civilization. Many Enlightenment

    philosophers concluded people possessed free will and reason, but disagreed on other
    human characteristics. Rousseau, Locke, and Montesquieu thought people were social,
    cooperative, considerate, unselfish and loyal in the state of nature, but Hobbes concluded
    people are aggressive, self-centered, greedy, and fickle. These philosophers asked “When
    evil exists, is it a result of evil in human nature or is it a result of evil in institutions?”

    MODERN SCIENTIFIC VIEWS OF HUMAN NATURE

    Biology

    In the 1800’s Darwin’s theory focused on humans’ primate heritage and began a new
    period of questioning. From this came the modern scientific study of humans in fields as
    diverse as biology, anatomy, physiology, genetics, psychology, sociology and
    anthropology. From these fields have come modern theories of human nature.
    Primatology holds we are determined in our deep brain structures, our instincts, and our
    physical make-up by our primate heritage. Adherents of this thinking are E.O. Wilson,
    Richard Dawkins, and Richard Audrey. Barbara Ehrinreich believes fears and anxieties
    were hard-wired into human and pre-human species during millions of years when these
    species were vulnerable prey to wild beasts. She asserts that human fears and anxieties of
    an “other” (originally wild beasts), were later transferred to fear of other human beings.

    Anthropology

    Through a 6-million year evolutionary path, about twelve species in the human family
    tree evolved biologically and culturally from chimps and bonobos. The 12 species all
    extincted and modern humans are the only surviving species of this evolutionary path. All
    of the pre-human species were bipedal. Walking upright led to hands becoming free to
    use tools. The use of tools required eye-hand coordination and concentration which led to
    an increase in brain size. The increasing use of speech to name and describe features of
    the environment also led to the growth of the brain. Sociability allowed for collective
    learning. The growth of the brain and social interaction in bands stimulated the brain to a
    point where species in the genus Homo evolved to being highly conscious and intelligent.

    From modern anthropological theories, it can be concluded that due to 6 million years of
    evolution, humans emerged hard-wired for tool use, speech use, sociability, and high
    levels of consciousness.

    Psychology

    Among the many different theories and schools of psychology, a few stand out for their
    efforts to explore human nature. Freud believed aggression was a major element of
    human nature which enables survival, but which is sometimes accompanied by violence.
    Carl Jung thought there was a collective unconscious which could imbue an enemy with
    hateful traits, traits which actually originated within oneself. Alfred Adler created
    theories about interpersonal struggles for social dominance. Harry Stack Sullivan said
    humans have fears and anxieties derived from inhibited communication which caused a
    tendency to strike out at t hose who are different. Erik Erikson said social ambiguity in a
    society can produce confusion in individuals and a tendency to follow misguided leaders.
    Irving Janis explored “group think” which derives from human beings’ social nature.

    In 1941, John Dollard, Neal Miller, and other social scientists coined the "frustration-
    aggression hypothesis," arguing that violence and aggression are reactive, as distinct from

    Freud's notion of them as proactive. In this view frustration leads to anger (as do hurt and
    fear, which are variations of frustration) and anger sometimes leads to violence.

    CONCLUSION

    While it is challenging to explore the subject of human nature, it becomes a necessity in
    our times due to the misuse of the concept to promote a fatalistic and defeatist outlook
    that prevents people from evolving morally. Human beings are much more than merely
    “self-centered, aggressive, and competitive”. Recent tendencies to misuse the concept of
    human nature prove what American philosopher Henry Miller said “Man has
    demonstrated he is master of everything — except his own nature.”

    What is your view of human nature?

    **EssentialHumanNature.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/essentialhumannature-pptx-10318557)

    **PHILOSOPHYOFMINDandHUMANNATURE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/philosophyofmindandhumannature-pdf-10318553)

    **TreatiseofHumanNatureBook1-Hume.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/treatiseofhumannaturebook1-hume-pdf-10318555)

    **TheLawsofHumanNature-RobertGreen.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thelawsofhumannature-robertgreen-pdf-10318559)

    **TheLawsofHumanNature-RobertGreen.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thelawsofhumannature-robertgreen-pdf-10318559)

    **## Week5Assignments.docx**

    **Week 5 Assignment 2: CPI GROUP DISCUSSION 5: Racial and Ethnic Labels**

    To what extent do racial and ethnic labels, as well as gender, shape how we think of ourselves? Is it possible it possible to ignore those characteristics? Can we be completely color and gender blind?
    **Your responses must be no less than 200 words.**

    **Week 5 Assignment 3: Short Essay 5- File upload**

    Write at least a 3-page paper, no more than 4, comparing the difference between the Artichoke and Avocado view of human nature and which one do you mostly agree with and why. Make sure you utilize your handouts and online resources. Use complete sentences and proper grammar.

    **Week 6 Assignment 2: DISCUSSION 6: Philosophy and Ultimate Reality**

    Why do you think God allows pandemics like Covid-19 into the world and humans? Your responses must be no less than 200 words.

    **## SLIPSANDHUMANNATURE-WDSilkworth.pdf**

    SLIPS AND HUMAN NATURE
    By William D."Silky" Silkworth, M.D., published in the A.A. Grapevine, January 1947.

    The mystery of slips is not so deep as it may appear. While it does seem odd that
    an alcoholic, who has restored himself to a dignified place among his fellowmen
    and continues dry for years, should suddenly throw all his happiness overboard
    and find himself again in mortal peril of drowning in liquor, often the reason is
    simple.

    People are inclined to say, "There is something peculiar about alcoholics. They
    seem to be well, yet at any moment they may turn back to their old ways. You
    can never be sure."

    This is largely twaddle. The alcoholic is a sick person. Under the technique of
    Alcoholics Anonymous he gets well — that is to say, his disease is arrested. There
    is nothing unpredictable about him any more than there is anything weird about a
    person who has arrested diabetes.

    Let's get it clear, once and for all, that alcoholics are human beings. Then we can
    safeguard ourselves intelligently against most slips.

    In both professional and lay circles, there is a tendency to label everything that
    an alcoholic may do as "alcoholic behavior." The truth is, it is simple human
    nature.

    It is very wrong to consider any of the personality traits observed in liquor addicts
    as peculiar to the alcoholic. Emotional and mental quirks are classified as
    symptoms of alcoholism merely because alcoholics have them, yet those same
    quirks can be found among non-alcoholics too. Actually they are symptoms of
    mankind!

    Of course, the alcoholic himself tends to think of himself as different, somebody
    special, with unique tendencies and reactions. Many psychiatrists, doctors, and
    therapists carry the same idea to extremes in their analyses and treatment of
    alcoholics.

    Sometimes they make a complicated mystery of a condition that is found in all
    human beings, whether they drink whiskey or buttermilk.

    To be sure, alcoholism, like every other disease, does manifest itself in some
    unique ways. It does have a number of baffling peculiarities that differ from those
    of all other diseases.

    At the same time, any of the symptoms and much of the behavior of alcoholism
    are closely paralleled and even duplicated in other diseases.

    The slip is a relapse! It is a relapse that occurs after the alcoholic has stopped
    drinking and started on the A.A. program of recovery. Slips usually occur in the
    early states of the alcoholic's A.A. indoctrination, before he has had time to learn
    enough of the A.A. techniques and A.A. philosophy to give him a solid footing.
    But slips may also occur after an alcoholic has been a member of A.A. for many
    months or even several years, and it is in this kind, above all, that often finds a
    marked similarity between the alcoholic's behavior and that of "normal" victims of
    other diseases.

    No one is startled by the fact that relapses are not uncommon among arrested
    tubercular patients. But here is a startling fact — the cause is often the same as
    the cause that leads to slips for the alcoholic.

    It happens this way: When a tubercular patient recovers sufficiently to be
    released from the sanitarium, the doctor gives him careful instructions for the way
    he is to live when he gets home. He must drink plenty of milk. He must refrain
    from smoking. He must obey other stringent rules.

    For the first several months, perhaps for several years, the patient follows
    directions. But as his strength increases and he feels fully recovered, he
    becomes slack. There may come the night when he decides he can stay up until
    ten o'clock. When he does this, nothing untoward happens. Soon he is
    disregarding the directions given him when he left the sanitarium. Eventually he

    has a relapse.

    The same tragedy can be found in
    cardiac cases. After the heart
    attack, the patient is put on a strict
    rests schedule. Frightened, he
    naturally follows directions
    obediently for a long time. He, too,
    goes to bed early, avoids exercise
    such as walking upstairs, quits
    smoking, and leads a Spartan life.
    Eventually, though there comes a
    day, after he has been feeling

    good for months or several years, when he feels he has regained his strength,
    and has also recovered from his fright. If the elevator is out of repair one day, he
    walks up the three flights of stairs. Or he decides to go to a party — or do just a

    little smoking — or take a cocktail or two. If no serious after effects follow the first
    departure from the rigorous schedule prescribed, he may try it again, until he
    suffers a relapse.

    In both cardiac and tubercular cases, wrong thinking preceded the acts that led
    to the relapses. The patient in each case rationalized himself out of a sense of
    his own perilous reality. He deliberately turned away from his knowledge of the
    fact that he had been the victim of a serious disease. He grew overconfident. He
    decided he didn't have to follow directions.

    Now that is precisely what happens with the alcoholic — the arrested alcoholic, or
    the alcoholic in A.A. who has a slip. Obviously, he decides to take a drink again
    some time before he actually takes it. He starts thinking wrong before he actually
    embarks on the course that leads to a slip.

    There is no reason to charge the slip to alcoholic behavior or a second heart
    attack to cardiac behavior. The alcoholic slip is not a symptom of a psychotic
    condition. There's nothing screwy about it at all.

    The patient simply didn't follow directions!

    For the alcoholic, A.A. offers the directions. A vital factor, or ingredient of the
    preventive, especially for the alcoholic, is sustained emotion. The alcoholic who
    learns some of the techniques or the mechanics of A.A. but misses the
    philosophy or the spirit may get tired of following directions — not because he is
    alcoholic, but because he is human.

    Rules and regulations irk almost anyone, because they are restraining,
    prohibitive, and negative. The philosophy of A.A. however, is positive and
    provides ample sustained emotion — a
    sustained desire to follow directions
    voluntarily.

    In any event, the psychology of the alcoholic
    is not as different as some people try to make
    it. The disease has certain physical
    differences, yes, and the alcoholic has
    problems peculiar to him, perhaps, in that he
    has been put on the defensive and
    consequently has developed frustrations. But
    in many instances, there is no more reason to
    be talking about "the alcoholic mind" than
    there is to try to describe something called

    the "cardiac mind" or the "TB mind."

    I think we'll help the alcoholic more if we can first recognize that he is primarily a
    human being — afflicted with human nature.

    **## AvocadoVsArtichokeViewsOfSelf.pdf**

    1

    Avocado Vs Artichoke Views Of Self

    SOURCE: https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-

    essay/

    Historical and Philosophical Approaches to the Self – Assignment Instructions

    Who Am I?

    The purpose of this discussion assignment is to reflect upon your understanding of different

    historical and philosophical approaches to the self. After completing your readings, write a 2–3-

    page paper contrasting the avocado/ essentialist idea of the self with the artichoke/protean

    view of the self. Remember to explain specific theories with supporting citations from the

    textbook and online lectures before contrasting them. As you develop your response, you might

    find some of the following questions to be relevant:

    What are some of the differences/similarities between the avocado and

    artichoke views of the self?

    What do you make of the feminist, existential, and non-Western critiques of the

    essentialist/avocado self? Are there any other problems with the idea that human beings are

    fundamentally rational creatures?

    What is the role of desire in the self? Is it really something separate from reason, as

    modernism, Christianity, and Islam assert? Can it be controlled? Should it be?

    Comparing And Contrasting the Avocado / Essentialist Idea of the Self with the Artichoke /

    Protean View of the Self – Sample Answer

    Introduction

    There are a number of theories developed to explain human nature. However, they can all be

    classified into two major groups that include avocado or artichoke. Human based on avocado

    view is a stable, enduring self, perceived as existing at a person’s core. However, according to

    artichoke view, an individual is perceived as a protean without enduring stable core. The two

    views can be used to define different individuals based on their value of life, with most religious

    based individuals portraying avocado nature while others demonstrating artichoke nature. This

    discussion focuses on reviewing the two existing nature of human being.

    Similarities and Differences between Avocado and Artichoke Views of Self

    [https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/](https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/)

    [https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/](https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/)

    2

    According to avocado view, there is always an inner unchanging core in human being after

    peeling of the outer skin. This inner self is never changed by life experiences. It remains to be

    and it is the one that defines the human nature. According to most religious view, this is

    perceived as the soul. On the contrary, artichoke view perceives human beings as an onion

    which does not have any core. This demonstrates that human are changing in nature and their

    reaction are influenced joy different experiences at a certain moment. However, due to the

    power given to human, one can get hold of the situation and develop a character that does not

    change despite of the life challenges. This is what gives artichoke at least one similarity with

    avocado (Mitchell, 2014).

    Feminist, Existential, and non-Western critiques of the essentialist/avocado self

    Aristotle and Plato defined human nature by identifying men with more rational aspects and

    women with irrational aspects such as body and emotion. In addition Christians in the fourth

    century church discuss whether women were created with God’s or Man’s image. This

    perspective is just defined to undermine a certain group of people based on their inabilities or

    cultural degradation. Moreover, the idea of using one character to classify individuals or to

    generalize on their behavior is highly criticized. Based on non-western, existential and feminist

    critiques human being cannot be classified based on any irrational aspect.

    Despite of appearing very similar, every person has his or her own nature that makes that

    person unique and different from others. The grouping and generalization has highly resulted

    to undermining of a certain group of people in the society since according to essentialist view

    they have a certain inability that makes none of them to be able to handle a certain task or to

    behave in a certain manner. Therefore, essentialism is highly disregarded by feminist since is it

    is used to undermine women and their role in the society. It is also used to group others such as

    Africans as poor or individual with poor mental and financial ability. In this regard, existential

    utters that human being have freedom and diverse perspectives and meaning of life and

    despite of being marginalized in one way or another, they have the ability to make rational

    decisions (Phillips, 2010).

    Role of Desire in Self

    Desire when perceived with regard to our self-realization evolution is directly connected to the

    association between our transformation and awakening on the human level and the relation

    between our human self and the soul in general. The desire force is essentially positive since

    there would be no an inducement to live without the desire. Desire is associated to pursuit or

    survival pleasure and it touches all the measures of our existence that include our spiritual

    evolution, love, creativity, and learning. Desire has both negative and positive side and as

    advised by modernism, Islamic and Christianity, desire is separate from reason. Although

    3

    people have desires, they tend to follow their reason. Desire may not always be viable and thus,

    it should be controlled since it is possible to do so by holding into the unique power possessed

    by humans to control their moves and life (Hsieh, 2003).

    **## WhyisitEspeciallyImportanttoUnderstandHumanNature.pdf**

    Why is it Especially Important
    to Understand “Human Nature” in our times?

    Human nature refers to a set of inherent characteristics which all humans share.
    (Wikepedia: Human Nature). Efforts to identify and understand these characteristics date
    back to ancient times. The issue of whether human nature is biologically hard-wired or
    whether it is formed by socialization and education is highly debatable. In any case, there
    are many good reasons for trying to formulate an objective understanding of human
    nature, not the least of which is, in doing so, we partly define who we are as individuals.
    But in our times, in the 21st century, it has become even more crucially important than
    ever for educated people to understand human nature because “human nature arguments”
    are frequently used to avoid responsibility.

    An example of how the “human nature argument” is misused is when someone might say
    “I can’t do anything about ending war. War is part of human nature.” In saying this
    person claims powerlessness and asserts that war is inevitable and unavoidable. Another
    example of how the “human nature argument” is misused would be if a husband goes out
    on his wife and then claims "I didn't mean to cheat, but it's just human nature for men to
    play around."

    Furthermore, in a discussion you might hear “You can't blame Wall Street brokers and
    bankers for being greedy; greed is just human nature.” “You can't criticize gun
    manufacturers for violence; violence is human nature.”

    The “human nature argument” which these people evoke is not based on philosophy, or
    anthropology, or religion; it is an uninformed rationalization for immoral behavior.

    Furthermore, in today’s America, market ideology is a distortion of an accurate
    understanding of human nature. This ideology saturates the airways, internet, and
    magazines. It conveys messages over and over, day in and day out, persuading us we are
    aggressive, competitive, and self-centered. Unless you had a chance to become informed
    on human nature, you would be misled to believe human beings are creatures we are not.

    To be able to respond to people who use the “human nature” argument,” and to be able to
    evaluate advertisements, articles, and TV shows conveying market ideology, we must
    have a clear understanding of human nature.

    The Webster’s Dictionary definition of human nature is “the essential essence of who we
    are collectively as human beings.” This means the traits, behaviors, and characteristics
    essential to what it is to be a human being as a matter of natural (usually biological)
    fact and which cannot be changed without making us other than the sort of being we are.
    Someone might also add that it is the hardwired structures that are innate in our biology.

    Some people might have a broader definition of human nature and say that everything
    humans do is in our nature. Love is in our nature, hate is in our nature. War is in our
    nature. Peace is in our nature. Reflection is certainly in our nature. Lions can't reflect on
    whether to go vegetarian, and pandas can’t decide to drop bamboo in favor of small
    rodents. If reflection is in our nature, then so is choice about our actions. And moralists
    assert that awareness, reflection, and choice are where morality lies.

    To arrive at a clearer understanding of human nature we will survey historical attempts to
    explain it. The ancient Greeks, the world religions, the European Enlightenment thinkers
    of the 1600’s and 1700’s, and modern-day scientists all grappled with what is human
    nature. I will summarize their various perspectives here.

    Greco-Roman Views of Human Nature

    Philosophers of ancient Greece and Rome contemplated human nature and Plato’s
    Republic provides insights into ways in which they viewed it. People are made of body
    and soul, the body is material and the soul is immaterial. The soul consists of appetite,
    spirit (courage), and reason. Reason and courage must control the appetites. The highest
    form of human existence is when people exercise their reason. People are fundamentally
    social and need others for physical and mental needs. Good should be reflected in an
    individual’s actions.

    Chinese Views of Human Nature (Confucian)

    People are so social they must insure a stable and orderly social life. As the basis for this
    social life Confucius organized a system to make clear to everyone who should obey
    whom. In the family, wife should obey husband, children should obey parents, parents
    should honor ancestors and all people should obey the Emperor as he was viewed as the
    father of the civilization. People were supposed to be sensitive to other people’s feelings
    and accommodate other people’s wishes.

    Indian Views of Human Nature (Hindu, Buddhist, Jain and Sikh)

    Human beings are part of a larger spirit called Brahman the supreme unity and eternal
    oneness of the universe. Human beings are part of the universal oneness itself. Humans
    are supposed to perform the duties of their caste in order to be reincarnated into a higher
    state.

    African, European, and Middle Eastern Religions’ Views of Human
    Nature (Judaism, Christianity, Islam, Zoroastrian, Manichean)

    Human beings are God’s creation. God created people in his image and he guides our
    lives in the destiny he has in mind for us. The book of “Genesis” in the Hebrew Old
    Testament contains a passage where humans were created “God said, “Let me make
    humankind in my image and likeness and let him have dominion over the fish of the sea,
    the birds of the air, the cattle, over all the wild animals and every creature that crawls on
    the earth.” God created humans with a free will, but they must be guided by moral
    teachings. When a person does wrong, this wrong is a result of the evil in human nature
    which is brought out by the devil.

    Enlightenment in Europe in 1600’s and 1700’s

    Enlightenment thinkers believed in science and reason and provoked intense curiosity
    about human nature. This curiosity arose from the European voyages of discovery, the
    encountering of “primitive” peoples, and confronting new truths from the microscope
    and telescope. God receded into the background and philosophers wanted to understand
    how humans endured in a natural state before civilization. Many Enlightenment

    philosophers concluded people possessed free will and reason, but disagreed on other
    human characteristics. Rousseau, Locke, and Montesquieu thought people were social,
    cooperative, considerate, unselfish and loyal in the state of nature, but Hobbes concluded
    people are aggressive, self-centered, greedy, and fickle. These philosophers asked “When
    evil exists, is it a result of evil in human nature or is it a result of evil in institutions?”

    MODERN SCIENTIFIC VIEWS OF HUMAN NATURE

    Biology

    In the 1800’s Darwin’s theory focused on humans’ primate heritage and began a new
    period of questioning. From this came the modern scientific study of humans in fields as
    diverse as biology, anatomy, physiology, genetics, psychology, sociology and
    anthropology. From these fields have come modern theories of human nature.
    Primatology holds we are determined in our deep brain structures, our instincts, and our
    physical make-up by our primate heritage. Adherents of this thinking are E.O. Wilson,
    Richard Dawkins, and Richard Audrey. Barbara Ehrinreich believes fears and anxieties
    were hard-wired into human and pre-human species during millions of years when these
    species were vulnerable prey to wild beasts. She asserts that human fears and anxieties of
    an “other” (originally wild beasts), were later transferred to fear of other human beings.

    Anthropology

    Through a 6-million year evolutionary path, about twelve species in the human family
    tree evolved biologically and culturally from chimps and bonobos. The 12 species all
    extincted and modern humans are the only surviving species of this evolutionary path. All
    of the pre-human species were bipedal. Walking upright led to hands becoming free to
    use tools. The use of tools required eye-hand coordination and concentration which led to
    an increase in brain size. The increasing use of speech to name and describe features of
    the environment also led to the growth of the brain. Sociability allowed for collective
    learning. The growth of the brain and social interaction in bands stimulated the brain to a
    point where species in the genus Homo evolved to being highly conscious and intelligent.

    From modern anthropological theories, it can be concluded that due to 6 million years of
    evolution, humans emerged hard-wired for tool use, speech use, sociability, and high
    levels of consciousness.

    Psychology

    Among the many different theories and schools of psychology, a few stand out for their
    efforts to explore human nature. Freud believed aggression was a major element of
    human nature which enables survival, but which is sometimes accompanied by violence.
    Carl Jung thought there was a collective unconscious which could imbue an enemy with
    hateful traits, traits which actually originated within oneself. Alfred Adler created
    theories about interpersonal struggles for social dominance. Harry Stack Sullivan said
    humans have fears and anxieties derived from inhibited communication which caused a
    tendency to strike out at t hose who are different. Erik Erikson said social ambiguity in a
    society can produce confusion in individuals and a tendency to follow misguided leaders.
    Irving Janis explored “group think” which derives from human beings’ social nature.

    In 1941, John Dollard, Neal Miller, and other social scientists coined the "frustration-
    aggression hypothesis," arguing that violence and aggression are reactive, as distinct from

    Freud's notion of them as proactive. In this view frustration leads to anger (as do hurt and
    fear, which are variations of frustration) and anger sometimes leads to violence.

    CONCLUSION

    While it is challenging to explore the subject of human nature, it becomes a necessity in
    our times due to the misuse of the concept to promote a fatalistic and defeatist outlook
    that prevents people from evolving morally. Human beings are much more than merely
    “self-centered, aggressive, and competitive”. Recent tendencies to misuse the concept of
    human nature prove what American philosopher Henry Miller said “Man has
    demonstrated he is master of everything — except his own nature.”

    What is your view of human nature?

    **EssentialHumanNature.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/essentialhumannature-pptx-10318557)

    **PHILOSOPHYOFMINDandHUMANNATURE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/philosophyofmindandhumannature-pdf-10318553)

    **TreatiseofHumanNatureBook1-Hume.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/treatiseofhumannaturebook1-hume-pdf-10318555)

    **TheLawsofHumanNature-RobertGreen.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thelawsofhumannature-robertgreen-pdf-10318559)

    **## Week5Assignments.docx**

    **Week 5 Assignment 2: CPI GROUP DISCUSSION 5: Racial and Ethnic Labels**

    To what extent do racial and ethnic labels, as well as gender, shape how we think of ourselves? Is it possible it possible to ignore those characteristics? Can we be completely color and gender blind?
    **Your responses must be no less than 200 words.**

    **Week 5 Assignment 3: Short Essay 5- File upload**

    Write at least a 3-page paper, no more than 4, comparing the difference between the Artichoke and Avocado view of human nature and which one do you mostly agree with and why. Make sure you utilize your handouts and online resources. Use complete sentences and proper grammar.

    **Week 6 Assignment 2: DISCUSSION 6: Philosophy and Ultimate Reality**

    Why do you think God allows pandemics like Covid-19 into the world and humans? Your responses must be no less than 200 words.

    **## SLIPSANDHUMANNATURE-WDSilkworth.pdf**

    SLIPS AND HUMAN NATURE
    By William D."Silky" Silkworth, M.D., published in the A.A. Grapevine, January 1947.

    The mystery of slips is not so deep as it may appear. While it does seem odd that
    an alcoholic, who has restored himself to a dignified place among his fellowmen
    and continues dry for years, should suddenly throw all his happiness overboard
    and find himself again in mortal peril of drowning in liquor, often the reason is
    simple.

    People are inclined to say, "There is something peculiar about alcoholics. They
    seem to be well, yet at any moment they may turn back to their old ways. You
    can never be sure."

    This is largely twaddle. The alcoholic is a sick person. Under the technique of
    Alcoholics Anonymous he gets well — that is to say, his disease is arrested. There
    is nothing unpredictable about him any more than there is anything weird about a
    person who has arrested diabetes.

    Let's get it clear, once and for all, that alcoholics are human beings. Then we can
    safeguard ourselves intelligently against most slips.

    In both professional and lay circles, there is a tendency to label everything that
    an alcoholic may do as "alcoholic behavior." The truth is, it is simple human
    nature.

    It is very wrong to consider any of the personality traits observed in liquor addicts
    as peculiar to the alcoholic. Emotional and mental quirks are classified as
    symptoms of alcoholism merely because alcoholics have them, yet those same
    quirks can be found among non-alcoholics too. Actually they are symptoms of
    mankind!

    Of course, the alcoholic himself tends to think of himself as different, somebody
    special, with unique tendencies and reactions. Many psychiatrists, doctors, and
    therapists carry the same idea to extremes in their analyses and treatment of
    alcoholics.

    Sometimes they make a complicated mystery of a condition that is found in all
    human beings, whether they drink whiskey or buttermilk.

    To be sure, alcoholism, like every other disease, does manifest itself in some
    unique ways. It does have a number of baffling peculiarities that differ from those
    of all other diseases.

    At the same time, any of the symptoms and much of the behavior of alcoholism
    are closely paralleled and even duplicated in other diseases.

    The slip is a relapse! It is a relapse that occurs after the alcoholic has stopped
    drinking and started on the A.A. program of recovery. Slips usually occur in the
    early states of the alcoholic's A.A. indoctrination, before he has had time to learn
    enough of the A.A. techniques and A.A. philosophy to give him a solid footing.
    But slips may also occur after an alcoholic has been a member of A.A. for many
    months or even several years, and it is in this kind, above all, that often finds a
    marked similarity between the alcoholic's behavior and that of "normal" victims of
    other diseases.

    No one is startled by the fact that relapses are not uncommon among arrested
    tubercular patients. But here is a startling fact — the cause is often the same as
    the cause that leads to slips for the alcoholic.

    It happens this way: When a tubercular patient recovers sufficiently to be
    released from the sanitarium, the doctor gives him careful instructions for the way
    he is to live when he gets home. He must drink plenty of milk. He must refrain
    from smoking. He must obey other stringent rules.

    For the first several months, perhaps for several years, the patient follows
    directions. But as his strength increases and he feels fully recovered, he
    becomes slack. There may come the night when he decides he can stay up until
    ten o'clock. When he does this, nothing untoward happens. Soon he is
    disregarding the directions given him when he left the sanitarium. Eventually he

    has a relapse.

    The same tragedy can be found in
    cardiac cases. After the heart
    attack, the patient is put on a strict
    rests schedule. Frightened, he
    naturally follows directions
    obediently for a long time. He, too,
    goes to bed early, avoids exercise
    such as walking upstairs, quits
    smoking, and leads a Spartan life.
    Eventually, though there comes a
    day, after he has been feeling

    good for months or several years, when he feels he has regained his strength,
    and has also recovered from his fright. If the elevator is out of repair one day, he
    walks up the three flights of stairs. Or he decides to go to a party — or do just a

    little smoking — or take a cocktail or two. If no serious after effects follow the first
    departure from the rigorous schedule prescribed, he may try it again, until he
    suffers a relapse.

    In both cardiac and tubercular cases, wrong thinking preceded the acts that led
    to the relapses. The patient in each case rationalized himself out of a sense of
    his own perilous reality. He deliberately turned away from his knowledge of the
    fact that he had been the victim of a serious disease. He grew overconfident. He
    decided he didn't have to follow directions.

    Now that is precisely what happens with the alcoholic — the arrested alcoholic, or
    the alcoholic in A.A. who has a slip. Obviously, he decides to take a drink again
    some time before he actually takes it. He starts thinking wrong before he actually
    embarks on the course that leads to a slip.

    There is no reason to charge the slip to alcoholic behavior or a second heart
    attack to cardiac behavior. The alcoholic slip is not a symptom of a psychotic
    condition. There's nothing screwy about it at all.

    The patient simply didn't follow directions!

    For the alcoholic, A.A. offers the directions. A vital factor, or ingredient of the
    preventive, especially for the alcoholic, is sustained emotion. The alcoholic who
    learns some of the techniques or the mechanics of A.A. but misses the
    philosophy or the spirit may get tired of following directions — not because he is
    alcoholic, but because he is human.

    Rules and regulations irk almost anyone, because they are restraining,
    prohibitive, and negative. The philosophy of A.A. however, is positive and
    provides ample sustained emotion — a
    sustained desire to follow directions
    voluntarily.

    In any event, the psychology of the alcoholic
    is not as different as some people try to make
    it. The disease has certain physical
    differences, yes, and the alcoholic has
    problems peculiar to him, perhaps, in that he
    has been put on the defensive and
    consequently has developed frustrations. But
    in many instances, there is no more reason to
    be talking about "the alcoholic mind" than
    there is to try to describe something called

    the "cardiac mind" or the "TB mind."

    I think we'll help the alcoholic more if we can first recognize that he is primarily a
    human being — afflicted with human nature.

    **## AvocadoVsArtichokeViewsOfSelf.pdf**

    1

    Avocado Vs Artichoke Views Of Self

    SOURCE: https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-

    essay/

    Historical and Philosophical Approaches to the Self – Assignment Instructions

    Who Am I?

    The purpose of this discussion assignment is to reflect upon your understanding of different

    historical and philosophical approaches to the self. After completing your readings, write a 2–3-

    page paper contrasting the avocado/ essentialist idea of the self with the artichoke/protean

    view of the self. Remember to explain specific theories with supporting citations from the

    textbook and online lectures before contrasting them. As you develop your response, you might

    find some of the following questions to be relevant:

    What are some of the differences/similarities between the avocado and

    artichoke views of the self?

    What do you make of the feminist, existential, and non-Western critiques of the

    essentialist/avocado self? Are there any other problems with the idea that human beings are

    fundamentally rational creatures?

    What is the role of desire in the self? Is it really something separate from reason, as

    modernism, Christianity, and Islam assert? Can it be controlled? Should it be?

    Comparing And Contrasting the Avocado / Essentialist Idea of the Self with the Artichoke /

    Protean View of the Self – Sample Answer

    Introduction

    There are a number of theories developed to explain human nature. However, they can all be

    classified into two major groups that include avocado or artichoke. Human based on avocado

    view is a stable, enduring self, perceived as existing at a person’s core. However, according to

    artichoke view, an individual is perceived as a protean without enduring stable core. The two

    views can be used to define different individuals based on their value of life, with most religious

    based individuals portraying avocado nature while others demonstrating artichoke nature. This

    discussion focuses on reviewing the two existing nature of human being.

    Similarities and Differences between Avocado and Artichoke Views of Self

    [https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/](https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/)

    [https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/](https://uniquewritersbay.com/blog/avocado-artichoke-views-self-compare-contrast-essay/)

    2

    According to avocado view, there is always an inner unchanging core in human being after

    peeling of the outer skin. This inner self is never changed by life experiences. It remains to be

    and it is the one that defines the human nature. According to most religious view, this is

    perceived as the soul. On the contrary, artichoke view perceives human beings as an onion

    which does not have any core. This demonstrates that human are changing in nature and their

    reaction are influenced joy different experiences at a certain moment. However, due to the

    power given to human, one can get hold of the situation and develop a character that does not

    change despite of the life challenges. This is what gives artichoke at least one similarity with

    avocado (Mitchell, 2014).

    Feminist, Existential, and non-Western critiques of the essentialist/avocado self

    Aristotle and Plato defined human nature by identifying men with more rational aspects and

    women with irrational aspects such as body and emotion. In addition Christians in the fourth

    century church discuss whether women were created with God’s or Man’s image. This

    perspective is just defined to undermine a certain group of people based on their inabilities or

    cultural degradation. Moreover, the idea of using one character to classify individuals or to

    generalize on their behavior is highly criticized. Based on non-western, existential and feminist

    critiques human being cannot be classified based on any irrational aspect.

    Despite of appearing very similar, every person has his or her own nature that makes that

    person unique and different from others. The grouping and generalization has highly resulted

    to undermining of a certain group of people in the society since according to essentialist view

    they have a certain inability that makes none of them to be able to handle a certain task or to

    behave in a certain manner. Therefore, essentialism is highly disregarded by feminist since is it

    is used to undermine women and their role in the society. It is also used to group others such as

    Africans as poor or individual with poor mental and financial ability. In this regard, existential

    utters that human being have freedom and diverse perspectives and meaning of life and

    despite of being marginalized in one way or another, they have the ability to make rational

    decisions (Phillips, 2010).

    Role of Desire in Self

    Desire when perceived with regard to our self-realization evolution is directly connected to the

    association between our transformation and awakening on the human level and the relation

    between our human self and the soul in general. The desire force is essentially positive since

    there would be no an inducement to live without the desire. Desire is associated to pursuit or

    survival pleasure and it touches all the measures of our existence that include our spiritual

    evolution, love, creativity, and learning. Desire has both negative and positive side and as

    advised by modernism, Islamic and Christianity, desire is separate from reason. Although

    3

    people have desires, they tend to follow their reason. Desire may not always be viable and thus,

    it should be controlled since it is possible to do so by holding into the unique power possessed

    by humans to control their moves and life (Hsieh, 2003).

    **## WhyisitEspeciallyImportanttoUnderstandHumanNature.pdf**

    Why is it Especially Important
    to Understand “Human Nature” in our times?

    Human nature refers to a set of inherent characteristics which all humans share.
    (Wikepedia: Human Nature). Efforts to identify and understand these characteristics date
    back to ancient times. The issue of whether human nature is biologically hard-wired or
    whether it is formed by socialization and education is highly debatable. In any case, there
    are many good reasons for trying to formulate an objective understanding of human
    nature, not the least of which is, in doing so, we partly define who we are as individuals.
    But in our times, in the 21st century, it has become even more crucially important than
    ever for educated people to understand human nature because “human nature arguments”
    are frequently used to avoid responsibility.

    An example of how the “human nature argument” is misused is when someone might say
    “I can’t do anything about ending war. War is part of human nature.” In saying this
    person claims powerlessness and asserts that war is inevitable and unavoidable. Another
    example of how the “human nature argument” is misused would be if a husband goes out
    on his wife and then claims "I didn't mean to cheat, but it's just human nature for men to
    play around."

    Furthermore, in a discussion you might hear “You can't blame Wall Street brokers and
    bankers for being greedy; greed is just human nature.” “You can't criticize gun
    manufacturers for violence; violence is human nature.”

    The “human nature argument” which these people evoke is not based on philosophy, or
    anthropology, or religion; it is an uninformed rationalization for immoral behavior.

    Furthermore, in today’s America, market ideology is a distortion of an accurate
    understanding of human nature. This ideology saturates the airways, internet, and
    magazines. It conveys messages over and over, day in and day out, persuading us we are
    aggressive, competitive, and self-centered. Unless you had a chance to become informed
    on human nature, you would be misled to believe human beings are creatures we are not.

    To be able to respond to people who use the “human nature” argument,” and to be able to
    evaluate advertisements, articles, and TV shows conveying market ideology, we must
    have a clear understanding of human nature.

    The Webster’s Dictionary definition of human nature is “the essential essence of who we
    are collectively as human beings.” This means the traits, behaviors, and characteristics
    essential to what it is to be a human being as a matter of natural (usually biological)
    fact and which cannot be changed without making us other than the sort of being we are.
    Someone might also add that it is the hardwired structures that are innate in our biology.

    Some people might have a broader definition of human nature and say that everything
    humans do is in our nature. Love is in our nature, hate is in our nature. War is in our
    nature. Peace is in our nature. Reflection is certainly in our nature. Lions can't reflect on
    whether to go vegetarian, and pandas can’t decide to drop bamboo in favor of small
    rodents. If reflection is in our nature, then so is choice about our actions. And moralists
    assert that awareness, reflection, and choice are where morality lies.

    To arrive at a clearer understanding of human nature we will survey historical attempts to
    explain it. The ancient Greeks, the world religions, the European Enlightenment thinkers
    of the 1600’s and 1700’s, and modern-day scientists all grappled with what is human
    nature. I will summarize their various perspectives here.

    Greco-Roman Views of Human Nature

    Philosophers of ancient Greece and Rome contemplated human nature and Plato’s
    Republic provides insights into ways in which they viewed it. People are made of body
    and soul, the body is material and the soul is immaterial. The soul consists of appetite,
    spirit (courage), and reason. Reason and courage must control the appetites. The highest
    form of human existence is when people exercise their reason. People are fundamentally
    social and need others for physical and mental needs. Good should be reflected in an
    individual’s actions.

    Chinese Views of Human Nature (Confucian)

    People are so social they must insure a stable and orderly social life. As the basis for this
    social life Confucius organized a system to make clear to everyone who should obey
    whom. In the family, wife should obey husband, children should obey parents, parents
    should honor ancestors and all people should obey the Emperor as he was viewed as the
    father of the civilization. People were supposed to be sensitive to other people’s feelings
    and accommodate other people’s wishes.

    Indian Views of Human Nature (Hindu, Buddhist, Jain and Sikh)

    Human beings are part of a larger spirit called Brahman the supreme unity and eternal
    oneness of the universe. Human beings are part of the universal oneness itself. Humans
    are supposed to perform the duties of their caste in order to be reincarnated into a higher
    state.

    African, European, and Middle Eastern Religions’ Views of Human
    Nature (Judaism, Christianity, Islam, Zoroastrian, Manichean)

    Human beings are God’s creation. God created people in his image and he guides our
    lives in the destiny he has in mind for us. The book of “Genesis” in the Hebrew Old
    Testament contains a passage where humans were created “God said, “Let me make
    humankind in my image and likeness and let him have dominion over the fish of the sea,
    the birds of the air, the cattle, over all the wild animals and every creature that crawls on
    the earth.” God created humans with a free will, but they must be guided by moral
    teachings. When a person does wrong, this wrong is a result of the evil in human nature
    which is brought out by the devil.

    Enlightenment in Europe in 1600’s and 1700’s

    Enlightenment thinkers believed in science and reason and provoked intense curiosity
    about human nature. This curiosity arose from the European voyages of discovery, the
    encountering of “primitive” peoples, and confronting new truths from the microscope
    and telescope. God receded into the background and philosophers wanted to understand
    how humans endured in a natural state before civilization. Many Enlightenment

    philosophers concluded people possessed free will and reason, but disagreed on other
    human characteristics. Rousseau, Locke, and Montesquieu thought people were social,
    cooperative, considerate, unselfish and loyal in the state of nature, but Hobbes concluded
    people are aggressive, self-centered, greedy, and fickle. These philosophers asked “When
    evil exists, is it a result of evil in human nature or is it a result of evil in institutions?”

    MODERN SCIENTIFIC VIEWS OF HUMAN NATURE

    Biology

    In the 1800’s Darwin’s theory focused on humans’ primate heritage and began a new
    period of questioning. From this came the modern scientific study of humans in fields as
    diverse as biology, anatomy, physiology, genetics, psychology, sociology and
    anthropology. From these fields have come modern theories of human nature.
    Primatology holds we are determined in our deep brain structures, our instincts, and our
    physical make-up by our primate heritage. Adherents of this thinking are E.O. Wilson,
    Richard Dawkins, and Richard Audrey. Barbara Ehrinreich believes fears and anxieties
    were hard-wired into human and pre-human species during millions of years when these
    species were vulnerable prey to wild beasts. She asserts that human fears and anxieties of
    an “other” (originally wild beasts), were later transferred to fear of other human beings.

    Anthropology

    Through a 6-million year evolutionary path, about twelve species in the human family
    tree evolved biologically and culturally from chimps and bonobos. The 12 species all
    extincted and modern humans are the only surviving species of this evolutionary path. All
    of the pre-human species were bipedal. Walking upright led to hands becoming free to
    use tools. The use of tools required eye-hand coordination and concentration which led to
    an increase in brain size. The increasing use of speech to name and describe features of
    the environment also led to the growth of the brain. Sociability allowed for collective
    learning. The growth of the brain and social interaction in bands stimulated the brain to a
    point where species in the genus Homo evolved to being highly conscious and intelligent.

    From modern anthropological theories, it can be concluded that due to 6 million years of
    evolution, humans emerged hard-wired for tool use, speech use, sociability, and high
    levels of consciousness.

    Psychology

    Among the many different theories and schools of psychology, a few stand out for their
    efforts to explore human nature. Freud believed aggression was a major element of
    human nature which enables survival, but which is sometimes accompanied by violence.
    Carl Jung thought there was a collective unconscious which could imbue an enemy with
    hateful traits, traits which actually originated within oneself. Alfred Adler created
    theories about interpersonal struggles for social dominance. Harry Stack Sullivan said
    humans have fears and anxieties derived from inhibited communication which caused a
    tendency to strike out at t hose who are different. Erik Erikson said social ambiguity in a
    society can produce confusion in individuals and a tendency to follow misguided leaders.
    Irving Janis explored “group think” which derives from human beings’ social nature.

    In 1941, John Dollard, Neal Miller, and other social scientists coined the "frustration-
    aggression hypothesis," arguing that violence and aggression are reactive, as distinct from

    Freud's notion of them as proactive. In this view frustration leads to anger (as do hurt and
    fear, which are variations of frustration) and anger sometimes leads to violence.

    CONCLUSION

    While it is challenging to explore the subject of human nature, it becomes a necessity in
    our times due to the misuse of the concept to promote a fatalistic and defeatist outlook
    that prevents people from evolving morally. Human beings are much more than merely
    “self-centered, aggressive, and competitive”. Recent tendencies to misuse the concept of
    human nature prove what American philosopher Henry Miller said “Man has
    demonstrated he is master of everything — except his own nature.”

    What is your view of human nature?

    **EssentialHumanNature.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/essentialhumannature-pptx-10318557)

    **PHILOSOPHYOFMINDandHUMANNATURE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/philosophyofmindandhumannature-pdf-10318553)

    **TreatiseofHumanNatureBook1-Hume.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/treatiseofhumannaturebook1-hume-pdf-10318555)

    **TheLawsofHumanNature-RobertGreen.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thelawsofhumannature-robertgreen-pdf-10318559)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6
    – 7
    – 8

  • [Solved] Education Course

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    ****Please read the directions carefully, must use original work!!!!*** Please read the rubric as well. This is due within 28 hours. Educators should understand the learning and behavioral characteristics of students with moderate to severe disabilities when providing direct services and supp…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    ****Please read the directions carefully, must use original work!!!!*** Please read the rubric as well. This is due within 28 hours.
    Educators should understand the learning and behavioral characteristics of students with moderate to severe disabilities when providing direct services and supports within the school setting. In turn, teachers can use such knowledge to collaborate with general educators and other professional colleagues when planning meaningful learning activities and social interactions with peers and adults. Expected student progress is made more viable when the selection, development, and adaptation of learning experiences for individuals with moderate to severe disabilities consider individual abilities and other related factors.
    Create a matrix to compare and contrast the typical and atypical cognitive, linguistic, and social-emotional development of K-8 students without disabilities, with dyslexia, with mild disabilities, and those with moderate to severe disabilities. Include 3-5 characteristics per student disability type and developmental criteria.
    Additionally, write a 250-500 word summary in which you:
    Explain how understanding typical and atypical development of K-8 students can be used by all educators to respond to the learning and behavioral needs of students with moderate to severe disabilities.
    Explain how collaboration between special educators, general educators, and related service providers regarding learning and behavioral characteristics of students can help create safe, inclusive, culturally responsive learning environments that engage students with disabilities in meaningful learning activities and social interactions.
    Support your matrix and summary with a minimum of three scholarly resources.
    \
    SPD-506Rubric-TypicalandAtypicalStudentDevelopmentMatrix.pdf](https://www.sweetstudy.com/files/spd-506rubric-typicalandatypicalstudentdevelopmentmatrix-pdf "SPD-506Rubric-TypicalandAtypicalStudentDevelopmentMatrix.pdf")

  • [Solved] 540 slp3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    analyzes your selected curriculum by explaining which learning theory/theories are at the foundation of your chosen curriculum. Chapter 5: Knowledge and Theories about Curriculum (p. 104–128) in: Hewitt, T. W. (2006). _Understanding and shaping curriculum: What we teach and why_. Thousand Oaks, CA: …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    analyzes your selected curriculum by explaining which learning theory/theories are at the foundation of your chosen curriculum.
    Chapter 5: Knowledge and Theories about Curriculum (p. 104–128) in:
    Hewitt, T. W. (2006). _Understanding and shaping curriculum: What we teach and why_. Thousand Oaks, CA: Sage Publications.
    Karagiorgi, Y. & Symeou, L. (2005) [_Translating constructivism into instructional design: Potential and limitations_](http://www.ifets.info/journals/8_1/5.pdf). _Educational Technology & Society, 8(1)_, 17-27. Retrieved from http://www.ifets.info/journals/8_1/5.pdf

  • [Solved] Smart

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Smart.pdf **## Smart.pdf** Based on your research of leadership theories and models, identify ONE (1) area of strength (where you currently feel comfortable) and ONE (1) area of potential growth (where you feel you could/should improve as a school leader). Document the leadership areas with pro…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Smart.pdf

    **## Smart.pdf**

    Based on your research of leadership theories and models, identify ONE (1) area of
    strength (where you currently feel comfortable) and ONE (1) area of potential growth
    (where you feel you could/should improve as a school leader).

    Document the leadership areas with professional sources (i.e. where did you locate the
    information (theory/model) that is guiding your SMART goal development. Be sure to
    use APA formatting for the in-text citation and the attendant reference page.

    These areas will lead you into a professional development plan process that will
    encompass TWO (2) areas of growth opportunities.

    Create a SMART goal for each of the development areas.

    Your competency area should be a comfort goal – just continuing to improve in this
    area.

    Your growth area should be a stretch goal where you plan to move into improvement.

    At a minimum, be sure to include the following elements: Target area(s). Rationale, the
    SMART goal, Learning activity(ies) for that goal, Method for documenting progress, and
    Method of documenting achievement (per your SMART goal).

    **## Smart.pdf**

    Based on your research of leadership theories and models, identify ONE (1) area of
    strength (where you currently feel comfortable) and ONE (1) area of potential growth
    (where you feel you could/should improve as a school leader).

    Document the leadership areas with professional sources (i.e. where did you locate the
    information (theory/model) that is guiding your SMART goal development. Be sure to
    use APA formatting for the in-text citation and the attendant reference page.

    These areas will lead you into a professional development plan process that will
    encompass TWO (2) areas of growth opportunities.

    Create a SMART goal for each of the development areas.

    Your competency area should be a comfort goal – just continuing to improve in this
    area.

    Your growth area should be a stretch goal where you plan to move into improvement.

    At a minimum, be sure to include the following elements: Target area(s). Rationale, the
    SMART goal, Learning activity(ies) for that goal, Method for documenting progress, and
    Method of documenting achievement (per your SMART goal).