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I’m stuck on a Social Science question and need an explanation.

please respond to brescia with 200 words

What guidance tool will you use? I would definitely use conflict resolution and setting clear limits to behavior. Why did you choose this tool? (Provide support from your text with a citation)
I believe explaining to the child what I saw and the classroom rules would be more effective than taking the book from them. In this case the book belonged to Julia and Lisa has to wait her turn for the book. As explained in the text Even young children can be given time to deal with conflict (Feeney, Moravcik, & Nolte, 2016, p. 229). The girls can likely resolve this problem on their own after they have calmed down for a bit.
Give a detailed description of the steps you would take in using the guidance tool, including specific language you would use and how the child(ren) might respond each step of the way. I would approach calmly and explain what I saw. In this case I saw Lisa took the book that Julia had first. I would then explain that in our classroom we take turns and it is not okay to take a book that someone else was reading first. I would ask Lisa if she knew Julia had the book first. If Lisa said yes I would then explain when you take a book that was used it makes her angry and you can rip the book. If she said no then I would also explain to Julia that perhaps Lisa was not aware that she had the book first since she left it for a bit, this would be to try to calm the situation down and try to redirect the blame off of the other child. What short term and long term goals for guidance would you be supporting with your choice of guidance tool? (Provide support from the text, readings or videos with a citation) A short term goal I would use is to ask Julia and Lisa if they would like to sit down together and have me read them them the book or they can read to each other since they both like the Lion King like I do. ( I really do). A long term goal would be for the children to have name cards and they can set the name card on the object they are leaving unattended for a bit in the case that they have to use the restroom or something else. Another long term goal would be to practice conflict resolution regularly. As explained in the text problem resolution can be incorporated into the teaching plans like having a puppet show that demonstrates how to resolve problems (Feeney, Moravcik, & Nolte).
Reference:

Feeney, S., Moravcik, E., & Nolte, S. (2016). Who Am I in the Lives of Children? An Introduction To Early Childhood Education. (10th Ed.). Boston: Pearson Education.respond to dana: nursing essay help
Need help with my Social Science question – I’m studying for my class.

please respond to dana with 300 words

1.) The guidance tool I feel has the better outcome to most situations is conflict resolution.

2.) I choose this tool because of the many steps it takes to neutralize the situation and the children and clearly see what they are doing is not the right way to handle it and teaches them a more correct way to solve the problem the next time something were to occur. “We find that young children are interested in this process and, with patient facilitation from adults, they quickly start to use it effectively on their own” (Feeney, Moravcik, & Nolte, 2019, p.204).

3.) Detailed description of the steps I would take:

Step 1: I would calmly walk up to both students and ask them one at a time what the problem is, giving them both the opportunity to tell their side of the story. If one child is not letting the other child speak, I would ask to talk to them separately. I feel this would help the children understand the situation and know their voice is being heard.

Step 2: I would make sure they understand what would happen to the book if they continued to play tug of war with the book “If you keep tugging on the book, you can rip the book and if you rip the book no one would be able to read it”. They may or may not like it at first but I feel this would be beneficial for both students.

Step 3: I would suggest they take turns reading the book or maybe read the book together. This way they both can read the book and possibly learn new words that one child may know but not the other. This could ensue a friendship between the two children.

Step 4: I would state the classroom rules to restate them so they know what the rules are and what the consequences would be if they did not follow the classroom rules. The children will feel like their voices are heard and know that there are consequences for their actions.

4.) The short-term goals would be to behave in ways that promote safety, use toys, tools, and materials carefully, and follow classroom rules and routines (Feeney, Moravcik, & Nolte, 2019). A long-term goal would be to build inner control, self-discipline, and the ability to self-regulate (Feeney, Moravcik, & Nolte, 2019)

References

Feeney, S., Moravcik, E., & Nolte, S. (2019). Who am I in the lives of children?: An introduction to early childhood education. New York, NY: Pearson Education.Mahatma Gandhi & the Nonviolent Movement for Indian Independence
I need an explanation for this History question to help me study.

Historical Document Analysis & Supplemental Bibliography
Thematic Title – The title should refer to the historical person or theme and not be simply titled “Document Analysis.” Examples: Spanish Perceptions of Native Culture in the 1500s or Christopher Columbus and the Encounter with the New World. Introduction to Topic (1-2 paragraphs) – The introductory paragraph provides the basic historical context about the person and the event or events of historical importance that person participated in. It also introduces the document to the reader, including author, nature of the document, and year of creation. Finally, the introduction should close with a thesis statement that makes an argument about the content of the document in relation to the broader historical context (i.e., a historical analysis of the document).
Document Analysis and Historical Connections (2 pages) – The remainder of the paper must follow the thesis made in the introduction and analyze the document in relation to the historical context of the time it was written, considering issues such as the purpose and message of the document and what the document tells us about the people, society, and time in which the document was produced. How does the document illuminate our understanding of the past and demonstrate the motivations, beliefs, and practices of people in the past? This section will use and cite specific historical detail from the textbook and from the document itself as evidence to support the thesis. The analysis should not be a simple summary of the document itself; instead, you need to formulate an analysis of the relevance of the document (or the author or subject of the document) to the period of history it reflects.
Supplemental Bibliography (4-6 sources) – The primary document analysis will be followed by a supplemental bibliography of the 4-6 sources that best reflect the research and writing that historians have done that examine and analyze the topic of your paper.
Essay Format
Name, upper left hand corner Page numbers, upper right hand corner Descriptive, thematic title, centered, before introduction Body, double-spaced, 12-point font, 1 inch margins, 3 pages Please proofread your final paper for grammatical and spelling errors. Avoid the use of the first person (“I”). Use quotation marks and brief footnotes (see footnotes guide) throughout. Please Note: Cases of plagiarism will receive a zero on the assignment and no opportunity to rewrite. Use Turn-it-In as a resource to check your citations.
Supplemental Bibliography Format
Centered heading titled “Supplemental Bibliography” at the top of a new page (of the same document. Do not upload two documents.). Alphabetical order by author’s last name. Single space entries, with a space between each entry. Use Chicago (CMOS) bibliographic citation format. See the Purdue Owl Guide for details.

FOOTNOTE GUIDE:

Chicago Manual of Style Footnotes: A Brief Guide

YOUR PAPERS IN THIS CLASS MUST USE CMOS BRIEF FOOTNOTES.

What is a footnote?

A footnote is an internal citation in your essay that denotes where you got the information that you are using to write your essay. A good, honest writer always cites their information.

How do you insert a footnote in your essay?

Click on “insert” and choose “footnote” in Microsoft Word or Google Docs when your cursor is at the end of the sentence you would like to cite (after the period and quotation marks).

A small number is placed at the end of the sentence. It will automatically count up each time you insert a footnote.

At the same time, a small number will appear at the bottom of the page. That’s where you write the citation information.

For this class, we will be using the “brief” style of footnote.

A footnote contains the following information: author’s last name, book (in italics) or article title (“in quotation marks”), page number. Note: if it is an online source that does not have a page number, author’s name and title of work will be sufficient.

See below for more specifics. Footnotes are customarily in 10 pt. font.

“Brief” Formatting Style

Citing Direct Quotes from Documents, Your Textbook, or Articles

Any direct quotes (the exact words of the author) must be enclosed in quotation marks and followed by a footnote.

Example from Primary Source

Aristides praised the Roman emperor’s style of rule when he said, “you govern throughout the whole inhabited world as if in a single city.”

Example from Secondary Source

EX: Hellenistic culture flourished through the spread of Greek, which “became the language of power and elite culture.”

Citing Paraphrased Information

A sentence or series of sentences that contain specific, but paraphrased (in your own words) information from one source must be followed by a footnote.

EX: Cities established by Alexander were centers of Greek culture. They had markets, theaters, and political assemblies, which were filled with Greek settlers who became the elites of each city.

Citing Books and Journal Articles

If you use any of the sources in your supplemental bibliography in the paper itself, they must be cited using footnotes.

Books: You need to include the name of the author, the full title of the book, and the page

number or numbers where you found the information. Titles of books are always written in italics.

Footnote: João José Reis, Slave Rebellion in Brazil: The Muslim Uprising of 1835 in Bahia, 57.

Articles: You need to include the name of the author, the full title of the article (in quotation marks), the title of the journal (in italics), and the page number or numbers where you found the information.

Footnote: Robert Nelson Anderson, “The Quilombo of Palmares: A New Overview of a Maroon

State in Seventeenth-Century Brazil,” Journal of Latin American Studies, 546.

Citing Online Sources

If you use any information from online sources (perhaps websites/articles that I posted in your discussions or online articles you consulted to try to understand your topic better), you must also cite those.

Online Articles

Example w/ Author: A shortage of grain in France in the 1780s led to skyrocketing prices on bread forcing workers to spend almost 90% of their daily wages on bread alone.

Example w/out Author: Although the liberal philosophies that inspired the French Revolution advocated for the equality of all men, women were not often included in the list of those who deserved equal rights based on the perceived “fact that women were not considered a persecuted group like Calvinists, Jews, or slaves.”

Note on Dates: Online articles usually have publication dates, so use that instead of an access date. Resources from online university sites, museum sites, and encyclopedias often do not have publication dates, so use an access date.

PURDUE OWL GUIDE:

https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/general_format.html

USE BELOW SOURCES:

Supplemental Bibliography

Allen, Douglas. “Mahatma Gandhi on Violence and Peace Education.” Philosophy East and West, vol. 57, no. 3, July 2007, pp. 290–310., doi:10.1353/pew.2007.0029.

Ishii, Kazuya. “The Socioeconomic Thoughts of Mahatma Gandhi: As an Origin of Alternative Development.” Review of Social Economy, vol. 59, no. 3, Sept. 2001, pp. 297–312., doi:10.1080/00346760110053914.

Jha, Manoranjan. 1978. “Civil Disobedience, American Opinion and the British.” Journal of Indian History 56 (3): 553–84. http://search.ebscohost.com.ezp3.sxu.edu/login.asp…

Kupfer, Joseph. “Gandhi and the Virtue of Care.” Hypatia, vol. 22, no. 3, 2007, pp. 1–21., doi:10.1111/j.1527-2001.2007.tb01088.x.

Livingston, Alexander. “Fidelity to Truth: Gandhi and the Genealogy of Civil Disobedience.” Political Theory, vol. 46, no. 4, 2017, pp. 511–536., doi:10.1177/0090591717727275.

McLain, Karline. “Gandhi’s Ashrams: Residential Experiments for Universal Well-Being in South Africa and India.” Utopian Studies, vol. 30, no. 3, 2019, pp. 462–485., doi:10.5325/utopianstudies.30.3.0462.

Norvell, Lyn. “Gandhi and the Indian Women’s Movement.” British Library Journal, vol. 23, no. 1, Spring 1997, pp. 12–27. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=18221099&site=ehost-live.

Steger, Manfred B. “Mahatma Gandhi on Indian Self-Rule: A Nonviolent Nationalism?” Strategies: Journal of Theory, Culture & Politics, vol. 13, no. 2, Nov. 2000, pp. 247–263., doi:10.1080/104021300750022634.

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