Religious Affinity Scams
Before addressing this week’s forum, watch/read the following:
One of the more despicable forms of white-collar crime involves preying on those by manipulating their religious faith. If you, or anyone that you know, has had any such experiences, please share with the class. If not, do some research and share an example of such with the class. Which theory of criminal behavior would you say best fits the religious affinity offender?
what is strengths and weaknesses in reducing medication errors?
Short Essay
My academic goals are to improve my grades and increase my GPA. Last semester was a challenging semester for me. I currently have a career that utilizes much of my time and I am also a mom of 3. My major is Business Administration, and this is my last semester before I graduate. It was an exceptionally long journey. I enrolled at BMCC in 2018, but I dropped out due to financial difficulties and I later returned in 2023. I made the dean’s list in spring 2024 and I felt immensely proud to accomplish that. I told myself I wanted to keep that determination and yet my job recently has made it difficult for me to time manage my studies and stay focused. My GPA dropped as of last semester. Moving forward this semester, I look to do better because I am at the finish line, and I worked so hard to get this far. College has been an emotional roller coaster for me, and I refuse to be discouraged.
What excites me about attending college is that I am accomplishing a degree that will further my career and advance my knowledge. I plan to continue to a bachelor’s degree after graduating BMCC. It is important for me to be college educated. Being college educated opens rewarding opportunities. Currently, I am only taking Calculus 301 and your class Sociology 100 writing intensive course, I do have one more class that I need to retake, which I plan to take in summer. Once I have completed that I will earn my associates degree and move forward to my bachelor’s in finance. I look forward to your class and advancing my understanding of creative writing in sociology.
CED
In this assignment you will analyze a real proposal and answer the following questions:
Chapter Fourteen objective is identify purposes of presentations and how to plan a strategy for presentations, organize effective presentations, plan visuals for presentations and deliver effective in-person and online presentations.
Assignment
Watch the TED Talk below. Answer the following questions:
1. What was the purpose of her presentation? Learning objective 14-1
2. What are the three main points Ms. Brewer wanted to convey? Learning objective 14-2
3. How strong or weak was Ms. Brewer opening and closing statement, and why? Learning objective 14-3
4. How well did the visual aids help with convey the message? Learning objective 14-4
5. Which non-verbal delivery element (eye contact, facial expressions, gestures, or vocals) was strongest, and why? Learning objective 14-5 It’s Not Manipulation, It’s Strategic Communication | Keisha Brewer | TEDx Georgetown (youtube.com
Unit VIII Journal
This journal measures your mastery of ULOs 4.3 and 4.4.
You are opening your own small business and want to establish a culture of ethical behavior. What are some procedures you should implement to support an ethical culture? What kind of follow-up process would you establish to monitor the effectiveness of these procedures?
Identify a strategic management skill that you learned or acquired in this course, and explain how you would apply it to improve success in your career in a real-world scenario.
Your journal entry must be at least 200 words in length. No references or citations are necessary.
Read “Three Conditions English Learners Need to Thrive,” by Fisher and Frey, from Educational Leadership (2019).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
How Cultural Differences May Affect Student Performance
Read “How Cultural Differences May Affect Student Performance,” located on the Great Schools website (2023).
Cultural Competence in Education
Required
Read “Cultural Competence in Education,” by Moore, located on the TeachHUB website (2021).
Culturally Responsive Instruction
Required
Explore “Culturally Responsive Instruction,” located on the Colorín Colorado website.
How to Use Culturally Responsive Teaching in the Classroom
Required
Read “How to Use Culturally Responsive Teaching in the Classroom,” located on the Understood website.
Strategies for Teaching Culturally Diverse Students
Required
Explore “Strategies for Teaching Culturally Diverse Students,” located on the TeacherVision website (2023).
ELL Family Outreach
Required
Explore “ELL Family Outreach,” located on the Colorín Colorado website.
Week 6 assignment
Assessment Description
Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.
Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:
Culturally Responsive Teaching
Supporting the Needs of ELs in the Classroom
Home and School Connections
| Classical Sociology (Europe) (1800s) | Early American Sociology (Early 1900s) | Modern Sociology 1940s-1970s | Contemporary Sociology (Post 1960s) |
| Emile Durkheim (French) 1858-1917 Suicide – first important work of sociology Focused on suicide as social issue rather than psychological Social solidarity: ….. Mechanical solidarity:….. Organic solidarity:….. Division of labor:….. Karl Marx Max Weber | Harriet Martineau W.E.B. DuBois Jane Addams | Structural Functionalist Theory Conflict Theory Symbolic Interactionist Theory | Multicultural Theories Feminist Theory Postmodern Theory |
Abstract
My term paper will focus on the impact of emerging technologies on criminal justice
practices, specifically the use of Artificial Intelligence (AI) in law enforcement and its ethical
implications. As technology advances, law enforcement continues to adopt AI for everything from
predictive policing and facial recognition to data analysis. These innovations have the potential for
increased efficiency and effectiveness but create several concerns regarding privacy, bias, and
accountability. It will be debated both from a positive and negative side of the application of AI
within the criminal justice system and, in particular, how algorithmic bias may eventually
disproportionately affect minority communities by leading to unfair outcomes. The final part
provides an overview of the current regulation and legislative frameworks in which AI in law
enforcement is applied and whether these are fit to discuss the ethical and societal issues that such
technologies create. It thus advocates for a balanced approach to integrating technological
advancement without compromising civilliberties and accountability by analyzingrecent
developments in AI policing using case studies. The paper will use qualitative research methods,
including a review of scholarly articles, legal documents, and case law, to offer a holistic picture
of the correlation between AI and criminal justice. Finally, the paper is part of an ongoing debate
on the future of law enforcement in the face of rapidly advancing technology and tries to critically
examine the implications for justice and fairness such events generate in society. Therefore, this
paper is intended to join debates of balancing technological innovation with ethical concerns,
advancing some ideas on how AI can be adopted for law enforcement without compromising its
fairness, accountability, or suitability in protecting civil rights.
Discussion by Rechandralyn Williams
On the FIBA (International Basketball Federation) website, coaching awards are typically outlined under coaching certification programs. FIBA offers various coaching certifications that range from basic to advanced levels, each designed to develop a coach’s skill set and expertise in the sport. These certifications are meant to enhance knowledge on coaching principles, strategies, and team management, and are structured to ensure that coaches are capable of understanding the evolving game of basketball. Coaches are often required to demonstrate an understanding of both technical and tactical aspects of the game, as well as develop skills in managing and mentoring players.
The approach to coaching promoted by FIBA is one of holistic development, balancing the technical and tactical aspects of the sport with the psychological, social, and ethical development of athletes. The coaching philosophy is rooted in fostering player development through structured practice, but also through fostering leadership and critical thinking among players. There is a clear focus on long-term athlete development, emphasizing skill-building from a young age and encouraging players to improve both individually and as part of a team.
Additionally, there is a strong advocacy for creating environments where athletes’ well-being is prioritized, and where coaches are taught to be positive role models. Coaches are encouraged to be mentors and leaders who inspire and motivate players, not just on the court, but off the court as well. This approach aligns with the concept of player-centered coaching, which is often discussed in modern coaching paradigms, where the coach’s role is to facilitate the growth of the athlete rather than simply instructing or directing them (Cushion, 2010; Lyle, 2002).
The language used on the FIBA website and in its coaching materials reflects a progressive and player-centered approach. The emphasis is on creating inclusive environments, developing teamwork, and focusing on respect and sportsmanship. Words like “development,” “empowerment,” and “leadership” are commonly used. This aligns with the constructivist coaching paradigm, as outlined in the week’s readings. A constructivist approach to coaching stresses the importance of the coach as a guide who encourages players to learn from their experiences and mistakes, rather than just giving them instructions (Cushion, 2010).
This player-centered approach contrasts with traditional coaching practices, which often focused more on authoritative instruction and a “top-down” approach, where coaches made all decisions and athletes were expected to follow. Traditional coaching in basketball often emphasized rigid drills and a high level of discipline with less focus on individualized player development. The focus was often on team-oriented play, with less room for personal expression or creativity on the court.
In basketball, traditional coaching practices generally revolve around a more directive approach to teaching the game. Coaches would focus on drilling players in specific, often rigid, techniques such as set plays, defensive strategies, and offensive movements. This approach tends to leave little room for player autonomy or creativity and often relies on a coach-centered model, where the coach is seen as the primary decision-maker.
However, in recent years, the sport has seen a shift away from this “traditional” model, with a greater emphasis placed on individual player development, creative playmaking, and mental toughness, as seen in the approach advocated by FIBA. This modern perspective encourages coaches to adapt their methods to meet the needs of individual athletes, taking into account their strengths, weaknesses, and unique personalities, while still focusing on the team’s overall success.
References
Cushion, C. J. (2010). Coach education and learning: The social construction of competence. In J. Lyle & C. Cushion (Eds.), Sports coaching: Professionalisation and practice (pp. 73-90). Elsevier.
Lyle, J. (2002). Sports coaching concepts: A framework for coaches’ behavior. Routledge.
Smith, R. E., & Smoll, F. L. (2007). Coaching in sports: A comprehensive guide to techniques and strategies. Human Kinetics.
Discussion Thread: Coaching Theory & Coaching Practice
Discussion by Patrick Owens
USA Wrestling is the national governing body for amateur wrestling in the United States, providing guidance, training, and recognition for coaches at all levels. One of its key initiatives is the USA Wrestling National Coaches Education Program (NCEP), which helps coaches improve their skills and knowledge. The program focuses on athlete safety, skill development, and overall growth. While USA Wrestling does not appear to have a specific coaching award, it does recognize coaches through leadership roles within the NCEP.
The coaching approach promoted by USA Wrestling aligns with a method that encourages understanding and decision making rather than relying solely on repetition. Coaches are recommended to guide wrestlers in analyzing situations, making choices, and adjusting their techniques. This approach supports a style of learning in which athletes develop skills by problem solving, practicing strategies, and setting personal goals (Lyle & Cushion, 2016). The organization also emphasizes mentorship, peer learning, and coaching workshops, which create an environment where athletes learn through guided experiences.
In the past, wrestling coaching was more focused on strict discipline, repetition, and immediate correction. Traditional methods often followed a structured process where wrestlers mastered techniques through continuous drills reinforced by direct feedback. This method is rooted in the belief that consistent practice leads to mastery (Lyle & Cushion, 2016). While this structured approach remains an important part of wrestling training, USA Wrestling has moved toward a more adaptable style that encourages athletes to think critically, react to different opponents, and take ownership of their progress.
This change in coaching philosophy can show the balance between discipline and personal growth which can also be found within faith. Proverbs 27:17 states, “As iron sharpens iron, so one person sharpens another” (New International Version). Just as wrestlers improve by training with and learning from others, personal growth in faith comes through mentorship, encouragement, and shared wisdom. A coaching approach that promotes both technical development and mental strength reflects the importance of guidance and growth in both athletics and faith.
USA Wrestling’s coaching philosophy has shifted from a strict repetitive training to more towards a flexible approach that can encourage thinking and problem solving. While discipline and technique remain essential, there is now a greater focus on learning through experience, making adjustments, and working with others. This evolution helps wrestlers develop into not only stronger athletes but also more well-rounded individuals.
References
Lyle, J., & Cushion, C. (2016). Sport coaching concepts: A framework for coaching practice.
New International Version Bible. (2011). Zondervan. USA Wrestling. (n.d.). USA Wrestling Home Page. Retrieved from https://www.themat.com/Links to an external site.