Write an essay of 750-1,000 words that compares and contrasts learning theories (behaviorism, cognitivism, social, situational, constructivism, motivational, humanism) and identify the strengths and weaknesses of each theory. Discuss how each theory affects the planning process and supports interdisciplinary instruction.

The study of learning theories gives educators the necessary information for application during the planning process. Learning theories provide valuable insight into how individuals learn, which then lends an opportunity for integration of interdisciplinary instruction.

Write an essay of 750-1,000 words that compares and contrasts learning theories (behaviorism, cognitivism, social, situational, constructivism, motivational, humanism) and identify the strengths and weaknesses of each theory. Discuss how each theory affects the planning process and supports interdisciplinary instruction.

Include 3-5 scholarly articles to support your assertions.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

PLEASE FOLLOW THIS RUBRIC, I WILL ASK FOR PLAGIARISM REPORT AND A SMAPLE OF SOME OF THE WORK. I AM VERY VERY PARTICULAR ABOUT THIS AND IT MUST ADDRESS EVERYTHING ASKED! WRITER SHOULD  TAKE THE RURIC INTO CONSIDERATION. I WILL NOT LEAVE A REVIEW UNTIL I GET THE FINAL PRODUCT GRADE.

What motivation concepts and theories help you to analyze the case?

For many years, the Social Security Administration (SSA) followed a very bureaucratized process for handling claims. A “claim” is a request for services, such as a retiree’s application for SSA to begin paying his or her social security benefits (that is, to start sending monthly checks to him or her). Claims handling also involves many different functions, such as updating records, adding and deleting dependents and relatives from records, handling changes in the requests, and other matters.

 

For years, the claims would be handled like this: a client (a citizen making a claim) would apply at a local Social Security Administration office, or by mail. The local office would forward the claim to one of eight public service centers (PSCs) in eight different regions of the country. At the PSC, a different unit would handle each different phase of handling the claim. One unit would receive the claim and route it to the others. Another unit had specialists, called claims authorizers, who would rule on the legality of the claim—did the person have a legitimate claim? Then a claim would be shipped, with a large batch of other claims, to a next unit that contained benefits authorizers, or specialists who would calculate how much the client should receive in social security payments. Then the claim would move to another unit for disbursement or payment of claims, and to another for filing and retention. This process was like a big assembly line, with the claim moving from one phase of the work to another.

 

Congress added many programs and specifications to social security and related programs. At the same time, the nation’s population grew and became more complex. The claims-handling process got much more complicated, and this assembly-line system began to have problems, such as many delays in handling claims and many lost claims. As an example of the problems with the system, when a benefits authorizer would find that a claims authorizer had not provided all the information about a claim that the benefits authorizer needed, the claim had to be delivered back to the claims authorization unit that had previously handled it. Often, the returned claim went back to a different person from the one who worked on it to begin with. This resulted in slow processing and frequent mistakes.

 

SSA went through a long period of trying to figure out how to resolve the problems, and finally decided to adopt a modular design in the PSCs. They put together in units, called modules, all the different specialists needed to process a claim—claims authorizers, benefits authorizers, typists, file clerks, and others. These groups worked together like teams. They would take a client’s claim and work it through to completion, so that they actually had the person as the client of their module—they could identify the clients as theirs. They could also communicate more readily with each other about any problems that came up. There were some tough problems in implementing this new system, but it worked out very well, and has become the standard design in the PSCs.

 

Time passes and brings changes that require adjustments by all people and organizations. Advances in information technology—computers and communications technology—brought changes for the SSA. The processing of claims became more computerized. Local offices handle many claims by entering the data directly into the main SSA computers in Baltimore, and getting answers back directly. This reduced the load of claims coming to the PSCs. In addition, the work in the PSCs became more computerized and automated through higher technologies. Claims authorizers and benefits authorizers handled more correspondence by simply hitting a key on the computer terminal that caused the needed correspondence to print out. This reduced the need for typists. More information was going directly into the computer, and requiring less paperwork, and this reduced the need for file clerks to file the papers. The modules needed fewer and fewer typists and file clerks. This created problems, because if a module needed only a couple of file clerks, and was only assigned two, the module became more dependent upon their work habits. If both file clerks were absent, the module managers had to do the filing to keep the module’s work going.

 

Social Relations Among Specialists. In the old system, a social and educational hierarchy existed among the specialists. Benefits authorizers were the most highly paid and highly trained, followed by claims authorizers, and then by typists and filing clerks. The filing clerks were often single mothers with low incomes and low educational levels. They often struggled with serious personal challenges in their lives outside of work. They would sometimes miss work or arrive late because of child care problems. When SSA moved to the modules, the move helped to break down social distance between these groups. The file clerks would work directly with the others, usually as friends and coworkers. Also, SSA tried to move file clerks up the ranks through training and development processes.

 

In one of the PSCs in the midwestern United States, the assistant director (A.D.) of the PSC had an idea for responding to the problem of the declining need for file clerks. He started a new organizational design, in which file clerks were assigned to special units, from which they would be farmed out, as needed, to the modules. The design was something like the old idea of a typing pool or secretarial pool. The problem was that the file clerks felt isolated and demoted by being taken out of their modules.

 

The A.D. learned of the file clerks’ unhappiness in a fairly dramatic way. In his office one day, he received a request from the members of the file clerks’ unit to come down to their office area. When he arrived, he found the office draped with black crepe and black balloons. A large black casket lay on a desk in the middle of the room. The file clerks, dressed in funeral clothing, began singing funeral hymns. A spokesperson for the group came forward to tell him that they were there to hold a funeral for the file clerks unit, to mourn the death of the file clerks.

 

The A.D. was stunned. He had heard that the file clerks were unhappy with the change he had made, but had not expected such a development. He was not sure how to proceed. He was not really sure what the “funeral” was supposed to mean or to communicate, except that the file clerks were unhappy. Questions were running through his mind. What should he do right now, as he faced the file clerks and their funeral? What should he do in the longer term? Should he discipline them? He knew that people in other units would be very aware of how he treated these file clerks and some would complain if he “let them get away” with such disruption and insubordination. Because of the problems mentioned earlier, that file clerks often had with late arrival or absences, the discipline and work habits of the file clerks were sensitive issues in the PSC.

 

Source: This case was written by Hal G. Rainey, Alumni Foundation Distinguished Professor, Department of Public Administration and Policy, University of Georgia

 

Discussion Questions

 

  1. Analyze the incident in relation to questions of values.

 

1a.            What values was the A.D. promoting with the change?

1b.            What values were the file clerks emphasizing through their behavior?

 

  1. What motivation concepts and theories help you to analyze the case?

 

  1. What leadership concepts and theories help you to analyze the case?

 

  1. On the basis of your answers to the preceding questions, make suggestions to the A.D. about actions he should take.

 

4a.            What should he say and do, as he stands before the file clerks at their “funeral?”

4b.            Once he leaves the room and returns to his office, what should he plan to do in the longer term?

4c.            In advising him on actions to take, try to express the relations between your advice and important issues about values, motivation, and leadership.

 

Has the evolving relationship between the federal government and the states changed for the better or worse? Why?

Select ONE of the following topics to answer for the Lesson Writing Assignment. The writing assignment should be a minimum of 500 words. You should find most of the information you need to complete the assignment in the chapter, but you are allowed to use outside sources as well (such as news articles or government websites). DO NOT simply copy the information word for word from your sources. If you use information directly from the textbook or another source, it should be cited and the properly formatted citation should be provided at the end of the assignment. All assignments will be analyzed with SafeAssign to identify possible plagiarism.

1. Read Chapter 1 in the textbook, including “You Decide: Voices of Texas: Immigration in Texas,” and write an essay that addresses the following questions:

  • How is the population changing in Texas?
  • What are some of the possible political implications of the changing population in Texas?
  • After reading the “You Decide” passage, do you agree with Dan Patrick or Julian Castro? Should undocumented immigrants be given a pathway to citizenship or be sent back to their country of origin?
  • What are the pros and cons of illegal immigration in regards to both the U.S. and Texas economies? Consider how illegal immigrants have positively or negatively affected the economy.
  • Do you believe compromise is possible on immigration? Are the only two options deportations and amnesty? Is there a third option?
  • What role should the state of Texas play in the immigration policy?

2. Read Chapter 2 in the textbook, including “You Decide: Voice of Texas: Proposition 2 and Same-Sex Marriage,” and write an essay that addresses the following questions:

  • As compared to the US Constitution, why is the Texas Constitution so frequently amended?
  • How does the turnout for elections dealing with constitutional amendments compare to turnout for presidential elections?
  • Do you think the level of turnout influences the legitimacy of the amendments that are passed or rejected?
  • Is Proposition 2 a violation of the equal protection clause of the U.S. Constitution?
  • Should Proposition 2 be deleted from the Texas Constitution? Why or why not?
  • Must the state recognize same-sex marriages that have been licensed and performed lawfully in another state? If so, why? If not, why not?
  • Do you believe that religious freedom gives people the right to deny their services for same-sex marriages? If so, why? If not, why not?

3. Read Chapter 3 in the textbook, including “You Decide: Voices of Texas: Voting Rights and Redistricting,” and write an essay that addresses the following questions:

  • Has the evolving relationship between the federal government and the states changed for the better or worse? Why?
  • How has Texas often responded to mandates from the federal government?
  • With regards to voting rights, is this an area where the federal government should have more or less influence on the states?
  • What is Section 5 of the Voting Rights Act?
  • Does preclearance violate the Tenth Amendment and give the federal government too much power, or is it a necessary check on the states to make sure that minorities are not discriminated against?
  • Texas argued that it is unconstitutional to impose preclearance unless a state’s racial discrimination was as bad as what existed in 1965. In 2013, then-Attorney General Gregg Abbott argued that voter discrimination is no longer a problem in Texas and consequently is exempt from federal oversight. Do you agree? If yes, why? If not, why not?
  • What are two other areas where Texas is at odds with federal laws or mandates?

presidential election

Select a presidential election year from 1952 – 2004.  You are about to take a journey into the past….  Follow the steps below to complete this assignment:

 

Go to The Living Room Candidate website:

Click on your selected election year to the left.  Read the “overview” section, and each section associated with the names of the candidates.  Be sure to do this first so you have background information on the times and what the major issues were during that election year.

After reading the introductory material, look at the small images at the bottom of the page.  For each of these that you click on, you’ll see an actual television commercial for that candidate’s campaign.  Watch each of the commercials for your selected election year.  While watching take notes about the type of ads they used. How were they trying to “sell” the candidate?  Were they attacking their opponents?  What strategies were they using?

After watching the commercials, go back to the upper right  and click on “RESULTS” for your election year.  Check out the electoral map that appears.

After completing these steps, you will write an analysis of this election year and the campaign that took place.  Write a 2-3 page analytical essay answering the following questions.  Feel free to expand on your thoughts more – you do not need to stick only to the questions below.

 

What were your thoughts on the commercials?  Did the candidates “fight fair”?  Did they use good tactics to prove why a voter should vote for them?

If you were a voter in that election, based on the commercials, who would you have voted for and why?

Who won the election?  Did you feel that candidate had the better, more convincing commercials?  Why or why not?

 

 

Grading Rubric:

 

Essay is between 2-3 pages in length – 10 points

Essay, at minimum, answers the thought questions provided – 20 points

Essay gives clear descriptions of commercials, making it evident that student viewed the commercials and understood their content – 30 points

Essay shows analysis of the topic, links commercials to candidate’s success, explains the effectiveness of the commercial on the viewer, etc. – 40 points

 

 

 

 

 

 

 

 

Assignment 2

 

 

 

Petition Project: You belong to an imaginary territory that is part of the land mass you know as “The Northwest Territories.” (you can think up your own name). Your territory desires to be admitted into the United States of America.

 

You must create a petition in a Word document requesting admittance to the Union based upon the requirements described in the Northwest Ordinance (1787)–see this link http://curriculum.kcdistancelearning.com/courses/CIVICSs-HS-A06/s/4_sgov/misc/northwest.htm. In that petition, you must explain to Congress how your territory has satisfied all the requirements (for instance: how did you come up with the population number? don’t just say you’ve reached that magical figure.)

 

Part of that petition is a draft of your state’s future constitution. You only need create the “preamble.” Below are links to the preambles of the listed states’ original constitution. Your preamble should resemble them in tone and language.

 

Indiana  Illinois  Kentucky  Michigan  Ohio   Wisconsin