Read these below responses for the question and provide an answer- address each

Read these below responses for the question and provide an answer- address each student as if you were talking to them directly and give them your opinion on their response to the question- three separate answers for these three students.   
Topic 4 DQ 2
Select a current TV show or movie. Analyze the development and portrayal of the characters in the movie or show. Are stereotypes present? What are some potential consequences that these portrayals or stereotypes may have on society?
Dorothy P.    2 postsRe: Topic 4 DQ 2
The current Tv show that analyzes the development and portrayal of the character is the tv show “Two and a Half Men”. In this show, the Liberal feminists believe that the media generally depicts women as wives, mother-daughter, or a sex object. The main protagonist of the series, Charlie Harper, is a rich jingle composer who lives in a mansion. Charlie is a womanizer who hooks up with women who are slim, sexy, and exceptionally beautiful. Megan Fox one of the starring sex symbols, plays the part in the episode Camel Filters, as a sixteen-year-old girl with a poor educational background, when she first steps in the house in Charlie’s house, full of male genders, they all are drooling over her. This is a good example of a male gaze. “The audience views the portrayal of women mainly through Charlie’s perspective. Megan Fox’s appearance in the episode carries a strong erotic impact as the camera focuses on her body, particularly when she is sunbathing in her bikini on Charlie’s terrace, rather than giving us close shots of her face. Similarly, Boyle (2005) maintains that “physical appearance and dress are recurring concerns” in the portrayal of women in the media which “replicate the construction of women as objects of the male gaze in mainstream media”. The women characters who play minor roles are also categorized into stereotypical roles
The consequences that this tv seriously portrays on society is that the main female characters in the tv show bring out women’s weakness and negative personality rather than their strengths, says Boyle (2005). The show shows portray women as objects of sexual pleasure for male protagonists, and they are not looked at as Mothers, and they are denied to have voices of their own. So women in media will think to get a good male figure I will have to look like the models in the show. 
Elizabeth R.  1 postsRe: Topic 4 DQ 2
Topic 4 DQ2
The movie is “Peter Pan”. This movie very popular reflects the worst offender. The depiction of Native Americans is shown in the song entitled “What Makes the Red Man Red”. The lyrics of this song are very offensive, drawing on racial stereotypes by calling Native Americans offensive words and giving the characters literal red skin. Disney, “a scene from the 1953 animated movie “Peter Pan,” Disney’s website states: “The film portrays Native people in a stereotypical manner that reflects neither the diversity of Native peoples nor their authentic cultural traditions.”
Same in the movie The Lone Ranger (2013), this film was very hard to separate the stereotypical and hurtful from the bad scrip. According to King (2014), “There are a few key observations to make concerning Native American representations in The Lone Ranger, but first, it is important to this discussion to understand stereotypes that have already been established through films in the past. In one sense the Native Americans are portrayed as violent, but not unnecessarily – they are not the ones victimizing, the white men are” (pp.58-59).
In my opinion is difficult to change the mind of society about stereotypes. Media has a huge reach in society and is a key filter through which people learn about each other, yet countless studies demonstrate that these media continue to reproduce ethnic and racial stereotypes, with often harmful effects. On YouTube, I found this report from ABC News Good Morning America, in this survey and discusses ABC News about stereotypes, parents, and children gave their opinion.

Danielle C. 1 postsRe: Topic 4 DQ 2
Power Book II: Ghost is a spin-off television show from the hit Starz series, Power. The development of the characters evolved from the events and plot twist of the original series; however, the spin-off is centered around the main character Tariq St. Patrick. Tariq is the son of a deceased drug lord and candidate for Lieutenant Governor of New York, James ‘Ghost’ St. Patrick. The St. Patricks’ are an African American family from Queens, New York who portrays the successful escape from hard times and moved to the upper east side into a penthouse… typical. They droved the finest cars, wore designer clothes, socialized with the upper class, and their children attended the best private schools. They owned several legitimate businesses to clean the dirty money they earned selling narcotics. The show is the epitome of how many assume Black Americans gain wealth and conduct themselves once they have reached a particular status. It is basically a live stereotype.
Consequently, like father, like son… despite several failed attempts, Tariq has followed in his father’s footsteps. He is moving weight (drugs) and changing the rules of the business as he sees fit to ensure things go accordingly for his benefit. He is selling drugs on his ivy league college campus, Stansfield, to take care of himself and pay a defense attorney for his mother ‘Tasha St. Patrick’ who is currently awaiting trial for allegedly killing her husband, James St. Patrick.
Throughout the show Tariq reframes from sharing information with his roommate and business partner Brayden. He has found himself in an ongoing generational cycle of drug dealing and as the story unfolds the audience can see the similarities between Ghost and Tariq.
The potential consequences portrayed in the storyline affects society because once again it is a representation of how Black Americans are mainly presented in television. They are typically drug dealers who escape poverty and spend their money on flashy materialistic things with high hopes of breaking generational cycles and curses until the climax of the show when they are caught by the police or murdered in the streets.
Gulla and Jha explains that diversity in television matters. “First, all of society benefits from diverse points of view and one of the best ways to guarantee that is to have owners, managers, producers, and performers drawn from all segments of society. Second, children take their cues from television.” Gulla, & Jha (2019)
The principle that Ghost missed while attempting to father his son is the importance of parenting by example. He believed that removing his family from Queens and providing them with the finer things in life would teach his son how to be a successful black man. The reality is that his son needed a role model that he could mirror, not a distant father telling him to ignore the daily visuals in their home and become a man that he had never seen before.

Group Formation This learning activity is due by Day 7. Locate and read the arti

Group Formation
This learning activity is due by Day 7.
Locate and read the article listed for this assignment titled “Groups as Systems.” Zajonc states, “Synergy can take either a physical or a mental form. The physical presence of others is often arousing, so more work is accomplished. Even ants work harder when there is more than one of them on the job” (Henman, n.d., p.2). In the mental sense, synergy forms when a type of collective intelligence and shared memory begin to develop as the group matures.
Reflect on a group experience where you noticed this shift to synergy with your group. (Some ideas: at a human services agency where you work, a different occupation, serving on a committee, a group in college, etc.) Describe this experience as vividly as possible, with plenty of detail and analysis of as many group members (in regards to their contributions to attaining synergy) that you can recall.
This assignment should consist of 350-500 words. You are not required to seek additional sources, but cite and reference the required reading in your work if you have integrated any thought, idea, or quote from the material.
Henman, L. (n.d.). Groups as systems [PDF file]. Retrieved from


Respond substantively to a minimum of two peers by Day 7 of Week 1. Inquire about the character and dynamics of your fellow students’ small group experiences.
Secondary Small Group Concepts
Visual, if you will, a forest. The area is situated of trees, sharing similar features – roots, trunks, branches, limbs, and needles or leaves. A single tree does not constitute a forest; even a group of trees does not define a forest, but they create a forest together. Additionally, while each tree is independent, they are equally dependent and interdependent upon other environmental factors. This concept can be applied to groups on a macro-level or micro-level. Each group creates a valuable piece of the community. As explained in the text, no group is “purely primary or secondary in functioning” (Adams & Galanes, 2017).
The difference between Secondary Small Groups
Primary groups are inclusion-based. These groups are open and allow feedback that promotes self-fulfilling outcomes. They are groups that we find a sense of belonging and comfort, such as our family or closest friends. Secondary groups, on the other hand, control necessities and resolve dilemmas. Together primary and secondary groups balance each other, although their purposes differ. This process takes place in all group environments, even if not associated with learning and support groups. An exchange of thoughts, ideas, and beliefs come together. Like the forest analogy, a seed begins life, the roots substantiate its stability, and the tree flourishes from there – each thrives from the other.
My Group
Years ago, I was offered an opportunity to lead a women’s program at Mt. Hood community College. The Transitions Program is a program that enrolls single mothers and survivors of domestic violence on a path to education and self-sufficiently. The primary group was Mt. Hood Community College prospective students, a large and diverse campus in Gresham, Oregon. The secondary group was the Transitions Program. The primary group was led by the support of an Americorps Advocate who oversaw my presentations for Domestic Violence education and awareness, or more a dyad excluded in groups, but each was representing a population. In general, this opportunity was representative of both learning and support groups for women leaving intimate partner violence but served in support for the first time or returning adult students. Moreover, as single mothers and battered women, women’s education barriers were discussed and overcome. The overcoming of a dilemma or task is reflective of a secondary group.
Although a small group where cohesion is typical of a lesser transparency, the social group aspect successfully allowed a definite presence. Women of all backgrounds came together to support each other. As social groups do, influence came in positive interactions. The rapports that were established created a strong sense of interdependence. As each Transitions Program class graduated, the small groups became a larger group or alumni. As Henman (n.d.) explained, synergy results from groups when they are ‘coherent’ and as the groups ‘mature,’ which is precisely what transpired with this population sample. In a sense, Transitions graduates were the same, yet stood out, exuding the synergy because of the traumatic pasts that led to their bright futures.
Simultaneously, while there was conformity, we each made our marks as explained in the video, Group identity – Ingroup and outgroup formation (HeroicImaginationTV, 2011, 0:51-1:16). Although we were all women, survivors of IPV, single mothers, and embarking college degrees, we stood out from others as strong and proud. We branched out to differing groups from there, including Student Council, Recruiting, and Federal Work Studies, which furthered our careers and self.
Adams, K., & Galanes, G. (2017). Communicating in groups: Application and skills (10th ed.). New York, NY: McGraw-Hill. eISBN-13: 9781259983283
HeroicImaginationTV. (2011). Group identity – Ingroup and outgroup formation [Video file]. Retrieved from Group Identity – Ingroup and Outgroup Formation
Henman, L. (n.d.). Groups as systems [PDF file].
A group cannot be effective if it does not operate actively. As an educator, I am expected to  collaborate with members on my team, as well as education personnel present in the school setting. When this concept is applied to the reading this week, identifying the personality traits present in each team member are essential to managing the team and delegating individualized roles and responsibilities. When this occurs, members of a team are able to gain a sense of independence in identifying which tasks correlate with one’s personal strength (Vries, 2013, p. 1). More specifically, a group is formed when individuals are given the opportunity to collaborate with one another in a meaningful and purposeful manner. Although many individuals are often assigned to a team through one’s occupation, technically a group is not formed until individuals are provided the opportunity to interact in which one shares and receives from members on one’s team (Adams, K., & Galanes, G, 2017, p. 11). Therefore, a group cannot be established through small talk or brief encounters with others.
On the other hand, a small group is formed when members of a team are able to pinpoint the individuals one interacts with rather than a numerical value. Consequently, a small group may vary in size and quantity (Adams, K., & Galanes, G, 2017, p. 11). Meanwhile, a primary group refers to one’s cultural influences in regards to cohesiveness and collaboration. An individual’s primary group most often forms through the family sector and is formed based on the cultivating close knit bonds (Adams, K., & Galanes, G, 2017, p. 14). Additionally, a primary group can also be formed through community and ethnic groupings. The secondary small group differs greatly from that of the small and primary group. This is because, secondary small groups are developed based on the desire to accomplish a specific goal. Many times a secondary small group is birthed from an issue determined in the primary group (Adams, K., & Galanes, G, 2017, p. 15).
Finally, I belong to a secondary small group. As a teacher I am a member of the Faculty Advisory Committee, in which we meet each month to review, discuss, and address teacher related concerns. This group seeks to determine ways to address the issues presented and as a team we formulate a plan that is submitted to administration. The small group throughout processes include sharing ideas, maintaining respect for others, effective communication, and solving problems. Each of the elements are maintained through open dialogue in which administration is not present during monthly meetings. This allows members to communicate effectively, solve problems, and share ideas with ease. In addition to this, respect is protected through providing members with choice. For example, each member has the option to share ideas verbally or anonymously. Overall, I would like for meetings to be conducted more frequently as many teachers experience concerns weekly versus monthly.  
Adams, K., & Galanes, G. (2017). Communicating in groups: application and skills (10th ed.). New York, NY: McGraw-Hill
Kets de Vries, M.F.R. (2013, December). The eight archetypes of leadership [Web page]. Harvard Business Review.
Respond to at least two classmates’ postings.
Explain how state standards came into existence.
Our book states that “by the mid-1990s, all 50 states had adopted discipline-based benchmarks to measure whether students were working at grade level, particularly in the four major subject areas—mathematics, reading/language arts, science, and social studies. Since education is a state’s right under the U.S. Constitution, each of the 50 states had different standards. However, there was also a growing awareness that U.S. students fell further behind students in other industrialized nations” (Hansen, Buczynski, & Puckett, 2015).
Discuss the impact of the standards movement on classroom instruction.
This is hard to say because it was hard for some teachers to use these standards in their classrooms. Mostly because they did not want the standards in their classrooms, according to Tim Walker (2013), the road has been rocky and will continue to be that way. The challenges surrounding implementation, however, are formidable. Teachers are concerned about adapting their classrooms to the rigorous new standards and receiving the proper training. Many are also wondering about the role of new assessments. But they also recognize the enormous opportunity that lies ahead (Walker, 2013). This would mean that teachers must work a little harder to reach their CCSS goals in their classrooms. Plus, this also means that they can become worried about what may lie ahead of them.
How do the Common Core Standards intend to affect instruction in schools to meet both learner and societal goals?
The specifications will require educators to alter their methods in teaching. Considering that the standards have put in place expectations, the teachers will have to ensure that each student will be prepared for the next year’s curriculum (Resilient Educator, 2020). This allows them to see if their students are ready for the next grade level or prepare to continue onto the next grade level and meet their common goals or standards. The specifications will influence educators once it correlates to collaboration and communication between the various age groups and learning levels. As stated by, a vital goal of the standards is getting teachers, students, and parents to work together toward a common goal (Resilient Educator, 2020). Working together means that we can reach a common goal that we would want all our students or educators to get. The Common Core State Standards are designed to assist educators by delivering reliable educational needs and techniques. According to, rigorous content is intended to build upon previous knowledge and has precise education requirements (Resilient Educator, 2020). The effect to educators will likewise be about continuing education and any additional educational qualifications an educator might engage in throughout the academic year. According to, teachers’ professional programs and college education will change to provide educators a better understanding of student requirements at different grade levels (Resilient Educator, 2020).
What are some pros and cons of the Common Core Standards from your own point of view?
One of the pros would have to be that the CCSS helps every student learn and helps them reach their educational goals. However, not every student will reach their common goals by the end of the year because they may need a little more help to achieve them than the other students. Another pro is that they help change the way we look at education because education changes every day, even when we may not know it. Another pro would be that the stands help students become college-ready. The cons of the standards are the transition because many teachers have refused to use the CCSS within their classrooms, causing many outstanding teachers and other staff members to change careers. In contrast, many others decided to retire than to adjust how they teach. Some of the CCSS is too vague because they do not acquire a lot or enough information on each standard. They also lack modifications for students with disabilities because they do not have an equivalency test for students with special needs; most states provide these students a modified version of a test, but there is no tool for the CCSS.
Hansen, C.B., Buczynski, S., & Puckett, K.S.  (2015). Curriculum and instruction for the 21st century [Electronic Version]. Retrieved from (Links to an external site.)
(Links to an external site.)Meador, Derrick. (2020, August 27). What Are Some Pros and Cons of the Common Core State Standards? Retrieved from (Links to an external site.)
(Links to an external site.)Resilient Educator. (2020). Four Ways Common Core Standards Will Impact Classroom Teachers. Retrieved from (Links to an external site.)
(Links to an external site.)Walker, T. (2013). 10 Things you should know about the Common Core. Retrieved from
· Explain how state standards came into existence.
It was a concern that the US Students were not meeting grade level.  Research was done comparing US to other countries and found that the US students are falling behind the benchmark compared to the students in the other countries. 
· Discuss the impact of the standards movement on classroom instruction.
This has impacted the classroom in the beginning negatively and today the same. With the change in common core standards teachers struggled with meeting test scores and had to center the entire year on teaching to pass test in a haste manner. Children that were able to keep up were okay but others students that were not fell behind. Many teachers complained about the teaching style, and felt it was doing more harm than helping the students. This also took away the ability of parents being able to help their children due to the new learning style. 
· How do the Common Core Standards intend to affect instruction in schools to meet both learner and societal goals?
· The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. (CCSSO, 2010, pp. 12–13). This plan is to meet both the learner and societal goals because it  is providing a platform where the community being teachers, parents and students can work together to educate the child which in turn will manifest in the productivity of the child in society. If this is true that is great, but I have not witnessed this in the schools and homes.
· What are some pros and cons of the Common Core Standards from your own point of view?
I am still observing the outcomes of common core, at this point  I am just watching, asking questions and, listening to the complaints of parents and teachers. I have not developed a solid opinion but where I stand now is to me it seems that common core has provided a more common problem that solution. How this will help us meet our benchmark in compared to the succeeding countries? I am not sure.
Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall
Respond to at least two classmates’ postings.
What is the purpose of backward planning or backward design (Wiggins & McTighe, 2005)?
The appropriateness of this approach becomes clearer when educators consider that the educational purpose of teaching is student understanding. The backward design process focuses on outcome-based education, a term that refers to a student-centered, results-oriented design based on the belief that all individuals can learn. Every day, teachers design for students learning experiences intended to meet specified purposes.
The backward design process is to focus first on the desired learning and then let the appropriate teaching activities follow. Backward design is logical, but it goes against our common practices because teachers are used to jumping to lesson and activity ideas before considering assessment means. (Hansen, 2015)
Describe the stages of the backward design process.
Stage 1-Identify desired results-What knowledge, skills, and dispositions are needed for learners to “understand” the concepts?
Stage 2-Determine acceptable evidence-How will I measure if learners know what I want them to know?
Stage 3-Plan learning experience-What do I need to do in the classroom to prepare learners for the assessment?
How would you evaluate this approach to the curriculum? How does it affect student learning?
The Backwards Design can help point out milestones that need to be accomplished when achieving the overall goal, also help obtain personal satisfaction for the students when completing each individual step however it can be difficult and confusing in the beginning and can possibly take longer in time during the initial planning phases. This design is student-centered and in my opinion, student-centered means best practices. I think the teacher matters when implementing this design. 
Hansen, C.B., Buczynski, S., & Puckett, K.S.  (2015). Curriculum and instruction for the 21st century [Electronic Version]. Retrieved from
What is the purpose of backward planning or backward design (Wiggins & McTighe, 2005)?
Backward design or planning is a method where the goals are set first before choosing instructional methods and forms of assessment. It focuses on the outcome-based education – which refers to a student-centered, results oriented design. This design is based the belief that “all individuals can learn” (Hansen, Buczynski & Puckett, 2015). Planning the process first by understanding what our end goal is, combined with what we are using as evidence to meet these learning goals is what we call backward designing. The five steps given by Wiggins & McTighe (2005) are:
Unearth it.
Analyze it.
Question it.
Prove it.
Generalize it.
Describe the stages of the backward design process.
Stage One: Identify Desired Outcomes and Results.
What knowledge, skills and dispositions are needed for leaners to comprehend the concepts?
Stage Two: Determine What Constitutes Evidence of Competency (Assessment)
How will educators measure the learning if they understand what they are being taught. This encourages educators tot think like assessors, not just teachers to make sure students understand what they are learning, while being able to apply the knowledge to new situations.
Stage Three: Plan Instructional Strategies and Learning Experiences
The goal of this stage is to develop and select learning activities. What do I need to do in the classroom to prepare learners for the assessment?
How would you evaluate this approach to curriculum? How does it affect student learning?
Educators and students are empowered with a focused learning which provides clear and concise learning outcomes. Students build skills and knowledge required to attain necessary learning goals. It provides minimal disruptions in the learning process, objectives are maintained, and educators are making use of time in the classroom by instructing the class, rather than planning.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21st century. Retrieved from


Successful teachers recognize the connections between conceptual understanding, procedural fluency, and real-world application when teaching children to make sense of numbers. They embed opportunities for children to concurrently develop numeracy skills in all math areas, including the contexts of counting, cardinality, and base ten concepts.
For this assignment, select three state math standards for kindergarten related to number sense (counting and cardinality) for the selected grade level. USE GEORGIA MATH STANDARDS
Using the “Number Sense Standards Table,” create one math activity for each standard that is developmentally appropriate for the selected grade level and that uses manipulatives.
Each activity should provide:
Real-world application for the math skill taught
Manipulatives and other resources 
Differentiation  strategies to meet the individual needs of all students
Formal and informal assessment  strategies to ensure mastery of the standards
Write a 250-500 word rationale for the hands-on learning activities you created and how each supports learning of the selected standards. Discuss how each activity, manipulative, and assessment is developmentally appropriate for the selected grade level.
Support your matrix and rationale with 2-3 resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

· How have your expectations of what you think about “public speaking” changed?

· How have your expectations of what you think about “public speaking” changed? If so, why and how? Be specific, not just state, “my expectations about ‘public speaking’ have changed.”
· How has what you expect from other speakers changed? As a listener, what do you notice about other leaders and speakers that you didn’t think about before? 
· How are you communicating today that will be valuable to you as a leader. Be specific about what communication behaviors are making a difference in how you feel, look and sound, and the presence you demonstrate when you speak. What 2-3 leadership communication behaviors will you commit to continue practicing to strengthen your ability to persuade, motivate, and influence your listeners?
· How do you feel you are doing with incorporating your leadership and communication practice into your everyday interactions (classes, work, projects, team meetings, etc.)? How do you know how you are doing?
· Throughout this class, you increased your observational leadership skills, your self-awareness about your leadership style, your leadership capabilities, and your ability to use your communication as an essential element of your leadership.
· After completing this class, what are the top 5 leadership characteristics and communication elements you most admire/revere and will consistently embrace through your work and your leadership communication.
For example, “Listening is a leadership skill I want to practice and improve upon, because…” Or, “The pause is a communication element I want to practice every day – to stop and compose what I want to say before I speak, and to stop talking to deliver a concise statement.”
If a light were shined upon your leadership development path – what do you see? How will you lead? Why will others want to be a part of your team?

Create a draft Individual Success Plan for accomplishing the final deliverables

Create a draft Individual Success Plan for accomplishing the final deliverables in this course, which is a completed prospectus and an outline of “The Review of Literature” section in Chapter 2. In your plan, provide a rationale for your plan and also include how you will address the iterative reviews given the feedback from your chair in this course. How might the feedback given on your submitted deliverables potentially alter your Individual Success Plan (ISP)? How will you adapt to these changes as they occur? 

Use the following information to ensure successful completion of the assignment:

Use the following information to ensure successful completion of the assignment:
Locate the most current version of the prospectus template in the DC Network.
Instructors will be scoring this assignment based solely on whether it is submitted.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. 
Submit the most recent draft of your research prospectus. The draft should incorporate all revisions made since your prior submission. Be sure to use the most current version of the prospectus template.

The American Family has undergone many changes throughout the years. These chang

The American Family has undergone many changes throughout the years. These changes have shaped what defines a family as well as how a family functions. Create a Power Point presentation.
Your timeline must include a minimum of 8 events. Each event is to be identified by time period/date, the event being chronicled and the impact of the event on the American Family. Your presentation must include a cover slide and a reference slide. Your information must be supported by a minimum of 2 references. Please see the grading rubric below.