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IT348 week 3

DISCUSSION The primary purpose of Internet-connected devices has been to enable people to communicate with each other and access online data and processes. The main purpose of IoT devices is to generate real-time data that we can then analyze and use to create desired business outcomes. Explain the growth opportunities  IoT has created and the payback (ROI) and business value for the emerging IoT? ========================================= Important Instructions: No more than 400 words. Respond to at least two other students!! Please see instructions for IGlobal University for Online Asynchronous Class Threaded Discussions; click on the Populi “Info” tab. Each student shall submit three total discussion posts at a minimum each week. First, write a 3-paragraph discussion or response for the main threaded questions: 1. One primary 3-paragraph discussion or response of their own to the above issue, question, hypothesis, or situation/case. 2. Two 1-2 paragraph discussion responses to two (2) students Peer to Peer (identify peers) or two classmates. The responses should focus on discussion and response to the above issue, question, hypothesis, or situation(s). A peer response may not be to a peer responded to earlier.
The chapter will be assigned the first night.  See rubric in CANVAS. Include technology, discussion of important concepts presented in the chapter, a description of a creative class participatory activity that teachers could use in future classes and an example of a way to use technology in class. Submit the presentation in Canvas by midnight the Tuesday prior to your presentation under the “Chapter Presentation” module located at the end of the shell.  It should be saved as a ppt. Presentations should model the CCSS for language and speaking/listening skills being taught in the classroom (SL.4.3, SL.4.4, SL.4.5, L.4.1, L.4.2, L.4.4). There is a rubric provided under Resources in Canvas. The last slide of the presentation should include an example of an activity that can be done in a classroom to help enforce objectives that have been taught. Your activity counts as 20 points of the grade and will not count if it is an Ice Breaker.
CHFD212 Week 8 Assignment. I’m trying to learn for my Psychology class and I’m stuck. Can you help?

For this assignment you will review a single, scholarly PRIMARY Research article in the APUS Library and summarize what it says about a specific infant and toddler disorder of your choice (Infantile Autism, Tay-Sachs Disease, Sickle Cell Anemia and Cerebral Palsy are some examples). This 2-3 page paper must be a review of scholarly research, not commercial Psychology Today, Wikipedia or WebMD style publications or self-help or parent support organization material (the latter is very valuable to families in need of easy to digest and access information, but isn’t applicable to this assignment). Article must be recent within the past 5-7 years.
What is an academic journal? Please review the following resources.
What is a PRIMARY Research Article (you must choose a PRIMARY Research Article for this assignment)
View this Video: Finding Articles in the APUS Library
What is a Scholarly Article?
CHFD212 Week 8 Assignment

Write a complete thesis telling us about your best or worse experience in topic ( early marriage )

Write a complete thesis telling us about your best or worse experience in topic ( early marriage ). I don’t understand this Writing question and need help to study.

Write a thesis statement for your narrative essay
Your topic must be focused on this idea: Early marriage
Write a complete thesis telling us about your best or worse
experience. This can be an experience in your life whatever issue you want to write about.
Remember, this is about one specific event and this thesis will be
used to write your narrative essay next week. Do not write that
you hated or loved high school because that is a generality about
your feelings. Instead, write about a specific event and why/how it impacted you. Your thesis will include the topic, why it impacted
you, and how you feel about it. A sample thesis would be:
Taking a senior trip was a wonderful idea until we realized
that we were not ready to handle the responsibility.
Breakdown of the example:
The topic: A senior trip
The stand or why it impacted you: It was wonderful
How you felt about it: We were not ready to handle the
responsibility.
1. A narrative, like any other form of writing, has a clear
purpose. This will be your thesis—the controlling idea that
holds your essay together.
Topic+Stand+Why it is so = thesis
2. Action (Something happens in the story)
3. Conflict (either inner, outer, or both)
4. Told in first person point of view (I, me, my, our)
5. Ethos (credibility)
6. Pathos (emotional appeal)
Begin with a hook
• The “Hook”
• Start your paper with a statement about your story that
catches the reader’s attention. Remember, good
openings begin with a quote, a question, an anecdote.
The conclusion of your narrative should include some
reflection of the significance or impact the event had on
you. What lesson did you learn? How has what
happened to you affected your life now?
Write a complete thesis telling us about your best or worse experience in topic ( early marriage )

Interpretation And Appreciation Of The Floral Motif Arts Essay

order essay cheap Since this is a historical based paper focusing on the way in which wallpaper designers communicate through the use of visual language, different interpretations of the subject of botanical forms, historical background information must be provided to make a fuller understanding possible. This chapter is vital to the study of two dimensional surface design as it will explore the history of wallpaper and the reason one desires to decorate one’s surroundings. 2.2. Literature review As well as the research carried out exploring the innovations of 20th century wallpaper design and the exploration of different interpretations of the floral motif, some considerable time was also dedicated to investigate the early history of wallpaper. The basic intention of undertaking this research was to examine the way in which wallpaper appeals to society and to provide a more in depth understanding of the sophistication of wallpaper design, which is a vital element of this study. Questions that are deriving the construction of the historical chapter include: Where did the concept of wallpaper originate from? What was the function of wallpaper? When were flowers and botanical forms first used as a form of decoration? The above objectives were explored by the study of literature surrounding the topic of the history of wallpaper, combing knowledge from books, journals, interior design magazines, and the information from internet sources. The final dissertation will answer these questions and draw relevant conclusions concerning the innovations of two dimensional surface design. The literature review in this section is intended to name the sources used and does not attempt to evaluate the categorised research which underlies them. For this historical chapter a number of sources have been thoroughly researched however some of the sources were more informative than others. Wall Papers of France 1800-1850 by Odile Nouvel (1981) gives a comprehensive narration of the history of wallpaper dating back to wallpapers before the nineteenth century and also refers to British wallpaper design. A similar book in terms historical background information which was also studied, Wallpaper in America From The Seventeenth Century to World War 1 by Catherine Lynn(1980) concentrates more on the styles of wallpaper and refers to British and French influences on American Wallpaper design. Chapter three – Eighteenth-Century English wallpaper styles devotes 36 pages of typical wallpaper styles, motifs and patterns from this century including an in depth section on floral patterns. Whether printed in distemper or varnish colours, or whether flocked, floral motifs derived from textile prototypes form the largest category of repeating patterns in this relatively large group of wallpapers known to have been used. (Catherine Lynn 1980 p52) this chapter will be more relevant to later sections of this paper due to the specific information on the interpretation of the floral motif and also the detailed annotations of the provided images which clearly demonstrate the style as well as the predominant characteristics of wallpaper from the 18th century. The Floral home Introduction by Leslie Geddes-Brown (1992) is a very good informative source referring to the history of the floral motif which was a more difficult subject to track down using internet sources. More up to date sources which were looked at closely include Lesley Jackson’s Twentieth Century Pattern Design and Off The Wall by Lena Lencek and Gideon Bosker which both examine pattern as a quintessential part of the 20th Century design history. Both authors provide a brief, informative history of wall coverings since the 15th century and suggest that wallpaper often reflects the cultural climate of the era of which it was produced. Timothy Brittain-Catlin’s A Papered History states that wallpaper was for, who chooses it, who pays for it, who it applies to and who appreciates it are all questions that have had different answers at different times. (A Papered History p7) The three books mentioned above will be very useful in terms of putting into context how wallpaper designers, historic and contemporary, are influenced by their social surroundings which in result affect the aesthetic qualities of their designs. The most valuable source however has been the wallpaper history website which lists and allows access to online articles which provide a very detailed insight to the history of wallpaper. The most relevant articles relating to this chapter have been by Alan Benjamin (2009) and Babara Krasner Khait (2001) where both texts are designed as an aid in comprehending the many facets of today’s products. Benjamin in particular refers to evidence of wall coverings which dates back to thousands of years B.C, with the use of cave drawings and although this does not resemble wallpaper as we know it today’ it does signify man’s earliest desire to decorate one’s surroundings. The history of wallpaper chapter in his article provides a very specific and technical overview referring to the development of wallpaper and how it was used functionally as well as aesthetic purposes in the 16th century to keep out the cold and damp. Both articles are very well written, being short yet adequate and objective historical accounts which are essential for this paper. Where did the concept of wall coverings originate from? According to archaeologists, the tradition of decorating walls dates back to several thousand years B.C in the form of cave drawings and still to this day it is uncertain as why ancient ancestors chose to decorate their surroundings. The two major theories concerning the reasons behind these graphics are explained as wish fulfilment and aesthetics of art. Although this does not resemble wallpaper as known today, it does signify man’s earliest desire to decorate his surroundings. (Benjamin 2009) The ancient Egyptian and Roman civilization are also noted in history to have painted their living environment in a highly individual manner expressing two dimensional portrayals of visible and invisible worlds – Earth and the domain of the Gods. (Benjamin 2009) Wallpaper actually begun in ancient China, first because the Chinese invented paper, and secondly because they glued rice paper onto their walls as early as 200 B.C What is the function of wallpaper? The use of wallpaper initially began as a cheap substitute for tapestry and panelling. Some historians believe that the use of wallpaper dates back to the 1400s. (Krasner-Khait 2001) The first wallpapers in England were individual sheets, decorated with geometrical woodcut patterns and printed in black ink on pale paper by a hand operated press. These papers could have been used for anything from covering up an unfortunate space, concealing uneven plasterwork or as an innovative alternative to hanging pictures on the wall. (Brittain-Catlin p7) Homes were built of stone during this period so the main function and practicality of these hangings was used to keep out the cold and damp. Wallpaper was soon to become the poor man’s tapestry, an imitation of the expensive textiles used in royal households. Elizabethan England saw a higher demand for wallpaper as its popularity increased. The elite of society were accustomed to hanging large tapestries on the walls of their homes, a tradition from the middle ages. (Wikipedia, the free encyclopaedia) These tapestries added colour as well as providing an insulating layer between the stone walls and the room, thus retaining heat in the room. However, tapestries were very expensive and therefore only the very rich could afford them. For the not so rich members of the elite, they turned to wallpaper to brighten up their rooms as they were unable to but tapestries due to price or wars preventing international trade. Throughout Europe, a fascination began with these papers that offered protection against dampness and improved ability to handle fireplace smoke. In the twentieth century, when mass production, innovated materials, and printing techniques cross pollinated with an unprecedented fluidity of traditions and designs, wallpaper leapt from its privileged position as a covering for the elite to become the truly democratized and democratizing purveyor of domestic elegance refinement and in some cases, downright kitsch. (Lencek and Bosker, 2004, p9) When were flowers first used as a form of decoration? It is extraordinary how floral art crops up in every century and civilization. There is evidence of a detailed wall painting from ancient Egypt that depicts geese grazing from grasses and tiny red flowers which dates back from 2550B.C. Indeed if a tribe or nation does not respect and recreate the beauties of nature, it has little claim to be called civilized. (Geddes-Brown 1992 p8) The flower was used as a symbol and sometimes reflected religious beliefs. The Iris and Lily were both symbols of royalty and the Virgin Mary and were popular subjects of renaissance painters. It is a mistake to identify floral art and decoration only with the chintzy, the countrified and the cosy – though all these styles have tremendous charm. Flowers can be architectural (the Greeks used palm and acanthus leaves for their capital), political (roses and thistles were secret Jacobite signs) and perhaps even sinister (the blood thirsty cultivated dahlias and zinnias). (Geddes-Brown 1991 p8) SUMMARY!!!! 3 Victorian wallpapers Introduction Being noted as important era in the history of wallpaper design, a considerable amount of time was dedicated thoroughly researching Victorian wallpaper. This is an important chapter in the study of the floral motif as this period not only put British design on the map but also redesigned wallpaper all over the world and is still, to this day, popular within the interior market. As well as the typical characteristics of Victorian wallpaper, much attention will be given to the research of British designer William Morris, who not only was a one- man pattern-making phenomenon, but was also the founding father of the arts and crafts movement. The overall aims and objectives of this chapter will draw conclusions as to why this period of design was so revolutionary and why Morris’s designs are still used to influence today’s designers. It will put into perspective how wallpaper has developed with the ever changing society and how the subject of the floral motif has morphed from a realistic representation to a more abstract and simplistic form throughout the centuries. Literature review The Victorian era, was a grand time for wallpaper featuring over embellished designs. Floral Prints were very popular in Victorian England. Print upon print lined the interior walls of rooms, mostly in a rich and heavy colour palette. Dark red, bottle green, chocolate brown, maroon and deep glowing blue were predominant in a great profusion of pattern and ornament. The advent of mass production of wallpaper put the cabbage rose and arabesque patterns within the budget range of practicality of every home. Designers such as William Morris and his lyrical interpretations of nature, hand-printed by the wood block method, came to symbolize Art Nouveau. William Morris’s first wallpaper designs started to appear in the 1860s. They came as a slightly later edition to the textile designs. Morris himself was not a big fan of wallpaper for interiors. He much preferred the idea of using hung textile work, such as tapestry or heavy fabrics framed as panels, which he saw as more traditional for interiors than the fairly recent wallpaper industry. Another reason was the difficulty in achieving a good and faithful reproduction of initial design work. Morris was a definite perfectionist and was not prepared to take on a medium if the results were to be less than perfect. William Morris maintained that beautiful surroundings improve the quality of life, and that all of the elements which play a part in the overall style of an interior, textiles and wall coverings are among the most important. “Whatever you have in your room, think first of your walls, for they are that which makes your house a home” William Morris (1834-1896). William Morris Floral wallpaper designs. Naturalistic flowers and fruit were characteristics of early Victorian wallpapers; initially, they were superimposed on classical architectural backgrounds but in the 1840’s they were intertwined with elaborate scrolls and cartouches. By the 1850’s, however, design innovators such as Owen Jones and AWN Pugin had rejected this naturalism in favour of flat, formalised patterns. John Ruskin whose theories on design had a big effect during the second half of the nineteenth century, rejected the whole repertory of Renaissance-Classical decorative motifs as ‘prefabricated’. William Morris, the guiding light of the arts and crafts movement of the 1870’s and 1880’s generally shared the views of Pugin, Jones and Ruskin. He believed however that flowers used in textiles and wallpaper designs should be seen to be growing naturally. Motifs from nature, though flattened and stylised, were clearly outlined and recognisable in is patterns. They retained their fundamental characteristics, yet their style was so emphasised. Morris and other Arts and Crafts artists were drawn to the natural world for their imagery. Morris himself dismissed the exotic ‘hothouse’ plants so popular with the Victorians and instead drew his floral motifs from his garden and the English countryside. Marigolds, honeysuckle, jasmine and lilies were among the flowers depicted in his wallpaper designs. Morris believed that the structure of patterns was of crucial importance, as he explained “…if the lines of them grow strongly and grow gracefully, I think they are decidedly helped by the structure not being elaborately concealed.” His designs were rigorously constructed, on either a symmetrical diamond design framework or a branch framework that created a bower effect. Willow boughs or scrolling acanthus leaves were used as a structural background in a number of Morris’ designs. Many of his designs also included complex, subsidiary patterns of small flower growing from meandering stems. His insistence on the highest standards of design is apparent in this quotations: “… no amount of delicacy is too great in the drawing of the curves of a pattern, no amount of care in getting the leading lines right from the first. Remember that a pattern is either right or wrong. It cannot be forgiven for blundering. A failure forever recurring torments the eye.” William Morris (1834-1896). (images) Wallpaper analysis Morris’s first commercial wallpaper designs, as can be seen in the first two images here, Daisy and Pomegranate, were very much a case of stamped motifs on a fairly simple and plain background. Some of the motifs were actually reproduced from Morris’s medieval style tapestry work, usually from incidental backgrounds or lower foregrounds where they were used to fill in spaces around the more important human figures. Both Daisy and Pomegranate were produced in the mid-1860s and reflect very much the simplicity of much of Morris’s early textile work. In fact, many of the designs initially produced for textiles did end up as wallpaper patterns, with very few changes in the design, if any. By the 1870s Morris wallpaper design work had become much more accomplished, and therefore much more complex. There is very little, if any plain background to be seen, and whereas the earlier examples were largely independently stamped on to a surface, the later examples are clearly intertwined with each other, making it difficult to see any obvious motifs. The three designs shown, Larkspar, Pimpernel and Chrysanthemum were all produced in the 1870s. They clearly show the confidence in the design work and the medium, and are therefore much more fluid and free form than the earlier, more tentative work of the 1860s. It would be tempting to see some of the fluid and meandering flower stems, rich, full flowers and languid leaves, as an indication of the roots of Art Nouveau, and while there is a certain similarity in some of Morris work, it is also firmly rooted within both the British Arts

Psychology Experience, psychology assignment help

Psychology Experience, psychology assignment help.

Psychology Experience Each student will complete five hours of “psychology experience” during the semester. Experience points are not graded, but are evaluated as pass/fail and must be completed. If not completed, 50 points will be deducted from final grade. This requirement can be completed in a variety of ways: Lecture/Event Opportunities: as announced in class or in the community. You will receive 1 hour of credit for each hour of participation. You must provide a 500 word (minimum) summary of how the event relates to the course. You must clear any events ahead of time with the instructor.Experiment/Research participation: You may serve as a participant in research studies. You will receive 1 hour of credit for each hour of participation (to the nearest 15 minutes). HR2: You may serve as a participant for our counseling psychology graduate students. You will receive 1 hour of credit for each hour of participation. A program representative will attend class to give more information about the screening and enrollment process. The practicum coordinator will alert me (with your permission) only that you came attended the sessions (no content). At the end of your sessions, you will need to write a 1-2 page reflection paper about your experience. Paper Option: You may write papers—article summaries—of articles from peer-reviewed journals in the field of psychology. You will receive one hour of credit for each 1-page (double spaced) article summary (12 pt font, Times New Roman, 1” Margins, at least 1.5 pages long). Turn in hard copies of the articles you read along with the summaries. Book Review: You can earn all five hours through reading a book in the popular or specialized psychology literature (book title must be approved by me PRIOR to your report) and writing a 3 – page (double-spaced) summary and analysis. You may “mix and match” these to earn 5 total points (e.g. 3 hours of practicum plus 2 hours of research participation). Written assignments may be submitted via Canvas in the “Psych Experience” folder. If you participate in practicum and/or research, you must verify that your counselor or graduate assistant has permission to let me know of your participation.
Psychology Experience, psychology assignment help

Child-Educator Interactions and Development Case Study

Introduction Encouraging the development of a child is critical for further successful emotional and cognitive progress. For this reason, exploring the unique characteristics of specific stages of a child’s development is critical. By performing an in-depth analysis of the culture-specific needs of an individual, an educator can create innovative teaching strategies that will allow a child to acquire the skills associated with abstract and critical thinking, creativity, and, eventually, independence in learning. Due to the need to focus on child-educator interactions, it is crucial to develop a rapport based on emotional investment in the communication process, as well as to use a variety of activities that allow students to solve logical dilemmas. Coupled with a cooperative learning approach that assists children in building social skills, the proposed technique is bound to lead to successful development. Case Description In the case under analysis, the developmental process of a four-year-old African American girl (Doris) was analyzed. Doris has been developing her speaking skills at a comparatively slow rate, with her vocabulary being quite scarce and her ability to annunciate words being rather poor. Nevertheless, Doris is physically healthy, although she has been unwilling to consume healthy food after having tasted fast food at her friend’s birthday party. Due to the tantrums that Doris often throws when offered healthy food, her mother, Janis, feels increasingly more inclined toward yielding to Doris’s demands. As far as the girl’s learning skills are concerned, she seems disinterested in anything school-related, including reading, as well as exploring the world around her, in general. Her lack of investment in the process of learning aggravated as her mother presented her with a gadget to keep her daughter busy while she does the chores. Therefore, the current focus has to be on the exploration of strategies for motivating the child to shift toward healthier behaviors and habits, at the same time increasing her engagement in the learning process. Key Observations Physical Development A cooperative learning approach introduced into the frameworks of interactions between a teacher and the child has helped to increase Doris’s willingness to alter her current stance on the concept of healthy eating. The changes in the child’s behavior were very slow due to the evident unwillingness to abandon the eating patterns that have already been established. It was also essential to communicate with the mother of the child in order to redesign the latter’s daily routine. After a brief parent education session, Janet learned to introduce early morning activities into Doris’s daily routine by using games as the incentive for the process. The proposed technique worked particularly well due to the authority that parents usually have at the identified stage of a child’s development, according to Piaget (Fleer 73). Although Doris tended to rebel at some point, she finally accepted physical activities as an integral part of a game and, thus, integrated them into her life. Emotional Development While the promotion of a more direct conversation between a teacher and a child is crucial in Doris’s case, it was the establishment of the emotional rapport that made the greatest difference in changing her current development process. The child still has a significant amount of progress to accomplish, yet her readiness to respond to the encouragement provided by the teacher signals that the correct strategy has been chosen. In order to promote further positive change, the teacher will have to consider using culture-specific tools that will spark positive emotions in the child and lead to a rise in her motivation toward building new communication patterns. Get your 100% original paper on any topic done in as little as 3 hours Learn More Specifically, it is essential that Doris should develop an appropriate level of understanding of how social transactions work and what social expectations she will have to meet. For instance, it will be necessary t help Doris acquire the ability to empathize with others. In addition, it is critical to ensure that Doris develops emotional self-awareness. Several steps toward the identified change have already been made. For instance, Doris has been encouraged to denote her emotions whenever she felt a change in her emotional status by saying, “I’m angry” or “I’m sad.” Thus, the child developed the basic self-awareness skills that would allow her to acquire further ability to navigate her emotional landscape and manage her emotions, respectively (Levine and Munsch 102). The observed change is likely to serve as the platform for the child to acquire key social skills that will allow her to communicate with her peers more actively. Cognitive Development The problem of cognitive behavior observed in Doris initially can be seen as the effect of the lack of interaction between the parent and the child and the following loss in the latter’s motivation. Furthermore, the introduction of gadgets as the alternative to the activities aimed specifically at cognitive development can be defined as one of the core issues in the child’s progress. At present, it is necessary for the teacher to interact closer with Doris and build emotional engagement in the student in regard to her development, specifically, her cognitive abilities. Furthermore, cooperation with the mother is critical in improving the child’s vocabulary. It is essential that the mother should employ a more complicated vocabulary when communicating with the child. Avoiding the words built on the principle of onomatopoeia and using vocabulary words, instead, should be regarded as a necessity. For instance, it has been noted that Doris demonstrates signs of apraxia, which is a serious sign of a developmental delay (Bayat 76). Therefore, it is essential to engage in active communication with the child and encourage her to use more complex words by engaging her in the relevant activities (Levine and Munsch 128). Thus, a shift in Doris’s development will be observed. Analysis With the incorporation of the teaching practice based on the promotion of engagement in the child and the establishment of trust-based rapport with the learner, further progress became possible. Although initially, Doris displayed rather negative behaviors, the introduction of the proposed approach allowed the teacher to convince the child to accept a different attitude toward the idea of physical fitness. In addition, the cognitive issues that Doris has been facing are currently being addressed. The case study has indicated that active parent education is required along with the collaboration between a parent and a teacher to ensure that the development of a learner remains consistent. For example, without knowing what techniques should be employed so that Doris could develop proper speaking skills, Janis unintentionally made it possible for Doris to retain the vocabulary based on onomatopoeia, thus slowing down her progress. In general, the issue of cognitive development needs to be addressed as one of the primary issues to be managed. The child currently lacks parental support and the resources with the help of which she can acquire a new vocabulary and develop proper speaking skills. The identified step will require the continuous collaboration between a parent and a teacher, as well as consistent communication between the teacher and the student. Thus, even in the setting of her home, Doris will be able to continue training the skills needed to communicate successfully and develop the required cognitive skills. We will write a custom Case Study on Child-Educator Interactions and Development specifically for you! Get your first paper with 15% OFF Learn More In addition, the development of memory and the associated skills should be regarded as necessary at the specified stage. In accordance with the framework suggested by Piaget, at the age of four, a child requires the activities that will prompt the development of emotional, egocentric, and intuitive intelligence, which will afterward define their ability to perform more complex functions (Fleer 73). Thus, the involvement of the mother and her continuous support will be critical to building the basis for Doris’s further progress. Conclusion By establishing a strong emotional rapport with the learner, as well as integrating learner-centered approaches rooted in the understanding of a student’s emotional and cultural needs, a teacher will be able to create the setting in which a child will develop successfully. Due to the current lack of resources for the education of both the learner and her parents, Doris has been experiencing difficulties in adjusting to her social environment and discerning her emotional needs. The application of the strategies based on games and interactions between a learner and an educator has allowed improving the situation significantly by addressing some of the current developmental issues. Specifically, the concerns associated with the child’s physiological development have been explored and managed. Similarly, the framework for meeting the emotional needs of the learner was created, providing the foundation for success. Works Cited Bayat, Mojdeh. Teaching Exceptional Children: Foundations and Best Practices in Inclusive Early Childhood Education Classrooms. Routledge, 2018. Fleer, Marilyn. Child Development in Educational Settings. Cambridge University Press, 2018. Levine, Laura E., and Joyce Munsch. Child Development From Infancy to Adolescence: An Active Learning Approach. SAGE Publications, 2018.

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