Humanities & social sciences

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his initial stage captures students' interest and helps them connect new learning to their prior knowledge. Activities at this stage include posing a thought-provoking question or demonstrating an unexpected event. The goal is to stimulate curiosity and encourage students to ask their questions about the topic. Teachers play a crucial role in facilitating discussions and helping students make connections between what they already know, and the new concepts being introduced. EXPLORE Students collaborate to problem-solve to gain a conceptual understanding of the concept. The teacher asks probing questions and provides prompts to groups and individuals as they work to help them move toward mastery of the objective. (20 minutes) Provide students with materials to create a simple model of the water cycle. For example, they could use a plastic container, water, a heat source such as a lamp, and ice to simulate evaporation, condensation, and precipitation. Students should observe and record the changes they see. This stage involves direct activities where students engage directly with the materials, allowing them to explore and discuss their ideas with peers. The teacher will model the activity to ensure students understand the task and can work effectively towards mastering the lesson's objectives. Students explain/share findings from the EXPLORE activity and the teacher facilitates class discussion. The teacher models and asks questions using student input to help connect student responses with the big idea of the lesson. Vocabulary and big-idea concepts are formally introduced (20 minutes) Discussion Facilitate a class discussion where students share their observations from the water cycle model. The teacher can ask guiding questions such as 'What did you notice about the water in the container?' and 'How does this model represent the different stages of the water cycle?' Direct Instruction Gather the class together and discuss what they observed during the water cycle activity, having each group share their findings and observations. Asking guiding questions like 'What did you notice the water in the container when we applied heat?' or 'Can someone explain what happened to the water?'
Instructions For this assignment, you will be investigating an armed robbery and will create a preliminary report based on the information below. An important tool for law enforcement is a written document, especially in the form of an offense report. The reporting system provides a permanent record for all to see and be used to explain what happened during a specific event. A vital part of the reporting system is accurate and thorough information documented by the report writer. There are several types of reports that you had access to concerning our different scenarios. Basic reporting tools that police officers utilize are: - Offense Report to include the Narrative (Official Report) - Supplemental Report (Report where follow-up investigations are noted / a Supplement Report in generally not available to the public or media) - Notes (Written supplement used by initial officer/ generally not included with official report) - Sketches (Can be used as a Supplement Report or preliminary investigations) You are dispatched to the scene of an armed robbery of a convenience store. You will be responsible for the preliminary report. Your report should include everything from Time Dispatched until the officer left the scene, Create your own scenario and write the report using the examples listed. I want to be able to read your report and envislon what happened without having been at the scene. Also, describe the importance of these reports that you used during this investigation. You may review some of our scenarios this term for ideas. Consider these facts as you complete your written report. - The clerk was alone inside when the robbery occurred, - A customer had just pulled up and observed the suspect run from inside the store. - A customer was pumping gas as the incident unfolded Submit your Word file assignment.