human discussion


  1. Watch Flight of Faith:  The Jesus Story    (This 48-minute video will give you an overview of the landscape in which Jesus lived – and how it looks today.  The narrator tells the traditional story of Jesus’ life, but as we go through the semester, we will see that there are many other ways of understanding Jesus and his teachings.)
  2. Read  Jews and the Roman Empire. Judea was the province in which Jesus lived located within the massive Roman Empire.  (Just read down through “Tensions in Judea at the Time of Jesus’ Birth.”)
  3. Read The Human Journey: (链接到外部网站。)链接到外部网站。 Jesus and the Origins of Christianity – A Multicultural Story
  4. Read Frontline: (链接到外部网站。)链接到外部网站。 The Tensions Between Faith and History: Can Christian faith be reconciled with an historical approach to Jesus and the Bible?  This article will address the possibility of conducting a historical study of Jesus while holding firm to religious belief in Jesus.
  5. Read Frontline: (链接到外部网站。)链接到外部网站。  Jesus was born, lived and died as a Jew.
  6. Read Frontline (链接到外部网站。)链接到外部网站。:  The Complexity of His Religious Identity.  Jesus was viewed as many things: healer, wisdom teacher, apocalyptic preacher, and anointed one (Messiah).
  7. Historical references to Jesus’ life.  There isn’t a lot of outside evidence of Jesus’ life, but there is some. 

Answer 3 questions

1.  What do these scholars have to say about how they reconcile their Christian faith with an historical study of Jesus and the Bible?

2.  What do the scholars have to say about how an historical/critical study of Jesus benefits and enhances their faith?

3.  What do you see as the dangers of studying Jesus from a historical/analytical approach?  What are the advantage? 

Edit question’s body

Edit question’s attachments 

Strategies for decision making


Constructing Deductive and Inductive Arguments

Arguments consist of premises and conclusions. Premises are structured so as to lend support to conclusions. The kind of support that a premise lends to a conclusion allows us to distinguish between deductive and inductive arguments. This week, you will be constructing both kinds of arguments.

1.  In three premises each, construct one example of each following deductive argument form:

·  Modus ponens

·  Modus tollens

·  Hypothetical syllogism

·  Disjunctive syllogism

Make sure your arguments are deductively valid and that your examples are your own. Here are two examples of the general format that your arguments should take:

Modus ponens:

1.  If it is raining, then it is pouring.

2.  It is raining.

3.  Therefore, it is pouring.

Modus tollens:

1.  If Jack went to the grocery store, then he bought cookies.

2.  Jack did not buy cookies.

3.  Therefore, Jack did not go to the grocery store.

2.  After you construct the preceding deductive argument forms, construct a three premise syllogism. For example:

1.  All men are mortal.

2.  Socrates is a man.

3.  Therefore, Socrates is mortal.

3.  After you construct a three premise syllogism, construct one of each of the following inductive argument patterns:

·  Induction by enumeration

·  Reasoning by analogy

·  Statistical induction

·  Higher-level induction

Your examples of inductive argument patterns should not be expressed in premise form. Rather, they should be informally expressed in writing. You should have one paragraph for each pattern. Be as detailed as possible.

Finally, please remember to label your arguments. This makes it easier for them to be graded. Include your name, course section, and the date at the top of your assignment document.

View your assignment rubric.

one page – 6hours

Augmentative and Alternative Communication Devices

Select a 1-5 grade level and a corresponding Arizona College and Career Ready Standard or other state standard from the Measurement and Data domain. Compose an aligning learning target and select a group of three to four students, from the “Class Profile,” who would benefit from the use of augmentative and/or alternative communication devices. With your identified learning target and small group in mind, complete a lesson plan, using the COE Lesson Plan Template, that specifies applicable assistive technology and includes differentiated activities to facilitate students making comparisons; and Uses models of measuring units; or Uses measuring instruments; or Represents and interprets the data. In addition to your completed lesson plan, rationalize your augmentative and/or alternative communication device choices in a 250-300-word summary. Support your choices with 2-3 scholarly resources. 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.




Augmentative and Alternative Communication Devices 



No Evidence

Nominal Evidence

Unacceptable Evidence

Acceptable Evidence

Target Evidence

70.0 %Content


15.0 %Lesson Plan Content

No submission.

Lesson plan does not include learning objectives and instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s.

Lesson plan includes inappropriate instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s.

Lesson plan includes appropriate instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s.

Lesson plan includes engaging instructional activities related to the Measurement and Data domain; modifying and extending skills taught in the lesson plan and aligning to the identified learning target/s.


10.0 %PLANNING: Instructional Script and Materials

No submission.

Lesson plan does not use effective, verbal, nonverbal techniques in a way that would create opportunities for learning and collaboration.

Lesson plan does not adequately address student or class needs, and/or include thinly designed use of verbal, nonverbal techniques to create opportunities for learning and collaboration.

Lesson plan includes basic, appropriate use of student-centered verbal, nonverbal techniques to create opportunities for learning and collaboration.

Lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal techniques to create opportunities for active inquiry, collaboration and supportive interaction.


10.0 %PLANNING: Meeting the Varied Learning Needs of Students

No submission.

Lesson plan instruction and instructional supports ignores the learning needs of the students.

Lesson plan does not fully differentiate instructional activities and supports. It inadequately addresses the needs of the students.

Lesson plan includes basic differentiated instructional activities and supports that are designed to generally meet the needs of students.

Lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs.


10.0 %PLANNING: Meeting the Language Needs of Students

No submission.

Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student.

Lesson plan only cursorily describes content-based vocabulary and includes underdeveloped instructional support for the use of vocabulary and additional language demands associated with the language function.

Lesson plan identifies content-based vocabulary and includes general instructional support for the use of vocabulary and additional language demands associated with the language function.

Lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function.


10.0 %PLANNING: Assessments to Monitor Student Learning

No submission.

Planned assessments do not clearly measure the stated learning targets, and/or do not include modifications for the individual needs of the student.

Planned assessments are inadequate for monitoring the understanding and skill development of students in the content area. Assessments are not well aligned to the stated learning targets and do not include adequate modifications for the individual student.

Planned assessments provide clear, basic methods to monitor the deep understanding and skill development of students in the content area throughout and at the end of the lesson. Assessments are generally aligned to the stated learning targets and include simple modifications for the individual student.

Planned assessments creatively allow for multiple forms of evidence in order to monitor the understanding and skill development of students in the content area throughout and at the end of the lesson. Assessments are well aligned with the stated learning targets and standards and include well-crafted modifications for the individual needs of students.


15.0 %Communication Device Rationale

No submission.

Communication device rationale in supporting choices specific to the individual students, to include the established learning targets.

Communication device rationale is insufficient in supporting choices specific to the individual students, to include the established learning targets.

Communication device rationale is sufficient in supporting choices specific to the individual students, to include the established learning targets.

Communication device rationale is comprehensive and professional in supporting choices specific to the individual students, to include the established learning targets.


20.0 %Organization and Effectiveness


20.0 %Mechanics

No submission.

The lesson plan contains inappropriate, incoherent language and/or sentence structures.

The lesson plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity.

The lesson plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language.

The lesson plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language.


10.0 %Format


5.0 %Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)

No submission.

Reference page is present. Citations are inconsistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.


5.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.


100 %Total Weightage



WK6 Respond (2)

  • Elizabeth


                                                         Bullying in Adolescence

I chose to write about bullying. I know there are many things I could have chosen, but I feel bullying could never be talked about enough. I myself was a victim of horrific bullying and I have a niece that is being traumatized right now by this behavior. I find it appalling, with all the information out there, that we are still in crisis when it comes to bullying. I am learning that teachers and school administration are still just as slack now days as they were when I was younger. I understand that it must be hard to control a huge group of kids, but it is causing many things to happen to the victim when no one is paying attention. We are seeing kids lash out and kill other kids. We are seeing kids take their own lives. We are seeing teachers push the blame on the parents and the parents push the blame on the teachers. It is everyone’s fault when no one stands up for someone that is being victimized. The teacher that was to scared of retaliation from a students parents if they step in and the parents who don’t believe their child could ever be a bully. Why are we letting this happen? Why did my sister in law have to go to her daughters school and threaten with legal action if the school does not take care of their bullying problem? Why are parents not paying attention to what their children are writing on social media and text messages. They live under your roof. Do something to prevent them from being the reason someone takes their own life. There are so many things, as parents and educators, that we can do to stop bullying. It takes only one person to step in and say enough is enough to help out a child. 


As a early childhood educator it makes sense the topic I choose, I choose child obesity. I chose it because of my history with it and other peoples as well. I did not come from a low income family, we were more of middle income family. I had siblings, four to be exact. I was the youngest of 5 and the I sort food as more of comfort because of bullying and not being able to make friends. I understand the what children go through and I wanted to write this paper to maybe help shred more light on this issue. I think the most insight so far on this paper I have found out is the focus of obesity and when it really started to be a focus. Digging deep into the beginning of obesity has really shred a light on eveything. 

human discussion


From The Status of Women in the Christian Gospel

1.   Briefly describe how the Jewish laws governing women made it nearly impossible for a woman to participate in spiritual life.

2.   Briefly describe how Jesus completely disregarded these laws and how he treated women.

3.   What do you think about the quote by author Ben Witherington III (who is quoting H. Flender)?  Do you think Jesus would have agreed with this quote?  Why or why not?

4.   What do you think about the idea that it was one or two women who were actually the first apostles: “The two Marys were thus the first apostles.”

From Gnosis, Mary Magdalene in the Nag Hammadi Library

5.   Why do you think the bishops and leaders of the early church renounced the idea that salvation could be achieved outside of the church?

6.   What do you think about these words by the influential church father Tertullian (c. 155 – c. 240 C.E.): “People are always asking questions. It’s questions that make people heretics!” (the literal definition of the word “heretic” is from the Greek word hairetikos meaning “to choose.”  Shouldn’t we always make informed choices about what we believe?  In fact, isn’t it our responsibility to carefully choose what we believe?)

7.   What do some of the gnostic texts suggest about the place of Mary Magdalene in the Jesus Movement?

8.   What does Professor Elaine Pagels say about the Catholic Church’s position regarding ordination of women into the priesthood?  Is the Church’s position consistent with Jesus’ life and teachings?  Why or why not?

Be sure to read this Church proclamation before answering: (链接到外部网站。)链接到外部网站。

9.   While I am mostly focused on the unfolding scholarship regarding the spiritual relationship between Jesus and Mary, I ask you to consider this question:  Is it really so unbelievable that Jesus might have actually had a human relationship with Mary as well?  What do you think about what Dan Burstein says about this?

10.   What does this documentary say “the Orthodox Church has lost?”  Do you think it matters that this has been lost from the Church?  Why or why not?  (Note: the word “orthodox” is from the Greek meaning “right opinion.” But who gets to choose which opinion is right?)

11.   What does Professor Jean-Pierre Ruiz say about the role that Mary Magdalene plays?

From The Complete Gospels

12.   Read Luke 8: 1-3. What does this passage tell us about the gender of Jesus’ “many” followers?  Doesn’t it seem possible – given Jesus’ consistently equal treatment of women and the fact he traveled extensively with women followers – that he would surely have considered some of these women to be his disciples (meaning “follower” in Greek)? Why or why not?

13.   Read Luke 10:38 – 42. What does Jesus say is “the better choice” even for a woman? How does this compare with the Jewish scripture that says it is a waste of time to teach a woman the Torah, or with churches that have excluded women from spiritual learning and leadership?

14.   Read Mark 7:24-30. This passage is remarkable for so many reasons!  Keep in mind that Jesus is debating theological principles with a woman – and not just any woman, but a pagan woman whose ethnic identity was looked down upon by the Jews!  Why does Jesus change his mind?  What does this passage tell you about Jesus’ openness to actually learning from a woman?

15.   Read John 20:11-17.  What do you think about the degree of spiritual intimacy that is revealed in this encounter between Jesus and Mary? (Notice that she said, “My Teacher” – not my lord or my master or my savior.  He has clearly been her spiritual teacher.) Why would Mary have attempted to touch Jesus or hold on to him if they did not have an exceedingly close relationship?

From The Gospel of Mary (page 333 in Complete Gospels)

16.   What does the Introduction say about how a person achieves salvation according to The Gospel of Mary?  

17.   According to the Introduction, why are the male disciples unable to comprehend the truth of Mary’s teachings? (We actually see this same attitude by the male disciples in the New Testament gospels when they ask Jesus who will be the greatest among them after Jesus is gone:  Luke 9:46).  

18.  In the section, “The role of women” (in the Introduction), what does it say regarding the rightful place of women in the Jesus Movement?  Why are we asked to “rethink the basis for church authority?”

From Mary Magdalene Was An Apostle, Not a Prostitute

19.   Please summarize the points that are being made in this document.  What do you think about what the Church did to the reputation of Mary Magdalene?

Conclusion Our Semester Together

20.   Please help me improve the class by answering the following questions:

a.  What did you like about this class?  What did you dislike about this class?

b.  Which resources did you like, and which ones did you dislike?

c.  How can I re-structure the class to make it more accessible and more enjoyable?

One of the things that we have seen this semester is that Jesus did not conform to any kind of formal institution or sect – and yet, that is exactly what Jesus has been turned into: an institution, with many different sects arguing over which sect is correct!  We have also seen that Jesus was a servant of the moment, meaning that he would say one thing in one moment and something completely different in the next – all according to the moment and the context within which he was teaching.  As an example, compare these two very contradictory passages:  

“Come to me, all you who labor and are burdened, and I will give you rest. Take my yoke upon you and learn from me, for I am meek and humble of heart; and you will find rest for yourselves. For my yoke is easy, and my burden light.”  (Matthew 11:28-30)  

But, just a few chapters later – in the very same gospel – Jesus states that following him is not easy or light at all:

If any of you wants to come after me you should deny yourself, pick up your cross, and follow me!  Remember, if you try to save your life you’ll lose it, but if you lose your life for my sake, you’ll find it. (Matthew 16: 24-25)

Statistic Questions


i.What is the difference between point estimation and interval estimation?           (2 Marks) 


ii.A sample of 8 observations has been taken from a population in which the random variable is 

normally distributed. The sample mean is 25 and the sample standard deviation is 5. 

Determine a 95% confidence interval for the population mean.      (5 




iii.The mean life of a sample of 200 light tubes produced by a company is found to be 3160 

hours with a standard deviation of 180 hours. Test the hypothesis that the mean lifetime of 

the tubes by the company is 3200 hours.                               

(5 Marks) 


iv.A sample of 20 measurements of the diameter of a sphere gave a mean 4.38 inches and 

standard deviation of 0.06 inches find 

a)95% confidence limit to the actual diameter       (4 


b)99% confidence limit to the actual diameter.                  (4 




 Next, after you have reviewed this material, please address the following question in your initial post of 250+ words, including at least 2 additional academic resources.

  1. How can artists use their creations to promote engagement in social justice/citizenship in their society and community?
  2. Should the fine/performing arts (music, dance, painting, sculpture, architecture, etc.) focus on entertaining, enlivening, and decorating our world? Is that enough, or must an artist also help us to embrace the things we fear, loathe, or ignore in order to be considered a “true artist”? Why/why not?Notes:  It seems pretty easy to think of an ethical dilemma related to the sciences, and this week you are finishing the first essay that tackles one of these. But the sciences are only one piece of “liberal arts and sciences.” We will now look at how artists function relative to dilemmas and controversies.Begin by reviewing the following resources:


Science, especially the natural sciences, such as biology, chemistry, physics, and geology, cannot exist in a theoretical vacuum. This means that what a scientist learns through her/his research must have some link to the natural world. The research that scientists conduct can be very far removed from theory and more heavily focused on the practical application of knowledge (for example, in aerobiology, scientists may be providing pollen and mold counts to medical personnel and the media rather than engaging in theoretical research). Regardless of the “extent of abstractness” of the scientific research, all studies can or will eventually impact the world in which we live. How do scientists manage ethical issues they confront in their work? All scientific professional organizations support ethical behavior in their disciplines. Please be sure to review the Universal Ethical Code for Scientists, which is a statement of “the values and responsibilities of scientists,” (Gov.UK, 2007) as directed in this week’s reading.  

As we discussed in Module 1, ethical dilemmas reside in the “gray areas” where the answers are not clear cut and simple but involve a compromise to achieve what society deems is the greater good for the most at any given time. Scientists need to use their expertise to inform the public discussion about these issues. They also may need to take a personal stand in their work. One of the commonalities we may locate in scientific research that entails ethical decisions is:

The need to balance economic benefits for a given group of humans with the need to maintain or protect the fragile ecology and biodiversity of a particular area.

The world’s population is growing rapidly. In 2011, we reached 7 billion and the need for adequate food, water, and energy resources for everyone is becoming a major concern for governments around the globe. We should all be aware of the inequities in distribution and usage of these limited resources between developed and developing countries. Science has an important role to play in determining the choices and options that can be considered to alleviate these global concerns. The scientist needs to be informed and sensitive to the possible consequences of her/his research.





Argumentative Essay Topic

1. Prepare: As you prepare to write your response to this discussion assignment, you may want to review the following resources as these will help you in developing a topic:

· Develop a Research Topic (Links to an external site.)Links to an external site.

· Incorporate Sources into Your Research Paper (Links to an external site.)Links to an external site.

2. Reflect: When considering a research topic, consider an interesting topic that is worth further research. For instance, having a strong opinion on a specific topic may deter you from thinking more critically, and therefore the research might end up being one-sided. It is a good idea to pick a topic in which you can provide a good argument for both sides of the societal issue.

3. Write: For this discussion you will address the following prompts:

· Identify two global societal issues from the following list that you would consider researching further for your Week Five Final Argumentative Essay: MUST PICK TWO FROM THE LIST BELOW!!!!!!!!

a.  adult illiteracy,

 b.  funding for General Education vs STEM in primary and secondary schools, 

c.  minimum wage, 

d.  oceans desertification, 

 e. overcoming the digital divide, 

f. refugee (escaping persecution, war, or death) crises, 

g.  species extinctions (modern), 

h.  tax havens, 

 i. Transatlantic Trade and Investment Partnership (TTIP), 

j.  universal statement of human rights (pick one), 

k.  airport security, 

l.  or wealth disparity.

· Describe effective methods you used in identifying and narrowing down to just one of the two topics to further research for your final essay.

· Explain three ways you can critically analyze sources to determine if they are scholarly and credible.

· For one of the topics chosen, summarize information from at least two peer-reviewed journal articles that will support your claims.

· Explain why scholarly sources should be used to support your writing on the selected topic.

4. Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference information of all sources cited at the end of your response. Please use correct APA format when writing in-text citations and references 

respond three discussions

discussion 1

Servant leadership refers to a philosophy and a set of practices that enhances the lives of people and helps in building a better organization. The primary goal of servant leader is the growth and well – being of people as well as the communities to which they belong.

Servant leadership is where the main aim of a leader is to serve others. Serving others will develop a sense of gratitude in the people whom we served and this makes them follow us and listen to us. They start seeing us as a leader with good intentions and hence us become a leader for them.Hence, serving others makes us lead. For example, political leaders who work for the society has become role models in that area and people start respecting and following them. Some religious people who serve the society also are a great leader of people. Hence we can become leaders by volunteering and serving to the society which will mark us as a role model and follow us everywhere.

discussion 2 

Now that I have completed my experience at the Gregory J. Harris Military Courtesy Room (MCR), located at Hancock International Airport in Syracuse, New York, I have a different perspective on leadership and the meaning of service.  It is not that I have never volunteered before, or that I have never been affected by those experiences, but that I have not volunteered with the specific intent of understanding leadership through the eyes of a volunteer and servant.  According to Lippmann (1932), leaders are “the custodians of a nation’s ideals, the beliefs it cherishes, of its permanent hopes, of the faith which makes a nation out of a mere aggregation of individuals.”  What this means is that leadership is custodial, that we are the sum total of all our parts and those parts are unique.  Good leadership is good stewardship of the community.  It is to support those we lead so that they are empowered to reach their potential by removing roadblocks, seeing the big picture and staying the course (McKinney, n.d.). 

What I have learned throughout this experience is that leadership affects everyone and we are all called to exercise it.  Whether through government, education, medicine, business, or raising a family, we each can model service through the singular acts of love, caring, listening, valuing, building community, etc. (ASK Europe, 2013).  “We are each called upon to be custodians of what is right and good, lasting and of value, for those in our care (McKinney, n.d.).  Service creates this orientation to life and the world and underpins how we lead.        


ASK Europe (2013, February 20). Drew Dudley ‘everyday leadership’ – TED Talks [Video file].

        Retrieved from

Lippmann, W. (1932, May 20).   The false gods:  National Morale in the Depression.  Today and Tomorrow.  Retrieved from

McKinney, M. (n.d.).  The focus of leadership.  Retrieved from

discussion 3 

In Joe Schmitt’s (2014) TED Talk YouTube video titled, Servant Leadership – Joe Schmitt – TEDxHiawathaWomen, he describes his situation where his son, Drew, is unexpectedly diagnosed with a fused skull disease impacting his brain, vision, and other motor functions. Joe, a ranking Marine soldier, upon delivering the bad news to his Marine commander, quickly discovers how his commander’s leadership and acts of service in terms of integrity will impact his own integrity and build his personal character. Joe’s commander proceeded with exemplary servant leadership by setting up an emergency blood drive on the Marine post, accommodating Joe in any way possible, and truly making it clear that Joe was to make his family his first priority (Schmitt, 2014).

Joe describes in detail how the actions of his commander and entire peer community in the Marines made him feel, as he notes overwhelming support, encouragement, and assistance during his family’s time of need (Schmitt, 2014). This outpour of servant leadership demonstrates many of Robert K. Greenleaf’s key principles of servant leadership: Empathy, compassion, foresight, listening, awareness, community building, and stewardship (Greenleaf, 1970). Furthermore, just as God calls us to serve with empathy and humility, the Marines in Joe’s circle also serve with profound empathy, compassion, and humility.

Joe (2014) continues in his TEDx Talk video to illustrate the value of establishing followership and pushing others to grow professionally. He asserts that the servant leadership of his commander resulted in Joe ultimately starting one of the first offices of the Wounded Warrior program (WWP) to make a difference in the lives of his comrades. He describes WWP as a “multi-million dollar enterprise that leads and helps combat wounded soldiers from all over the country” (Schmitt, TEDx Talks, 2014). Joe notes that “it took four days to change someone’s life” (Schmitt, TEDx Talks, 2014) in his case where he notified his commanding officer on a Monday, and by Thursday a blood drive was set up on post for Drew. Joe continues that, through WWP, hundreds of millions of people benefit from his commander’s decision to act as a servant leader, dropping everything in order to help Joe and his son (Schmitt, 2014).


Greenleaf, R. K. (1970). The servant as a leader. Indianapolis, IN: The Robert K. Greenleaf Center for Servant-Leadership

Schmitt, J. [TEDx Talks]. (2014, December 2). Servant leadership – Joe Schmitt – TEDxHiawathaWomen [Video file]. Retrieved from

WK4 Respond 1and2


In this scene the caregiver values, belief, and expectation are embedded.  The diverse environment is created for all children of culture. The caregivers are using “play” to help teach children to share and communicate with each other. The infants/ toddlers are focus because of the interaction from the caregivers. Even though some adults might think this is boring because there isn’t a lot you can do but show babies attention, it means a lot to the child. As teacher /caregivers we know we must entertain and teach our infants/ toddlers on their age level, and use the age appropriate material and activities.  “Active cultures promote exploration and movement for infants because these activities help develop problem –solving skills” (Gonzalez-Mena, 2008, p.107).

    Many families’ values, beliefs, and expectations might be different because of their cultural beliefs or family’s morals.  That’s why it’s so important to build a positive relationship with the parent, so the teacher / caregiver will be on the same level in teaching their children.  Having a diverse environment will help to honor diverse values, beliefs, and expectations.  No child will feel bias or stereotype when surrounded by different cultures and their peers.  Young children don’t look at cultures being different. Children see each other as being the same. 


onzalez-Mena, J. (2008). Diversity in early care and education: Honoring differences (5th ed.). New York: McGraw-Hill.


     Have you ever been to the infant and toddler room in a day care setting and thought, how boring it would be to have to sit in there all day long? The room is cold, the music is so low key, and everything is on the floor. However, this setting is how these infants thrive and develop cognitively, socially, and emotionally. The teachers are using this setting wisely.

            Building positive relationships with not only the children but the parents is very important. When the diverse atmosphere is present such as the scenario, that is a good ice breaker to building that relationship. A good diverse relationship is seeing all students play and learn together.

            A good way to modify the environment to honor diverse values, beliefs, and expectations is too celebrate the differences and embrace all cultures.