CompetencyEvaluate childrens language and literacy developm.docx

•Download as DOCX, PDF•

0 likes•3 views

Competency Evaluate children's language and literacy development using evidence-based strategies. Instructions Through the lens of an experienced early childhood educator, you will produce a language and literacy assessment that measures and evaluates both language use and literacy skills. This assessment will be created and shared with other early childhood professionals. According to The National Association for the Education of Young Children, or NAEYC, it is important for early childhood educators to make ethical, appropriate, valid, and reliable assessments a central part of all early childhood programs. To best assess young children's strengths, progress, and needs, educators must use methods that are developmentally appropriate, culturally and linguistically responsive, and tied to children's daily activities. Consider what you know regarding authentic observations and assessments and how they guide curriculum and instruction. Begin by examining your reasons for assessing a child's language and literacy skills, then reflect on what you will do with the results. Create a two part, formative assessment tool that provides detailed, specific information about students' capabilities and struggles. The results of these assessments should help guide you in choosing lessons and modifying materials. *Choose a specific, early childhood age group. Include a brief description of the children's age ranges, as well as any developmental attributes pertaining to language use and setting of observation. *Create one assessment tool that focuses on language use , such as speaking and listening tasks, re-telling of stories, etc. *Create another assessment tool that focuses on literacy skills, such as letter recognition, sound-spelling correspondences, holding a book correctly, etc. *Create three achievable goals for children that demonstrate skills at a mastery level, in addition, create three achievable goals for children that demonstrate skills at a lower proficiency level. *Each assessment tool should include a minimum of five indicators or measures. *Include a paragraph that lists possible activities and strategies that support each instructional language and literacy goal at both levels. .

Education

detailed, specific information about students' capabilities and
struggles. The results of these assessments should help guide
you in choosing lessons and modifying materials.
*Choose a specific, early childhood age group. Include a brief
description of the children's age ranges, as well as any
developmental attributes pertaining to language use and setting
of observation.
*Create one assessment tool that focuses on
language use
, such as speaking and listening tasks, re-telling of stories, etc.
*Create another assessment tool that focuses on
literacy skills,
such as letter recognition, sound-spelling correspondences,
holding a book correctly, etc.
*Create three achievable goals for children that demonstrate
skills at a mastery level, in addition, create three achievable
goals for children that demonstrate skills at a lower proficiency
level.
*Each assessment tool should include a minimum of five
indicators or measures.
*Include a paragraph that lists possible activities and strategies
that support each instructional language and literacy goal at
both levels.

Similar to CompetencyEvaluate childrens language and literacy developm.docx

Learning_activity1_Erick_Mora.pdf

ERICKJOELMORACALVOPI

Module 05 Written Assignment – Assessing Young English Language Learners Instructions:Please respond to each question with a minimum of five (5) thoughtful sentences. Type your responses below and submit the completed Assessing Young English Language Learners template to the assignment dropbox for grading. Part 1: NAEYC Recommendation & Indicator Identify one (1) NAEYC recommendation and indicator for Screening and Assessment of Young English Language Learners and summarize this recommendation in your own words. · Recommendation: [type here] · Indicator: [type here] Part 2: Existing Literacy Assessments State whether or not you believe existing literacy assessments account for the considerations of dual language learners. · [type here] Part 3: Ensure Fair Assessment Explain how, as educators, it is our responsibility to ensure fair assessment for all learners. · [type here] Part 4: Suggestion for Implementation Offer one (1) suggestion on how this recommendation could be implemented in an early childhood program. · [type here] References: [type here] Adopted Summer 2005NAEYC Recommendations Copyright © 2005 by the National Association for the Education of Young Children. All rights reserved. 1 Screening and Assessment of Young English-Language Learners Supplement to the NAEYC and NAECS/SDE Joint Position Statement on Early Childhood Curriculum, Assessment, and Program Evaluation National Association for the Education of Young Children (NAEYC) 1 Although all young children are language learners, we use the term English-language learner to describe young children whose home language is not English, because this is the term used in research and in public policy to describe children learning English as a second language. Many of the issues discussed in this document are relevant for children learning a second language other than English. They are also relevant to trilingual or multilingual young children. Adopted Summer 2005 naeyc Introduction The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Educa- tion (NAECS/SDE) in 2003 published the joint position statement “Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Account- able System in Programs for Children Birth through Age 8.” The position statement explains what effective assessment looks like for all young children. One of the indicators of good assessment is that it is linguistically and culturally responsive for all children, including children whose home language is not English. The aim of this document, which was requested by experts in the field, is to explain and expand on the meaning of “linguistically and culturally responsive” and to make specific recommendations so that all young English-language learners1 will have the benefit of appropriate, effective assessment. All aspects of the full position stateme ...

Module 05 Written Assignment – Assessing Young English Langu

IlonaThornburg83

Writing Instructional Practices In Kindergarten

Letitia WIlburn

language and literature assessment

Ignatius Joseph Estroga

Presenting the Case of Manuel Throughout this course you have been learning about the special educator’s role within the multidisciplinary assessment process, including how evaluative data drives the planning and development of an individualized program and how legal safeguards ensure that evaluation and assessment practices do not discriminate on the basis of race, culture, or native language. The purpose of this assignment is for you to culminate the learning achieved in this course through a real-world application of the content. This summative assessment also supports your achievement of Course Learning Outcomes 1, 2, 3 and 4 and the MASE Program Learning Outcomes 1, 2, 3, 5, and 8. As a tenured special education teacher at the local public school you have been a key part of the of the multidisciplinary team process for the assessment of Manuel. You have been able to work closely with Mr. Franklin, one of Manuel's teachers. You have contributed to the formal assessment process for this student who has exhibited learning challenges over a period of time. As a result, you are now able to use this data to make informed decisions about his possible eligibility for special education services and the determination of the individualized supports. As you become more competent in your field it is likely that you will be asked to create formal or informal presentations for families, teachers, or other professionals. Imagine that you have been asked to present “The Case of Manuel” at a local workshop for the purpose of explaining the requirements of the assessment process, the components of the evaluation report, and how to base instructional recommendations based upon the data collected through the evaluation process. Instructions: For your final project you will create a presentation (Powerpoint with Speaker's Notes) explaining the requirements of the assessment and evaluation process and how to construct instructional recommendations based upon the data collected through the evaluation process. To do this, you will synthesize your own personal and professional experiences, current research, and the knowledge learned throughout this course. Use the instructions below for the content and written communication expectations for the presentation. Before submission, review your assignment using the Grading Rubric to insure it meets the expectations for distinguished performance. If you have questions about the assignment or the rubric, please contact your Instructor using the “Ask Your Instructor” discussion before the due date. Content Expectations: Using information from your experiences with Manuel, create a presentation (14-15 slides in length) suitable for general education teachers and parents with children in special education settings. Include speaker's notes on each slide with scholarly citations written in APA 6th edition format to support your statements. Use at least 10 scholarly sources to support your position pertaining to t ...

Presenting the Case of ManuelThroughout this course you .docx

keilenettie

Studentaccess

Shamwilu Galadima

Evaluation and Assessment of Learning and Programs Learning Objectives After reading this chapter, you will be able to: 1. Explain the concept of developmentally appropriate assessment. 2. Describe different types of formal and informal assessments teachers use with children. 3. Describe how teachers manage and use assessment information. 4. Identify and explain processes used to evaluate curriculum. 5. Describe developmentally appropriate considerations for using technology with children. 6. Describe important considerations for lifelong professional learning. 12 Pretest 1. Teachers don’t need to plan for assessment because the curriculum includes all the materials they need. T/F 2. Standardized tests are the best tools to use to assess young children. T/F 3. Teachers use assessment information and analyses to adapt curriculum. T/F 4. Program evaluations provide valuable information for teachers about how to strengthen their practices. T/F 5. It is possible to use technologies with young children in developmentally appropriate ways. T/F 6. Once teachers have experience, they no lon- ger need to prioritize intentional reflection about their work. T/F Answers can be found at end of the chapter.© iStockphoto / Thinkstock © 2019 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution. Developmentally Appropriate Assessment Chapter 12 Well here you are, on your way to understanding the intricacies of early childhood curriculum and the balancing act that a developmentally appropriate approach requires. Your classroom is a happy, busy place. Friendships are forming, children are playing, and you are using your understanding of the developmental emphasis in the early learning standards and content focus of K–12 academic standards to plan and implement engaging and challenging activities. You’ve also begun to notice the individual characteristics, strengths, and needs of your children and are beginning to think about ways of adapting the curriculum to meet their needs. Your sense is that everything is going well, but how do you know for sure that you are meeting the goals and expectations of your curriculum? Throughout this book, we’ve addressed this question in part by discussing the need to observe children in order to scaffold their development. But what specific things can you do to determine your children’s individual needs and chart their progress? How do you identify children who might have special needs? How do you know whether your curriculum is working as intended? What should you do to continue developing your own curriculum knowledge? In view of increasing use and awareness of technologies, what are the most effective ways to use these technologies for curriculum and/or assessment? In this chapter, we examine the concepts of student assessment and ongoing evaluation for continuous improvement of the curriculum. We also address the emerging and changing role of t ...

Evaluation and Assessment of Learning and ProgramsLearni

BetseyCalderon89

Evaluation and Assessment of Learning and ProgramsLearni.docx

turveycharlyn

Wikipresentation

Stacey Warren

Types of language assessment

Jastine0593

PowerPoint Presentation - differentiating literacy instruction to increase st...

Marion Piper

PRACTICE READING CVC WORDS by V3R0N.pptx

SaiTama66

Wikipresentation

Stacey Warren

Language and literature assessment (lecture 1)

Jesullyna Manuel

Hecate

arvin maulana

Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2 I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities. I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!" Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...

Clinical Field Experience B Humanities Instructional and Engageme

WilheminaRossi174

Competency Explain the relationship between language and literacy development. Instructions Through the lens of an experienced early childhood educator, you will produce digital resources and materials that can be shared with fellow educators and colleagues. These resources will highlight your growing expertise in this field. The National Association for the Education of Young Children, or NAEYC, defines professional development as learning experiences designed to improve the knowledge, skills/behaviors, and attitudes/values of the early childhood workforce. These experiences must be evidence-based and structured to promote links between research and practice. These experiences should also be based on specific outcomes that define what professionals should know and be able to do for young children and families in regard to language and literacy development. Consider the various stages in expressive and receptive language used in early childhood. Create a professional development resource that explains the relationship between language and literacy development in the following age groups: Birth-1 year, 12-24 months, 3-5 years. For this resource, create a narrated presentation focusing on specific activities and best practices that support literacy and language development. The presentation can be created using a narrated Microsoft PowerPoint, Prezi, a Webinar, or another online tool that will make it accessible for viewing in an online platform. The information will be targeted at fellow early childhood professionals. The presentation must be orally narrated and include the following items: 4-5 slides or screens for each age group (12-15 total) For each age group, examine the 2-3 characteristics of the language and literacy stage Include 2-3 experiences and/or activities in an early childhood setting that foster receptive and expressive language development Include 1-2 ways fellow early childhood educators can implement the various activities and/or experiences into their curriculum Include 2 scholarly sources that support these activities and their developmental appropriateness, cited in APA format Here are a few resources that can help get you started: PowerPoint Recording Answer A student's guide to presentations: Making your presentations count .

CompetencyExplain the relationship between language and lite.docx

ardhowp

Creating effective-language-lessons-combined

Wan Salmizan Azha Wan Stafa

Similar to CompetencyEvaluate childrens language and literacy developm.docx (18)

Learning_activity1_Erick_Mora.pdf

Module 05 Written Assignment – Assessing Young English Langu

Writing Instructional Practices In Kindergarten

language and literature assessment

Presenting the Case of ManuelThroughout this course you .docx

Studentaccess

Evaluation and Assessment of Learning and ProgramsLearni

Evaluation and Assessment of Learning and ProgramsLearni.docx

Wikipresentation

Types of language assessment

PowerPoint Presentation - differentiating literacy instruction to increase st...

PRACTICE READING CVC WORDS by V3R0N.pptx

Wikipresentation

Language and literature assessment (lecture 1)

Hecate

Clinical Field Experience B Humanities Instructional and Engageme

CompetencyExplain the relationship between language and lite.docx

Creating effective-language-lessons-combined

More from ardhowp

complete a Detailed Research Outline based on the instructio.docx

ardhowp

Complete a 3 page paper in APA format (plus cover sheet and referenc.docx

ardhowp

Complete a 200-300 word action plan and supporting rationale based on the following scenario: Mark is a Hispanic 8th grade student who has been identified as having an emotional/behavioral disorder, specifically Mood Disorder (Not otherwise specified). Currently, he participates in a general education inclusion classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies for the gifted program in the area of ELA only. He will continue to participate in the inclusion classroom for the remainder of his courses. He is very successful in all of his inclusion classes. Mrs. Stone, the gifted teacher, was not able to be present during the IEP meeting. She has never worked with a student who has an IEP before. Mark is the only Hispanic student in the gifted class, which tends to make him uncomfortable. He says the teacher does not include him in the classroom conversations and speaks abruptly to him, but not to the other students. .

Complete a 200-300 word action plan and supporting rationale bas.docx

ardhowp

Complete a 2-part assessment in which you analyze and compute financial ratios and interpret the results of a multi-year financial ratio analysis. Smart investors also execute due diligence by performing a bit of financial statement analysis (also known as ratio analysis), where financial statement numbers are used to evaluate three characteristics of an organization's performance: (1) liquidity, (2) profitability, and (3) solvency. .

Complete a 2-part assessment in which you analyze and compute fi.docx

ardhowp

Complete a 2 page paper in APA format (plus cover sheet and referenc.docx

ardhowp

Complete 1 and 21) Search the web for syllabus examples and .docx

ardhowp

Complete 1 and 21) Search the web for syllabus examples an.docx

ardhowp

CompletarFill in the blanks.El [removed] envía sangre (sends.docx

ardhowp

CompletarFill in the blanks with the indicated demonstrative a.docx

ardhowp

Completar Complete the chart with the correct verb forms. infinitivo conducir (1) [removed] (blank) (2) [removed] (blank) yo (3) [removed] (blank) (4) [removed] (blank) quise usted (5) [removed] (6) [removed] (7) [removed] nosotras (8) [removed] (9) [removed] (10) [removed] ellos (11) [removed] pudieron (12) [removed] Completar Fill in the blanks with the preterite form of the appropriate verbs. Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad? Ayer [removed] (blank) (traducir, haber) una boda en el Club Campestre. El sábado pasado yo [removed] (blank) (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie. Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo nosotros / decir / verdad Nosotros dijimos la verdad. ustedes / darle / beso / recién casado [removed] (blank) ¿cuándo / saber / tú / fecha / de la graduación? [removed] (blank) yo / poner / flan de caramelo / en / mesa [removed] (blank) Antonio y yo / estar / Madrid / verano pasado [removed] (blank) ¿qué / hacer / Nicolás y Fernanda / después de / divorcio? [removed] (blank) El cumpleaños Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used. dar estar haber hacer jubilarse poder poner saber sonreír tener traducir traer El mes pasado mi esposo y yo (1) [removed] (blank) una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo (2) [removed] (blank) veintiocho invitados porque la señora Casas y su hija no (3) [removed] (blank) venir. Mi madre (4) [removed] (blank) unas lasañas deliciosas y mis hermanas (5) [removed] (blank) flores ( flowers ) y globos ( balloons ) para decorar la casa. Después de comer pastel, mi hermano (6) [removed] (blank) música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo (7) [removed] (blank) que lavar los platos y yo (8) [removed] (blank) una lista de las tarjetas ( cards ) de agradecimiento ( gratitude ) que tenemos que escribir. .

CompletarComplete the chart with the correct verb forms.infini.docx

ardhowp

CompletarFill in the blanks with the correct present tense form .docx

ardhowp

Completar Complete the chart with the correct verb forms. infinitivo conducir (1) [removed] (2) [removed] yo (3) [removed] (4) [removed] quise usted (5) [removed] (6) [removed] (7) [removed] nosotras (8) [removed] (9) [removed] (10) [removed] ellos (11) [removed] pudieron (12) [removed] Completar Fill in the blanks with the preterite form of the appropriate verbs. Tú le [removed] (traer, estar) un regalo a Julián, ¿verdad? Ayer [removed] (traducir, haber) una boda en el Club Campestre. El sábado pasado yo [removed] (dar, saber) una fiesta en mi casa, pero no [removed] (poner, venir) nadie. Alejandra y Cristian [removed] (decir, hacer) que quieren celebrar su aniversario en México. Oraciones Write sentences using the information provided. Use the preterite and make any necessary changes. Modelo nosotros / decir / verdad Nosotros dijimos la verdad. ustedes / darle / beso / recién casado [removed] ¿cuándo / saber / tú / fecha / de la graduación? [removed] yo / poner / flan de caramelo / en / mesa [removed] Antonio y yo / estar / Madrid / verano pasado [removed] ¿qué / hacer / Nicolás y Fernanda / después de / divorcio? [removed] El cumpleaños Fill in the blanks with the correct preterite form of the verbs from the box. Some verbs may be used more than once. Two verbs will not be used. dar estar haber hacer jubilarse poder poner saber sonreír tener traducir traer El mes pasado mi esposo y yo (1) [removed] una gran fiesta para nuestra hija, quien cumplió tres años. Nosotros invitamos a treinta personas, pero en la fiesta sólo (2) [removed] veintiocho invitados porque la señora Casas y su hija no (3) [removed] venir. Mi madre (4) [removed] unas lasañas deliciosas y mis hermanas (5) [removed] flores ( flowers ) y globos ( balloons ) para decorar la casa. Después de comer pastel, mi hermano (6) [removed] música y todos bailamos. Los invitados se fueron a las cinco de la tarde. Luego mi esposo (7) [removed] que lavar los platos y yo (8) [removed] una lista de las tarjetas ( cards ) de agradecimiento ( gratitude ) que tenemos que escribir. .

CompletarComplete the chart with the correct verb forms.infi.docx

ardhowp

Complet vector/.dep.inc # This code depends on make tool being used DEPFILES=$(wildcard $(addsuffix .d, ${OBJECTFILES} ${TESTOBJECTFILES})) ifneq (${DEPFILES},) include ${DEPFILES} endif Complet vector/build/Debug/Cygwin-Windows/main.o Complet vector/build/Debug/Cygwin-Windows/main.o.d build/Debug/Cygwin-Windows/main.o: main.cpp SimpleVector.h SimpleVector.h: Complet vector/dist/Debug/Cygwin-Windows/complet_vector.exe Complet vector/main.cppComplet vector/main.cpp/* * File: main.cpp * Author: Bebo * Created on April 8, 2019, 6:18 PM * Purpose:Complex Vector */ #include<cstdlib> #include"SimpleVector.h" //System Libraries #include<iostream>//Input/Output Library usingnamespace std; //User Libraries //Global Constants, no Global Variables are allowed //Math/Physics/Conversions/Higher Dimensions - i.e. PI, e, etc... //Function Prototypes void fillVec(SimpleVector<int>&); void addVec(SimpleVector<int>&); void delVec(SimpleVector<int>&); void prntVec(SimpleVector<int>&,int); //Execution Begins Here! int main(int argc,char** argv){ //Declare Variables int size; //Read in the size cout<<"What size vector to test?"<<endl; cin>>size; SimpleVector<int> sv(size); //Initialize or input i.e. set variable values fillVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector addVec(sv); //Display the outputs prntVec(sv,10); //Add and subtract from the vector delVec(sv); //Display the outputs prntVec(sv,10); //Exit stage right or left! return0; } void addVec(SimpleVector<int>&sv){ int add=sv.size()*0.1; for(int i=1;i<=add;i++){ sv.push_front(i+add-1); sv.push_back(i-add); } } void delVec(SimpleVector<int>&sv){ int del=sv.size()*0.2; for(int i=1;i<=del;i++){ sv.pop_front(); sv.pop_back(); } } void fillVec(SimpleVector<int>&sv){ for(int i=0;i<sv.size();i++){ sv[i]=i%10; } } void prntVec(SimpleVector<int>&sv,int n){ cout<<endl; for(int i=0;i<sv.size();i++){ cout<<sv[i]<<" "; if(i%n==(n-1))cout<<endl; } cout<<endl; } Complet vector/Makefile # # There exist several targets which are by default empty and which can be # used for execution of your targets. These targets are usually executed # before and after some main targets. They are: # # .build-pre: called before 'build' target # .build-post: called after 'build' target # .clean-pre: called before 'clean' target # .clean-post: called after 'clean' target # .clobber-pre: called before 'clobber' target # .clobber-post: called after 'clobber' target # .all-pre: called before 'all' target # .all-post: called after 'all' target # .help-pre: called before 'help' target # .help-post: called after 'help' target # # Targets beginning with '.' are not intended to be called on their own. # # Main targets can be executed dire.

Complet vector.dep.inc# This code depends on make tool being .docx

ardhowp

Complementary Therapies in Medicine (2012) 20, 377—384 Available online at www.sciencedirect.com j o u r n a l h o m e p a g e : w w w . e l s e v i e r h e a l t h . c o m / j o u r n a l s / c t i m Argentine tango dance compared to mindfulness meditation and a waiting-list control: A randomised trial for treating depression Rosa Pinniger a,∗, Rhonda F. Brown a, Einar B. Thorsteinsson a, Patricia McKinley b,c a University of New England, Australia b McGill University, Canada c Centre Interdisciplinaire de recherché en réadaptation du Montréal metropolitain, Canada Available online 3 August 2012 KEYWORDS Depression; Mindfulness; Tango dancing; Psychological stress Summary Objectives: To determine whether tango dancing is as effective as mindfulness meditation in reducing symptoms of psychological stress, anxiety and depression, and in promoting well-being. Design: This study employed analysis of covariance (ANCOVA) and multiple regression analysis. Participants: Ninety-seven people with self-declared depression were randomised into tango dance or mindfulness meditation classes, or to control/waiting-list. Setting: classes were conducted in a venue suitable for both activities in the metropolitan area of Sydney, Australia. Interventions: Participants completed six-week programmes (1½ h/week of tango or meditation). The outcome measures were assessed at pre-test and post-test. Main outcome measures: Depression, Anxiety and Stress Scale; The Self Esteem Scale; Satisfac- tion with Life Scale, and Mindful Attention Awareness Scale. Results: Sixty-six participants completed the program and were included in the statistical analysis. Depression levels were significantly reduced in the tango (effect size d = 0.50, p = .010), and meditation groups (effect size d = 0.54, p = .025), relative to waiting-list controls. Stress levels were significantly reduced only in the tango group (effect size d = 0.45, p = .022). Attend- ing tango classes was a significant predictor for the increased levels of mindfulness R2 = .10, adjusted R2 = .07, F (2,59) = 3.42, p = .039. Conclusion: Mindfulness-meditation and tango dance could be effective complementary adjuncts for the treatment of depression and/or inclusion in stress management programmes. Subsequent trials are called to explore the therapeutic mechanisms involved. Crown Copyright © 2012 Publish ∗ Corresponding author at: School of Behavioural, Cognitive and Social Tel.: +61 2 6773 2410; fax: +61 2 6773 3820. E-mail address: [email protected] (R. Pinniger). 0965-2299/$ — see front matter. Crown Copyright © 2012 Published by E http://dx.doi.org/10.1016/j.ctim.2012.07.003 ed by Elsevier Ltd. All rights reserved. Sciences, University of New .

Complementary Therapies in Medicine (2012) 20, 377—384Ava.docx

ardhowp

Compile and present the data that will inform your project. Examples: pie charts, bar charts, line charts, column charts, poll results, survey results, trend graphs, timelines, raw data table, summary table, narrative summary table, etc. Briefly introduce your data, present your data, then write a 200-word explanation of the data type and why this type of data is beneficial for your project. Example data types: primary, secondary, qualitative, quantitative, categorical, mixed, cross-sectional, longitudinal, etc. Incorporate concepts and key terms from the course. Examples: · Compile various poll results into a bar graph. · Compile multiple financial results to develop a trend graph. · Annotate studies in a narrative summary table. · Create a timeline graph of historical events. · Develop a bar graph of demographics. · Compile raw data into a table. .

Compile and present the data that will inform your project. Examples.docx

ardhowp

Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin Colquitt, Ed.D Updated September 2018. List is not inclusive. Adaptive Sports Programs & Resources 2018 International & National Adaptive Sports Organizations: Cerebral Palsy International Sport & Recreation Association (CPISRA) www.cpisra.org CPISRA is the leading international sports organization governing and promoting sport and recreation for Cerebral Palsy (CP) and related neurological conditions throughout the World. CPISRA is one of only four International Organizations of Sport for the Disabled (IOSD) recognized by the International Paralympic Committee (IPC) to represent impairment groups. CPISRA’s vision is that all people who have CP or related neurological conditions have the opportunity to benefit from and participate in sport and recreation throughout the World. National Center on Health, Physical Activity and Disability (NCHPAD) http://www.nchpad.org is positioned to effect change in health promotion/obesity management among people with disabilities through its history of providing advocacy, services and programs to numerous organizations and people throughout the country. The primary focus of the Center’s approach is to collaborate with the nation’s leading health advocacy and disability organizations in linking them to the hundreds of program initiatives ongoing across the nation, using this framework to build inclusion and integration into existing programs. US Paralympic Sport Clubs https://www.teamusa.org/us-paralympics/gateway-to-gold/paralympic- sport-clubs U.S. Paralympics partners with community-based adaptive sport organizations from across the US to create a network of Paralympic Sport Clubs providing local sport programming for individuals with Paralympic-eligible impairments, including physical disabilities and visual impairments. While many Paralympic Sport Clubs focus on grassroots programming, many also provide opportunities at the national and international levels. By supporting Paralympic Sport Clubs with resources including coaching education and program development courses, U.S. Paralympics and its National Governing Bodies/High Performance Management Organizations have helped increase the availability of sport programming for athletes with Paralympic-eligible impairments. Currently operating in 48 states and Washington, D.C., U.S. Paralympics is committed to partnering with organizations across the United States to ensure Paralympic Sport Clubs are available in all 50 states. Disabled Sports USA (DSUSA) http://www.disabledsportsusa.org - Disabled Sports USA’s mission is to provide national leadership and opportunities for individuals with disabilities to develop independence, confidence, and fitness through participation in community sports, recreation and educational programs. Disabled Sports USA is a nation-wide network of community-based chapters offering a variety of recreation programs. DSUSA sanct.

Compiled by Jennifer Miros, MPT , Cynthia Frisina, MA, Gavin C.docx

ardhowp

Compiled FRAMEWORK Framework for the Preparation and Presentation of Financial Statements This compiled Framework applies to annual reporting periods beginning on or after 1 July 2014. Early application is permitted. It incorporates relevant amendments made up to and including 4 June 2014. Prepared on 15 March 2016 by the staff of the Australian Accounting Standards Board. FRAMEWORK-compiled 2 COPYRIGHT Obtaining Copies of the Framework Compiled versions of the Framework, the original Framework and amending pronouncements (see Compilation Details) are available on the AASB website: www.aasb.gov.au. Australian Accounting Standards Board PO Box 204 Collins Street West Victoria 8007 AUSTRALIA Phone: (03) 9617 7637 E-mail: [email protected] Website: www.aasb.gov.au Other Enquiries Phone: (03) 9617 7600 E-mail: [email protected] COPYRIGHT © Commonwealth of Australia 2016 This compiled AASB Framework contains IFRS Foundation copyright material. Reproduction within Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use subject to the inclusion of an acknowledgment of the source. Requests and enquiries concerning reproduction and rights for commercial purposes within Australia should be addressed to The Director of Finance and Administration, Australian Accounting Standards Board, PO Box 204, Collins Street West, Victoria 8007. All existing rights in this material are reserved outside Australia. Reproduction outside Australia in unaltered form (retaining this notice) is permitted for personal and non-commercial use only. Further information and requests for authorisation to reproduce for commercial purposes outside Australia should be addressed to the IFRS Foundation at www.ifrs.org. FRAMEWORK-compiled 3 CONTENTS CONTENTS COMPILATION DETAILS COMPARISON WITH IASB FRAMEWORK FRAMEWORK FOR THE PREPARATION AND PRESENTATION OF FINANCIAL STATEMENTS Paragraphs Application Aus1.1 – Aus1.5 Introduction Purpose and Status 1 – 4 Scope 5 Underlying Assumptions Going Concern 23 The Elements of Financial Statements 47 – 48 Financial Position 49 – 52 Assets 53 – 59 Liabilities 60 – 64 Equity 65 – 68 Performance 69 – 73 Income 74 – 77 Expenses 78 – 80 Capital Maintenance Adjustments 81 Recognition of the Elements of Financial Statements 82 – 84 The Probability of Future Economic Benefit 85 Reliability of Measurement 86 – 88 Recognition of Assets 89 – 90 Recognition of Liabilities 91 Recognition of Income 92 – 93 Recognition of Expenses 94 – 98 Measurement of the Elements of Financial Statements 99 – 101 Concepts of Capital and Capital Maintenance Concepts of Capital 102 – 103 Concepts of Capital Maintenance and the Determination of Profit 104 – 110 FRAMEWORK-compiled 4 CONTENTS Appendix: Objective and Qualitative Characteristics Chapter 1: The Objective of General Purpose Finan.

Compiled FRAMEWORK Framework for the Preparation and .docx

ardhowp

Competitive Forces Analysis Group Assignment Do some research to find an organization that is selling a product or a service. Using the Five Forces Model, write an analysis of how Information Technology/Information Systems (IT/IS) is or could impact EACH of the 5 forces (positively or negatively) in your chosen organization. For a richer analysis, feel free to discuss and reference any other strategic models or material from the text, but remember you MUST analyze the firm with respect to IT/IS and each of the forces. A grading rubric is also posted on BB along with these instructions. Choose an organization that allows for a robust discussion. This includes firms you may know about or can find information about (via interviews, readings, research etc.). This work should show that you clearly understand each of the forces, you understand how each force is impacting your organization, and you understand the role IT/IS either is having or could have with respect to each force. You should be specific; general statements without examples or detail will not be well received. You may find that your firm is not using IT/IS to impact a particular force (as far as you can tell). Stretch yourself to come up with possibilities as to how they COULD use IT/IS for positive impact. Again, be specific. Do not simply say “they need an information system for customers.” Rather, be certain to describe what type of system (or functionality of the system) you would recommend and why this system would make a difference. This is a formal paper and should be free of grammar, word usage, and sentence structure errors. The paper must be well organized and free of typos. All work MUST be cited in both a Works Cited page and inside the text. All group members should proofread the final draft CAREFULLY prior to submission. No page length rule. Just get the job done – well. Each team member should contribute equally Please do not assign a different person to write sections of the paper and expect to just tie them together. This will lead to a fragmented paper and will not earn a solid grade. You should discuss the material (that each member contributes to) and come up with a cohesive product that flows well and meets all requirements. YOU MUST SUBMIT PEER Review statements IN CLASS or Your grade will be drastically reduced if the review is NOT received. The reviews should follow the guidelines of the peer reviews that accompanied your previous group work. A WELL DEVELOPED SUBMISSION should include the following material/discussions: I. Introduction./Description of the Firm (This section is mainly devoted to facts about the firm to the “what”) its industry, its market, its competitive position (in general) including but not limited to the following: What kind of firm located where? i.e. medium sized manufacturing firm in the Midwest. What are their products/services or type of products/services? (what do they sell?) II. Analysis Section. (Bulk of paper. Develop d.

Competitive Forces Analysis Group Assignment Do some research to.docx

ardhowp

Competitive Analysis Company Highlights Direct Competitors: Company Highlights Lovers and Friends Raissa Gerona, and Mitch Moseley launched the fashion brand, Lovers and Friends, in 2010. Since then, the brand has become a blogger favorite. The brand prides itself in its origins, and strives to create content and product that reflect it. Competitive Advantage: Lovers and Friends’ competitive advantage is attached to the fact that they are very much connected to their L.A. origins. This pride, which reflects in their brands’ image as a whole, has allowed them to attract and develop an L.A.-loving cult that is devoted to sporting their goods. Shrimps Shrimps is a fashion label created by London-based designer, Hannah Weiland. It was launched in 2013, and has grown immensely since then. Originally gaining widespread recognition as a result of the faux fur coat, the label has now also become distinguished for its accessories. Competitive Advantage: Shrimps’ competitive advantage is the fact that it has become known for leading the conversation on cruelty-free fashion. As a result of this, they have gained a niche and special market that only they can cater to. Indirect Competitors: Company Highlights Nasty Gal Nasty Gal was founded in 2006 by Sophia Amoruso in San Francisco, California. It is an L.A. based brand that began by selling vintage pieces on Ebay, and thirteen years later has grown into an appealing fashion brand directed at young adults; it now sells clothing, shoes, and accessories under its own label. Competitive Advantage: Nasty Gal’s competitive advantage lies in the fact that it was founded by a person whose story has inspired its customers, and which has created a loyal and special following for the brand. Asos Asos is a British online fashion retailer. The company was founded in June of 2000, and is directed at young adult consumers. The brand sells its own line of goods, and also carries other brands. Competitive Advantage: Asos has a competitive advantage in that it provides the customer with various options in regards to brands and styles. Not only that, but the brand is inclusive of all shapes and sizes, and makes it evident through their website and content. Market Information Shrimps Target Market: ★ Ages 25-45 ★ Includes various ethnicities ★ Mature female professionals ★ Income: $90,000-$120,000 ★ Location: City ★ Lead a sophisticated, luxurious lifestyle ★ Aware of the impact of their purchases Direct Competitors: Market Information Market Share: Since its emergence in 2013, it is evident that Shrimps has gained immense market share, and continues to do so. This is evident through the brand’s faux fur specialty, which has created a unique set of customers for the brand that only they appeal to. Marketing Strategy: As for their marketing strategy, like other newer brands, it seems t.

Competitive AnalysisCompany HighlightsDirect C.docx

ardhowp

Competition and Quality in Health Care Markets Full text available at: http://dx.doi.org/10.1561/0700000024 Competition and Quality in Health Care Markets Martin Gaynor H. John Heinz III School of Public Policy and Management, Carnegie Mellon University and National Bureau of Economic Research, Leverhulme Centre for Market and Public Organisation University of Bristol UK [email protected] Boston – Delft Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Published, sold and distributed by: now Publishers Inc. PO Box 1024 Hanover, MA 02339 USA Tel. +1-781-985-4510 www.nowpublishers.com [email protected] Outside North America: now Publishers Inc. PO Box 179 2600 AD Delft The Netherlands Tel. +31-6-51115274 The preferred citation for this publication is M. Gaynor, Competition and Quality in Health Care Markets, Foundations and Trends R© in Microeconomics, vol 2, no 6, pp 441–508, 2006 Printed on acid-free paper ISBN: 978-1-60198-007-6 c© 2006 M. Gaynor All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, mechanical, photocopying, recording or otherwise, without prior written permission of the publishers. Photocopying. In the USA: This journal is registered at the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923. Authorization to photocopy items for internal or personal use, or the internal or personal use of specific clients, is granted by now Publishers Inc for users registered with the Copyright Clearance Center (CCC). The ‘services’ for users can be found on the internet at: www.copyright.com For those organizations that have been granted a photocopy license, a separate system of payment has been arranged. Authorization does not extend to other kinds of copy- ing, such as that for general distribution, for advertising or promotional purposes, for creating new collective works, or for resale. In the rest of the world: Permission to photocopy must be obtained from the copyright owner. Please apply to now Publishers Inc., PO Box 1024, Hanover, MA 02339, USA; Tel. +1 781 871 0245; www.nowpublishers.com; [email protected] now Publishers Inc. has an exclusive license to publish this material worldwide. Permission to use this content must be obtained from the copyright license holder. Please apply to now Publishers, PO Box 179, 2600 AD Delft, The Netherlands, www.nowpublishers.com; e-mail: [email protected] Full text available at: http://dx.doi.org/10.1561/0700000024 Foundations and Trends R© in Microeconomics Volume 2 Issue 6, 2006 Editorial Board Editor-in-Chief: W. Kip Viscusi Vanderbilt University Editors Richard Carson, UC San Diego (environmental economics) Joseph Harrington, Johns Hopkins University (industrial organization) Tom Kniesner, Syracuse University (labor economics) Mark V. Pauly, University of Pennsylvania (health economics) David Wild.

Competition and Qualityin Health Care MarketsFull text.docx

ardhowp

More from ardhowp (20)