Common Core State StandardsCommon Core State Standards (CCSS.docx

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Common Core State Standards Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on CCSS ( http://www.corestandards.org/read-the-standards/ ) and the role these standards take in the school setting. Part One: First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology- enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification. .

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Chapter 5 Understanding the Standards And I’m calling on our nation’s governors and state education chiefs to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem solving and critical thinking and entrepreneurship and creativity. —Barack Obama, March 1, 2009 Learning Outcomes By the end of the chapter, you will be able to: • Explain the development of the Common Core standards movement. •Describe the basic elements of the Common Core English language arts standards. •Discuss the basic elements of the Common Core mathematics standards. •Recall the basic elements of the Next Generation Science Standards and the National Educational Technology Standards. •Analyze how differentiated instruction applies to the newly emerging standards and the technology standards for students. 5 iStockphoto/Thinkstock Pre-Test Chapter 5 Introduction Differentiated instruction is built on a foundation of effective teaching practices. Quality curriculum is one of these defining principles, as what is taught serves as the basis for how it is taught. Quality curriculum has its basis in standards, or descriptions of student outcomes in content areas. The standards in the United States are undergoing major changes with the adop- tion of the Common Core State Standards and new standards in science and social studies. Initially developed by a consortium of state governors and state superintendents of instruction, they have been vetted by professional groups, state and local education representatives, and parents within each state. These standards mark a departure from past practices, which is good news for differentiated instruction. States had previously been responsible for developing their own standards, and the creation of assessment systems based on those standards immediately followed. While this approach assured an articulation between standards and assessment, there were unintended consequences. The effect was a narrowing of the curriculum. In practice, the assessment systems began to drive the curriculum and often resulted in teaching methods that were drill based, had low cognitive demand, used bubble-in-the-answer assessments, and relied on a stand-and-deliver means of presenting content. (Kendall, 2011). The new standards aim to rec- tify that approach. They describe student outcomes in terms of college and career readiness, and encourage increasingly complex cognitive tasks throughout the K-12 experience. Moreover, the manner in which they were written and adopted has encouraged districts and teachers to develop curriculum first, rather than waiting until an assessment system is in place (Kendall, 2011). Since their release, the authors of the standards have vetted a number of resources that assist teachers, parents, and community members in understanding and planning for imple- mentation ...

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Discussion Diversity Through 21st-Century Teaching and Learning There is a broad range of experiences brought to the school every day by cultural, linguistic, and ethnically diverse students. These unique diversities compel the development and use of different teaching strategies to target each student as an individual. In this discussion, you will explore the concept of supporting diversity through 21st-century teaching and learning. This discussion is also intended to support your performance on the Week One Assignment. Initial Post - Select three of the five prompts below, and then discuss how the Framework for 21st century learning can be applied to each prompt using specific examples of the actions you would take to apply the framework. Your response to each of the three prompts should be one paragraph. Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom. Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups. Discuss how you would differentiate instruction for the inclusion of various learning styles. Reflect on ways in which you would modify instruction for special education students. Discuss how you would modify instruction to meet the needs of students who are designated second language learners. Assignment Supporting Diversity Through 21st-Century Teaching and Learning This assignment re-introduces you to the framework of 21st Century Skills that you will consider each week as you work to redesign prior coursework for your ePortfolio. Note that a similar format is followed for each of the assignments in this course. You will upload this assignment to the course for evaluation and to your ePortfolio (Pathbrite) . Specifically, after reviewing the Framework for 21st century learning , you will redesign or modify a prior assignment from one of your courses in the MAED program that represents your mastery of the MAED program learning outcomes 1, 2, and 3. An assignment you may want to redesign could be in the form of a lesson plan or teaching unit you previously created for a course. Your redesign of the assignment must show a representation of 21st-century learning through incorporation of student outcomes and support systems, which are defined as follows: Student Outcomes: Learning and Innovations Skills (critical thinking, communication, collaboration, and creativity), Core Subjects 3Rs and 21st Century Themes, Information, Media, and Technology Skills, Life and Career Skills. Support Systems: Standards and assessments, curriculum and instruction, professional development, learning environments. When selecting an assignment to redesign, think about how the assignment should consider the diverse strengths, differences, cultures, and communities of students whi.

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COMMONALITY AND DIVERSITY OF OPERATING SYSTEMS 2 Maintaining a strong security system in the networking environment to prevent any form of attack and compromise information has been a formidable problem in recent times. There is fairly a small number of operating systems compared to the vast number of computer systems that are in operation. This situation has created a leeway for cyber attackers to target the systems easily (Palmer, 2010). Cyber attackers have formulated diverse techniques to exploit the homogeneity of the network environment. This article will explore the benefits related to diversity and commonality in the event of a malicious attack. The purpose of any security strategy is to completely eliminate or at least limit the impact of damage to a successful attack on a particular system. At some point, any computer can be vulnerable to malware attacks, and the most important aspect in a case like this is to achieve an optimum level of preparedness. Diversity of the operating systems is beneficial in several ways, though an organization could incur an extra operational cost. Moving some groups of users to various different operating systems helps avert the overall damage caused by the SQL Slammer and MSBlast worms. Malicious-code attacks directed towards the commonly used operating system, windows, have been so rampant, thereby necessitating the need for improved security procedures of the computers (Anderson & Anderson, 2010). Significant operational damages have been incurred before by businesses and enterprise to extensive downtime, brought about by malware attacks. Adopting diversity in operating systems comes along with several security benefits; · Helps contain malicious-code attacks- Virus and worm attacks target and exploit the flaws in windows operating systems. In a case like this, availing an alternative operating system would be critical in helping to contain the spread to other PCs owned by the business. The impact of the attack is leveled down since some core business can be carried out in the event of an attack. · Directing some pressure towards Microsoft- Health competition among service and commodity provider is beneficial for the consumers. Being diversified in terms of operating systems pushes dominant companies like Microsoft to try so hard to meet the security needs of their customers. · It helps speed up innovations in the sense that other operating system developers will work towards improving their operating systems to match that of the windows. Such innovations include stable security systems that prevent malware from instilling too much damage to the computer system. Exercising commonality in the usage of operating systems comes with its own benefits, too, especially when dealing with a malicious attack. The business would not incur too much cost, in the event of a .

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Common Mistakes I see on this paper are 1. Using summaries and reviews written by other authors rather than using the actual IOM report and viewing each section, or viewing the IOM's summaries of it's report. 2. Forgetting to include information on how the IOM report will or has impacted one's practice. This is worth a high percentage of points 3. Not formatting the paper in APA, citing sources or using current sources like those supplied in our course resources for the week (since I am supplying a template APA should be flawless) 4. Going over the allowed length (papers that are over the criteria for length will be returned for revision) 5. Including background information, losing focus - remember the goal is to discuss the recommendations for education, practice, leadership and discuss how they can be achieved. 6. Ineffective introduction, too long, does not introduce the topic briefly, does not include a summary of what the paper will cover LINKS TO THE IOM REPORT AND IOM SUMMARIES OF THE REPORT (These should be your main references for the report, don’t use a summary written about the report, use the IOMs summaries) Download whole report as guest Report Brief Summary of Report on Education Summary of Report on Practice Summary of recommendations Great infograph that highlights IOM recommendations. Here is the link. This link gives an outline of the IOM's recommendations. Both offer an option that provides quick access to needed information in a brief and easy to follow format. Hope these are helpful. How to Reference and Cite the IOM Report IOM will each have the same author (the Institute of Medicine is the author) and year you will differentiate them by adding a small case letter after the year of publication in both your reference and citation. The reference would be listed in alphabetical order using the title. I have posted examples below. Institute of Medicine [IOM]. (2010). Future of nursing: Focus on education. Retrieved from www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Education%202010%20Brief.pdf Research Article The Cross-Category Effect Mere Social Categorization Is Sufficient to Elicit an Own-Group Bias in Face Recognition Michael J. Bernstein, Steven G. Young, and Kurt Hugenberg Miami University ABSTRACT—Although the cross-race effect (CRE) is a well- established phenomenon, both perceptual-expertise and social-categorization models have been proposed to explain the effect. The two studies reported here investigated the extent to which categorizing other people as in-group versus out-group members is sufficient to elicit a pattern of face recognition analogous to that of the CRE, even when perceptual expertise with the stimuli is held constant. In Study 1, targets were categorized as members of real-life in-groups and out-groups (based on university affiliation), whereas in Study 2, targets were categorized into experi- mentally created .

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Common symptoms of memory changes during the lifetime in healthy people generally start gradually beginning with those associated with episodic memory i.e. forgetting names of people or details of personally experienced events. While semantic memory does not decline in the same way and can in fact be equal to those of younger people, aging adults typically access general knowledge and information more slowly (Dixon et al., 2006).This is a sign of declining working memory which encompasses processing speed, attentional capability/distractibility and problem solving (Dixon et al., 2006; Richmond et al., 2011). Another type of memory change may stem from a decline in sensory acuity. For example, loss of vision, hearing, taste and smell would all impact how stimuli are encoded and will contribute to additional attentional interference (Wolfe & Horowitz, 2004) Compared with expected changes in memory functioning over the lifespan, pathological conditions such as anterograde amnesia and loss of semantic memory are much more debilitating. Since typically developing memory decline is gradual and centers around past experiences rather than general knowledge, people are often able to adapt to their “forgetfulness” with the assistance of formal and informal compensatory strategies such as more effortful attention, associative learning of new information, making to-do lists, keeping a journal and/or relying on another close individual to fill in missing pieces of stories and events (Dixon et al., 2006) While typically aging adults may make a to-do list but have to spend time trying to find where they left it, in the case of anterograde amnesia, this sort of strategy would be ineffective. This is because these individuals would have no memory of even making a list since they have lost the ability to form new memories (Squire & Wixted, 2011). People with this condition are likely to become easily confused in social situations involving unfamiliar people since they will not retain any introductory information provided. Loss of semantic memory would also be more negatively impactful than loss of episodic memory because an individual would lose the ability to make sense of objects in their everyday environment. For example, they make not be able to identify what a television or a toilet is or what each item is used for. As is the case with anterograde amnesia, compensatory strategies that are effective for typical aging memory decline could not be used for semantic memory loss since the individuals would not be able to engage in metamemory cognitions that would enable them to identify their areas of deficit and the most appropriate strategies to address these (Squire & Wixted, 2011). In addition, in both conditions, the individual would require a high level of external support to live safely. References Dixon, R. A., Rust, T. B., Feltmate, S. E., & See, S. K. (2007). Memor.

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Common Surface-Level Issues for the Informative Essay (Note: These Surface-Level Issues will be the only grammar/mechanics issues that I will look for in this paper. I will add more in subsequent papers.) · Have a title! Every written work has a title; yours should be no exception. (The title should be something interesting, and NOT Assignment 1 or Informative Essay!) · Neither authors nor articles SAY anything (same thing with TALKS ABOUT) – it’s a text. “Anderson argues…” or “Jones believes…” or “Brown states…” · Always write about the article (or any source you are use) in the present tense. It is a text, which means it always exists in the present. Even if the author is dead, the text is not. This means “Smith notes…” not “Smith noted…” · The titles of articles belong in quotations marks. Italics are for books and movies. · Make sure your writing is more formal than your speech – there should be no “I was so freaked out” or “I was totally bummed.” This is a formal essay, so even though it is personal, your writing should reflect formality. Don’t use slang. · Do not use the word “you” (the second person) in a formal essay. People use it a lot to try to generalize. “You think the Internet is safe, but it’s not.” Instead, you can write, “Many people think the Internet is safe, but it’s not.” · Avoid using too many rhetorical questions in your essay. A few are fine for effect, but be careful how and why you use them. It is generally not considered a good idea to begin paragraphs with a rhetorical question either. · Notice how I changed it to, “MANY people think…” rather than, “EVERYONE thinks…” Be careful that you don’t assume too much about what people in general think. · Introduce all quotes. They should not be their own sentences. (Also a reminder that the first time you introduce a source you need to give that source credibility so it is clear that the source has expert knowledge.) Grammar/Mechanics Issues: · Make sure all of the punctuation is correct. One thing to remember is that the quotation marks go right after the quote, not after the in-text citations parentheses. · Make sure everything is spelled correctly. One thing to look for: there/their/they’re issues as well as to/too/two. Those are the most common, but there are others, of course. · Subject/verb agreement. This is pretty-straightforward, and means looking for things like, “There is some more of those in the other room.” And, “My brother receive the prize for the best haircut.” · Sentence fragments/run-on sentences. Make sure that all your sentences. Have a complete thought! Also, make sure they do not have too many thoughts in them because that means that it is a run-on sentence and that means that it can be too confusing for your readers if you include too much in one sentence, so you will want to be sure to break it up. ( Formatting/Documentation Issues · Make sure the paper is written in 12 point Times New Roman font with 1 inch margins on all sides. .

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Commercial Space Travel There are about a half dozen commercial space entrepreneurs globally today. Pick one of those companies, and then provide a short history of their company, outline their current projects, and describe their future plans for space travel. Describe the biggest obstacles that they will have to overcome to achieve their goals. Your initial discussion post should be succinct (only about 200–300 words) and include references to your sources. .

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Common sports-related shoulder injuries S houlder pain is commonly treated in general practice; its causes are often multi-factorial. The focus of this article is on sports-related shoulder injuries likely to be seen in the community. This article aims to overview the presentation, assessment and management of these conditions in general practice. The GP curriculum and common sports-related shoulder injuries Clinical module 3.20: Care of people with musculoskeletal problems lists the learning objectives required for a GP to manage common sports-related shoulder injuries in the community or refer for specialist management. In particular, GPs are expected to be able to: . Communicate health information effectively to promote better outcomes . Explore the perceptions, ideas or beliefs the patient has about the condition and whether these may be acting as barriers to recovery . Use simple techniques and consistent advice to promote activity in the presence of pain and stiffness . Agree treatment goals and facilitate supported self-management, particularly around pain, function and physical activity . Assess the importance and meaning of the following presenting features: . pain: nature, location, severity, history of trauma . variation of symptoms over time . loss of function – weakness, restricted movement, deformity and disability, ability to perform usual work or occupation . Understand that reducing pain and disability rather than achieving a complete cure could be the goal of treatment . Understand indications and limitations of plain radiography, ultrasound, and magnetic resonance scans . Diagnose common, regional soft-tissue problems that can be managed in primary care . Understand the challenge that many musculoskeletal conditions might be better and more confidently managed by other healthcare personnel rather than GPs, because most GPs do not gain the necessary treatment skills during their training . Refer those conditions which may benefit from early referral to an orthopaedic surgeon The four most common categories of shoulder pain seen in primary care are (Mitchell, Adebajo, Hay, & Carr, 2005): . Rotator cuff disorders (85% tendinopathy) . Glenohumeral disorders . Acromioclavicular joint disease, and . Referred neck pain. There are many different types of sports that can cause acute or chronic shoulder injuries. In professional English Rugby Union, for example, the most common match injury is of the acromioclavicular joint (32% overall) and the most severe injury requiring the longest time off (mean of 81 days) is shoulder dislocation (Headey, Brooks, & Kemp, 2007). Shoulder injuries can also occur in non-contact sports, such as golf, tennis, swimming and weightlifting. Although shoulder injuries may be more common in contact sports, the injury may have a larger impact on the performance of individuals playing non-contact sports. For example, golfers require very precise manoeuvres of their dominant.

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Common Product Yields VEGETABLES Acorn Squash Flesh Raw 74% Eggplant Trim, Pared, and Sliced 81% Artichoke Edible Leaves and Base 40% Endive Trimmed and Cored 86% Asparagus Trimmed Ends 80% Fennel Trimmed and Cored 86% Beets Peeled and Diced 91% Garlic Peeled Cloves 87% Broccoli Cored. Florets Only 47% Ginger Root Peeled Root 83-90% Brussel Sprouts Trim and Ready To Cook 90% Iceberg Lettuce 62% Butternut Squash 84% Leek Bulb and Flower Leaves 44% Red & Green Cabbage Trimmed Without Core 64% Mushrooms 90% Carrots 68% Onions 63% Cauliflower Cored. Florets Only. 53% Peppers 59% Celery 60% Potatoes Skinned By Hand and Raw 63% Cilantro 90% Romaine 86% Corn Raw Kernals Cut Off Cob 36% Spinach Trimmed Leaves 72% Cucumber Pared and Sliced 84% Zucchini 78% FRUITS Apples Peeled and Cored 40% Mango Without Pit and Skin 69% Avocado Skin and Seeded 63% Oranges Pared, Flesh 44% Banana 66% Papayas 65% Blackberries 96% Peaches Without Pit and Skin 76% Cantaloupe Rind and Seeded 43% Pears Without Pit and Skin 78% Cherries Flesh 62% Pineapple Peeled and Cored 38% Coconut Meat 48% Plantains Fully Ripe 65% Figs Without Stem 97% Plums Pitted 94% Grapefruit Segments Without Membrane 52% Pomegranates Seeded 44% Grapes Stems Removed 96% Prickle Pear Pulp 44% Honeydew Rind and Seeded 48% Strawberries Good Quality, No Stem 90% Lemons Juiced and Strained 36% Tomato Stem and Base 90% Lime/Lemon Zest 16% Watermelon Rind and Seeded 52% Limes Juiced and Strained 47% Common Product Yields MEAT Beef Chuck 85% Lamb Breast And Flank 89% Flank 90% Chop 75% Flap Meat 80% Foreleg 70% Inside Round 65% Loin 89% Neck 75% Rib 81% Rib Chop 83% Shoulder 86% Rump 79% Pork Bacon 93% Shank Hind 43% Butt Boneless 85% Shank Fore 61% Chop 75% Shoulder Clod 75% Ham 85% Short Ribs 68% Picnic 81% Sirloin Butt 70% Shoulder 84% Sirloin Top Full Cut 71% Tender 95% Steak Club 83% Veal Chuck 80% Steak Porterhouse 91% Flank 99% Steak T-Bone 88% Fore Shank 52% Tender PSMO 75% Leg, Boned and Trimmed 68% Cut Steak Ribeye Steak Lip Off 72% Loin 83% Ribeye Steak Lip On 78% Plate 79% Strip Steak Center Cut 50% Rib 77% Strip Steak End Cut 63% Round 77% Top Butt Steak Cap On 52% Top Butt Steak Center Cut 38% Peeled Tenderloin 52% Peeled Tenderloin c/c 38% Common Product Yields POULTRY AND FISH Game Hen With Neck and Giblets 91% Bass Without Skin Filet 59% Breast Skin On 74% Clams Edible Portion 15% Chicken Broiler/Fryer Without Neck/Giblets 89% Cod Filet Without Skin 30% Drum 63% Crab Blue From Shell 17% Thighs 70% Dungeness From Shell 27% Wings 50% King From Shell 25% Breast 87% Crawfish Tail 12% Breast Quarter 75% Back 23% Drum 69% Flounder Filet Without Skin 41% Leg 75% Frog Legs Flesh 65% Leg Quarter 71% Halibut Filet Without Skin 59% Thigh 82% Trout Fil.

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Common Law Strict Liability Introduction: Strict liability, or liability without fault, is a category of unintentional torts in which the wrongdoer may be held liable for harm to others even when exercising utmost care and being as careful as possible. Strict liability applies to (1) abnormally dangerous activities. Abnormally dangerous activities are those that involve a high risk of serious harm to persons or property that cannot be completely eliminated even with reasonable care, such as using and storing explosives, stunt flying, keeping wild animals, and trespassing livestock. Product Liability** Introduction: Product liability, sometimes called strict product liability refers to cases in which a person is injured by a product, or use of a product because the product is defective in some way. When a product is defective it may become abnormally dangerous although the product, when not defective, may be safe. Please also see Instructor Notes link in week 2 for further details and explanation of product liability. **Strict product liability is often confused with the separate common law tort of strict liability, sometimes referred to as “liability without fault”. Strict liability applies only to a small category of abnormally dangerous activities, such as use of explosives, fireworks, and stunt flying. Please see section above. Warranties and Product Liability Introduction: A warranty is a promise, or guarantee, by a seller or lessor that certain facts are true of the goods being sold or leased. Types of warranties include (1) warranties of title guaranteeing that the goods have clear and valid title, (2) express warranties promising specific facts about the goods, and (3) implied warranties of merchantability, or fitness for a particular purpose. A warranty creates a legal duty for the seller or lessor; a non-breaching party can recover damages for breach of warranty(ies). Because warranties are associated with the sale or lease of products, breach of warranty claims are a part of product liability claims and manufacturers and sellers of goods can be held liable for breach of warranty for defective products. Warranties are subject to regulation under the UCC, product liability tort law, contract law, and the Magnuson-Moss Warranty Act. Product Liability** Product liability, sometimes called strict product liability refers to cases in which a person is injured by a product, or use of a product because the product is defective in some way. When a product is defective it may become abnormally dangerous although the product, when not defective, may be safe. Definitions of a Defective Product in Product Liability Products may become defective because of: 1) defective manufacture (so the product is "broken", not perfectly made, i.e., a product is manufactured so that the electric wiring is improperly made/attached, etc. and may cause a fire or cause elect.

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common core state stanDarDs For english Language arts & Literacy in History/social studies, science, and technical subjects appendix B: text exemplars and sample Performance tasks Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS a p p e n d ix b | 2 exemplars of reading text complexity, Quality, and range & sample Performance tasks related to core standards Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts—particularly poetry and multimedia sources—for which these measures are not as well suited, professional judgment necessarily played a greater role in selection. • Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content. • Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high- quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter. Copyright and Permissions For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conser- vative interp.

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COMMON ETHICAL PROBLEMS OF INDIVIDUALS BA 354 COLLEGE OF BUSINESS 1 ASSUMPTIONS OF THE “GIVING VOICE TO VALUES” APPROACH: Ethical dilemmas at work are common, not rare. You have values that you want to live up to. There are many ways that you can voice your values. Practicing ahead of time will help you to be more effective. 2 THE POWER OF FAIRNESS The example of grades Equity Reciprocity Impartiality 3 Discrimination Unequal treatment based on one’s race, gender, ethnicity, national origin, religion, age, disability, etc. Standard for hiring, promotions, etc., should be the ability to do a job + 4 Have you ever experienced discrimination? What could you have done about it? Why is discrimination an ethical issue? DISCRIMINATION 5 CONFLICTS OF INTEREST Objectivity is compromised by possibility of financial or other gains. Gifts or bribes Access to resources such as privileged information Relationships or Influence 6 CONFLICTS OF INTEREST 7 Conflict of Interest Your daughter is applying to a prestigious university. Since admission to the school is difficult, your daughter has planned the process carefully. She has consistently achieved high marks, taken preparatory courses for entrance exams, and has participated in various extracurricular activities. When you tell one of your best customers about her activities, he offers to write her a letter of recommendation. He's an alumnus of the school and is one of its most active fund raisers. Although he's a customer, you also regularly play golf together and your families have socialized together on occasion. 8 CUSTOMER CONFIDENCE Includes such issues as Confidentiality Product safety Truth in advertising Fiduciary responsibilities 9 Confidentiality You work for a consulting company in Atlanta. Your team has recently completed an analysis of Big Co. including sales projections for the next five years. You're working late one night when you receive a call from an executive vice president at Big Co. in Los Angeles, who asks you to immediately fax her a summary of your team's report. When you locate the report, you discover that your team leader has stamped "For internal use only" on the report cover. Your team leader is on a hiking vacation and you know it would be impossible to locate him. Big Co. has a long-standing relationship with your company and has paid substantial fees for your company's services. 10 Product Safety You’re the head of marketing for a small pharmaceutical company that has just discovered a very promising drug for the treatment of Alzheimer’s disease. You have spent months designing a marketing campaign which contains printed materials and medication sample kits for distribution to almost every family physician and gerontologist in the country. As the materials are being loaded into cartons for delivery to your company’s representatives, your assistant tells you that .

COMMON ETHICAL PROBLEMS OF INDIVIDUALSBA 354COLLEG.docx

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Common Core Casey Berry English / 200 August 29, 2018 Ms. Gaby Maruri Common Core I) Introduction A. Common Core is an educational tool that should not be used in our public schools. B. Common Core is unconstitutional and is a disadvantage for teachers as well as students and their parents. C. Although some people believe that Common Core has been a great model and useful for education, it is an unnecessary program to have in schools and needs to be eliminated for several reasons. II) Body A. Common core is unconstitutional. · Common Core was not a concept done by the Department of Education (DOE). · It was created by a company named Achieve, Inc. and released under two private associations, the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). · Educational responsibility has been taken away from the states and local districts. B. Common Core has not been embraced by teachers very well. · Many teachers have had to adapt their style of teaching to accommodate the Common Core curriculum. · It only focuses on three specific subjects such as Mathematics. · Focuses more on “critical thinking” rather than knowledge. C. It is not beneficial for students and their parents. · Parents have a difficult time helping their children with homework because they do not understand the methods used to solve the problems. · Prepares students more for the workforce, rather than college. III) Refuting Opponents Arguments Comment by Author: You list opposing arguments, but you did not provide refutations. D. States win more money · States that implement Common Core have the chance to compete for Race to the Top money and a better chance at a No Child Left Behind Waiver. E. Prepares students more efficiently · Students who are taught Common Core are more prepared for college than others. F. Statewide standards benefit students from other states · Statewide based school standards allow teachers to assist better students who move frequently and are constantly changing schools. IV) Conclusion G. While for some Common Core is a success, it is still a nuisance that needs to be eliminated. It takes rights away from teachers, parents and schools. H. A Disaster For Libraries, a disaster for Language Arts, a Disaster for American Education. Comment by Author: Not sure how this will play out, but just be sure that this does not present itself as new information. Comment by Author: Comment by Author: I. Finally, there is no evidence that having national standards and increasing testing have improved student learning in the past. References Shanahan, T. (2015). COMMON CORE STATE STANDARDS. Elementary School Journal, 115(4), 464-479. I believe that this reference is justified and appropriate because the entire book covers the standards and meat of the common core curriculum. It is broad and general to help readers with little to no knowledge on the topic. Robbins, J. (2013). Uncommonly bad. Ac.

Common CoreCasey BerryEnglish 200August .docx

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Common Holy Days in Jewish Religious Traditions Complete the table below with information about Jewish holy days. Identify at least seven Jewish religious holy days and place each holy day in the correct season (time of year). Provide a brief explanation of each holy day you identified. Note : An example has been provided. You may add additional rows or move the text fields to different locations within the table as needed. Fall (September – November) Winter (December – February) Spring (March – May) Summer (June – August) Enter text. Example: Hanukkah Hanukkah is an 8 day-long Festival of Lights. It is a celebration of the victory of the Maccabees over the armies of Syria, as well as the rededication of the Temple in Jerusalem. Enter text. Enter text. Enter text. Enter text. Enter text. Enter text. Part 2: Major Sects of Judaism Select three major sects of Judaism to compare and contrast. Identify them in the table below. Sect of Judaism Enter text. Sect of Judaism Enter text. Sect of Judaism Enter text. In the table below, list at least two similarities and two differences among the sects of Judaism you selected. Similarities Differences Enter text. Enter text. Part 3: Summary Write a 525- to 700-word summary that includes the following: · A description of the life and importance of one key person in Jewish history · An explanation of one key event in the history of Judaism that is connected to that person · A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person · Brief explanation of Jewish ethics Summary Enter text. Include references formatted according to APA guidelines. References Enter text. .

Common Holy Days in Jewish Religious TraditionsComplete th.docx

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Common Hacking Techniques You Should Know About Hacking is the process of gaining unauthorized access into a computer system, or group of computer systems. This is done through cracking of passwords and codes which gives access to the systems. Discussion/Research Questions What are the best ways to guard against hacking attacks? List one of the biggest (known) hacks of all time and provide a few details related to this incident .

Common Hacking Techniques You Should Know AboutHacking is th.docx

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Common Pool Resource Management Kim Townsend SUS 350 Sustainable Communities Key Features of Common Pool Resources Goods that are difficult or costly to exclude users from Subtractability-use of a resource by one person means it is not available to another Core resource-a measure of the stock which must be retained to provide non-declining future stock Fringe units-extractable units where availability is a function of the relative productivity of the core resource and rate of harvest Marine Fisheries CPR Example Used by multiple individuals through time and at the same time. Subtractable—over-fishing reduces availability of stock for other users. Core—total number of fish in a specific population required to sustain the population through time. Fringe—number of fish that can be harvested without reducing the ability of the population to sustain itself through time. Water Subtractability-use of a resource by one person means it is not available to another Core? Fringe? We must consider both quantity and quality of water in a system Why is water quantity/quality important? The Tragedy of the Commons https://www.youtube.com/watch?v=WYA1y405JW0 Narrative created by Garrett Harden, a renowned ecologist, in a 1968 Nature paper Is this model too simplistic? Which assumptions can be questioned? Elinor Ostrom: Sustainable Development and the Tragedy of the Commons https://www.youtube.com/watch?v=ByXM47Ri1Kc Elinor "Lin" Ostrom (born Elinor Claire Awan;[2] August 7, 1933 – June 12, 2012) was an American political economist[3][4][5] whose work was associated with the New Institutional Economics and the resurgence of political economy.[6] In 2009, she shared the Nobel Memorial Prize in Economic Sciences with Oliver E. Williamson for "her analysis of economic governance, especially the commons".[7] To date, she remains the only woman to win The Prize in Economics. 7 Elinor Ostrom’s Cooperative Management Conditions Dr. Ostrom studied thousands of locally self-governed CPR systems all around the world to determine what the sustainable systems had in common, and what the failures had in common. Ostrom developed a set of design principles associated with sustainable local community governance of small-scale CPRs. Ostrom’s Cooperative Management Conditions (1/2) Clearly defined boundaries Who gets access, who doesn’t Resource boundaries Congruence Costs ≈ Benefits of cooperating Appropriation rules are fair and sensible, locale-specific Argues against “one rule system fits all” approach. Collective-choice arrangements Most individuals affected have a voice in changing the rules Monitoring Monitors are the cooperative members Ostrom’s Cooperative Management Conditions (2/2) Graduated sanctions Punishment scaled to the offence Sanctions administered by the cooperative Conflict-resolution mechanisms Access to low-cost, rapid, local way to resolve conflicts Recognition of Rights to Organize Community’s right t.

Common Pool Resource ManagementKim Townsend SUS 350 Sustai.docx

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Common Assignment: Prepare a written analysis of the impact of the 4th, 5th, 6 th 8 th and the 14th Amendments to the US Constitution in processing offenders through the criminal justice system. Explain the concept of due process as applied to the U.S. Constitution. What due process rights are contained in the US Constitution? Give examples. What is procedural due process and why does it exist? Do you think any of these rights should be revoked at any time? Which ones? What made you choose those? To what extent does procedural due process hinders or strengthens the criminal justice system? .

Common Assignment Prepare a written analysis of the impact of the.docx

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Common Assignment Essay Objective of this Assignment: This assignment will be used to evaluate student progress on the course learning objectives. The assignment will be uploaded as a file on Blackboard. Instructions: Students will follow the process outlined below to guide them in the development of a comparative essay. The essay should be approximately 700-1000 words, and should include footnotes. ➢ Step One: Essay Purpose / Relevance / The Task of a Historian o Purpose: Students should consider why the topic of memorializing the Mexican American War is a contemporary problem facing historians. o Task of a Historian: Your work should clearly communicate the purpose of public history sites (museums / battlegrounds / memorials), the current struggle between art and truth, the reasons why this event has been ignored by previous generations / administrations, and the societal impact of neglecting a major historic event. o Relevance: Your work should consider the current facilities and public history sites dedicated to honoring this event and its participants, as well as the funding and supporters associated with those sites. (At a minimum you should examine the facilities in Texas, however, there are links provided to steer you to other state /federal facilities). Furthermore, you should consider the message provided at those sites / exhibits and whether this message is satisfactory given the mission of public historians. o You may copy and paste sections of your source analysis from the previous essay, just pay attention to flow and be sure to utilize footnotes. ➢ Step Two: You must use these two sources. Read these first so you can understand the war, and how it has or has not been remembered. o REQUIRED SOURCE--"1848/1898: Memorial Day, Places of Memory, and Imperial Amnesia" by Amy Greenberg in JSTOR o REQUIRED SOURCE--"The Annexation of Texas and the Mexican War" by Z.T. Fulmore in JSTOR ➢ Step Three: Study the information on current Mexican American War exhibits, battlegrounds, monuments, dedications, etc. I have organized the suggested resources, emphasizing Texas sites in the highly suggested category. o Highly Suggested Sources: ▪ Palo Alto Battlegrounds: https://www.nps.gov/paal/learn/historyculture/places.htm ▪ Brazos Veteran’s Park: http://www.bvvm.org/photos/ ▪ Mexican American War Exhibit for BVVM: https://www.theeagle.com/news/local/new- memorial-at-veterans-park-honors-marines-valor-at-the/article_7b08cdbb-5899-5a12- bdcd-014ebd3514fc.html ▪ Capitol 360 View of Mexican American War acknowledgement: https://tspb.texas.gov/prop/tc/tc-spaces/spaces09.html ▪ Capitol Monuments: https://tspb.texas.gov/prop/tcg/tcg-monuments/index.html o Potentially Useful Sources: https://www.nps.gov/paal/learn/historyculture/places.htm http://www.bvvm.org/photos/ https://www.theeagle.com/news/local/new-memorial-at-veterans-park-honors-marines-va.

Common Assignment Essay Objective of this Assignment.docx

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Committee on Enhancing Federal Healthcare Quality Programs Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors THE NATIONAL ACADEMIES PRESS Washington, D.C. ww.nap.edu Enhancing, Federal Healthcare Quality Programs Committee. Leadership by Example : Coordinating Government Roles in Improving Health Care Quality, edited by Jill Eden, and Barbara M. Smith, National Academies Press, 2003. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ncent-ebooks/detail.action?docID=3375805. Created from ncent-ebooks on 2019-04-24 06:50:39. C op yr ig ht © 2 00 3. N at io na l A ca de m ie s P re ss . A ll rig ht s re se rv ed . THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Gov- erning Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engi- neering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance. Support for this project was provided by the Department of Health and Human Services, the Commonwealth Fund, and the California Healthcare Foundation. The views presented in this report are those of the Institute of Medicine Commit- tee on Enhancing Federal Health Care Quality Programs, and are not necessarily those of the funding agencies. Library of Congress Cataloging-in-Publication Data Institute of Medicine (U.S.). Committee on Enhancing Federal Healthcare Quality Programs. Leadership by example : coordinating government roles in improving healthcare quality / Committee on Enhancing Federal Healthcare Quality Programs ; Janet M. Corrigan, Jill Eden, and Barbara M. Smith, Editors. p. ; cm. Includes bibliographical references and index. ISBN 0-309-08618-3 (pbk.) 1. Medical policy—United States. 2. National health services—United States. [DNLM: 1. Health Care Reform—United States. 2. Government Programs—United States. 3. Quality Assurance, Health Care—United States. WA 540 AA1 I455L 2003] I. Corrigan, Janet. II. Eden, Jill. III. Smith, Barbara M. IV. Title. RA395.A3I4935 2003 362.1’0973—dc21 2003001324 ISBN 0-309-51693-5 (pdf) Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. For more information about the Institute of Medicine, visit the IOM home page at: www.iom.edu. Copyright 2003 by the National Academy of Sciences. All rights reserved. Printed in the United States of America. The serpent has been a symbol of long life, healing, and knowledge among almost all cultures and religions since the beginning of reco.

Committee on Enhancing Federal Healthcare Quality ProgramsJa.docx

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Committees 1. To provide for greater transparency in the HUD–VASH supported housing program for homeless veterans, and for other purposes. 2. Representative Scott H. Peters. House and Senate committees: Energy and Commerce, Ways and Means, Judiciary, Oversight and Government Reform, Education and the Workforce, Senate Committee, Homeland Security and Governmental Affairs, Veterans' Affairs, Health, Education, Labor, and Pensions, Banking, Housing, and Urban Affairs, Energy and Natural Resources. 3. N/A no committee report 4. H.R.7022 — 115th Congress (2017-2018) Homes for Our Heroes Act of 2018 Sponsor: Representative Scott H. Peters Committees: House - Financial Services, Veterans' Affairs Committee Reports: N/A Latest Action: House 10/02/2018: Referred to the Committee on Financial Services, and in addition to the Committee on Veterans' Affairs, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned. Tracker: introduced Here are the steps for Status of Legislation: 1. Introduced Members 1. To authorize the Department of Energy to conduct collaborative research with the Department of Veterans Affairs in order to improve healthcare services for veterans in the United States, and for other purposes. 2. Representative Ralph Norman. Both House and senate committees: Judiciary, Ways and Means, Energy and Commerce, Education and the Workforce, Oversight and Government Reform, Financial Services, Foreign Affairs, Natural Resources, Rules, Armed Services, Science, Space, and Technology, Transportation and, Infrastructure, Agriculture, Budget, House Administration, Homeland Security, Small Business, Veterans' Affairs, Appropriations, Intelligence, Ethics, Senate Committee, Judiciary, Banking, Housing, and Urban Affairs, Energy and Natural Resources, Homeland Security and Governmental Affairs, Agriculture, Nutrition, and Forestry, Armed Services, Commerce, Science, and Transportation, Environment and Public Works, Finance, Foreign Relations, Small Business and Entrepreneurship, and Veterans' Affairs. 3. The committee’s favorability is to recommend that the bill as amended do pass. 4. H.R.6398 — 115th Congress (2017-2018) Department of Energy Veterans' Health Initiative Act Sponsor: Rep. Norman, Ralph [R-SC-5] Committees: House - Science, Space, and Technology, Veterans' Affairs | Senate - Energy and Natural Resources Committee Reports: https://www.congress.gov/congressional-report/115th-congress/house- report/974/1?q=%7B%22search%22%3A%5B%22H.R.6398%22%5D%7D&r=1 Latest Action: Senate - 09/26/2018 Received in the Senate and Read twice and referred to the Committee on Energy and Natural Resources. Tracker: Passed House. Here are the steps for Status of Legislation: 1. Introduced 2. Passed House CLASS EXERCISE #2 THE STATUS OF BILLS IN CONGRESS Go to: http://thomas.loc.gov/ and become familiar.

Committees1. To provide for greater transparency in the HU.docx

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Commitment to Professionalism Commitment to Professionalism. Due by Day 7 . As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education. When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected. After reading the week’s text, write a reflection in two parts: Part I Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group. Describe the strategies you would use to gain the support needed for this issue through individual advocacy. Describe the strategies you would use to attract the support needed for this issue through collective advocacy. Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating. Part II Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following: Describe how you will advocate on behalf of young children, their families, and the profession. Describe how you will support the development of future practitioners and leaders in the field. Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals . The Commitment to Professionalism paper Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Use the text and two outside sources to support your responses. The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific so.

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1. Common Core State Standards Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on CCSS ( http://www.corestandards.org/read-the-standards/ ) and the role these standards take in the school setting. Part One: First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology- enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.

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