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The document is a journal entry responding to prompts from an education webinar. It summarizes that the webinar highlighted the importance of building a strong resume, and that the writer has relevant experience volunteering with AmeriCorps and a boys and girls club. It also notes that research found alternative certification to be the best option for becoming a teacher in Texas, which involves passing certification tests and a one-year probationary mentoring program.
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Week 6
The document provides guidance on what to include for each part, such as giving examples for Part 1 and comparing/contrasting the articles for top marks in Part 2. It reminds students to
Assignment 1 grading criteria
The document outlines grading criteria for a two-part portfolio assignment on a scale of 90-100 (exceptional pass) to 20-29 (needs significant revision to pass). Criteria include fulfillment of learning outcomes, use of examples from weekly readings, explanation of the selection process, identification and understanding of key points, justification for the second article choice, writing standards, referencing, and presentation/organization. Higher scores are given for more in-depth coverage of topics, insightful understanding, clear explanation and justification, excellent writing mechanics and few errors. Lower scores involve partial or non-fulfillment of criteria.
Top of form questioncomment reference inside work, pg.10 unders
The document describes the four main academic disciplines:
1) Humanities focus on understanding the human race through subjects like history, languages, art, music, philosophy, and religion.
2) Social sciences examine human behavior, the brain, how groups communicate, and how society functions.
3) Natural sciences study the natural world through experimentation in fields like biology, chemistry, and environment.
4) Applied fields apply the other disciplines to specific areas like nursing, counseling, law, education, and business.
Writing for success chapter 1
This document provides an overview of the expectations for reading and writing in college compared to high school. It discusses that college assignments require more reading, deeper engagement with ideas, and self-directed study. It then outlines strategies for effective reading in college, including planning, comprehension techniques like annotating and questioning, and active reading approaches. Key strategies involve setting a purpose, connecting to prior knowledge, visualizing, and discussing what you read. The document emphasizes that college demands more independent work and critical thinking in assignments.
Where do psychologists get their ideas and information from
This document discusses research methods used by psychologists and how they inform the field of psychology. It explains that psychologists use different research methods depending on their research aims and questions, and that the choice of method can affect the information obtained. Students are asked to consider various psychological research methods, conduct online research about one method, and discuss how the choice of method might impact the conclusions drawn.
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Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
Teaching (With) Virtues through Incorporating Supplemental Instruction
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Dr. Gregory Sadler's conference paper on the interplay between teaching moral virtues and implementing Supplemental Instruction.Recommended
Week 6
The document provides guidance on what to include for each part, such as giving examples for Part 1 and comparing/contrasting the articles for top marks in Part 2. It reminds students to
Assignment 1 grading criteria
The document outlines grading criteria for a two-part portfolio assignment on a scale of 90-100 (exceptional pass) to 20-29 (needs significant revision to pass). Criteria include fulfillment of learning outcomes, use of examples from weekly readings, explanation of the selection process, identification and understanding of key points, justification for the second article choice, writing standards, referencing, and presentation/organization. Higher scores are given for more in-depth coverage of topics, insightful understanding, clear explanation and justification, excellent writing mechanics and few errors. Lower scores involve partial or non-fulfillment of criteria.
Top of form questioncomment reference inside work, pg.10 unders
The document describes the four main academic disciplines:
1) Humanities focus on understanding the human race through subjects like history, languages, art, music, philosophy, and religion.
2) Social sciences examine human behavior, the brain, how groups communicate, and how society functions.
3) Natural sciences study the natural world through experimentation in fields like biology, chemistry, and environment.
4) Applied fields apply the other disciplines to specific areas like nursing, counseling, law, education, and business.
Writing for success chapter 1
This document provides an overview of the expectations for reading and writing in college compared to high school. It discusses that college assignments require more reading, deeper engagement with ideas, and self-directed study. It then outlines strategies for effective reading in college, including planning, comprehension techniques like annotating and questioning, and active reading approaches. Key strategies involve setting a purpose, connecting to prior knowledge, visualizing, and discussing what you read. The document emphasizes that college demands more independent work and critical thinking in assignments.
Where do psychologists get their ideas and information from
This document discusses research methods used by psychologists and how they inform the field of psychology. It explains that psychologists use different research methods depending on their research aims and questions, and that the choice of method can affect the information obtained. Students are asked to consider various psychological research methods, conduct online research about one method, and discuss how the choice of method might impact the conclusions drawn.
Reflective Essay
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Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
Teaching (With) Virtues through Incorporating Supplemental Instruction
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For more classes visit
www.snaptutorial.com
Write a 750- to 1050-word paper summarizing learning theories. In your paper, discuss the following:
Classical conditioning and operant conditioning
Ccmh 504 Success Begins / snaptutorial.com
Write a 750- to 1050-word paper summarizing learning theories. In your paper, discuss the following:
Classical conditioning and operant conditioning
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CCMH 504 Enthusiastic Study / snaptutorial.com
This document outlines assignments for an online course on lifespan development theories and counseling. It includes assignments on:
1. Summarizing theories like classical conditioning, operant conditioning, and Piaget's stages of cognitive development.
2. Creating a crisis scenario involving a person's developmental stage, family role, and changes causing conflict.
3. Analyzing how parenting styles influence a child's sense of self.
4. Reflecting on one's own adolescent experiences and insights.
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Write a 750- to 1050-word paper summarizing learning theories. In your paper, discuss the following:
Classical conditioning and operant conditioning
2015 Hamilton College NIght: How To Write Powerful Personal Statements
This is our presentation for Hamilton High School's College NIght on April 22, 2015. These are our ten tips for writing powerful personal statements.
Chapter 4 critical, creative and practical thinking
This document discusses critical, creative, and practical thinking skills. It notes that asking questions helps focus thinking and learning. There are different effective ways to question, such as asking if evidence supports an argument, if information is factual or opinion, and if causes and effects are logically linked. The three types of thinking skills are analytical, creative, and practical. Analytical skills can be enriched by gathering and evaluating information. Creative skills are improved by brainstorming and considering problems from new perspectives. Practical skills are strengthened by taking action using analyzed information and creative ideas.
Prepare As discussed in Chapter 4 and the Week 4 Instructor Gui.docx
Prepare: As discussed in Chapter 4 and the Week 4 Instructor Guidance, intentional learning requires focus, commitment, time management, and personal skills. In addition to general study habits, developing sophisticated personal learning strategies will help you own your learning behaviors. Return to the chapter and critically read the scenarios of Dan, Cassie, and Nia in section 4.2, The Importance of Self-Regulation and Metacognition in section 4.3, and the concept of FIT: forge,intensify, and tether in section 4.4. Note how Dan, Cassie, and Nia all lack an understanding of how to be mindful, intentional learners. Their study habits are riddled with common issues, ranging from self-doubt, fear of not doing things right, to overconfidence.
Reflect: Carefully review Worksheet 4.1 in Chapter 4. Reflect on your own internal and external success factors and on your academic performance over the past three weeks. Analyze how a lack of self-regulation can hinder academic success and how, conversely, being intentional can lead to increased success and deeper learning. Your honest evaluation begins the process of developing personalized learning strategies and allows you to examine your readiness to take the next steps toward becoming an intentional learner.
Write: You will address a learner scenario in your response. Your assigned learner is indicated below based on the first initial of your last name:
· Dan – Last name A – G- (Cody)
Consider what your assigned learner could have done to be more successful. Explain two things that the learner could have done to use his or her Learning Patterns more intentionally.
Reflect on the past three weeks.
· Choose one of your Learning Patterns and
· Identify a situation where you could have used the chosen Pattern with more intention in this class and explain how you could have forged, intensified, or tethered to be successful.
OR
· Identify a situation where you actually did use the chosen Pattern with more intention in this class and explain how you actually did forge, intensify, or tether to be successful.
· List your LCI scores in your response.
Your initial post should contain a minimum of 250 words.
4.1 The Need for Effective Study Habits
Good study habits are crucial for academic success. This is a message you have heard from the time you entered schooluntil now, as you enter or re-enter the adult learning world of online courses. Many nontraditional students entercollege long after their previous study habits have faded from their minds. They may have never learned how to beststudy at all; their old habits may have been ways to just barely cope with the work.
Now the need for effective study habits becomes urgent and immediate. Of course you can turn to the Internet whereyou will find hundreds of sites filled with standard suggestions—have a set place, study when rested, take breaks, dothe hardest work first, study with a group or a buddy. There are plenty of blogs relating how others have .
RESPOND TO THESE STUDENTS POST In each response, focus on the ar.docx
RESPOND TO THESE STUDENTS POST
In each response, focus on the area in which your peer appears to be most concerned. Review what your peer says about sources of help for that area. What else would you suggest?
Catherine post
At this time, the aspect in the doctoral process that holds the most confidence is the coursework. I have generally been rather successful in completing tasks, and earning decent grades. The history of coursework, grades, and determination to complete things that have been started provides the confidence to support the previous statement.
The aspect of the doctoral process that is most concerning is the Comprehensive Exam. While I work “well under pressure”, I am concerned about the amount of work required for the rather short time frame provided to compete the Comprehensive Exam (28 days, 3 questions, each answer being 12-17 pages in length). These requirements, at this point in the doctoral journey, are intimidating.
At this point in my life, career, and education, I have learned the value of asking for, and accepting help. I believe that self-sufficiency is extremely important, but not to the extent that my health and sanity should be at risk. While I feel more confident in many aspects of my life when I am doing well in other aspects, I am not beyond taking care of myself. As I tell my clients often, you must take care of yourself, to be able to take care of others. If I do not perform self-care, how can I care for my clients? Ruscio (2006), in
Critical Thinking in Psychology,
referenced the “well-established correlation between self-esteem and academic achievement” (p. 99). While there is controversy in this correlation, I personally feel that academic achievement increases self-esteem, rather than the other way around. However, they both affect each other differently, for different individuals. As most things in life, it is dependent upon the individual, rather than 100% one way or the other.
The sources of help in the process of doctoral learning that appears to be most helpful would be the dissertation mentor and academic advisor. These individuals would be helpful in providing feedback, support, answering questions, and helping to take the mystery out of the process. The presentation “Welcome to Dissertation” provided insight on the process, and solidified the thought that they will be useful in the dissertation process.
Michele post
I am still not sure if I have confidence in any aspect of this process at this point. I do feel like I am slowly getting a better understanding of the dissertation process and no longer think this is something that happens to end your Ph.D. but rather starts from day one. I am starting to gain confidence in my topic of interest and my ability to create new and important research in the field. I largely think that my confidence in this area is coming primarily from peer feedback in the discussion posts. This group of people has proven to be supportive and .
Framework for Case Analysis (Adapted from the original document
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
E-Portfolio
The documents discuss research on sexual activity among adolescents, including prevalence of STIs among females aged 14-19, biological and social influences on early dating, and the influence of parental involvement on adolescent decision making and contraceptive use. Biological changes during puberty, involvement with older peers, and lack of parental monitoring were linked to earlier dating and risk behaviors. Open communication with parents about sex and contraception can encourage safer decision making among sexually active adolescents.
Thinking through the material covered in these 8 weeks.docx
Thinking through the material covered in these 8 weeks, respond to the following for your final exam:
1. What is your biggest takeaway with regard to the material on women and girls as
victims of crime? Why?
2. What is your biggest takeaway with regard to women and girls as
perpetrators of crime? Why?
3. What is your biggest takeaway with regard to women as
professionals in the criminal legal system? Why?
Each of these three questions should be answered in essay format, and material from your modules should be used and cited in your answers. Each essay should be 2-3 pages, double spaced, with no extraneous spacing (so a total of 6 to 9 pages). Please cite the information you use for your answers within and at the end of the text. Late submissions will receive a grade of zero.
View Rubric
Informative Rubric (1) (1)
Informative Rubric (1) (1)
Criteria
Ratings
Pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The main idea is easy to find. All the ideas are connected to the topic through explanation.
4 pts
Mastery
The main idea is easy to find. The examples and details are linked to the topic, but not well explained.
3 pts
Good Job
The main idea is easy to find. Most of the ideas are connected to the topic.
2 pts
Needs Improvement
The main idea may be hard to find. The examples and details are not connected.
1 pts
Needs Help
The writing is difficult to understand.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The tone is academic, nothing is written in a personal manner.
4 pts
Mastery
The tone is objective but not academic, missing the precise academic vocabulary.
3 pts
Good Job
The writer used personal pronouns and or did not stay objective.
2 pts
Needs Improvement
There are many personal pronouns, it is informal.
1 pts
Needs Help
It is unclear what kind of style the writer used. It is personal.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
There are full introduction and concluding paragraphs. The ideas build on each other in an order that makes sense.
4 pts
Mastery
There are introductory and concluding paragraphs. The order of ideas makes sense.
3 pts
Good Job
The introduction and or conclusion may be missing information.
2 pts
Needs Improvement
Missing either the introduction or conclusion.
1 pts
Needs Help
The essay was written as one paragraph. No clear organization of ideas.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
Transition words and phrases are used between paragraphs and in the paragraphs to move from one idea to the next smoothly.
4 pts
Mastery
Transition words and phrases are used, but may be repeated, or simple
3 pts
Good Job
The essay may be missing transitions, and/ or the ideas sound more like a list than a paragraph.
2 pts
Needs Improvement
There are few to no transitions, and the ideas are listed.
1 pts
Needs Help
It is difficu.
Report #1 Checks and Balances After reading Chapter 2 of your t.docx
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
Framework for Case Analysis (Adapted from the original document .docx
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Discussion 1 Use references and citations Research to find infor
Discussion 1 Use references and citations
Research to find information regarding the pros and cons of using a VPN for your Internet and other communication uses. Share what you see as the four advantages and four disadvantages that result from its use. Then indicate whether or not you think using VPN is a good or bad choice to use.
Discussion 2 Use references and citations
What's ahead for RAS, VPN, and DirectAccess? These tools are being discussed more frequently in terms of their end of lives. A new technology is emerging that many believe will serve as the replacement for at least VPN and DirectAccess: Zero Trust. Research to learn more about Zero Trust and its capabilities and then share two of its best features and why they may be better than the current in-use technologies.
Assignment 1 VPN
For each of the questions below, provide a brief explanation or description as an answer. There is no minimum word count for each answer, but your answers should be complete and provide the key points, issues, or facts that are relevant to the topic.
1. What is a VPN?
2. How Does a VPN Work?
3. How Secure is a VPN?
4. Is it Legal to Use a VPN?
5. What are VPN Logging Policies?
6. Which is better, a free VPN or a subscription VPN?
7. When should a VPN be used?
8. When should a VPN not be used?
9. Are there any content types that VPN doesn't work with?
10. Are there any practical alternatives to VPN?
Assignment 2 DirectAccess
Research to learn and then share five major reasons why an organization would choose to implement DirectAccess on their network server. Among the organizations that provide this information, does one or two reasons tend to stand out more than others? There is also talk that DirectAccess may be at end-of-life with Windows Server 2019. What would be the logical replacement?
Discussion 1 Please read the article
Access and read the article "Lack of Awareness, Poor Security Practices Pose Cyber Risks (Links to an external site.)" by Kathy Gurchiek on the Strategic Human Resource Management (SHRM) web site.
From your own experiences and the information in Ms. Gurchiek's article, name three (3) causes for poor security practices in organizations and suggest how they could be resolved.
Assignment: Risk Identification
Please look at the attachment and fill out sheet.
Discussion 2 Vulnerabilities
When the subject of the vulnerabilities of information systems comes up, it's often common for the focus to be on either software or system-related weaknesses. However, in some cases, there are also a number of physical security vulnerabilities that may be just as threatening, if not more so. Here are the questions of the day:
1-In a computer network, what would you say are three (3) physical security vulnerabilities?
2-How can these vulnerabilities be mitigated?
Assignment: Vulnerability Assessment
Please look at the attachment and fill out sheet
Case Study Part 3 Look at the attachment for reading purpose
Using the case study titled S ...
Case study.pdf
This document outlines a leadership development case study assignment. It describes a scenario where the student, as a team leader, failed to effectively resolve a conflict between two team members, Jane and John. The student is asked to write a story about this experience, identify concepts from their course related to their weakness in conflict resolution, ask five analysis questions, and answer each question by applying course concepts. They are also asked to discuss lessons learned and next steps to improve their conflict mitigation skills. The assignment aims to help the student strengthen an area of leadership by analyzing a real experience through the lens of their course materials.
Pade Presentationkathleen
This document describes a three-pronged approach to support developmental writing students that coordinates instruction between the classroom, learning center, and library. It aims to increase student engagement and long-term success through dedicated instruction from a librarian and academic coach. Students receive personalized meetings to set goals, learn time management, and receive referrals to other support services as needed. Barriers to success like difficulty evaluating sources or organizing papers are addressed. The program assesses outcomes through assignments, feedback forms, and class statistics.
Reflective Practice
This document discusses reflective practice for teachers. It suggests that reflective practice is an important tool for teachers to improve their teaching practice, learn about their own values and attributes, and gain greater knowledge of student needs. Reflective practice allows teachers to plan lessons that work for different students and adapt their strategies to best support each child. The document also discusses how reflecting on placements helped the author track their progress, understand what was going well and not as well, and make action plans to develop further with guidance from tutors and supervisors.
Beyond "I Agree": Developing a Toolkit for facilitating Online Discussions
This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
Get ready, get set, go write
writing, on demand, three types, 6+1 traits, literacy, instruction, CKEC, strategies for writing instruction, mentor text
Writing the personal statement
The document provides guidance on writing effective personal statements for graduate school applications. It discusses two main types of personal statements - general statements and responses to specific questions. It then lists numerous questions for applicants to consider answering in their statements to demonstrate why they are a strong candidate. The document emphasizes answering the specific questions asked, telling a story with concrete examples, being specific, finding an angle, concentrating on the opening paragraph, detailing relevant experience and knowledge, avoiding certain subjects, doing research on the school, writing well, and avoiding cliches. It also provides two examples of successful personal statements that incorporate these recommendations.
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2. Creating a crisis scenario involving a person's developmental stage, family role, and changes causing conflict.
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For more classes visit
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Write a 750- to 1050-word paper summarizing learning theories. In your paper, discuss the following:
Classical conditioning and operant conditioning
2015 Hamilton College NIght: How To Write Powerful Personal Statements
This is our presentation for Hamilton High School's College NIght on April 22, 2015. These are our ten tips for writing powerful personal statements.
Chapter 4 critical, creative and practical thinking
This document discusses critical, creative, and practical thinking skills. It notes that asking questions helps focus thinking and learning. There are different effective ways to question, such as asking if evidence supports an argument, if information is factual or opinion, and if causes and effects are logically linked. The three types of thinking skills are analytical, creative, and practical. Analytical skills can be enriched by gathering and evaluating information. Creative skills are improved by brainstorming and considering problems from new perspectives. Practical skills are strengthened by taking action using analyzed information and creative ideas.
Prepare As discussed in Chapter 4 and the Week 4 Instructor Gui.docx
Prepare: As discussed in Chapter 4 and the Week 4 Instructor Guidance, intentional learning requires focus, commitment, time management, and personal skills. In addition to general study habits, developing sophisticated personal learning strategies will help you own your learning behaviors. Return to the chapter and critically read the scenarios of Dan, Cassie, and Nia in section 4.2, The Importance of Self-Regulation and Metacognition in section 4.3, and the concept of FIT: forge,intensify, and tether in section 4.4. Note how Dan, Cassie, and Nia all lack an understanding of how to be mindful, intentional learners. Their study habits are riddled with common issues, ranging from self-doubt, fear of not doing things right, to overconfidence.
Reflect: Carefully review Worksheet 4.1 in Chapter 4. Reflect on your own internal and external success factors and on your academic performance over the past three weeks. Analyze how a lack of self-regulation can hinder academic success and how, conversely, being intentional can lead to increased success and deeper learning. Your honest evaluation begins the process of developing personalized learning strategies and allows you to examine your readiness to take the next steps toward becoming an intentional learner.
Write: You will address a learner scenario in your response. Your assigned learner is indicated below based on the first initial of your last name:
· Dan – Last name A – G- (Cody)
Consider what your assigned learner could have done to be more successful. Explain two things that the learner could have done to use his or her Learning Patterns more intentionally.
Reflect on the past three weeks.
· Choose one of your Learning Patterns and
· Identify a situation where you could have used the chosen Pattern with more intention in this class and explain how you could have forged, intensified, or tethered to be successful.
OR
· Identify a situation where you actually did use the chosen Pattern with more intention in this class and explain how you actually did forge, intensify, or tether to be successful.
· List your LCI scores in your response.
Your initial post should contain a minimum of 250 words.
4.1 The Need for Effective Study Habits
Good study habits are crucial for academic success. This is a message you have heard from the time you entered schooluntil now, as you enter or re-enter the adult learning world of online courses. Many nontraditional students entercollege long after their previous study habits have faded from their minds. They may have never learned how to beststudy at all; their old habits may have been ways to just barely cope with the work.
Now the need for effective study habits becomes urgent and immediate. Of course you can turn to the Internet whereyou will find hundreds of sites filled with standard suggestions—have a set place, study when rested, take breaks, dothe hardest work first, study with a group or a buddy. There are plenty of blogs relating how others have .
RESPOND TO THESE STUDENTS POST In each response, focus on the ar.docx
RESPOND TO THESE STUDENTS POST
In each response, focus on the area in which your peer appears to be most concerned. Review what your peer says about sources of help for that area. What else would you suggest?
Catherine post
At this time, the aspect in the doctoral process that holds the most confidence is the coursework. I have generally been rather successful in completing tasks, and earning decent grades. The history of coursework, grades, and determination to complete things that have been started provides the confidence to support the previous statement.
The aspect of the doctoral process that is most concerning is the Comprehensive Exam. While I work “well under pressure”, I am concerned about the amount of work required for the rather short time frame provided to compete the Comprehensive Exam (28 days, 3 questions, each answer being 12-17 pages in length). These requirements, at this point in the doctoral journey, are intimidating.
At this point in my life, career, and education, I have learned the value of asking for, and accepting help. I believe that self-sufficiency is extremely important, but not to the extent that my health and sanity should be at risk. While I feel more confident in many aspects of my life when I am doing well in other aspects, I am not beyond taking care of myself. As I tell my clients often, you must take care of yourself, to be able to take care of others. If I do not perform self-care, how can I care for my clients? Ruscio (2006), in
Critical Thinking in Psychology,
referenced the “well-established correlation between self-esteem and academic achievement” (p. 99). While there is controversy in this correlation, I personally feel that academic achievement increases self-esteem, rather than the other way around. However, they both affect each other differently, for different individuals. As most things in life, it is dependent upon the individual, rather than 100% one way or the other.
The sources of help in the process of doctoral learning that appears to be most helpful would be the dissertation mentor and academic advisor. These individuals would be helpful in providing feedback, support, answering questions, and helping to take the mystery out of the process. The presentation “Welcome to Dissertation” provided insight on the process, and solidified the thought that they will be useful in the dissertation process.
Michele post
I am still not sure if I have confidence in any aspect of this process at this point. I do feel like I am slowly getting a better understanding of the dissertation process and no longer think this is something that happens to end your Ph.D. but rather starts from day one. I am starting to gain confidence in my topic of interest and my ability to create new and important research in the field. I largely think that my confidence in this area is coming primarily from peer feedback in the discussion posts. This group of people has proven to be supportive and .
Framework for Case Analysis (Adapted from the original document
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
E-Portfolio
The documents discuss research on sexual activity among adolescents, including prevalence of STIs among females aged 14-19, biological and social influences on early dating, and the influence of parental involvement on adolescent decision making and contraceptive use. Biological changes during puberty, involvement with older peers, and lack of parental monitoring were linked to earlier dating and risk behaviors. Open communication with parents about sex and contraception can encourage safer decision making among sexually active adolescents.
Thinking through the material covered in these 8 weeks.docx
Thinking through the material covered in these 8 weeks, respond to the following for your final exam:
1. What is your biggest takeaway with regard to the material on women and girls as
victims of crime? Why?
2. What is your biggest takeaway with regard to women and girls as
perpetrators of crime? Why?
3. What is your biggest takeaway with regard to women as
professionals in the criminal legal system? Why?
Each of these three questions should be answered in essay format, and material from your modules should be used and cited in your answers. Each essay should be 2-3 pages, double spaced, with no extraneous spacing (so a total of 6 to 9 pages). Please cite the information you use for your answers within and at the end of the text. Late submissions will receive a grade of zero.
View Rubric
Informative Rubric (1) (1)
Informative Rubric (1) (1)
Criteria
Ratings
Pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The main idea is easy to find. All the ideas are connected to the topic through explanation.
4 pts
Mastery
The main idea is easy to find. The examples and details are linked to the topic, but not well explained.
3 pts
Good Job
The main idea is easy to find. Most of the ideas are connected to the topic.
2 pts
Needs Improvement
The main idea may be hard to find. The examples and details are not connected.
1 pts
Needs Help
The writing is difficult to understand.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The tone is academic, nothing is written in a personal manner.
4 pts
Mastery
The tone is objective but not academic, missing the precise academic vocabulary.
3 pts
Good Job
The writer used personal pronouns and or did not stay objective.
2 pts
Needs Improvement
There are many personal pronouns, it is informal.
1 pts
Needs Help
It is unclear what kind of style the writer used. It is personal.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
There are full introduction and concluding paragraphs. The ideas build on each other in an order that makes sense.
4 pts
Mastery
There are introductory and concluding paragraphs. The order of ideas makes sense.
3 pts
Good Job
The introduction and or conclusion may be missing information.
2 pts
Needs Improvement
Missing either the introduction or conclusion.
1 pts
Needs Help
The essay was written as one paragraph. No clear organization of ideas.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
Transition words and phrases are used between paragraphs and in the paragraphs to move from one idea to the next smoothly.
4 pts
Mastery
Transition words and phrases are used, but may be repeated, or simple
3 pts
Good Job
The essay may be missing transitions, and/ or the ideas sound more like a list than a paragraph.
2 pts
Needs Improvement
There are few to no transitions, and the ideas are listed.
1 pts
Needs Help
It is difficu.
Report #1 Checks and Balances After reading Chapter 2 of your t.docx
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
Framework for Case Analysis (Adapted from the original document .docx
Framework for Case Analysis (Adapted from the original document published by the UMass College of Management)
Part I – Analyzing a Case
What is this document?
You will be asked throughout your Graduate experience to analyze cases. Because there are many ways to approach cases, the CM faculty has agreed upon a framework for case analysis that you will be asked to learn in MGT 650. This framework will help you throughout your Graduate experience in thinking about cases as well as in preparing written reports.
UC Note: The SL and DEL curricula are not “case-based.” This document is intended to illustrate and explain my two-step case study assignment. My notes appear in bold blue font throughout.
What is a case?
A case is a story---usually a true story, but not always---that illustrates business and management theories and concepts you are studying in a course and/or presents a problem or series of problems for you to solve. A case usually ends with a dilemma or critical issue faced by a particular character or organization depicted in the case. Sometimes a case will be accompanied by a set of questions, usually theory-based, that your instructor expects you to answer. Some questions will be devoted to figuring out the problems imbedded in the case and the causes of those problems; others will ask you to determine a course of action to take in the future. These questions will be provided between steps one and two. More complex cases usually contain a variety of types of information, e.g. industry and economic data, financial reports, policies and procedures, market share and pricing data, descriptions of personnel and other resources, job descriptions, individual perceptions, and dialogue. Due to their complex nature, these cases demand your careful, sustained attention; indeed, each case contains subtleties that are likely to be discerned only by several re-readings and discussions with other students.
Why do professors ask students in the Graduate Programs to analyze cases?
Through the process of analyzing cases, professors believe that Graduate students can learn the value of: [1] responding actively and constructively to the conflicts of organizational life by: suspending judgment about personalities as well as about courses of action; differentiating between facts and opinions; graciously giving up an opinion if it is shown to be inadequate; integrating what one learns through discussions with others in order to progress in one’s own thinking; examining the total situation rather than focusing on the most obvious or pressing elements of that situation; gaining multiple perspectives on a situation by using theory, concepts and research findings; understanding the continually evolving interrelationships among the factors in a situation; acknowledging what is not known or understood by the student analyst about a situation; explicitly assessing and acknowledging the degree of confidence the student analyst is able to have in what ...
Discussion 1 Use references and citations Research to find infor
Discussion 1 Use references and citations
Research to find information regarding the pros and cons of using a VPN for your Internet and other communication uses. Share what you see as the four advantages and four disadvantages that result from its use. Then indicate whether or not you think using VPN is a good or bad choice to use.
Discussion 2 Use references and citations
What's ahead for RAS, VPN, and DirectAccess? These tools are being discussed more frequently in terms of their end of lives. A new technology is emerging that many believe will serve as the replacement for at least VPN and DirectAccess: Zero Trust. Research to learn more about Zero Trust and its capabilities and then share two of its best features and why they may be better than the current in-use technologies.
Assignment 1 VPN
For each of the questions below, provide a brief explanation or description as an answer. There is no minimum word count for each answer, but your answers should be complete and provide the key points, issues, or facts that are relevant to the topic.
1. What is a VPN?
2. How Does a VPN Work?
3. How Secure is a VPN?
4. Is it Legal to Use a VPN?
5. What are VPN Logging Policies?
6. Which is better, a free VPN or a subscription VPN?
7. When should a VPN be used?
8. When should a VPN not be used?
9. Are there any content types that VPN doesn't work with?
10. Are there any practical alternatives to VPN?
Assignment 2 DirectAccess
Research to learn and then share five major reasons why an organization would choose to implement DirectAccess on their network server. Among the organizations that provide this information, does one or two reasons tend to stand out more than others? There is also talk that DirectAccess may be at end-of-life with Windows Server 2019. What would be the logical replacement?
Discussion 1 Please read the article
Access and read the article "Lack of Awareness, Poor Security Practices Pose Cyber Risks (Links to an external site.)" by Kathy Gurchiek on the Strategic Human Resource Management (SHRM) web site.
From your own experiences and the information in Ms. Gurchiek's article, name three (3) causes for poor security practices in organizations and suggest how they could be resolved.
Assignment: Risk Identification
Please look at the attachment and fill out sheet.
Discussion 2 Vulnerabilities
When the subject of the vulnerabilities of information systems comes up, it's often common for the focus to be on either software or system-related weaknesses. However, in some cases, there are also a number of physical security vulnerabilities that may be just as threatening, if not more so. Here are the questions of the day:
1-In a computer network, what would you say are three (3) physical security vulnerabilities?
2-How can these vulnerabilities be mitigated?
Assignment: Vulnerability Assessment
Please look at the attachment and fill out sheet
Case Study Part 3 Look at the attachment for reading purpose
Using the case study titled S ...
Case study.pdf
This document outlines a leadership development case study assignment. It describes a scenario where the student, as a team leader, failed to effectively resolve a conflict between two team members, Jane and John. The student is asked to write a story about this experience, identify concepts from their course related to their weakness in conflict resolution, ask five analysis questions, and answer each question by applying course concepts. They are also asked to discuss lessons learned and next steps to improve their conflict mitigation skills. The assignment aims to help the student strengthen an area of leadership by analyzing a real experience through the lens of their course materials.
Pade Presentationkathleen
This document describes a three-pronged approach to support developmental writing students that coordinates instruction between the classroom, learning center, and library. It aims to increase student engagement and long-term success through dedicated instruction from a librarian and academic coach. Students receive personalized meetings to set goals, learn time management, and receive referrals to other support services as needed. Barriers to success like difficulty evaluating sources or organizing papers are addressed. The program assesses outcomes through assignments, feedback forms, and class statistics.
Reflective Practice
This document discusses reflective practice for teachers. It suggests that reflective practice is an important tool for teachers to improve their teaching practice, learn about their own values and attributes, and gain greater knowledge of student needs. Reflective practice allows teachers to plan lessons that work for different students and adapt their strategies to best support each child. The document also discusses how reflecting on placements helped the author track their progress, understand what was going well and not as well, and make action plans to develop further with guidance from tutors and supervisors.
Beyond "I Agree": Developing a Toolkit for facilitating Online Discussions
This document discusses developing tools to facilitate effective online discussions. It recommends establishing clear guidelines for student participation, including expected quantity and quality of posts. Instructors should model discussion participation by asking Socratic questions and providing feedback. Rubrics can be used to assess student posts and provide guidance on areas for improvement. The goal is to move students beyond simple agreement posts and encourage critical thinking through probing questions and substantive discussion.
Get ready, get set, go write
writing, on demand, three types, 6+1 traits, literacy, instruction, CKEC, strategies for writing instruction, mentor text
Writing the personal statement
The document provides guidance on writing effective personal statements for graduate school applications. It discusses two main types of personal statements - general statements and responses to specific questions. It then lists numerous questions for applicants to consider answering in their statements to demonstrate why they are a strong candidate. The document emphasizes answering the specific questions asked, telling a story with concrete examples, being specific, finding an angle, concentrating on the opening paragraph, detailing relevant experience and knowledge, avoiding certain subjects, doing research on the school, writing well, and avoiding cliches. It also provides two examples of successful personal statements that incorporate these recommendations.
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2015 Hamilton College NIght: How To Write Powerful Personal Statements
2015 Hamilton College NIght: How To Write Powerful Personal Statements
Chapter 4 critical, creative and practical thinking
Chapter 4 critical, creative and practical thinking
Prepare As discussed in Chapter 4 and the Week 4 Instructor Gui.docx
Prepare As discussed in Chapter 4 and the Week 4 Instructor Gui.docx
RESPOND TO THESE STUDENTS POST In each response, focus on the ar.docx
RESPOND TO THESE STUDENTS POST In each response, focus on the ar.docx
Framework for Case Analysis (Adapted from the original document
Framework for Case Analysis (Adapted from the original document
Thinking through the material covered in these 8 weeks.docx
Thinking through the material covered in these 8 weeks.docx
Report #1 Checks and Balances After reading Chapter 2 of your t.docx
Report #1 Checks and Balances After reading Chapter 2 of your t.docx
Framework for Case Analysis (Adapted from the original document .docx
Framework for Case Analysis (Adapted from the original document .docx
Discussion 1 Use references and citations Research to find infor
Discussion 1 Use references and citations Research to find infor
Beyond "I Agree": Developing a Toolkit for facilitating Online Discussions
Beyond "I Agree": Developing a Toolkit for facilitating Online Discussions
Guillermo martinez (1)
- 1. Guillermo Martinez EDU 304 Introduction to Education Instructor: Virginia Russell 8/20/2012 Journal Assignment View all three parts of the Becoming a Teacher webinar: Exploring the Education Field, Gaining Experience and Career Options in the Education Field and Getting Certified as a Teacher. What information provided by the webinar had the biggest impact on you personally? What type of research do you need to do to become a teacher in the state in which you live? What other information do you believe you need in order to become a teacher? After viewing the three videos. The biggest impact on me was the knowledge about building a resume. I have been involved in many groups like AmeriCorps and local boy & girls club. I did research on what information I needed in becoming a teacher in my state.(Texas) There are several ways but the best suited for me is the Alternative Certification I will need to take Texas certification test and go through a mentoring program for one year like a probation period.
- 2. Journal 3 percent Content Criteria Weight The paper must address appropriate and relevant material regarding the journal prompt. Ideas must be 0 substantiated with specific reasons and examples. Applies professional, personal, relevant prior knowledge and/or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic. Here you needed to substantiate your information with specific examples and reasons. You also needed to speak about your experiences in more depth. Writing Skills Effectively communicates ideas or points in a logical and organized manner. Reflections are .5 sophisticated and formulate wholly appropriate and pertinent connections between the journal topic and relevant prior knowledge.You lost content to the brevity of your response. Mechanics Journal contains no errors related to grammar, spelling, and sentence structure. 1