Just need an end of the course reflection forDOC 700150 word res.docx

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This foundational doctoral course is designed to help students strengthen their understanding of the program requirements and expectations for doctoral-level work. Students participate in structured activities and guided discussions to develop their critical thinking, reading, and writing skills. By applying faculty feedback and resources, students demonstrate the initiative needed to continue their intellectual journey and take next steps in their doctoral program through iterative improvements to a writing assignment.

Education

Just need an end of the course reflection forDOC 700
150 word response
The teachers overview of the course
This foundational course is designed to promote active doctoral-
level inquiry and establish the School of Advanced Studies'
integrated scholarship, practice, and leadership approach.
Students participate in structured activities and guided dialogue
to strengthen their understanding of the doctoral program
requirements and expectations for doctoral-level thinking,
research, informed voice, and community building. Students
will demonstrate the initiative needed to take next steps in their
intellectual/doctoral journey through iterative improvements to
critical thinking, reading and writing skills by applying faculty
feedback, writing resources, and personal insights to a doctoral-
level writing assignment.
Competencies:
Explain how the scholarship-practice-leadership program
mission, structure, and resources align with personal context
and goals.
Self-assess doctoral program readiness, including detailed
strategies to successfully engage at the doctoral level.
Apply critical inquiry to thinking, reading, and writing skills
across multiple contexts and boundaries to create original,
substantive analysis and synthesis.

Interpret and create an effective response to faculty feedback
that promotes continuous improvement.
Explore research interests to properly align with the chosen
program domain of study.
Engage in community building practices relevant to doctoral
level education.

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Appendix A Educational Leadership Goals and Learning Outcomes Appendix A Doctoral Program Goals and Learning Outcomes The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society. Program Learning Outcomes Doctor of Education Degree (EdD) graduates will be able to: 1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge) 1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research) 1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving) 1. Make informed decisions based on ethical and legal principles. (Ethics) 1. Formulate scholarly arguments supported by academic resources. (Communication) Educational Leadership Goals and Learning Outcomes The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills. The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world. Goals EDL goals are to enable candidates to: 1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning. 2. Develop abilities for research in the field of K-12 educational leadership. 3. Develop and apply technology as both an administrative and instructional tool. 4. Broaden their professional background as it relates to the: 1. establishment and implementation of a vision; 1. assessment and improvement of the school and district culture; 1. refinement of both internal and external communi.

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Participants will explore the Behaviors for Learning and Teaching continuum, a tool that can help teachers to improve student motivation, engagement and empowerment, understanding and achievement. In this interactive session participants will explore the entire continuum through a jigsaw activity. After regrouping, participants will share out and discuss which learning behavior/element(s) would provide the most leverage in moving students toward college and career readiness in their academy.

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The shift to the Learning Paradigm and the call for more research-based education have opened exciting new possibilities for higher education. Unfortunately, while the Learning Paradigm has been applied to the whole of higher education, the focus on research has been primarily as an activity on the side, or suitable only for a subset of university students. We argue that especially with the advent of the world wide web, more ubiquitous access to the raw material of scholarship can now be readily available to all students. What is needed is an approach that organizes the entire curriculum around the mindset of a scholar and, just as importantly, incorporates an understanding of where traditionally-aged university students are developmentally. In this keynote, Dr Hodge lays out the rationale for the ‘student as scholar’ mindset, describes the impact of technological advances on the possibilities for original research, relates the ‘student as scholar’ to the core philosophy of a liberal arts and sciences approach, describes the developmental stages of university students as they relate to the students’ research potential, and then demonstrates how individual courses and a curriculum can be constructed with this perspective.

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Make a report about that question and answer below. Thanks Question Consider the job as university student. Perform a job analysis on this job. What tasks are required in this job? What knowledge, skills and abilities are necessary to perform those tasks? Based on your analysis, prepare a job description. Answer: a)Tasks required in the job of university student may include: 1)Attending lectures, taking notes, and participating in class discussions. 2)Completing assignments and projects on time. 3)Conducting research for papers and projects Studying for exams and quizzes. 4)Collaborating with classmates on group assignments. 5)Participating in extracurricular activities, clubs, and organizations. 6)Meeting with professors or academic advisors for guidance and support. 7)Using university resources, such as libraries and computer labs. 8)Maintaining good academic standing by meeting GPA and course requirements. 9)Tasks required in the job of university student may include. (b) The knowledge, skills, and abilities required to perform the tasks of a university student may include: Knowledge of academic subjects and theories, as well as research and study methods Critical thinking and analytical skills for problem-solving and decision-making Effective communication skills, both written and verbal, for class participation, presentations, and writing assignments Time management and organizational skills to balance coursework, extracurricular activities, and other commitments Computer literacy and proficiency in using educational software, databases, and online resources Collaborative and teamwork skills for group projects, discussions, and study sessions Adaptability and flexibility to changing schedules, assignments, and academic requirements Emotional intelligence and interpersonal skills to navigate relationships with classmates, professors, and academic advisors These knowledge, skills, and abilities can vary depending on the specific program of study and individual student goals, but they are generally necessary to succeed as a university student Job Title: University Student Job Description: The university student is responsible for pursuing an academic program at a higher education institution. The student's primary duties include attending lectures, taking notes, completing assignments and projects, studying for exams, and participating in discussions and group work. Additionally, the student may be responsible for conducting research, writing papers, and presenting findings. The job requires a strong foundation of knowledge in the chosen academic field, critical thinking skills, strong written and verbal communication skills, and the ability to work independently as well as in teams. Time management and organizational skills are also essential for success in this role. The university student is expected to adhere to academic integrity standards, follow all university policies and procedures, and maintain a high level of academic performance.

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Major Benefits and Drivers of IoT. Background: According to Turban (2015),The major objective of IoT systems is to improve productivity, quality, speed, and the quality of life. There are potentially several major benefits from IoT, especially when combined with Artificial Intelligence (AI). Reference: Sharda, R., Delen, Dursun, and Turban, E. (2020). Analytics, Data Science, & Artificial Intelligence: Systems for Decision Support. 11th Edition. By PEARSON Education. Inc. ISBN-13: 978-0-13-519201-6 Assignment/Research: Go to pages 694 to 695 of your recommended textbook and familiarize yourself with the contents therein. Go ahead and make a list of the major benefits and drivers of IoT, thereafter pick two from each list and discuss them briefly. Your research paper should be at least three pages (800 words), double-spaced, have at least 4 APA references, and typed in an easy-to-read font in MS Word .

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Major Assessment 2: The “Educated Person” For educators to be effective in supporting diverse learners, they need to develop, possess, and continually refine their vision of the “educated person.” In other words, they need to have a vision of their goals and outcomes for educating students. Prepare a statement of your image of and beliefs and values about the educated person. Explain your beliefs about the role of the teacher in valuing and encouraging others to value the image of an educated person. Be certain to address the roles of cultural diversity in achieving a viable vision of the educated person. Begin by reading the key documents discussed in the chapters in this section. Reference at least five additional current professional references to illustrate your position. Organize your presentation by sections and use American Psychological Association (APA) style for citing references in the body of the text and for developing your reference list. Include the following sections in your paper: 1. Introduction 2. Vision of learning and the educated person (critical knowledge, skills, dispositions) 3. Role of the teacher in providing an effective instructional program and applying best practices to student learning 4. Critical issues in promoting the success of all students and responding to diverse community needs 5. Capacity to translate the image of the educated person into educational aims and organizational goals and processes 6. Conclusion 7. References .

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Major Assessment 4: Cultural Bias Investigation Most educators agree that major influences on the achievement of students are the activities and support materials; environment; and types of expectations, interactions, and behaviors to which they are exposed. Therefore, an understanding of bias and skill in discerning subtle and/or overt bias in curriculum, instruction, and assessment are extremely important. Conduct a cultural bias investigation to examine a particular textbook with which you are familiar. Your investigation will focus on identifying instructional and assessment practices that reflect cultural bias and inhibit learning. The investigation will include reflection on the impact of these practices on student learning. Procedure 1. Make sure you are familiar with the key authors and experts described in the chapters in this section. Review at least five research-based sources that clarify the research to expand your understanding of the influence of culture on teaching and learning and the presence of bias in curriculum, instruction, and assessment. 2. Select and analyze a textbook with which you are familiar. Use the Sadkers’ (Sadker & Zittleman, 2012) list of the seven prevalent forms of bias in the curriculum to conduct a critical analysis of the textbook. Look at such aspects as pictures, names of people, the relative marginalization or integration of groups of people throughout the text, examples used, and so on. Summarize and present your data in displays (charts, tables, etc.). 3. Include in a written report the following: Introduction (text selected; rationale for selection; description of the text and context in which it is used) Review of the research on the influence of culture in teaching and learning and bias in the curriculum Summary of your findings (data tables and appropriate narratives) Discussion of the findings, including: { resonance with the research on bias { your understanding of bias and the challenges it poses to teaching and learning { the implications of your findings for teaching and learning Relate your discussion of the findings to class discussions and readings of the philosophy of education and purposes of curriculum. Be sure to adhere to APA guidelines in writing the final paper. Use the following tables to display your data: SECTION IV ASSESSMENT SKILLS Table 2: Analysis of Four Chapters for Frequency of Mention of Each Search Category Whites/Caucasians (male/female) African Americans (male/female) Hispanics/Latinos/Latinas (male/female) Native Americans (male/female) Asian Americans (male/female) Disability and deaf culture Gay, lesbian, bisexual, and transgendered persons (male/female) Religious groups Language groups Other Example Table 2 Format: Textbook Chapter Analysis Search category 1 # mentions/ # pages 2 # mentions/ # pages 3 # mentions/ # pages 4 # mentions/ # pages Total # mentions/ # pages White males White females African Americans Hispanics/Latinos/Latinas Table 3.

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Looking to have this work done AGAIN. It was submitted several times.docx

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Major Assessment 1: Develop a Platform of Beliefs The following major assessment involves integrating your knowledge and skills around defining multicultural education and being a multicultural educator. You will write a platform of beliefs about teaching and learning. Your platform should be grounded in your growing understanding of teaching and learning, as well as the knowledge base about teaching and learning. You will also describe personal strengths and challenges as an educator in building an educational environment that reflects your beliefs. In assessing your own strengths and challenge areas, include an analysis of the findings from the assessment instruments and exercises that are included in the previous chapter. You may also access additional assessment instruments. Include in your platform the following sections: 1. Introduction 2. Your platform of beliefs about teaching and learning. Some essential questions that might be addressed in your platform are these: What do you believe is the purpose of education? What is the role of the teacher? What should be taught (the curriculum)? How do people learn? How do you view students as learners? Who controls the curriculum in schools? Whose knowledge is important to include? Are state standards and tests desirable? What is the impact of standardized testing on learning? How do issues of race, class, and gender influence what you do? What is your definition of effective teaching? Who and what have influenced your beliefs (e.g., people, experiences, readings)? What is the impact of your beliefs on teaching and learning for diverse students? Make specific and clear connections between your platform and course readings and discussions. 3. Personal strengths and challenges in advancing a school vision of learning; promoting the success of all students; responding to diverse student interests and needs; understanding and responding to social, economic, legal, and cultural contexts 4. Personal goals (knowledge, skills, dispositions) that you will be working on in the future 5. Conclusions .

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Macroeconomics Paper There are currently three major political approaches to fixing the problem with the national debt . 1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business. 2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency. 3) A third group of approaches by saying we should have a balance budget amendment. i) Identify the notable political advocates of all three positions. ii) Give the pro’s and con’s of each approach. Length: 2-3 pages. Please email the paper in either Microsoft word *.doc (97-2003) format or Rich text format *.rtf OR GOOGLE DOCS font 12 double-space 1-inch margins Bibliography need not be inclusive in writing size. SOURCES Agresti, James D. "National Debt." National Debt - Just Facts. N.p., 26 Apr. 2011. Web. 24 Apr. 2015. "Americans for a Balanced Budget Amendment." Balanced Budget Amendment. N.p., n.d. Web. 01 May 2015. "Bailout Timeline: Another Day, Another Bailout." ProPublica. N.p., n.d. Web. 26 Apr. 2015. Bandow, Doug. "Federal Spending: Killing the Economy With Government Stimulus." Forbes. Forbes Magazine, 6 Aug. 2012. Web. 01 May 2015. FROM UNIT 2 FOLDER Macroeconomics Paper There are currently three major political approaches to fixing the problem with the national debt . 1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business. 2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade partners – China – to regulate more accurately it’s currency. 3) A third group of approaches by saying we should have a balance budget amendment. i) Identify the notable political advocates of all three positions. ii) Give the pro’s and con’s of each approach. Length: 2-3 pages. Please email the paper in either Microsoft word *.doc (97-2003) format or Rich text format *.rtf font 12 double-spaced 1-inch margins Bibliography need not be inclusive in writing size. "Federal Spending, Budget, and Debt." Solution s.heritage.org. N.p., n.d. Web. 01 May 2015. Lee, Bonnie. "Tax Breaks Every Small Business Needs to Know About." Smallbusiness.foxbusiness.com. N.p., 24 June 2013. Web. 01 May 2015. Rifkin, Jesse. "Advocates See 2015 As Year Of The Balanced Budget Amendment." The Huffington Post. TheHuffingtonPost.com, 3 Feb. 2015. Web. 01 May 2015. Macroeconomics Paper There are currently three major political approaches to fixing the problem with the national debt . 1) One group of advocates is asking that we cut down government expenditures and give more tax breaks and incentives to small and big business. 2) Another group of advocates is saying that we must emphasize our exports by lowering our dollar value or forcing our trade p.

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M A T T D O N O V A N Things in the Form o f a Prayer in the Form o f a Wail H e r e ’s t h e j o u r n e y i n m i n i a t u r e .Oscar Hammerstein, not long before stomach cancer kills him, writes the song as a duet between Marie and the Mother Abbess, for a scene in which the plucky nun is told she’s being booted from the con vent since she privileges melody over God. Marie doesn’t want to serve as governess for the Von Trapp clan, but she’s already shown her hand by giving rapturous voice to a song that summons the bliss and solace o f secular joys. She needs to go. Although the film version of The Sound of Music will shift “My Favorite Things” to the thunderstorm scene in which Marie offers up raindrops on roses and warm woolen mittens as balm to the terrified kids, John Coltrane’s classic jazz cover much more radically revamps the Broadway hit, transfiguring mere catchiness into complex modalities. Yet if this were simply a one-off recording, there wouldn’t be much to say: turning cornball consolation into jazz isn’t news. Instead, Coltrane can’t relinquish it. Instead, even throughout all his late music-as-prayer work, he never lets go of the show tune. “We played it every night for five years,” drummer Elvin Jones re membered. “We played it every night like there would be no tomorrow. Like it would be the last time we played it.” His son, Ravi Coltrane, calculates that his father’s band played “My Favorite Things” thousands o f times as a regular fixture in the set: “They worked a lo t— forty-five weeks a year, six nights a week, three sets, sometimes even four sets on the weekend. You’re talking about getting the blade as sharp as can be.” But of all the blades to w het— especially one bedecked with ponies and kittens— why that song in particular? M y f i r s t e n c o u n t e r with Coltrane’s late free jazz work came from an unlikely source: the writings o f cult rock critic Lester Bangs. At the age o f fourteen, I stumbled upon a copy of his collected writings— Psychotic 632 Reactions and Carburetor Dung— and proceeded to treat it as less an assem blage o f essays and music reviews than a checklist of writers and albums I was obliged to track down if I might ever break free from my Ohio sub urbs. The Velvet Underground, William Burroughs, Iggy and the Stooges’ Metallic K.O. (a live album in which you can hear beer bottles shattering against guitar strings), and even Baudelaire all first came tumbling my way through the same careening chute of Bangs’s writing. His claim that Van Morrison’s Astral Weeks was fueled by many lifetimes o f wisdom lured me into transcribing the entirety o f the album’s lyrics in my algebra notebook, and the visible bottom edge of an Undertones poster in his author photograph led me, without having heard a note o f the band’s music, to bike six miles to Spin More records in Kent on a quest to cobble together their discography. Sandwiched between articl.

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M A R C H 2 0 1 5 F O R W A R D ❚ E N G A G E D ❚ R E A D Y A Cooperative Strategy for 21st Century Seapower DRAFT/PRE-DECISIONAL - NOT FOR DISSEMINATION - 02 FEB A COOPERATIVE STRATEGY FOR 21ST CENTURY SEAPOWER, MARCH 2015 [i] America’s Sea Services—the U.S. Navy, Marine Corps, and Coast Guard—uniquely provide presence around the globe. During peacetime and times of conflict, across the full spectrum—from supporting an ally with humanitarian assistance or disaster relief to deterring or defeating an adversary in kinetic action—Sailors, Marines, and Coast Guardsmen are deployed at sea and in far-flung posts to be wherever we are needed, when we are needed. Coming from the sea, we get there sooner, stay there longer, bring everything we need with us, and we don’t have to ask anyone’s permission. Our founders recognized the United States as a maritime nation and the importance of maritime forces, including in our Constitution the requirement that Congress “maintain a Navy.” In today’s dynamic security environment, with multiple challenges from state and non-state actors that are often fed by social disorder, political upheaval, and technological advancements, that requirement is even more prescient. The United States Navy, Marine Corps, and Coast Guard are our Nation’s first line of defense, often far from our shores. As such, maintaining America’s leadership role in the world requires our Nation’s Sea Services to return to our maritime strategy on occasion and reassess our approach to shifting relationships and global responsibilities. This necessary review has affirmed our focus on providing presence around the world in order to ensure stability, build on our relationships with allies and partners, prevent wars, and provide our Nation’s leaders with options in times of crisis. It has confirmed our continued commitment to maintain the combat power necessary to deter potential adversaries and to fight and win when required. Our responsibility to the American people dictates an efficient use of our fiscal resources and an approach that adapts to the evolving security environment. The adjustments made in this document do just that. Look- ing at how we support our people, build the right platforms, power them to achieve efficient global capability, and develop critical partnerships will be central to its successful execution and to providing that unique capability: presence. PREFACE [ii] Forward ✦ Engaged ✦ Ready Seapower has been and will continue to be the critical foundation of national power and prosperity and international prestige for the United States of America. Our Sea Services will integrate with the rest of our national efforts, and those of our friends and allies. This revision to A Cooperative Strategy for 21st Century Seapower builds on the heritage and complementary capabilities of the Navy-Marine Corps-Coast Guard team to advan.

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Lymphedema following breast cancer: The importance of surgical methods and obesity Rebecca J. Tsai, PhDa,*, Leslie K. Dennis, PhDa,b, Charles F. Lynch, MD, PhDa, Linda G. Snetselaar, RD, PhD, LDa, Gideon K.D. Zamba, PhDc, and Carol Scott-Conner, MD, PhD, MBAd aDepartment of Epidemiology, College of Public Health, University of Iowa, Iowa City, IA, USA. bDivision of Epidemiology and Biostatistics, College of Public Health, University of Arizona, Tucson, AZ, USA. cDepartment of Biostatistics, College of Public Health, University of Iowa, Iowa City, IA, USA. dDepartment of Surgery, College of Medicine, University of Iowa, Iowa City, IA, USA. Abstract Background: Breast cancer-related arm lymphedema is a serious complication that can adversely affect quality of life. Identifying risk factors that contribute to the development of lymphedema is vital for identifying avenues for prevention. The aim of this study was to examine the association between the development of arm lymphedema and both treatment and personal (e.g., obesity) risk factors. Methods: Women diagnosed with breast cancer in Iowa during 2004 and followed through 2010, who met eligibility criteria, were asked to complete a short computer assisted telephone interview about chronic conditions, arm activities, demographics, and lymphedema status. Lymphedema was characterized by a reported physician-diagnosis, a difference between arms in the circumference (> 2cm), or the presence of multiple self-reported arm symptoms (at least two of five major arm symptoms, and at least four total arm symptoms). Relative risks (RR) were estimated using logistic regression. Results: Arm lymphedema was identified in 102 of 522 participants (19.5%). Participants treated by both axillary dissection and radiation therapy were more likely to have arm lymphedema than treated by either alone. Women with advanced cancer stage, positive nodes, and larger tumors along with a body mass index > 40 were also more likely to develop lymphedema. Arm activity level was not associated with lymphedema. *Correspondence and Reprints to: Rebecca Tsai, National Institute for Occupational Safety and Health, 4676 Columbia Parkway, R-17, Cincinnati, OH 45226. [email protected] Phone: (513)841-4398. Fax: (513) 841-4489. Authorship contribution All authors contributed to the conception, design, drafting, revision, and the final review of this manuscript. Competing interest Conflicts of Interest and Source of Funding: This study was funded by the National Cancer Institute Grant Number: 5R03CA130031. All authors do not declare any conflict of interest. All authors do not declare any conflict of interest. HHS Public Access Author manuscript Front Womens Health. Author manuscript; available in PMC 2018 December 14. Published in final edited form as: Front Womens Health. 2018 June ; 3(2): . A u th o r M a n u scrip t A u th o r M a n u scrip t A u th o r M a n u scrip t A u th .

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Lukas Nelson and his wife Anne and their three daughters had been living in their house for over five years when they decided it was time to make some modest improvements. One area they both agreed needed an upgrade was the bath tub. Their current house had one standard shower bathtub combination. Lukas was 6 feet four, and could barely squeeze into it. In fact, he had taken only one bath since they moved in. He and Anne both missed soaking in the older, deep bath tubs they enjoyed when they lived back East. (Rest of case not shown due to length.) What factors and forces contributed to scope creep in this case? Is this an example of good or bad scope creep? Explain. How could scope creep been better managed by the Nelson .

Lukas Nelson and his wife Anne and their three daughters had been li.docx

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