2. Multicultural Interview Paper Students may begin this.docx
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2. Multicultural Interview Paper Students may begin this assignment by selecting an individual from a culture differing from their own. This may be any culture or subgroup covered in the course content, such as adolescents, elderly adults, and persons with disabilities. Students are not limited to these groups. Students will create a series of interview questions focused on issues and concerns pertinent to the culture or subgroup . Interview questions are to be specific and designed to help the student learn more about the culture or subgroup as it relates to Addictions & course studies. Students may use their text book and other course resources as guidelines for developing questions. Students should develop a minimum of eight-10 interview questions. Students must submit interview questions to the course instructor and receive approval of the questions before proceeding with the assignment. Students will then use these approved questions during the interview with the consenting individual and write a two page summarization of the questions with the answers received by the individual. The paper must be in question/answer format. .
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Social and Cultural Foundations of Counseling Key Performance.docx
Social and Cultural Foundations of Counseling
Key Performance Indicator (KPI)
Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program.
This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Social and Cultural Diversity. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below.
3. Understand the ways in which advocacy and legislative policies, barriers, programs, and practices can be developed, adapted, and modified to identify and eliminate barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.
5. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients.
6. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies.
Course Objective
CACREP Standard*
3.
2. F. 1. e.; 2. F. 2. h.
5.
2. F. 2. d.
6.
CMHC 5. C. 2. j
Relevant Accreditation Standards Met by KPI:
* Clinical Mental Health Counseling Concentration only
Students will demonstrate competency via successful completion of the following key performance indicator required task: Ethnographic Interview Paper. This task will be further described below in the Description of Assignments.
Key Performance Indicator Assignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper (20 points)
For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g., age, race/ethnic background, socioeconomic and/or occupational status, ability, etc.).
The interview will be conducted in a specific format.
Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee.
During the interview, keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience.
The paper must be written in APA style and format (i.e., title page, abstract, etc.)? and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures.
The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview .
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docx
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
Recommended
Social and Cultural Foundations of Counseling Key Performance.docx
Social and Cultural Foundations of Counseling
Key Performance Indicator (KPI)
Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program.
This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Social and Cultural Diversity. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below.
3. Understand the ways in which advocacy and legislative policies, barriers, programs, and practices can be developed, adapted, and modified to identify and eliminate barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.
5. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients.
6. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies.
Course Objective
CACREP Standard*
3.
2. F. 1. e.; 2. F. 2. h.
5.
2. F. 2. d.
6.
CMHC 5. C. 2. j
Relevant Accreditation Standards Met by KPI:
* Clinical Mental Health Counseling Concentration only
Students will demonstrate competency via successful completion of the following key performance indicator required task: Ethnographic Interview Paper. This task will be further described below in the Description of Assignments.
Key Performance Indicator Assignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper (20 points)
For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g., age, race/ethnic background, socioeconomic and/or occupational status, ability, etc.).
The interview will be conducted in a specific format.
Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee.
During the interview, keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience.
The paper must be written in APA style and format (i.e., title page, abstract, etc.)? and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures.
The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview .
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD .docx
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD
1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
The Unit Plan Profile Eighth grade students were the
The Unit Plan
Profile
Eighth grade students were the focus when choosing to create this unit plan. The
needs for students in this grade level are understanding college credits, G.P.A., admissions
process, self-awareness, self-regulation and financial understanding.
In order to find out what academic needs are required in middle school, we as
counselors can ask the following questions to find out more detailed information.
o Do you find students have poor time management skills?
o Are students paying enough attention to receive what standards they need
to be promoted?
o What type of struggles are you noticing with senior students in middle
school?
o Do you incorporate SEL in each of your lessons?
Creating a positive culture for students at this stage in their life is important because
of how extreme this generation has developed into depression. Students in middle school
are going through puberty development which causes a great amount of hormones that
they have no idea what to do. To add to their stress, they must begin thinking about high
school courses and making proper choices that will fuel their life career. Teaching students
how to understand different types of paths one can take as well as a tolerance for cultures
or races they do not have the knowledge for, will only enhance their intelligence.
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The purpose of this unit is to create an awareness to the education system about our
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children or first-generation immigrants. Cultures play an immense part of a person’s
emotional and intellectual growth. Creating an environment that is open and caters to
teaching upcoming generations about tolerance and respect for those new people in their
classroom. Counselors should also make it a point to teach our minority students to
tolerate the majority population in a way that they do not cast blame but have the patience
to understand where they were coming.
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In this unit titled Cultural Impacts, educators will focus on the various types of
cultures in and out of the classroom that impacts a student’s life choices. Separating the
definitions of culture to inform students with details and then model how to incorporate
culture in everyday life. Culture is defined to the masses as how your inner family
celebrates their ways of life. However, culture can be within a classroom, workplace, sports
center or community centers. As school counselors, we must dig deeper into ourselves for
patience in understanding why a certain student is behaving in a fashion we may find
acceptable. Cultural impacts have been pushed to the sidelines for far too long and we have
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** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
WRITING-A-RESEARCH-TITLEreport.pptx
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2. Framework Graphic Candidates will create a graphic that re.docx
2. Framework Graphic
Candidates will create a graphic that reflects an understanding of a conceptual/theoretical framework (preferably related to their dissertation topic). In a graphic, candidates’ creations should clearly represent their vision of the framework and include 1 – 2 paragraphs on how the dependent and independent variables are evidenced.
Dissertation topic that I submitted is in the attachment that has a file name as Survey -27
.
2. Research Article Review – Read one (1) research articles on T.docx
2. Research Article Review
–
Read one (1) research articles on Therapeutic Recreation in Long Term Center or a specific treatment
modality/facilitation technique appropriate for older population in a long term care setting (e.g., assisted living, nursing home, etc.) and write a reaction paper based on guide questions. Must be 3 pages minimum. No plagiarism. Must have knowledge in Therapeutic Recreation Major and modalities.
Attached is an
EXAMPLE
of what I am looking for.
.
More Related Content
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The Unit Plan Profile Eighth grade students were the
The Unit Plan
Profile
Eighth grade students were the focus when choosing to create this unit plan. The
needs for students in this grade level are understanding college credits, G.P.A., admissions
process, self-awareness, self-regulation and financial understanding.
In order to find out what academic needs are required in middle school, we as
counselors can ask the following questions to find out more detailed information.
o Do you find students have poor time management skills?
o Are students paying enough attention to receive what standards they need
to be promoted?
o What type of struggles are you noticing with senior students in middle
school?
o Do you incorporate SEL in each of your lessons?
Creating a positive culture for students at this stage in their life is important because
of how extreme this generation has developed into depression. Students in middle school
are going through puberty development which causes a great amount of hormones that
they have no idea what to do. To add to their stress, they must begin thinking about high
school courses and making proper choices that will fuel their life career. Teaching students
how to understand different types of paths one can take as well as a tolerance for cultures
or races they do not have the knowledge for, will only enhance their intelligence.
Purpose
The purpose of this unit is to create an awareness to the education system about our
intolerance for new cultures and our lack of understanding when it comes to immigrant
children or first-generation immigrants. Cultures play an immense part of a person’s
emotional and intellectual growth. Creating an environment that is open and caters to
teaching upcoming generations about tolerance and respect for those new people in their
classroom. Counselors should also make it a point to teach our minority students to
tolerate the majority population in a way that they do not cast blame but have the patience
to understand where they were coming.
Overview
In this unit titled Cultural Impacts, educators will focus on the various types of
cultures in and out of the classroom that impacts a student’s life choices. Separating the
definitions of culture to inform students with details and then model how to incorporate
culture in everyday life. Culture is defined to the masses as how your inner family
celebrates their ways of life. However, culture can be within a classroom, workplace, sports
center or community centers. As school counselors, we must dig deeper into ourselves for
patience in understanding why a certain student is behaving in a fashion we may find
acceptable. Cultural impacts have been pushed to the sidelines for far too long and we have
a responsibility to teach the upcoming generations.
Implementing this unit into a middle school curriculum, the lesson can be integrated
with world geography (6th grade) by teaching the first subtopic tha ...
Good-Teaching in molding young minds and continous learning for productive le...
Slide show presentation
Classroom instruction
The powerpoint includes a few points to managing classroom instruction using instructional strategies and learning strategies.
4 skills coursebook
a coursebook for learning how to teach English. Covers the 4 skills. More info and get here - http://eflclassroom.com/store/products/4-skills-book/
Louise Staunton "Teaching and Learning in an Intercultural Context"
National Forum AIT Seminar May 1st 2014
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
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Meeting primary school teachers 14 10 2023 sidi naamane.pdf
Meeting and Workshop Medea District 3
I would like to thank Mrs Arab for inviting me to take part in her meeting and training workshop for the teachers of her district
Big Thank to all the teachers and to their precious collaboration
The meeting points
** The New didactic guide 2023
** Characteristics of Young Learners
** The exit profile
** Learning styles
** What teaching strategies are good for different learning/perceptual styles?
**Classroom Guidelines
** Framing of the Syllabus
** Target Competences
** Main Adjustments
** Topics and communicative objectives
** The teaching and learning framwork
** How to demonstrate phonemic awareness
** Tips for teaching writing
** The problem solving situation
** Suggested sesison lay out
** Assessment
** Workshop tasks
For futher reading pleased download the PDF copy
WRITING-A-RESEARCH-TITLEreport.pptx
Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, a
Similar to 2. Multicultural Interview Paper Students may begin this.docx (20)
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Good-Teaching in molding young minds and continous learning for productive le...
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More from herminaprocter
2. Framework Graphic Candidates will create a graphic that re.docx
2. Framework Graphic
Candidates will create a graphic that reflects an understanding of a conceptual/theoretical framework (preferably related to their dissertation topic). In a graphic, candidates’ creations should clearly represent their vision of the framework and include 1 – 2 paragraphs on how the dependent and independent variables are evidenced.
Dissertation topic that I submitted is in the attachment that has a file name as Survey -27
.
2. Research Article Review – Read one (1) research articles on T.docx
2. Research Article Review
–
Read one (1) research articles on Therapeutic Recreation in Long Term Center or a specific treatment
modality/facilitation technique appropriate for older population in a long term care setting (e.g., assisted living, nursing home, etc.) and write a reaction paper based on guide questions. Must be 3 pages minimum. No plagiarism. Must have knowledge in Therapeutic Recreation Major and modalities.
Attached is an
EXAMPLE
of what I am looking for.
.
2) In examining Document 4 and Document 6, how did the.docx
2)
In examining
Document 4
and
Document 6
, how did the onset of the Cold War redefine what it meant to be an American? What role do these documents suggest loyal citizens play in waging war against Communism? In examining the political cartoon (
Document 5
), how does the artist critique the “anti-subversive” efforts that took place during the Second Red Scare? In what ways does the McCarthy era continue to influence American society?
3)
The turbulent 1960s saw numerous attempts to identify the root problems within American society and the role of citizens in resolving them. In examining
Document 7
,
Document 8
, and
Document 9
, what common problems are identified within American society? What are some of the differences? What role did each of these documents suggest Americans should play in achieving social justice? Are their arguments persuasive? Why or why not?
4)
The last several decades of the Twentieth Century saw the emergence of new groups of Americans claiming rights as citizens. To what extent does the failure of the Equal Rights Amendment (
Document 10
) to be ratified, but the signing of Title IX (
Document 11
) into law, signal about the changing role and rights of women in modern America? After reading President George H.W. Bush’s remarks (
Document 12
), why do you believe it took so long for the country to acknowledge and protect the rights of the disabled?
5)
How does Maya Angelou’s inauguration poem (
Document 13
) reflect upon the identity of “hyphenated Americans” by the early 1990s? In reading
Document 14
, how does President-Elect Barack Obama define Americanism? Looking back over documents 1-13, did his election, as the first person of color to become President of the United States, resolve the questions and crises surrounding the definition of an American citizen? In a post-9/11 world, has America progressed in its inclusiveness? Why or why not?
.
2-3 pages in length (including exhibits, tables and appendices.docx
2-3 pages in length (including exhibits, tables and appendices). Use 12 point Ariel font and single line and character spacing.
.
2. Sandra is a parent who believes that play is just entertainment f.docx
2. Sandra is a parent who believes that play is just entertainment for children, whereas Petra is a parent who believes that play is developmentally beneficial for children. Which is likely to be true about Sandra and Petra?
Group of answer choices
A. Sandra’s children are more likely to have richer imaginations than Petra’s children.
B. Sandra is less likely than Petra to encourage pretend play.
C. Petra is more likely than Sandra to encourage associative play.
D. Petra is less likely than Sandra to provide props for her children to play with.
3. Three-year-old Aiko is pretending that her teddy bear is going to the beach and places a paper plate on the teddy bear’s head as a “hat.” Aiko is demonstrating...
Group of answer choices
A. dual representation
B. egocentrism
C. centration
D. animistic thinking
5.
Nikki and Anna are both running for class president. When Anna wins the election, Nikki is jealous and spreads rumors about Anna. Nikki is displaying .. (pick below.......) aggression
A. verbal
B."reactive",
C"physical",
D"proactive"]
6. Kris has a preschool-age daughter named Leila. When Kris gives Leila three cookies and asks her to count them, Leila points to each cookie, one-by-one, and says, “One, two, three.” When Kris asks Leila, “How many cookies do you have?” Leila proudly answers, “Three!” Leila is demonstrating an understanding of...
Group of answer choices
A. Cardinality
B.arithmetic
C. quantity comparisons
D. Ordinality
.
2.2 Discussion What Is LeadershipGetting StartedR.docx
2.2 Discussion: What Is Leadership
Getting Started
Recognizing good organizational leader characteristics is important, not only to ensure that your leadership style is benefiting the organization but also to identify these characteristics in others so they can provide the greatest service to the organization.
This assignment is a continuation of material from Chapter 1 and your 1.2 Discussion. This material will help you understand organizational leader characteristics as you consider and defend your perspectives and consider those of your peers.
Upon successful completion of this discussion, you will be able to:
Evaluate leadership styles.
Resources
Textbook:
Leadership: Enhancing the Lessons of Experience
Background Information
In this discussion, you will consider the various definitions of leadership as provided in the textbook from the authors' review of literature in the field of leadership. You will also explore the concept of leadership as both rational and emotional as well as the differences between the roles of a manager versus the roles of a leader.
The concept of followership is also introduced in this assignment's reading from the textbook, as well as the growing role of women in leadership positions and responsibilities.
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
Review Chapter 1, "What Do We Mean by Leadership?", in our textbook. As you review, reflect upon the definitions of leadership and how these definitions and other aspects of leadership add to your prior understanding of a leader's role in an organization.
Conduct a critical analysis of the postings by two of your classmates from the posts submitted in 1.2 by the end of the workshop and should be written as if you were reviewing their posting in an academic journal. Your discussion response should, therefore, answer the following questions as applicable:
Were three leadership definitions clearly defined with examples and clear, insightful critical thinking? Comment on two of the three definitions of leadership presented in the post of your classmates. Do you agree or disagree with their interpretation of the definition of leadership? Provide rationale from personal examples or subject matter expert opinions.
Did the discussion of leadership as an art or a science include a detailed explanation that demonstrates clear, insightful critical thinking? Review your classmates' posts. Does their explanation support defining leadership as either an “art” or a “science”? Explain.
Was the concept of spiritual gifts effectively discussed, relating the concept to that of leadership styles?
In addition to commenting on the critical thinking displayed in the post, offer your comments on the original post and provide your overall agreement or disagreement with the poster’s concept of leadership. Your response to each question above should be one paragraph in length and cite one academic source.
.
2. You are a member of the Human Resource Department of a medium-si.docx
2. You are a member of the Human Resource Department of a medium-sized organization that is implementing a new interorganizational system that will impact employees, customers, and suppliers. Your manager has requested that you work with the system development team to create a communications plan for the project. He would like to meet with you in two hours to review your thoughts on the KEY OBJECTIVES OF THE COMMUNICATIONS PLAN. What should those objectives be?
.
2.1. What is Strategic Human Resource Management Differentiate bet.docx
2.1. What is Strategic Human Resource Management? Differentiate between strategic context and HR as a profit center. What are the Strategic Human Management tools, metrics used in managing human resources, and strategy-base metrics?
2.2. What can managers do to improve employee engagement and how to measure it?
3.1. What is job analysis? Describe at least four methods for collecting data. Also, what are competencies and how to write competencies?
.
2,___Use of no less than six slides and no more than seven .docx
2,___Use of no less than six slides and no more than seven:
a. An introductory slide with the title or research question and your name and student number.
b. The remaining 4-5 pieces of information will be responsible for answering the information question:
What was the impact of ________en the history of _________?
c. An APA-style bibliography slide.
3.__one or more than another image in the power point related to the theme. One of these images may be the image of the neighbor being investigated.
4.__Bibliografía (no less than 4 references: Two from the Internet, one from one book and one from an interview- APA style)
7. ___write in your own words. No copy paste.
8. __ (Correct spelling and punctuation and note that the writing is yours and not a copy paste from the Internet or a book). Check the work before delivering it with this same check list.
V. Depth
9.__Desarrollo of the research question. Answer it through the power point presentation.
10. __ Depth in the study. Copy paste is not accepted. Any plagiarism (may be: copy a concept, even a sentence, whose intellectual author is not you, invalidates this research- see the university's politics regarding plagiarism). Each criterion is worth ten points.
¿Cómo impacta la novela a la historia de Puerto Rico?
Yeralis M. Rivera Arguinzoni
B00569846
Dra. Vilma Pizarro
Historia de Puerto rico
Universidad Interamericana Recinto de Barranquitas
Comienzos de la novela en Puerto Rico
La literatura en Puerto Rico comienza a finales del siglo XIX.
Movimiento del romanticismo( Europa: Alemania, Inglaterra y España)
Géneros literarios: Poesía, teatro, ensayo y narrativa( novela, cuentos, leyendas, etc.).
La novela es el último género en llegar a Puerto Rico y a América.
En estas novelas trataban los temas de: el amor a la patria, el destino, la muerte, Dios y el progreso, entre otros.
La primera novela puertorriqueña
Hay dos teorías sobre la primer novela puertorriqueña:
Luz y Sombra(1893) = Escrita por Ana Roque de Duprey, primera novela escrita en Puerto Rico.
“La Peregrinación de Bayoán”(1863) = Escrita por Eugenio María de Hostos, primera novela escrita por un puertorriqueño pero es escrita en España. Esta es la mas aceptada como la primera novela puertorriqueña. Su tema principal era la lucha por la identidad del puertorriqueño. Ideas políticas y sociales de Hostos luego del grito de Lares y el grito de Yara(Cuba), fueron expresadas en esta novela.
Otros escritores importantes de la época
Manuel Zeno Gandía = Considerado como el más grande novelista de Puerto Rico. Sus obras: “La Charca”, “Garduña” y “El Negocio”, conocidas como “Crónicas de un mundo enfermo”, se escriben ya bajo el naturalismo. Presentan a un Puerto Rico enfermo y la situación crítica de un Puerto Rico abandonado por España.
Enrique A. Laguerre = Sus obras más importantes: “La Resaca” y “La llamarada”. Sus obras presentan la pésima situación de vida del campesinado a finales del siglo XIX.
.
2-4A summary of your findings regarding sexual orientation and.docx
2-4
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
.
2- to 4A description of the services in your local communi.docx
2- to 4
A description of the services in your local community that support individuals in later adulthood
An evaluation of the effectiveness of the services you identified
A description of service gaps you identified
An explanation of how to improve existing services
A description of services that should be added, and why
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2 or more paragraphAs previously noted, the Brocks have some of.docx
2 or more paragraph
As previously noted, the Brocks have some of their investment portfolio in conservative stocks. These equities have had very slow growth while regularly paying a small dividend.
Pam and Josh have received several emails recently with suggestions about various biotechnology, retailing, and environmental companies. The investment advisers believe that these industries would provide an opportunity for strong long-term financial gains.
In recent years, the Brocks have made extensive use of mutual funds in their investment portfolio. However, they are concerned that their selection of the funds may not be coordinated. With over 9,200 different mutual funds available, this financial marketplace is confusing.
The Brocks start the evaluation process by connecting various types of mutual funds to their investments goals. Next, they assess the past performance and management of the funds. Finally, they talk with various financial advisers and other investors to gather additional information.
Life Situation
Pam, 43
Josh, 45
3 Children, ages 16, 14 and 11
Financial Data
Monthly income$4,900 / Living expenses$4,450/ Assets$262,700/ Liabilities$84,600/ Emergency Fund$5,000
Q1. According to Pam, "We both know we should have started our investment program sooner, but we always seemed to have 'emergencies' that took what extra money we had." To what extent should the Brocks invest in stocks as a major portion of their investment portfolio?
.
2-1 IntroductionUber Technologies Inc. (Uber) is a tech startu.docx
2-1 Introduction
Uber Technologies Inc. (Uber) is a tech startup that provides ride-sharing services by
facilitating a connection between independent contractors (drivers) and riders with the use
of an app. Uber has expanded its operations to 425 cities in 72 countries around the world
and is valued at around $70 billion, making it the world’s most valuable startup.
Approximately 30 million users use Uber’s services monthly. Uber has become a key player
in the sharing economy, a new economic model in which independent contractors rent out
their underutilized resources such as vehicles or lodging to other consumers. The sharing
economy is quickly becoming an alternative to owning resources outright. Because its
services cost less than taking a traditional taxi, Uber and similar ride-sharing services have
upended the taxi industry. The company has experienced resounding success and is
looking toward expansion both internationally and within the United States.
However, Uber’s rapid success is creating challenges in the form of legal and regulatory,
social, and technical obstacles. The taxi industry, for instance, is arguing that Uber has an
unfair advantage because it does not face the same licensing requirements as they do.
Others accuse Uber of not vetting their drivers, creating potentially unsafe situations. Some
major cities are banning ride-sharing services like Uber because of these various concerns.
Additionally, Uber has faced various lawsuits, including a lawsuit filed by its independent
contractors. Its presence in the market has influenced lawmakers to draft new regulations to
govern this “app-driven” ride-sharing system. Legislation can often hinder a company’s
expansion opportunities because of the resources it must expend to comply with regulatory
requirements. Uber has been highly praised for giving independent contractors an opportunity to earn money as long as they have a car, while also offering convenient ways for consumers to get around at lower costs. Although its “Surge Pricing” technique has been criticized for charging higher fares during popular times, it is also becoming a model for other companies such as Zappos in how it compensates its call center employees. The biggest issues Uber faces include legal action because drivers are not licensed, rider and driver safety,protection and security of customer and driver information, and a lack of adequate insurance coverage. To be successful, Uber must address these issues in its marketing strategy so it can reduce resistance as it expands into other cities.
2-2 Background
In 2009 Travis Kalanick and Garrett Camp developed a smartphone application to connect
drivers-for-hire with people needing rides to a destination in their city. Earlier in the year the
founders had attended the inaugural address in Washington, D.C. and could not hail a taxi.
They recognized the need for a convenient, low-cost transportation service. This innovative
service was originally founded.
2 postsRe Topic 2 DQ 1Social determinants of health are fac.docx
2 posts
Re: Topic 2 DQ 1
Social determinants of health are factors affecting peoples’ health, functioning and well-being, such as environmental conditions, social, and economic variables. Socioeconomic environmental factors contributing to infectious disease occurrence include crowding, unsanitary, unavailability of uncontaminated foods and water. These conditions provide an environment required for continuous chain of infection; the process required for transmission of disease. There are 6 components in the chain, or a cycle, of infection: organisms, reservoir, portal of exit, transmission, portal of entry, and a suspectable host (Green, 2018). To stop spreading of a communicable disease, the process has to interrupted or the chain of infection has to be broken at any point. Nurses, working in communities can decrease of the infectious diseases spreading. Promoting vaccination to lowering susceptible hosts number; and educating on sign and symptoms for early self-isolation to protect one’s family members from getting sick, breaking the transmission link. Educating on thorough hand hygiene and reducing face touching may protect one from getting sick eliminate portal of entry link. Proper respiratory hygiene, such as using disposable tissues and covering the mouth when sneezing, may stop the transmission on the stage of the pathogen leaving the reservoir via portal of exit (CDC.gov).
Noncommunicable chronic diseases, such as type 2 diabetes, have grown in endemic and epidemic proportions, are developing from a combination of determinants including environmental, physiological, and behavioral factors, additionally to genetic disposition (Green, 2018). Lack of knowledge and motivation, unavailability of healthcare services and financial resources contribute to developing of such diseases.q
.
2 peer responses due in 4 hoursMALEETAS POSTWorld War .docx
2 peer responses due in 4 hours
MALEETA'S POST:
World War II film
Saving Private Ryan (1998), directed by one of my favorites,
Steven Spielberg, is what I the topic my topic of week five’s discussion. This film is like no other World War II film that I have seen because of the realistic combat. I found myself getting overwhelmed, covering my eyes, and getting sick to my stomach from time to time through the movie. From the very beginning of the film on Omaha Beach, the D-Day landing scene gave me a glimpse of how the stress of combat experience could have felt.
Movie-watchers do not think about how the color scheme plays a significant part and sets different tones. The muddy browns, dark greens, and greys are the predominant colors throughout the movie. This movie does not have many vibrant, happy colors, and for a good reason. For instance, in
Saving Private Ryan
, the Normandy landing scene opens slowly to a beach. The setting is solemn, and the continuous color scheme of bland greys is an excellent cinematography piece. I felt like it made the red blood colors and the explosion colors stand out even more. Also, almost every shot was dreary and had vintage-like colors that gave the feeling of war and hopelessness. There was a part in this scene when the soldiers were near water that contrasted the typically dreary colors with a calming blue hue. The change of color gave me some hope that it may be safer under the surface, and then those hopes were instantly shattered when shots were fired, and red clouds pierced through the calming blue colors punishing me for even thinking there was any hope approaching the soldiers. This is an excellent mise-en-scene because it represented my change of emotions.
Another color paly example is in the scene where “Duty” is talking and joking as the crew marches toward their mission. Throughout this scene, the conversation is more cheerful, but the lighting and colors of grey and green continue to give a gloomy narrative, so my mood does not change much.
Saving Private Ryan has the same dull, dreary colors and low-key lighting, which looks dark and intensifies the shadows as the other War films in Week Five’s content. The desaturation of color is often used in war films.
Saving Private Ryan’s narrative, editing, camera movement, and color scheme throughout the movie jumped out of the screen and attacked me as a viewer. Every part of its cinematography placed the watcher in the combat experience, and I loved it in a good but bad way.
COLIN'S POST:
The war film I watched for this week was
1917 (2019)
directed by Sam Mendes. This film takes place during World War I and follows two British soldiers throughout most of the movie. This film is unique because it is shot as a "one shot film" where the director uses lighting and different angles with very few cuts to give a continuous feeling throughout the entire film. It gives audiences a more connected feeling as it seems like the scenes never end.
2 Pages for 4 questions below1) Some say that analytics in gener.docx
2 Pages for 4 questions below
1) Some say that analytics in general dehumanize managerial activities, and other say they do not. Discuss arguments for both point of view.
2) What are some of the major privacy concerns in employing intelligent systems on mobile data?
3) Identify some cases of violations of user privacy from current literature and their impact on data science as a profession.
4) Search the internet to find examples of how intelligent systems can facilitate activities such as empowerment, mass customization, and team work.
Reflection paper 3 Pages
What has been significant about this course that will help you perform data science tasks in the future.
Please refer to at least
2 items
in the course content that really stood out to either positive or negative.
.
2 Ethics Session 1.pptxEthics in Engineering Pra.docx
2 Ethics Session 1.pptx
Ethics in Engineering Practice
MET 2711
1
This Photo by Unknown Author is licensed under CC BY-NC-ND
What is Engineering?
Engineers concern themselves with:
“the art of the practical application of scientific and empirical knowledge to the design and production or accomplishment of various sorts of constructive projects, machines and materials of use or value to man.”
“Value is not necessarily measured by an economic yardstick; the ancient pyramids and not a few structures since are of slight economic worth, while their value in terms of faith and beauty has often been considerable.”
2
Socrates on Ethics
Ethics are the norms by which acceptable and unacceptable behavior are measured.
According to Socrates, one develops ethics through maturity, wisdom and love.
Introduced the concept of teaching ethics and acceptable standards of conduct in 400 B.C.
Believed virtue was found primarily in human relationships, love and friendship, not through material gains.
3
https://classroom.synonym.com/what-were-socrates-beliefs-on-ethics-12084753.html
This Photo by Unknown Author is licensed under CC BY-NC-ND
A Brief Look at Engineering Projects Through the Ages
4
Roman Aquaducts
Contributed to the health and welfare of the society
Provided 200 million gallons of clean running water and plumbing to individual structures daily (200 gallons per person)
Supported economic activity
Allowed city of Rome to grow to approximately 1 million people
312 BCE to 500 AD
5
This Photo by Unknown Author is licensed under CC BY-SA
Santa Maria del Fiori (Florence Basilica)
Earliest and largest free-standing dome
Built as Europe recovered from the Black Plague, which killed approximately 1/3 of the population
An example of a project that reflected optimism for the future (faith and beauty)
Design competition in 1423
Brunelleschi proposes unique design, but contract requires him to share project responsibilities with Ghiberti
Brunelleschi had lost prior design competition to Ghiberti
6
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.khanacademy.org/humanities/renaissance-reformation/early-renaissance1/sculpture-architecture-florence/v/brunelleschi-dome-of-the-cathedral-of-florence-1420-36
Santa Maria del Fiori (Florence Basilica)
Designs unique dome requiring no scaffolding. Uses brick in herringbone pattern to distribute weight out and down.
Includes a series of horizontal chains to keep structure from expanding outward
When time to install chains, Brunelleschi claims to be ill, so Ghiberti starts chain installation (without full details from Brunelleschi)
Brunelleschi “recovers” and criticizes the work, saying it will all have to be re-done
Setting up his fellow architect to fail (dishonorable conduct)
7
This Photo by Unknown Author is licensed under CC BY-NC-ND
https://www.khanacademy.org/humanities/renaissance-reformation/early-renaissance1/sculpture-ar.
2 1 5L e a r n I n g o b j e c t I v e sC H A P T E R.docx
2 1 5
L e a r n I n g o b j e c t I v e s
C H A P T E R 8
H U M A N R E S O U R C E S
M A N A G E M E N T
They’re not employees, they’re people.
—Peter Drucker
➤ Describe the range of human resource functions in the medical practice.
➤ Appreciate the range of professionals that are found in medical practices.
➤ Articulate the steps in the hiring function.
➤ Understand regulations that are specific to the employment process.
➤ Illustrate the steps in managing change.
➤ Describe why leading change is important to medical practice management.
In t r o d u c t I o n
Healthcare employment constitutes about 9 percent of the American workforce, with about
3 percent being professionals (KFF 2016). Hiring and sustaining a high-caliber staff are
two of the most important functions of managing a physician practice. Without a prop-
erly trained and motivated staff, providing high-quality services to the practice’s patients
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 4/7/2020 7:56 PM via SUNY CANTON
AN: 1839064 ; Wagner, Stephen L..; Fundamentals of Medical Practice Management
Account: s8846236.main.eds
F u n d a m e n t a l s o f M e d i c a l P r a c t i c e M a n a g e m e n t2 1 6
is difficult. An old saying in human resources management, “Hire for attitude, and train
for skill,” is particularly applicable today, when in the highly competitive medical practice
environment, patients have increasingly high expectations of their providers. Simply having
technical skills is not adequate to build and maintain a successful practice. Staff must be
able to engage patients in a positive and constructive way to earn their trust and satisfac-
tion. Although data seem to conflict on this point, many researchers believe engaged and
satisfied patients are more likely to comply with the instructions of their providers than are
disengaged, unsatisfied patients, leading to better outcomes (e.g., Kane, Maciejewski, and
Finch 1997). More recently, a study by Fenton, Jerant, and Bertaski (2012) found little
connection between satisfaction and clinical outcome; in fact, the researchers found that
mortality was higher, as were expenditures and utilization, among more satisfied groups.
Other authors have observed this tenuous connection as well (Kennedy, Tevis, and Kent
2014). The controversy has intensified as more physician payment is tied to patient satis-
faction. Some issues that complicate this concept are the lack of common definitions and
measures of satisfaction and the complexity inherent in defining.
2 Requirements Elicitation A Survey of Techniques, Ap.docx
2 Requirements Elicitation: A Survey of Techniques,
Approaches, and Tools
Didar Zowghi and Chad Coulin
Abstract: Requirements elicitation is the process of seeking, uncovering, acquir-
ing, and elaborating requirements for computer based systems. It is generally un-
derstood that requirements are elicited rather than just captured or collected. This
implies there are discovery, emergence, and development elements to the elicita-
tion process. Requirements elicitation is a complex process involving many ac-
tivities with a variety of available techniques, approaches, and tools for perform-
ing them. The relative strengths and weaknesses of these determine when each is
appropriate depending on the context and situation. The objectives of this chapter
are to present a comprehensive survey of important aspects of the techniques, ap-
proaches, and tools for requirements elicitation, and examine the current issues,
trends, and challenges faced by researchers and practitioners in this field.
Keywords: requirements, elicitation, techniques, approaches, tools, issues, chal-
lenges, trends, survey.
2.1 Introduction
The importance of requirements engineering (RE) within software systems deve l-
opment has long been established and recognized by researchers and practitioners
alike (Chapter 1). The elicitation of requirements represents an early but continu-
ous and critical stage in the development of software systems. The requirements
for a software system may be spread across many sources. These include the prob-
lem owners, the stakeholders, documentation, and other existing systems. Because
of the communication rich nature of requirements elicitation activities, many of
the effective techniques do not originate from the traditional areas of software en-
gineering or computer science research. Techniques for requirements elicitation
are derived mostly from the social sciences, organizational theory, group dynam-
ics, knowledge engineering, and very often from practical experience.
The process of requirements elicitation is generally accepted as one of the criti-
cal activities in the RE process. Getting the right requirements is considered as a
vital but difficult part of software development projects [36]. A recent field study
of fifteen RE teams carried out by Hofmann and Lehner [31] identified key RE
practices that should lead to project success. Effective elicitation of requirements
was arguably among the most important of the resulting recommended good RE
practices.
Requirements elicitation itself is a very complex process involving many activi-
ties, with multiple techniques available to perform these activities. The multi-
disciplinary nature of requirements elicitation only adds to this complexity. Elici-
tation is subject to a large degree of error, influenced by key factors ingrained in
communication problems. Despite the importance of requirements elicitation
within software development, insufficient.
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2 Ethics Session 1.pptxEthics in Engineering Pra.docx
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