APUS Instructional Lesson Plan Guide
Typically, a comprehensive lesson will contain the following elements in sequence:
I. Initial Planning (Please include brief statements that address the following):
· Brief description of classroom context and characteristics of the students including Individual Education Plans (IEPs) and 504 accommodations. If this lesson is not being planned for a real group of students, include a description of a hypothetical class.
· Identification of specific learning objective(s) (outcomes) and standards addressed.
· Identification of prerequisite knowledge and skills needed by both students and teachers. How will student prior knowledge be assessed?
· Identification of resources needed to teach this objective including appropriate technology to use to increase learning.
NOTE: If using inquiry or constructivist approaches this lesson plan format may not be the most appropriate format. Please use the Engagement, Exploration, Explanation/Concept Invention/Expansion of Idea and Evaluation lesson format and sequence.
II. Lesson Introduction (Each section must be addressed):
Focus/Review
· If this is completely new learning, this is a brief task or questioning format you use to get students’ attention focused or to help them connect with the lesson.
· If this lesson builds on or uses skills or concepts the students enter the lesson already knowing (prerequisites), review any prerequisite knowledge that will lead easily into the new curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson. The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. How does it relate to students’ lives?
III. Lesson Development – What the teacher does to teach the lesson – Teacher Input (Each section must be addressed although sub-headings are not always necessary):
The teacher most often breaks down his or her instruction into lesson segments which have 3 recurring parts. This process ensures that students are not lost during a lesson. Deciding when to pause and check for student understanding is equally as important as the examples you choose to model and the questions you choose to ask. This is called task analysis and requires the teacher to put himself in the place of the learner while asking, "What exactly are the steps necessary to complete this skill or understand this concept?” Approaching task analysis from the learner's perspective - say a confused student - will help you analyze the subtle steps that may seem obvious to someone who already understands, but if skipped will spell disaster for the confused student. The task is to illustrate each step, helping to clarify for the student, "Oh, this is what this step looks like". These steps help develop and expand student thinking. Someteachers will teach a skill from start to.
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
You will submit a 1-2 page double spaced paper, plus references, des.docxjustine1simpson78276
You will submit a 1-2 page double spaced paper, plus references, describing this organism, and present it to your peers in class on 6/30. In this paper and presentation, you will lay out the organism’s cellular morphology, metabolic activities, growth niche and any virulence or special attributes that it contains. You may discuss how these factors all contribute to its perpetuation.
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you will submit a 150-200 word reading summary -Reasons for the .docxjustine1simpson78276
you will submit a 150-200 word reading summary
-Reasons for the way things are.
-Confussion about the story of reality
-What is christianity
-4 elements of every world view: where we come from? what is our problem? what is the solution?
Restoration
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Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
You will submit a 1-2 page double spaced paper, plus references, des.docxjustine1simpson78276
You will submit a 1-2 page double spaced paper, plus references, describing this organism, and present it to your peers in class on 6/30. In this paper and presentation, you will lay out the organism’s cellular morphology, metabolic activities, growth niche and any virulence or special attributes that it contains. You may discuss how these factors all contribute to its perpetuation.
.
you will submit a 150-200 word reading summary -Reasons for the .docxjustine1simpson78276
you will submit a 150-200 word reading summary
-Reasons for the way things are.
-Confussion about the story of reality
-What is christianity
-4 elements of every world view: where we come from? what is our problem? what is the solution?
Restoration
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You will submit a 1500 word fully-referenced critical essay .docxjustine1simpson78276
You will submit a 1500 word
fully-referenced
critical essay which will DISCUSS ONE of the following:
a) Journalism is an expression of the culture in which it resides.
b) The decline of the foreign correspondent.
c) Does the West continue to dominate global news flow?
d) Asian values in journalism and its impact across the Asia-Pacific region.
e) The challenges for African journalism in the 21st century.
f) Compare and contrast development journalism in Asia and Africa.
g) The Pacific journalist – tradition versus freedom of expression.
h) The challenges for investigative journalism in Eastern Europe.
i) The clash of civilisation and its influence on US journalism.
j) The framing of Africa by western journalists.
k) Freedom of expression vs democracy in Latin America.
l) The decline of US newspapers and what it means for democracy.
m) Is peace journalism possible?
n)
OR a statement you design based on your studies which has received prior approval from your tutor at least TWO weeks before due date
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Your assignment will be assessed according to the criteria sheet at the end of the Subject Outline. You are encouraged to self-assess your work by submitting a copy of this assessment criteria sheet with your assignment.
Length: 1500 words
Due: Friday of Week 14
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you will submit a 150-200 word reading summary The story of real.docxjustine1simpson78276
you will submit a 150-200 word reading summary
The story of reality
What does it mean whether or not the Christian story is the truth about the world.
The blind men and the Elephant
Two applications: religious and skeptical
Three problems: contraction claims, story teller, a talking elephant.
Christians have a problem with the evil.
The problem of a narrow way.
God, Jesus, Men, Resurrection
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You will select an enterprise-level risks that impact an organizatio.docxjustine1simpson78276
You will select an enterprise-level risks that impact an organization of your choice … please address the following items:
• Here’s the approach you can take for this paper:
Title page (ensure team members and IDs are listed)
Introduction – provide a background of the selected organization.
Risk #1
Description
Impact on organization
Recommendation on how to manage it
Risk #2
Description
Impact on organization
Recommendation on how to manage it
Risk #3
Description
Impact on organization
Recommendation on how to manage it
Conclusion
References (minimum of 8 reputable sources)
Appendix (if any)
The paper will range from 15-pages includes title page, content, and references.
Please write in APA Style.
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You will select a psychologist (Skinner or Freud ) and conduct a bri.docxjustine1simpson78276
You will select a psychologist (Skinner or Freud ) and conduct a brief investigation of their work. You will produce a two-page written document with a corresponding reference section (three pages total) summarizing the psychologist’s major contribution(s) to the field of psychology, their influence on modern-day psychology, and your opinion on the significance of their work.
Read the files for more detail.
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You will select a hot button issue from current or relatively re.docxjustine1simpson78276
You will select a hot button issue from current or relatively recent events and examine the ways it (was) being covered by various media outlets. Once you select your topic you must obtain a representative sample of how the topic is being discussed in major outlets of the Conservative, Liberal, and Non-partisan media as well as how it is being discussed on the media. The website
www.allslides.com
will assist you in determining the political views of various media outlets. The components of your project are listed below:
1. A representative sample of how the topic is being discussed in the Conservative (right wing) media:
a. 1 short video clip from a major conservative cable news outlet (e.g. Fox News)
b. 1 example from a major conservative web site (e.g. The Heritage Fondation)
c. 1 example from a major liberal magazine or newspaper (e.g. The National Review / The New York Post)
2. A representative sample of how the topic is being discussed in the Liberal / Progressive (left wing) media:
a. 1 short video clip from a major liberal cable news outlet (e.g. MSNBC)
b. 1 example from a major liberal web site (e.g. thinkprogress.org)
c. 1 example from a major liberal magazine or newspaper (e.g. Mother Jones / The New York Times)
3. A representative sample of how the topic is being discussed in the Center / Non-partisan / Mainstream media:
a. 1 short video clip from a major mainstream news outlet (e.g. ABC, CBS, NBC, CNN)
b. 1 example from a major mainstream web site (e.g. politico.com)
c. 1 example from a major mainstream magazine or newspaper (e.g. Time / USA Today)
4. A representative sample of how the topic is being discussed in the social media:
a. 1 example of a back and forth discussion from a social media outlet (e.g. Facebook, Twitter)
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you will research resources available on the Internet for monitoring.docxjustine1simpson78276
you will research resources available on the Internet for monitoring natural phenomena including earthquakes, volcanoes, tsunamis, global climate, and weather.
Based on your research, do the following:
Identify a minimum of three different natural phenomena that are typically responsible for natural disasters. Analyze the potential impact of these disasters.
Analyze how these phenomenon are monitored, or not, via the Internet. Critique available Web sites, which publicly display up-to-date monitored information related to each of the natural phenomena you have identified. Focus on the following aspects:
Geography
What parts of the world are potentially affected by these phenomena? Specifically identify the countries.
Resources
What kinds of resources are allocated toward monitoring these phenomena and why?
What types of Web resources monitor the phenomena and provide up-to-date information about them?
What kinds of technology are involved in monitoring the phenomena?
Politics
What political ramifications would this disaster-preparedness technology cause between more-developed countries and less-developed countries?
What kinds of issues could this technology cause between less-developed countries?
Economics
How would this technology directly impact the economies of those countries that have the technology versus those countries that do not?
Do you predict any indirect impacts? What current evidence supports your position?
Disaster Preparedness
What types of systems are in place in terms of disaster preparedness related to these monitored phenomena?
Summarize your findings. Evaluate how this technology will impact the future of humanity, both positively and negatively. Be sure to consider the political and economic issues discussed in your future predictions.
Support your statements with examples. Use a minimum of six reliable references, two of which should be peer-reviewed articles.
Write a 7–8-page paper in Word format. Apply APA standards to citation of sources.
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You will review qualitative research. The topic is up to you as lon.docxjustine1simpson78276
You will review qualitative research. The topic is up to you as long as you choose a peer-reviewed, academic research piece. There are no hard word counts or page requirements as long as you cover the basic guidelines. You must submit original work, however, and a paper that returns as a large percentage of copy/paste to other sources will not be accepted. (Safe Assign will be used to track/monitor your submission for plagiarism.)
Please use APA formatting and include the following information:
Introduction/Background: Provide context for the research article. What led the author(s) to write the piece? What key concepts were explored? Were there weaknesses in prior research that led the author to the current hypothesis or research question?
Methodology: Describe how the data was gathered and analyzed. What research questions or hypotheses were the researcher trying to explore? What statistical analysis was used?
Study Findings and Results: What were the major findings from the study? Were there any limitations?
Conclusions: Evaluate the article in terms of significance, research methods, readability and the implications of the results. Does the piece lead into further study? Are there different methods you would have chosen based on what you read? What are the strengths and weaknesses of the article in terms of statistical analysis and application? (This is where a large part of the rubric is covered.)
References
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You will review quantitative research. The topic is up to you as lo.docxjustine1simpson78276
You will review quantitative research. The topic is up to you as long as you choose a peer-reviewed, academic research piece. There are no hard word counts or page requirements as long as you cover the basic guidelines. You must submit original work, however, and a paper that returns as a large percentage of copy/paste to other sources will not be accepted. (Safe Assign will be used to track/monitor your submission for plagiarism.)
Please use APA formatting and include the following information:
Introduction/Background: Provide context for the research article. What led the author(s) to write the piece? What key concepts were explored? Were there weaknesses in prior research that led the author to the current hypothesis or research question?
Methodology: Describe how the data was gathered and analyzed. What research questions or hypotheses were the researcher trying to explore? What statistical analysis was used?
Study Findings and Results: What were the major findings from the study? Were there any limitations?
Conclusions: Evaluate the article in terms of significance, research methods, readability and the implications of the results. Does the piece lead into further study? Are there different methods you would have chosen based on what you read? What are the strengths and weaknesses of the article in terms of statistical analysis and application? (This is where a large part of the rubric is covered.)
References
.
You will research one womens movement that we have not discussed in.docxjustine1simpson78276
You will research one women's movement that we have not discussed in class. Include prominent leaders, prominent issues, challenge to the movement, outcomes of the movement and background information such as how the movement originated. This part must be
at least 1 page
in length and have
3 sources
cited related to your chosen movement. Make sure that they are "academic sources." That means, no wikipedia or other unverified sources. I will deduct MAJOR points for missing citations as it constitutes plagiarism! Include your citations after each essay.
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You will research a Native American or African communitys culture, .docxjustine1simpson78276
You will research a Native American or African community's culture, oral tradition, religious texts, historical background, and current beliefs and practices.
If possible, interview a Native American or African, medicine man, shaman, or museum expert about that community. If you would like to take pictures during your visit to this community, museum, or place of worship be sure to obtain permission.
In a 15-20-slide presentation with slide notes (not including title slide and reference slide), address the following elements:
Name of the Native American community or African Tribal Religion and the historical religious beliefs and practices of that group.
How historical beliefs and religious practices have been influenced (positively or negatively) by the dominant surrounding culture. Include specific examples.
Current religious beliefs and practices and the part they play in the daily life of a typical member of the community.
Elements of the traditional religion that a Christian would need to consider when sharing the Christian faith/gospel with a person from this community.
Evaluation of the impact American or European policy has had on Native American or African Tribal Religion beliefs and practices.
How current and future governmental policies could impact personal beliefs and practices of that community in the future.
Be creative. Include a title slide, reference slide(s), and slide notes that provide detailed explanation of slide information.
Utilize the course textbook and a minimum of three additional academic resources, one of which can be your interview and should include topic materials and external resources.
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You will receive 15 points extra credit (added to the homework p.docxjustine1simpson78276
You will receive 15 points extra credit (added to the homework portion of your grade) for locating and submitting a summary of a legal news article that was (1) published within the preceding year and (2) that
is relevant to one of the topics that we have previously covered in the course
(e.g., Torts, Contracts, Constitutional Law, Franchising, etc.). You may find appropriate legal news articles at findlaw.com, on the websites of many news organizations (i.e., the Associated Press, Reuters, the Los Angeles Times, NBC News, etc.), or from any other
reputable
online or print sources.
Your summary must:
Discuss facts of the legal news story
Explain how the news story relates to a topic previously discussed in class, and
Either attach a copy of the new story or provide a functioning link to the article online that will allow me to easily find it.
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You will provide a short analysis of the interaction of group member.docxjustine1simpson78276
You will provide a short analysis of the interaction of group members that you observe in action. For example, You could go to a county courthouse to watch a celebrity's trial, or you could watch Court TV and follow the proceedings there. After you have completed your observation, write a short critique of what you have observed.
Briefly describe what group meeting you observed as well as where and when the meeting took place. [For example, "I observed the Killeen City Council meeting on October 1, 2015 at Killeen City Hall.]
What organizational plan was employed? [For example, Parliamentary Procedure was employed with the reading of the minutes, old business, new business, etc.]
How were the decisions made? [For example, majority rule, consensus, leader-dictated, etc.]
How was information about topics gathered? [For example, research was provided by group members, research was provided by staff or outsiders, or testimony was provided, etc]
Was there a formal designated leader? Did certain members seem to play particular roles and assume specific responsibilities? [For example, the Mayor was the leader of the City Council.]
Were there conflicts or disagreements between group members and/or outsiders and how were they resolved? [For example, some council members wanted to annex property into the city limits, while some other council members as well as the citizens testifying, were opposed. The council decided to discuss the issue in executive session.]
Did the group tend to digress (get off the topic)? Did someone get them back to the subject, and if so, who did so?
Did the group seem thorough and complete in its treatment of the subjects that it addressed?
Were the group members clear in expressing themselves by phrasing their ideas carefully and by presenting their ideas in a vivid manner?
Would you personally feel comfortable addressing this group? Why or why not? Explain.
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You will produce and submit a Powerpoint of screenshots related to .docxjustine1simpson78276
You will produce and submit a Powerpoint of screenshots related to using a forensics tool. (Example : FTK Imager) The tool may be any software that captures cell phone or wireless network traffic. You will need to capture screen shots for:
Installation and Setup of a forensics tool on your computer (Minimum of 2 screenshots of this process)
Captured data using the forensics tool (Minimum of 4 screenshots of this process)
Reports from the captured data (Minimum of 3 screenshots)
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You will produce a clear and coherent writing that is well organized.docxjustine1simpson78276
You will produce a clear and coherent writing that is well organized and edited. After reading and watching S.E. Hinton's "The Outsiders" and "Fences" by August Wilson.
In 350 words or more analyze the impact of the social norms of the 1950’s on the development of theme and character in both Fences and The Outsiders. Use at least two pieces of evidence to support your thinking. Make sure to cite correctly using MLA format. 16 points
Use this sentence format below (fill in the blank, but be clear on what you type):
The 1950’s were a turbulent time in American history. The nation was rapidly changing as were American values.[Three events that happened in the 1950’s that shaped American values]. Although this time is often thought of as a period of prosperity not every American benefited during that decade. In fact two texts written much later would utilize those tensions in a subtle way, to explore the ideas of ___Topic #1____ and ____Topic #2__.
Both The Outsiders and Fences deal with the topics of ____ and ____ by showing the development of their characters and build their themes through their actions and interactions.
Although both stories take place in different parts of America and deal with different ethnic groups they resoundingly share the same theme that in order for a family to stay together they must be willing to change and sacrifice
. A moment in __Title of text_____ that demonstrates this is when [Context for your evidence]“[Textual evidence” this [Analysis of text] (Citation). Similarly in ___Title & author____ there is a moment that _[synonym for displays]___ this theme when [Context for textual evidence].“[Textual evidence to support your claim” ]which shows [Analysis of textual evidence] (Citation). In addition this reinforces the social norm of the time that [Social norm shown in textual evidence].
On the other hand there are subtle differences between the texts when it comes to the topic of ___Topic #3___. In _Tiltle of text__ __Topic #3___ [claim about topic #3]. It is made clear to the reader that[claim about the differences between the text].[Contextualize the differences with an example]. [Reasoning for the different view on the topic]. The fierce 50’s are more than a half a century behind us but the themes and culture that emerged during that time can still be seen today.
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You will present ADP and Paychex as the recommendations to the VP .docxjustine1simpson78276
You will present ADP and Paychex as the recommendations to the VP of the company. The assignment is to explain the following
1.How will they provide Payroll processing with a HR Integration Interface
2.How will they provide an appropriate report generation feature with both custom reporting and standard reporting features
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You will prepare and present a personality analysis of your choo.docxjustine1simpson78276
You will prepare and present a personality analysis of your choosing. In 10-12 slides, address the following questions.
Choose a person to analyze. This can be a historical figure, a famous person (politician, celebrity, musician), or a fictional character from a book or other media. Just be sure you have enough information on this person’s personality and background to fully analyze them.
Describe this person’s personality in detail using language and concepts from the humanistic perspective.
Analyze this person from both Abraham Maslow’s humanistic perspective and Carl Rogers’s humanistic perspective. In other words, explain how this person’s personality would be described by each of those theorists. Explain how their personality developed the way it did, from Maslow's and Rogers’s perspectives.
If the person you described experiences psychological issues or psychopathology, explain how humanistic theory can be used to restore a state of health and psychological well-being to the person. In other words, if they suffer from anxiety, depression or other disorders, how would humanistic theorists like Maslow and Rogers help them overcome those disorders?
Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include 50-75 words per slide.
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you will prepare a PowerPoint presentation on the consumer infor.docxjustine1simpson78276
you will prepare a PowerPoint presentation on the consumer informatics pillar of health informatics including the e-patient movement (i.e., the widespread use of the Internet or other technologies that allows patients to have more participation in their medical care) and the Personal Health Record (PHR). Creating this week’s presentation will give you the opportunity to explore how participatory health care informatics is shaping patient-centered models of care.
Create your PowerPoint presentation with speaker notes that critically address each of the following elements. (Remember that your presentation slides should have short, bullet-pointed text with your speaker notes including the bulk of the information provided in the following list.)
Interpret the definition of consumer health informatics from national sources such as the Agency for Healthcare Research and Quality (AHRQ), the American Medical Informatics Association (AMIA), etc.
Compare and contrast the roles of patient, consumer, caregiver, and professional in consumer informatics.
Analyze health literacy’s role in the success of consumer informatics.
Analyze the role of the e-patient movement and the PHR in effecting health care change.
Examine how participatory health care informatics is shaping patient-centered models of care.
Compare and contrast two examples of consumer informatics applications of your choosing. (Examples could be those found on the Internet or those you’ve encountered in your personal life.)
You may wish to include visual enhancements in your presentation. These may include appropriate images, a consistent font, appropriate animations, and transitions from content piece to content piece and slide to slide.
Must be five to seven slides with speaker notes (not including the title and references slides) and formatted according to APA style
Must use at least three scholarly sources in addition to the course text.
Must include a separate references slide that is formatted according to APA style
Due Saturday 11/7/2020
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You will post a 250-word reply to 2 classmate’s threads. The reply r.docxjustine1simpson78276
You will post a 250-word reply to 2 classmate’s threads. The reply requires a minimum of 1 properly formatted citation. Each reply must be completed by you, the individual student. Additionally, each thread and reply must reflect a solid Christian worldview through the use of at least 1 Holy Bible reference.
EUGENE
In reviewing this week’s reading material, Kouzes and Posner’s (2017) argument for the importance of enabling others to act, fostering collaboration, and strengthening others reminded me of Deci and Ryan’s (1985) self-determination theory. I have routinely come back to this theory throughout my coursework as the principles within it seem to fit many different molds, specifically leadership and motivation. The topic of motivation and police officers has become an area of interest due in part to research showing the unique nature of being a police officer, to include internal and external stressors that are seldom experienced by any other profession (Accquadro Maran, Zedda, Varetto & Ieraci, 2015). Deci and Ryan’s (1985) self-determination theory simply says that in order for humans to feel motivated to perform they must have a sense of autonomy, competence, and relatedness. I find that Kouzes and Posner’s (2017) concept of enabling others to act and fostering collaborations meld perfectly with providing people with a sense of autonomy. Leaders, especially front-line supervisors within law enforcement organizations, have a dramatic impact on the autonomy of officers. I have seen first-hand how front-line leadership can restrict the decision-making process so much that they drain the officer’s motivation which leads to them not wanting to act and foster any sort of collaboration with the organization. Having the confidence as a leader to step back and allow others to make decisions is a worthy investment. While not every situation will allow for this, leaders must learn to create environments in which their people can be successful and allow them to make decisions. This level of confidence is not learned overnight, and I have struggled with this myself. However, once I observed the benefits of allowing officers to make their own decisions, obviously within the guidelines of our policies, they feel more connected and confident in their ability to solve problems. If we look at Deci and Ryan’s (1985) argument for competence, this aligns with Kouzes and Posner’s (2017) argument for strengthening others. Competence, or having the ability to complete the task at hand, comes down to proper training which strengthens others and allows them to complete their job more effectively and with confidence. Failure to strengthen others can, and will, result in stagnation due to a lack of motivation to perform. Leadership is a challenging process that takes time to learn and understand. This process can certainly be daunting, however just as Proverbs 3:5 (English Standard Version, 2020) reads, “Trust in the Lord with all your heart, and do not lean .
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Chapter 3 - Islamic Banking Products and Services.pptx
APUS Instructional Lesson Plan GuideTypically, a comprehensive l.docx
1. APUS Instructional Lesson Plan Guide
Typically, a comprehensive lesson will contain the following
elements in sequence:
I. Initial Planning (Please include brief statements that address
the following):
· Brief description of classroom context and characteristics of
the students including Individual Education Plans (IEPs) and
504 accommodations. If this lesson is not being planned for a
real group of students, include a description of a hypothetical
class.
· Identification of specific learning objective(s) (outcomes) and
standards addressed.
· Identification of prerequisite knowledge and skills needed by
both students and teachers. How will student prior knowledge
be assessed?
· Identification of resources needed to teach this objective
including appropriate technology to use to increase learning.
NOTE: If using inquiry or constructivist approaches this lesson
plan format may not be the most appropriate format. Please use
the Engagement, Exploration, Explanation/Concept
Invention/Expansion of Idea and Evaluation lesson format and
sequence.
II. Lesson Introduction (Each section must be addressed):
Focus/Review
· If this is completely new learning, this is a brief task or
questioning format you use to get students’ attention focused or
to help them connect with the lesson.
· If this lesson builds on or uses skills or concepts the students
2. enter the lesson already knowing (prerequisites), review any
prerequisite knowledge that will lead easily into the new
curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson.
The purpose of today's lesson, why the students need to learn it,
what they will be able to "do", and how they will show learning
as a result are made clear by the teacher. How does it relate to
students’ lives?
III. Lesson Development – What the teacher does to teach the
lesson – Teacher Input (Each section must be addressed
although sub-headings are not always necessary):
The teacher most often breaks down his or her instruction into
lesson segments which have 3 recurring parts. This process
ensures that students are not lost during a lesson. Deciding
when to pause and check for student understanding is equally as
important as the examples you choose to model and the
questions you choose to ask. This is called task analysis and
requires the teacher to put himself in the place of the learner
while asking, "What exactly are the steps necessary to complete
this skill or understand this concept?” Approaching task
analysis from the learner's perspective - say a confused student
- will help you analyze the subtle steps that may seem obvious
to someone who already understands, but if skipped will spell
disaster for the confused student. The task is to illustrate each
step, helping to clarify for the student, "Oh, this is what this
step looks like". These steps help develop and expand student
thinking. Someteachers will teach a skill from start to finish
while the students watch and listen. Modeling a "finished
product or activity" is an element of lesson design that is
commonplace in formal instruction, but this does not mean it is
3. “good” teaching. If the finished product is the only model for
reference, some students may become very confused during
independent work and the teacher must re-teach the lesson
individually during guided or independent practice.
Just as segmenting the lesson is very important; the teacher
must also plan for higher order thinking. This includes asking a
wide range of questions. What higher order thinking skills can
you address through questioning?
Input – The content (vocabulary, skills, and concepts) the
teacher will impart to the students - the "stuff" the lesson is
about. What methods, strategies and examples that will be used
to present the concept, content or skill (say, do, model, show,
etc?) How will the lesson be structured and sequenced? How
will the lesson provide differentiation to address the diverse
needs of the class?
Modeling (show) – The teacher shows in graphic form or
demonstrates what the finished product looks like - a picture
worth a thousand words. How will it be demonstrated to the
students what they will do?
Checking For Understanding (CFU) – The teacher uses a variety
of strategies to determine "Got it yet?" and to pace the lesson -
move forward?/back up? Clear up any misunderstandings of
objective. Try another method. Checking for understanding
(CFU) is one of the most critical elements of any directed
lesson. Ifthe goal of a lesson is to ensure students can perform a
skill or understand a concept once taught, then CFU (checking
for understanding) should be based on performance or "doing".
NOTE: The above three parts recur with each “segment” of the
lesson.
Plans for Individual Differences (Should be noted throughout
lesson development section and can be noted with the
abbreviation PID)
· Differentiation can be difficult to plan for if the teacher does
4. not know the individual students well enough to plan for their
learning needs. (Think about pre-teaching a skill to build in
success for a student rather than re-teaching after the student
fails.)
· Rates of completion will vary - always plan for those students
who finish independent practice early, and be certain to tell
them at the end of the guided practice prior to releasing them to
independent work.
· Address modalities. Be sure to plan for the visual, auditory,
and kinesthetic (tactile) learners need throughout the lesson.
· How will you address multiple intelligences, Individual
Education Plans, 504 plans?
IV. Lesson Implementation – What the students do to practice
the new learning (Each section must be addressed although sub-
headings are not always necessary):
Guided Practice (follow me) – The teacher leads the students
through the steps necessary to perform the skill using the tri-
modal approach - hear/see/do. What will the students do
individually, as groups, pairs or as a whole class with teacher
assistance? What activity will give students an opportunity to
practice, with teacher assistance, application of the concept,
content or skill? Is practice is scaffolded with the gradual
removal of support? (e.g. teacher prompting; materials
adaptation; graphic organizers)
Independent Practice – The teacher releases students to practice
on their own based on input and checking for understanding.
What activity will give the students an opportunity to apply the
concept, content or skill on their own (or in a group)? What
will students do “on their own” while the teacher circulates and
monitors.
Closure
5. · A review or wrap-up of the lesson - "Tell me/show me what
you have learned today." The NEW curriculum that the students
exit the lesson knowing (objective of the lesson).
· Review and stress again all of the most important points of the
core lesson.
· How will the lesson end so that students receive a verbal
summary of the objective and content of the lesson?
· How will students share their efforts, insights, progress or
products.
· How will the “summarizing” part of the lesson be handled?
V. Lesson Evaluation:
Evaluation (When to do this part depends on the way the lesson
is segmented. Some objectives require more than one lesson
before the teacher is ready to assess mastery.) – How do you
plan for students demonstrate mastery of the objective(s)?
What measures (written, oral, observed, etc.) do you plan to
implement to tell you, the teacher, if each student
learned/understood the content that was taught? What key
components do you plan to look for in student work? Do you
plan to use a rubric? How will you know if the lesson was
successful?
VI. Lesson Reflection(To be completed only when a lesson is
actually implemented with a
group of students.):
Reflection – Taking time to think about your lesson and its
successes and needs for improvement. Would you use it again?
What changes would you make? Were students successful?
Were they engaged? Were the provisions for differentiation on
target? How effective were your questions? Did they hit all
6. levels of thinking?
VII. Student Writing and Conventions:
Mechanics – Teachers are expected to model correct use of
mechanics in all writing that is turned in for a grade. This
includes spelling, capitalization and punctuation.
Grammar/Usage – Grammar and usage must also be correct
which means that syntactic structure and language system
follow usual and customary standards.
School of Education - Instructional Lesson Plan Rubric
Elements
Developing (Level 1)
Acceptable (Level 2)
Exemplary (Level 3)
I. Initial Planning
1. Brief description of classroom context and student(s)
characteristics, including ESL, IEP and 504 accommodations.
INTASC 2,7,8
No description given for one or more of the following:
classroom and available resources, characteristics of class and
accommodations necessary for special needs.
Basic information about the classroom, resources,
characteristics of the class and accommodations provided.
Candidate provides complete description of classroom including
resources available for use during instruction, characteristics of
the class and description of accommodations necessary for any
special needs student(s).
2. Identification of specific learning objective(s) (outcomes)
and standards addressed.
INTASC 1,2,7
7. More than one of the elements is missing, unclear or
inappropriate. Stated as activities rather than learning
outcomes.
Objective(s) clearly stated and provides purpose. Standards
alignment is correct. One of the elements may be missing,
unclear or inappropriate.
Candidate develops objectives based upon student data (Present
Level of Performance). Objectives are measurable with precise
outcomes at a mastery level which matches the developmental
stage of student(s). Aligned with required standards (NC-
SCOS), scope and sequence of curriculum and accommodations.
3. Identification of what the students must know prior to this
lesson (prerequisites) that you will build upon.
INTASC 1,2,3,7,8
Prerequisite skills and concepts not clearly identified and/or
incorrect for lesson objective.
Most prerequisite skills and concepts are clearly articulated but
some important skills may have been missed.
Prerequisite skills and concepts are clearly articulated, complete
and are correct for the stated lesson objective(s).
4. Identification of resources needed to teach this objective
including appropriate technology to use.
INTASC 4,6,7
Listing of resources incomplete and not clearly thought out.
Technology either missing or inappropriate for objective.
Listing of necessary resources given. Technology used within
the lesson.
Resources used are integrated into the lesson and make a
significant contribution to student learning. Technology well
integrated into lesson or a strong rationale given for not using
technology.
II. Lesson Introduction
8. 5. Focus or review
INTASC 1,2,7
States pre-skills rather than using questions to gauge readiness.
Misses opportunity to motivate students and help them make
connections.
Individual students checked for pre-skills. Limited questions
used to gauge readiness for lesson. Focusing activity somewhat
sets stage for attending to the lesson, but important connections
missed.
Background knowledge and skills key to student success in this
lesson checked to gauge readiness for the lesson. Clear
connections made to prior learning or knowledge. If completely
new instruction, focus has the potential to stimulate interest and
motivate student to pay attention.
6. Statement of objective in student terms
INTASC 1,2,7
Objective is unclear with no specific performance set for what
students will know how to do. Students not given an idea of
what candidate will look for in his or her performance.
Objective is briefly stated and provides clear purpose. Limited
performance expectations given. What candidate expect
students to do as a part of the lesson may or may not be given.
Connections made between earlier learning and present lesson.
New skill, concept or purpose is clearly stated for the student in
behavioral terms and is specific to performance. Relevance is
established for the student and informally tells what you expect
to observe students doing as a result of your lesson.
III. Lesson Development (Input, Modeling, Checking for
Understanding) What the teacher does to teach the lesson.
7. Content development
9. INTASC 1,2,6,7,8
Content and skills lack sequential presentation. No planned
examples. Lesson focuses more on an activity than on
development of content or skills.
Content and skills sequential but lack basis on assessment data.
Some attention to examples and vocabulary planned for use
during the lesson.
Content and skills are selected, based on assessment data
(“present level of performance”) and are presented in a
sequential manner which facilitates student learning. A broad
range of examples and non-example are planned as necessary.
Vocabulary is appropriate to the learner(s).
8. Methods, strategies, and resources used
INTASC 2,4,6,7
Methods and strategies to be used in this lesson are unclear or
inappropriate for the content or stated student needs. Resources
and technology are either ineffective or inappropriate for the
objective and lesson fails to include modeling.
Most methods and strategies are appropriate and marginally
match student needs. Resources and technology are appropriate.
Limited use of modeling.
Methods and strategies are appropriate for the instructional
objective, are research-based and there is a good instructional
match to the students and the skills being taught. Resources
and technology included in the plan are essential and make a
significant contribution to student understanding. Modeling of
new learning and application of the learning is a key part of the
instructional presentation.
9. Structure and sequence of the lesson
10. INTASC 3,4,5
Lesson focuses on how to complete an activity rather than
developing student understanding of content and skills.
Lesson sequence is clear and time is allowed for student
questions and practice, but segments may be missing from the
lesson.
Sequence and organization of lesson is effective, logical and
structured to increase student understanding. Lesson sequence
allows for student questions, practice and success during each
important segment.
10. Instructional decision-making
INTASC 3,4,5
Plans do not indicate when and how student understanding will
be checked.
Lesson segmented to allow for student understanding to be
checked. No options included for lesson modification if
needed.
Frequent checks of student understanding are planned to guide
instruction. Teaching options indicated in plans as to how the
lesson might be modified based upon student performance.
11. Differentiation
INTASC 3,4,5,7
Strategy for student support is unrealistic to classroom context
or no differentiation present in the lesson.
One to two strategies that allow for additional support or early
acquisition of the skills are planned to address student needs.
Lesson may or may not present a plan for building upon student
successes or accommodations.
Candidate plans for at 3 levels of diverse student needs and
indicates how student needs will be accommodated (varying
11. levels of instructional intensity, scaffolding, rate of completion,
peer support, output, grouping patterns, time allocation, and/or
skill level). Accommodations are indicated in the plans for all
students who have IEPs, 504 plans or speak English as a Second
Language. Lesson builds in success for students who have more
difficult time learning.
IV. Lesson Implementation – What the students do to practice
the new learning.
12. Guided Practice
INTASC 3,4,5
Candidate does not present a plan for leading students through
the steps necessary to perform the skill. No practice is
provided.
Candidate presents a plan for leading students through the steps
necessary to perform the skill, but some steps may be missing
or insufficient number of tasks prepared. Scaffolding may be
limited or not indicated. Plan for student response missing.
Candidate plans how to lead the students through the steps
necessary to perform the skill using the tri-modal approach -
hear/see/do and to allow all students to respond and receive
feedback on success with learning objective throughout the
lesson. Practice is scaffolded with the gradual removal of
support. Sufficient number of tasks necessary for extended
practice are present. Plans to model application and how to
allow all students the opportunity to respond.
13. Independent Practice
INTASC 4,5
Plan does not indicate instructions students will be given.
Product or activity does not relate to stated objective(s).
Instructions present but may lack clarity. Product or activity
12. may not be at the level of the objective but do relate to the
stated objective(s).
Instructions are clear. Tasks ensure that individual students are
knowledgeable or have the skills needed for independent
success at objective level for this lesson. Candidate anticipates
student questions.
14. Closure
INTASC 4,5
Does not relate to key points of the lesson.
Some key points indicated for summary/ review but not all
critical attributes key to understanding are included.
Provisions are made for key points/critical attributes of the
lesson to be summarized and reviewed using student responses,
if appropriate.
V. Lesson Evaluation
15. Evaluation
INTASC 7,8
Evaluation strategy does not relate to the objective.
Strategy gauges group learning of the objective(s) but may not
give individual levels of mastery or directly match conditions or
behaviors of the objective(s).
Candidate effectively proposes strategy for determining
individual levels of mastery of lesson objective(s). Task
matches the conditions set in the objective. Results can be
compared to the criterion(a) set for lesson objective(s).
VI. Lesson Reflection
13. 16. Reflection – To be completed only when lesson is actually
implemented with a group of students
INTASC 9
Fails to identify important factors related to success or failure
of lesson and/or student outcomes. Recommendations for future
lessons missing or vague.
Partially identifies key factors related to success or failure of
the lesson and/or student outcomes. Recommendations for
future lessons not clearly related to outcomes.
Success of lesson judged on student outcomes. Explores
multiple hypotheses for why some children did not meet the
objective(s). Key factors which lead to the success or lack of
success are identified. Ideas are provided for redesigning
objectives, instruction and evaluation as well as how changes
would improve student learning.
VI. Student Writing and Conventions
17. Mechanics
INTASC 6
5 or more mechanics errors found in the lesson plan. Word
processor not used.
No more than 4 mechanics errors found. Word processor used.
No mechanics errors found in the lesson plan. Word Processor
used.
18. Grammar/Usage
INTASC 6
3 or more grammar or usage errors found in lesson plan.
No more than 2 grammar or usage errors found in lesson plan.
Phrases used as needed.
No grammar or usage errors found in the lesson plan. Complete
sentences used as appropriate but phrases acceptable and used
14. as needed.
School of Education - Instructional Lesson Plan Rubric -
Scoring Sheet
Candidate Name ____________________________________
ID# ___________________ Course _____________ Instructor
___________________
Program _________________________________ Intended
Area(s) of Licensure
_____________________________________________________
__
Title of Lesson Plan
_____________________________________________________
_________ Grade level ________ Semester _______________
Please have candidate complete the information at the top of
this form before scoring work sample. Evaluate the lesson plan
submitted using the School of Education: Instructional Lesson
Plan Rubric. Circle rubric level as applicable. Instructor
determines if elements are weighted. Distribute as noted at the
bottom of this sheet.
Comments
Rubric Elements
Rubric Level
Weight Assigned
Total Score
Initial Planning
1. Classroom context and student(s) characteristics,
1 2 3
15. 2. Specific learning objective & standards
1 2 3
3. Identification of prior knowledge
1 2 3
4. Identification of resources needed
1 2 3
Lesson Introduction
5. Focus or Review
1 2 3
6. Statement of objective
1 2 3
Lesson Development
7. Content development
1 2 3
16. 8. Methods, strategies and resources
1 2 3
9. Structure and sequence
1 2 3
10. Instructional decision making
1 2 3
11. Differentiation
1 2 3
Lesson Implementation
12. Guided practice
1 2 3
13. Independent practice
1 2 3
18. Adapted from UNC Charlotte Lesson Plan Template and Rubric
http://education.uncc.edu/easteph2/CCAS_Forms.htm
SAMIR PATEL
SUMMARY:
· Finance and Accounting Professional
· Highly detailed and accurate Accountant and CPA candidate
with over 10 years of experience in the finance industry with
strong knowledge of General Ledgers, Reconciliations, Process
Improvements, Researching Variances, Payroll, and Audit
Support.
· Thrives in data and deadline intensive environments by
completing tasks accurately and ahead of schedule.
· Reconciled up to $50M in monthly revenue, including GL
accounts, Cash, AR, AP, & other Asset and Liability Accounts.
· Performed collections exceeding $5 billion in revenue with a
60% recovery rate.
SKILLS:
· General Accounting Operations
· Monthly & Quarterly Sales Tax
· Tax Return Analysis
· Knowledge of Auditing Procedures
· Financial Reporting Preparation
· Employee Benefit Audits
· Data Analysis & Review
· Variance Analysis
· Fraud Prevention
· Bank Reconciliations
· Payroll Accounting
· Customer Resolution
· Technical Skills: QuickBooks, Great Plains, Yardi, Access,
PeopleSoft, SQL, ITI, ACT, ADP 3.00, CounterPoint, Comerica,
19. Hyperion, MAS 90, and Advanced MS Excel, including
Formulas, Macros, Lookup, Pivot Tables, VBA, Graphs, ACL,
AutoAudit, SAP, SAGE/MIP/ABILA
EDUCATION:
· University of California, Irvine 2004 Bachelor of Science in
Mathematics
Relevant Coursework: Financial Accounting | Managerial
Accounting (completed)
· Foothill College Continuing Education Los Altos Hills 2009 –
2015
· Certificate in Financial Accounting (Spring 2014) | Certificate
in Payroll Accounting (Fall 2013) | CPA Examination
Preparation Certificate of Achievement (Fall 2015)
EXPERIENCE
GOODWILL OF SILICON VALLEY, San Jose, CA
2/2016 to 10/2016
Finance Department (Agency-Expandability)
· Reconciled 17 stores daily using Vantiv and Excel.
· Assisted with the annual audit by finding audit sampling
documents and by auditing stores to ensure accurate credit card
transactions.
· Audited store procedures to ensure accurate policies were
followed. Audited daily transactions where there was a cash
discrepancy greater than $20.
· Audited 6 petty cash funds on a monthly basis. Provided on
the job training to two coworkers related to using pivot tables,
understanding reconciliation processes, journal entries, and
store sales audit policies and procedures.
· Performed 10-20 collections and chargeback calls a day
resulting in __ revenue a month.
· Investigated fraudulent accounts retrieving $2-3K in revenue
for 19 stores.
· Provided on the job training to two coworkers teaching pivot
tables, understanding of reconciliation processes, journal
20. entries, and store sales audit policies and procedures leading to
greater efficiency and completing projects well under deadline.
· Posted month-end and daily closing journal entries into Great
Plains for sales of 17 stores accounting for over $3 million a
month.
· Observed inventory counts procedures on a monthly basis
utilizing Microsoft Excel tools including v-look ups, if
statements, and formulas to improve accuracy.
Healthsouk.com, Mountain View, CA
8/2013 – 7/2014
Financial Analyst
· As a critical member of the team, improved Healthsouk’s fund
balance 120% through reconciling and then projecting
previously unaccounted funds.
· Analyzed financial data to build financial forecasts used for
headcount, procurement, and expansion purposes.
· Managed general ledger activities for A/P, bank transactions,
payroll, billing, and accruals.
· Prepared financial reports and forecasts used by senior
executives to secure additional funding.
· Conducted financial closings by preparing journal entries,
account reconciliations, and financial analysis.
PERALTA COMMUNITY COLLEGE, Oakland, CA
7/2012 to 1/2013
District Accounting Technician
· Matched, batch, and coded 40 invoices per week into
PeopleSoft. Performed check runs for up to 100 invoices a
week. Worked with internal auditors on process flow activity to
prepare for annual college budget. Prepared and analyzed
monthly reconciliations and researched joining values for
District Office reporting.
· Applied extensive use of data analysis skills in evaluating
Office of Management Funds to ensure $14M was distributed to
colleges throughout the East Bay (Laney, Berkeley City,
21. Merritt, and College of Alameda).
· Demonstrated initiative and keen attention to detail in
analyzing and sorting 6 funds and $17M in monthly
transactions.
GREATER OPPORTUNITIES, Santa Clara, CA
1/2011 to 5/2011
Accounting Assistant (Temporary)
· Reconciled payments consisting of dental payments, day
program, and activities. Researched variances related to profit
and loss by examining journal entries and financial statements
exceeding $2M.
· Results:
· Performed collections calls that exceeded $800K in monthly
revenue methodically and thoroughly, resulting in an 80%
recovery rate.
· Detected $2M in variances by thoroughly investigating books
and subsequently organizing them with precision and accuracy.
· Completed bank reconciliations 3x faster by automating
processes using pivot tables.
· Demonstrated team player attitude by serving as a backup for
accounts receivable.
· Delegated work load among team members based on their
strengths and weaknesses to break down projects piece by piece
to ensure deadline expectations were met and exceeded.
· Resolved customer questions, disputes, and complaints by
phone ensuring customer satisfaction.
ATMAS CONSULTING, Palo Alto, CA
6/2007 -3/ 2009
Accounting Analyst
· Prepared audit schedules for management and external
auditors. Researched variances for external auditors and
management to assess comparison of actual vs. budgeted
expenses.
· Reconciled $20M in monthly revenue, which included GL
22. accounts, Cash, AR, AP, and other Asset and Liability
Accounts.
· Tracked incoming payments for $5M in outstanding
receivables.
· Distributed W-2’s for 1,000+ employees annually and
maintained payroll files for 6,000+ employees.
· Reconciled bank statements three times faster than previous
employees while adapting to changing priorities during annual
audit.
WEST LA MUSIC, Santa Monica, CA
1/2007-3/2007
Staff Accountant (Independent Contractor)
· Supported three external auditors by finding audit sampling
documents. Resolved discrepancies between Counterpoint,
Comerica, and MAS 90 for management.
· Independently deduced pattern to reconcile cash bank
statements and completed task three times faster than past
employees.
· Prepared bank account reconciliation for $10M in monthly
revenue.
· Improved accuracy by breaking down projects into smaller
segments.
Alliance Bank, Culver City, CA
10/2006-11/2006
Staff Accountant (temporary position)
· Posted daily closing and month-end journal entries to GL of
entries exceeding $50M in daily revenue.
Marketwire, El Segundo, CA
3/2006-5/2006
Junior Staff Accountant (temporary positon)
· Reconciled bank statements of $30M in weekly revenue.
· Maintained neat and orderly files for 300 vendors and 150
invoices per week using Great Plains. Performed coding on 100
23. accounts payable invoices a week using ITI.
· Maintained and updated bank’s financial statements.
· Performed collection calls involving $150M in receivables and
successfully recovered 70% via payment plans or collection in
full.
· Improved inventory process by switching to online retailer
saving 20-25% in weekly delivery costs while saving company
time.
Aramark, Mountain View, CA
5/ 2005-11/2005
Accounting Assistant
· Made collection calls of $100K in store revenue to vendors
with a 90% success rate