Case Studiess/10 video case study.pdf
Management Information Systems 13e
KENNETH C. LAUDON AND JANE P. LAUDON
continued
Systems
CHAPTER 10 E-COMMERCE: DIGITAL MARKETS, DIGITAL GOODS
CASE 3 Ford AutoXchange B2B Marketplace
SUMMARY This is a fascinating story on a B2B “electronic marketplace” initially developed by Ford
called AutoXchange. In this vision of B2B commerce, the Internet would transform the
relationship between over 100,000 tier 1 and tier 2 auto parts suppliers, and a small
handful of very large, global automobile companies. In this electronic marketplace,
thousands of suppliers would compete against one another to provide parts to the auto
industry giants. In this way, the auto industry hoped to reduce the cost of parts, increase
quality, achieve greater flexibility, and rationalize the supply chain process. Ultimately, the
effort failed. Find out why. L= 4:58.
URL http://www.youtube.com/watch?v=qyO9QSo0FjU
CASE The automotive industry designs, develops, manufactures, markets, and sells the world’s
motor vehicles. In 2007, more than 73 million motor vehicles, including cars and commercial
vehicles were produced worldwide. In 2011, more than 65 million motor vehicles, including
cars and commercial vehicles, were produced worldwide. In 2011, a total of 64 million new
automobiles were sold worldwide: 16.8 million in Europe, 22.5 million in Asia-Pacific, 15.2
million in the USA and Canada, 4.6 million in Latin America, 2.8 million in the Middle East
and 1.8 million in Africa.
Because of the global financial meltdown and recession beginning in 2007, auto production
worldwide has fallen 20 percent, and even more in Europe. Asia, Russia, and Latin American
auto markets rose in unit sales during the period.
General Motors, Ford and Chrysler are not only by far the largest automakers in North
America, they were for a while the largest in the world and are still a mainstay in the top
http://www.youtube.com/watch?v=qyO9QSo0FjU
Chapter 10, Case 3 Ford autoXChange B2B MarketplaCe 2
continued
ten. Ford has held the position of second-ranked automaker for the previous 56 years, being
relegated to third in North American sales, after being overtaken by Toyota in 2007. In 2011,
Ford ranked fifth in global auto production with 4.8 million units, behind General Motors,
Volkswagen, Toyota, and Hyundai.
Ford Motor Company (NYSE: F) is an American multinational corporation. Based in Dearborn,
Michigan, a suburb of Detroit, the automaker was founded by Henry Ford and incorporated
on June 16, 1903. Ford’s former UK subsidiaries Jaguar and Land Rover were sold to Tata
Motors of India in March 2008.
While the global auto industry is very large by any standard, generating nearly $1 trillion
in sales worldwide each year, the size of the auto supplier industry worldwide is equally
impressive. There are an estimated 250,000 direct suppliers to the auto industry worldwide,
with about 100,000 suppliers in ...
Industy Case Study-The Global Automotive Manufacturing SectorKevin Rivas De Paz
The automotive manufacturing industry is large and global, with the top 5 firms accounting for 70% of the market. Technological innovation is constant, with new features like autonomous vehicles being developed. Barriers to entry are high due to capital requirements and established firms' advantages. Costs such as materials, wages, and R&D account for the majority of expenses. Firms differentiate through technological features, vehicle types, and brand reputation. Vertical integration and diversification allow companies to cut costs and expand their product offerings.
Trend Report 01/2019: Focus Platforms in the automotive aftermarketSpeed4Trade GmbH
In the future others will decide in which workshop the car will be repaired: In the automotive parts aftermarket, new competitors from outside the industry such as insurance companies, automobile clubs and leasing companies are preparing to win over workshop customers. With the help of sophisticated parts and workshop portals, traders can react to the loss of customers.
The Trend Report 01 | 2019 with the focus on „Platforms in the Automotive Aftermarket“ “ is dedicated to this and other current discussion topics, such as the requirements for complete wheel configurators, honest practical insights into online shop projects and the future projects in the automotive aftermarket.
The document discusses the evolution of the automotive industry from Auto 1.0 to the emerging Auto 4.0. It describes how the industry has historically been shaped by major social, economic, and technological changes. While the industry is currently in the Auto 2.0 era, focused on internal processes, digital technologies and the rise of mobility services are driving it towards the customer-centric Auto 3.0 model. Auto 4.0 may fully redefine the industry from automobiles to mobility in 20 years, with tens of millions of autonomous vehicles and on-demand mobility services transforming ownership and business models. Cutting-edge automakers are leading this evolution by addressing new digitally-defined niches with a focus on the connected driver
A Road Map to the Future for the Auto IndustryStradablog
The document discusses the future challenges facing the auto industry as the industry transforms. It notes that China is emerging as the world's largest auto market and is fueling the growth of domestic Chinese automakers. Governments are also increasing regulations around emissions, fuel economy, and other environmental issues. This will drive innovation but also force the industry to address questions around emerging markets, changing ownership models, digital competencies, connectivity, technology standards, and engaging with the public on regulatory issues. The future of the auto industry is uncertain as it navigates these challenges.
AUTOMOTIVE PRESENTATION: Will automotive manufacturers sell cars direct to co...Dowshan Humzah
A presentation that I gave titled 'Will automotive manufacturers sell cars direct to consumers?' as part of the Automotive Management, Digital Dealer Fair, at The Motorcycle Museum, Birmingham UK on 16th March 2001 (when I was marketing manager for Oneswoop.com - one of the first online new car retailers in 2000).
This presentation provided a perspective of the potential market for online direct car sales and manufactures that had made a very early step into direct sales pre-Broadband at the dawn of the new millennium.
ECO 5625Factors.docFACTORS AFFECTING RIVALRY AMONG EXISTING C.docxSALU18
ECO 562/5Factors.doc
FACTORS AFFECTING RIVALRY AMONG EXISTING COMPETITORS
To what extent does pricing rivalry or nonprice competition (e.g., advertising) erode the profitability of a typical firm in this industry?
Characterization (Current)
Future trend
Degree of seller concentration?
Rate of industry growth?
Significant cost differences among firms?
Excess capacity?
Cost structure of firms: sensitivity of costs to capacity utilization?
Degree of product differentiation among sellers? Brand loyalty to existing sellers? Cross-price elasticities of demand among competitors in industry?
Buyers' costs of switching from one competitor to another?
Are prices and terms of sales transactions observable?
Can firms adjust prices quickly?
Large and/or infrequent sales orders?
Use of "facilitation practices" (price leadership, advance announcement of price changes)?
History of "cooperative" pricing?
Strength of exit barriers?
FACTORS AFFECTING THE THREAT OF ENTRY
To what extent does the threat or incidence of entry work to erode the profitability of a typical firm in this industry?
Characterization (Current)
Future trend
Significant economies of scale?
Importance of reputation or established brand loyalties in purchase decision?
Entrants' access to distribution channels?
Entrants' access to raw materials?
Entrants' access to technology/know-how?
Entrants' access to favorable locations?
Experience-based advantages of incumbents?
"Network externalities": demand-side advantages to incumbents from large installed base?
Government protection of incumbents?
Perceptions of entrants about expected retaliation of incumbents/reputations of incumbents for "toughness"?
FACTORS AFFECTING OR REFLECTING PRESSURE FROM SUBSTITUTE PRODUCTS AND SUPPORT FROM COMPLEMENTS
To what extent does competition from substitute products outside the industry erode the profitability of a typical firm in the industry?
Characterization (Current)
Future trend
Availability of close substitutes?
Price-value characteristics of substitutes?
Price elasticity of industry demand?
Availability of close complements
Price-value characteristics of complements?
FACTORS AFFECTING OR REFLECTING POWER OF INPUT SUPPLIERS
To what extent do individual suppliers have the ability to negotiate high input prices with typical firms in this industry? To what extent do input prices deviate from those that would prevail in a perfectly competitive input market in which input suppliers act as price takers?
Characterization (Current)
Future trend
Is supplier industry more concentrated than industry it sells to?
Do firms in industry purchase relatively small volumes relative to other customers of supplier? Is typical firm's purchase volume small relative to sales of typical supplier?
Few substitutes for suppliers' input?
Do firms in industry make relationship-specific investments to support transactions with specific suppliers?
Do suppliers pose ...
Digital disruption and the future of the automotive industryPeter Tutty
Digital services centered on increasingly empowered consumers will bring disruption to the automotive industry.
Economic value within this industry and across adjacent markets will be forever altered. In a world where the future is far from certain, automotive companies will need to develop new core capabilities to survive.
What is going to happen next and how to respond? Download the report or explore the infographic, below.
Industy Case Study-The Global Automotive Manufacturing SectorKevin Rivas De Paz
The automotive manufacturing industry is large and global, with the top 5 firms accounting for 70% of the market. Technological innovation is constant, with new features like autonomous vehicles being developed. Barriers to entry are high due to capital requirements and established firms' advantages. Costs such as materials, wages, and R&D account for the majority of expenses. Firms differentiate through technological features, vehicle types, and brand reputation. Vertical integration and diversification allow companies to cut costs and expand their product offerings.
Trend Report 01/2019: Focus Platforms in the automotive aftermarketSpeed4Trade GmbH
In the future others will decide in which workshop the car will be repaired: In the automotive parts aftermarket, new competitors from outside the industry such as insurance companies, automobile clubs and leasing companies are preparing to win over workshop customers. With the help of sophisticated parts and workshop portals, traders can react to the loss of customers.
The Trend Report 01 | 2019 with the focus on „Platforms in the Automotive Aftermarket“ “ is dedicated to this and other current discussion topics, such as the requirements for complete wheel configurators, honest practical insights into online shop projects and the future projects in the automotive aftermarket.
The document discusses the evolution of the automotive industry from Auto 1.0 to the emerging Auto 4.0. It describes how the industry has historically been shaped by major social, economic, and technological changes. While the industry is currently in the Auto 2.0 era, focused on internal processes, digital technologies and the rise of mobility services are driving it towards the customer-centric Auto 3.0 model. Auto 4.0 may fully redefine the industry from automobiles to mobility in 20 years, with tens of millions of autonomous vehicles and on-demand mobility services transforming ownership and business models. Cutting-edge automakers are leading this evolution by addressing new digitally-defined niches with a focus on the connected driver
A Road Map to the Future for the Auto IndustryStradablog
The document discusses the future challenges facing the auto industry as the industry transforms. It notes that China is emerging as the world's largest auto market and is fueling the growth of domestic Chinese automakers. Governments are also increasing regulations around emissions, fuel economy, and other environmental issues. This will drive innovation but also force the industry to address questions around emerging markets, changing ownership models, digital competencies, connectivity, technology standards, and engaging with the public on regulatory issues. The future of the auto industry is uncertain as it navigates these challenges.
AUTOMOTIVE PRESENTATION: Will automotive manufacturers sell cars direct to co...Dowshan Humzah
A presentation that I gave titled 'Will automotive manufacturers sell cars direct to consumers?' as part of the Automotive Management, Digital Dealer Fair, at The Motorcycle Museum, Birmingham UK on 16th March 2001 (when I was marketing manager for Oneswoop.com - one of the first online new car retailers in 2000).
This presentation provided a perspective of the potential market for online direct car sales and manufactures that had made a very early step into direct sales pre-Broadband at the dawn of the new millennium.
ECO 5625Factors.docFACTORS AFFECTING RIVALRY AMONG EXISTING C.docxSALU18
ECO 562/5Factors.doc
FACTORS AFFECTING RIVALRY AMONG EXISTING COMPETITORS
To what extent does pricing rivalry or nonprice competition (e.g., advertising) erode the profitability of a typical firm in this industry?
Characterization (Current)
Future trend
Degree of seller concentration?
Rate of industry growth?
Significant cost differences among firms?
Excess capacity?
Cost structure of firms: sensitivity of costs to capacity utilization?
Degree of product differentiation among sellers? Brand loyalty to existing sellers? Cross-price elasticities of demand among competitors in industry?
Buyers' costs of switching from one competitor to another?
Are prices and terms of sales transactions observable?
Can firms adjust prices quickly?
Large and/or infrequent sales orders?
Use of "facilitation practices" (price leadership, advance announcement of price changes)?
History of "cooperative" pricing?
Strength of exit barriers?
FACTORS AFFECTING THE THREAT OF ENTRY
To what extent does the threat or incidence of entry work to erode the profitability of a typical firm in this industry?
Characterization (Current)
Future trend
Significant economies of scale?
Importance of reputation or established brand loyalties in purchase decision?
Entrants' access to distribution channels?
Entrants' access to raw materials?
Entrants' access to technology/know-how?
Entrants' access to favorable locations?
Experience-based advantages of incumbents?
"Network externalities": demand-side advantages to incumbents from large installed base?
Government protection of incumbents?
Perceptions of entrants about expected retaliation of incumbents/reputations of incumbents for "toughness"?
FACTORS AFFECTING OR REFLECTING PRESSURE FROM SUBSTITUTE PRODUCTS AND SUPPORT FROM COMPLEMENTS
To what extent does competition from substitute products outside the industry erode the profitability of a typical firm in the industry?
Characterization (Current)
Future trend
Availability of close substitutes?
Price-value characteristics of substitutes?
Price elasticity of industry demand?
Availability of close complements
Price-value characteristics of complements?
FACTORS AFFECTING OR REFLECTING POWER OF INPUT SUPPLIERS
To what extent do individual suppliers have the ability to negotiate high input prices with typical firms in this industry? To what extent do input prices deviate from those that would prevail in a perfectly competitive input market in which input suppliers act as price takers?
Characterization (Current)
Future trend
Is supplier industry more concentrated than industry it sells to?
Do firms in industry purchase relatively small volumes relative to other customers of supplier? Is typical firm's purchase volume small relative to sales of typical supplier?
Few substitutes for suppliers' input?
Do firms in industry make relationship-specific investments to support transactions with specific suppliers?
Do suppliers pose ...
Digital disruption and the future of the automotive industryPeter Tutty
Digital services centered on increasingly empowered consumers will bring disruption to the automotive industry.
Economic value within this industry and across adjacent markets will be forever altered. In a world where the future is far from certain, automotive companies will need to develop new core capabilities to survive.
What is going to happen next and how to respond? Download the report or explore the infographic, below.
Digital disruption and the future of the automotive industryPeter Tutty
Digital services centered on increasingly empowered consumers will bring disruption to the automotive industry.
Economic value within this industry and across adjacent markets will be forever altered. In a world where the future is far from certain, automotive companies will need to develop new core capabilities to survive.
What is going to happen next and how to respond? Download the report or explore the infographic, below.
The document discusses how the process manufacturing industry is beginning to embrace e-commerce and B2B transactions through the internet. It summarizes predictions from Forrester Research and IDC that B2B transactions in the process manufacturing industry will account for $180 billion by 2003. A conference was held in Singapore to discuss this transition, with speakers from companies like Honeywell, SAP, and Citrix presenting on how technologies can help the industry transform digitally. The conference highlighted optimism around the growth of B2B e-marketplaces and transactions in Asia Pacific region specifically.
1) General Motors is the world's largest automaker producing vehicles under brands like Chevrolet, Pontiac, Buick, and Cadillac.
2) A new CEO in 2000 aimed to integrate internet technology to make GM smarter, leaner, and more responsive to customers by reducing vehicle development time.
3) Initiatives like Covisint, OnStar, and building vehicles to order online helped cut costs but had mixed success in increasing sales and subscriptions. While technology improved efficiency, interpersonal aspects of buying and owning a vehicle remain important.
This document discusses the key factors affecting the growth and development of e-commerce. It identifies political, economic, social and technological factors as the main influencers. Political factors include government legislation and initiatives to support e-commerce. Economic factors incorporate the overall wealth and commercial health of a nation. Social factors involve things like education, income levels and lifestyle changes. Technological development, especially in information and communication technologies, is also a primary driver by making transactions more efficient.
Ford has increasingly moved into providing services for car buyers in addition to selling vehicles. It began offering car loan and financing options in the 1970s to expand its customer base. Ford later introduced extended warranty programs and "Options" schemes where customers paid a monthly fee for the vehicle and comprehensive services like financing, warranty coverage, and replacement vehicles. By the 1990s, Ford saw customers as buying mobility services rather than just cars. It has also provided services removed from vehicles through a branded credit card. While expanding services helped offset falling new car profits, Ford's acquisition of a tire fitting chain was unsuccessful, indicating its core competencies may lie in engineering and design rather than service operations.
Connectivity is becoming an increasingly important factor for automakers as it affects their market share. Vehicles will offer new entertainment and information services through being connected to the internet. This connectivity will help reduce traffic and accidents, representing the first step towards autonomous vehicles. All major automakers are working to develop connectivity in their vehicles, seeing it as a key competitive factor, and are partnering with technology companies to quickly incorporate innovations. Connectivity will change the relationship between automakers and customers into an ongoing partnership.
This document discusses General Motors and Ford's shift to social media advertising. It explores how the two automakers have embraced social media marketing through platforms like Facebook, YouTube, and Twitter. The document analyzes GM and Ford's presence on these platforms, including the number of likes and followers they have received. It also considers whether their social media efforts have had an impact on car sales. The document presents information from various sources on automakers' spending on digital versus traditional advertising.
87 chapter 2 e commerce fundamentalsnote that covisint (waman341480
1. The case study describes the history and growth of the social media platform Facebook from its launch in 2004 for Harvard students to becoming available worldwide.
2. An early intellectual property dispute arose over whether Facebook copied source code from another social media platform.
3. Facebook received investments in 2006 and 2007 that helped fuel its international expansion while also dealing with privacy concerns over user data.
4. The introduction of new features like News Feed prompted feedback from users about balancing new functionality with disruption to existing habits on the platform.
Alternative Energy Vehicles, Clean Technologies Going Mainstream – Pipe Dream...Airfoil
We urge the automotive industry to look no further than the technology industry for inspiration, for best practices, for partnerships. Technology companies are fast companies. They have created a way of moving forward and placing the latest and greatest, often inconceivable, capabilities quickly in the hands of customers.
Tech developers also have much to learn from the best manufacturing practices of automotive companies.
Bringing these two industries together can propel the U.S. into regaining its manufacturing dominance and becoming a world leader in advanced automotive technologies, including alternative-energy vehicles. The Point of View lays out five steps that auto and tech companies should take to make it a reality.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
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EDUC 742EDUC 742Reading Summary and Reflective Comments .docxtidwellveronique
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docxtidwellveronique
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
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EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docxtidwellveronique
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docxtidwellveronique
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docxtidwellveronique
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring(chapter2 and 3), choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docxtidwellveronique
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docxtidwellveronique
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docxtidwellveronique
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docxtidwellveronique
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docxtidwellveronique
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docxtidwellveronique
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docxtidwellveronique
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docxtidwellveronique
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
2.
Aud
itory Integration Training (AIT)
3.
Biochemical Therapies
4.
Circle of Friends
5.
Computer Aided Instruction
6.
Dietary
R
estrictions and/or
S
upplements (including enzymes and vitamins)
7.
DIR/Floortime Approach (Greenspan)
8.
Discrete Trial Training
(DTT)
9.
Early Intervention Behavioral Intervention (EIBI)
10.
Early Start Denver Model (ESDM)
,
for young children with autism
11.
Functional Communication Training (FCT)
12.
Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
14.
Joint
Attention Interventions
15.
Music Therapy
16.
Naturalistic Intervention
17.
Options Therapy (Son Rise)
18.
Peer
M
ediated
I
nstruction and
I
ntervention
19.
Pharmacological
A
pproaches
20.
Picture Exchange Communication System (PECS)
21.
Pivotal Response Training
(PRT)
22.
Play Groups
23.
Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
C
onnection with
M
ercury and the MMR to autism
26.
Research on
S
iblings of
C
hildren with
A
utism
27.
Research on
T
ransition
S
ervices for
E
mployment
28.
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Case Studiess10 video case study.pdfManagement Informatio.docx
1. Case Studiess/10 video case study.pdf
Management Information Systems 13e
KENNETH C. LAUDON AND JANE P. LAUDON
continued
Systems
CHAPTER 10 E-COMMERCE: DIGITAL MARKETS,
DIGITAL GOODS
CASE 3 Ford AutoXchange B2B Marketplace
SUMMARY This is a fascinating story on a B2B “electronic
marketplace” initially developed by Ford
called AutoXchange. In this vision of B2B commerce, the
Internet would transform the
relationship between over 100,000 tier 1 and tier 2 auto parts
suppliers, and a small
handful of very large, global automobile companies. In this
electronic marketplace,
thousands of suppliers would compete against one another to
provide parts to the auto
industry giants. In this way, the auto industry hoped to reduce
the cost of parts, increase
quality, achieve greater flexibility, and rationalize the supply
chain process. Ultimately, the
effort failed. Find out why. L= 4:58.
URL http://www.youtube.com/watch?v=qyO9QSo0FjU
2. CASE The automotive industry designs, develops,
manufactures, markets, and sells the world’s
motor vehicles. In 2007, more than 73 million motor vehicles,
including cars and commercial
vehicles were produced worldwide. In 2011, more than 65
million motor vehicles, including
cars and commercial vehicles, were produced worldwide. In
2011, a total of 64 million new
automobiles were sold worldwide: 16.8 million in Europe, 22.5
million in Asia-Pacific, 15.2
million in the USA and Canada, 4.6 million in Latin America,
2.8 million in the Middle East
and 1.8 million in Africa.
Because of the global financial meltdown and recession
beginning in 2007, auto production
worldwide has fallen 20 percent, and even more in Europe.
Asia, Russia, and Latin American
auto markets rose in unit sales during the period.
General Motors, Ford and Chrysler are not only by far the
largest automakers in North
America, they were for a while the largest in the world and are
still a mainstay in the top
http://www.youtube.com/watch?v=qyO9QSo0FjU
Chapter 10, Case 3 Ford autoXChange B2B MarketplaCe 2
continued
ten. Ford has held the position of second-ranked automaker for
the previous 56 years, being
relegated to third in North American sales, after being
3. overtaken by Toyota in 2007. In 2011,
Ford ranked fifth in global auto production with 4.8 million
units, behind General Motors,
Volkswagen, Toyota, and Hyundai.
Ford Motor Company (NYSE: F) is an American multinational
corporation. Based in Dearborn,
Michigan, a suburb of Detroit, the automaker was founded by
Henry Ford and incorporated
on June 16, 1903. Ford’s former UK subsidiaries Jaguar and
Land Rover were sold to Tata
Motors of India in March 2008.
While the global auto industry is very large by any standard,
generating nearly $1 trillion
in sales worldwide each year, the size of the auto supplier
industry worldwide is equally
impressive. There are an estimated 250,000 direct suppliers to
the auto industry worldwide,
with about 100,000 suppliers in the U.S. alone. Coordinating the
flow of parts and sub-
assemblies (transmissions, differentials and axles, and sheet
metal) is a massive, and very
expensive task.
Ford’s AutoXchange was one of the first efforts to develop a
large scale B2B (business-to-
business) electronic marketplace for the automobile industry. In
the end, it did not succeed,
at least not in the form proposed in the video. Why it did not
succeed is an interesting story
of how mistakes in understanding industry supply chains led to
poorly conceptualized
information systems which ultimately did not work. While the
effort to build industry-wide
electronic marketplaces largely failed (and not just in the auto
4. industry), the ideas and
technologies were later used by individual firms separately.
Today, private firm industrial
networks (owned and operated by individual firms who invite a
select group of suppliers to
participate) are commonplace.
Ford’s AutoXchange was a grand vision of how Internet
technology would overcome
competitive pressures in an entire industry, and entice
thousands of industrial supply
businesses into an online, competitive marketplace where prices
would be driven down
through the workings of a transparent, online marketplace much
like the stock market.
The idea was quite simple: build a digital marketplace which
was open, transparent, and
competitive to benefit the large buyers of automotive parts.
These marketplaces were referred to as “B2B Markets” because
they brought together suppli-
ers businesses with purchasing businesses and did not involve
the consumer. Ultimately this
vision of open B2B markets came up against some powerful
institutional forces. As it turns
out, no rational business (or management team) wants to be a
seller in an open, transparent
marketplace where price is the most important and visible
criterion of success. As a result,
suppliers to these kinds of open digital markets often refused to
participate.
While the broad vision failed, many of the technologies
developed in this effort were
re-deployed by the companies involved, and survive today as
private supply chain networks
5. operated by the major car manufacturers.
Chapter 10, Case 3 Ford autoXChange B2B MarketplaCe 3
continued
Your task in this case is to figure out why the original vision
did not work out as planned,
and what this tells you about the role that organizational and
institutional factors play in the
deployment of large technology projects.
One grand vision of the dot com era was an open transparent
marketplace where thou-
sands of suppliers would compete against one another to sell
their products to a few
giant purchasers. “A consortium of buyers can exert
considerable influence on a common
supply chain. In 1998 GM set up a B2B (business-to-business)
exchange for its auto parts
suppliers, initially called TradeXchange. The idea was to
streamline production by sharing
information electronically. At the time GM was spending about
$87 billion a year on
raw materials, vehicle parts, and MRO (materials, repair, and
operating) supplies with its
roughly 30,000 suppliers. GM would provide specifications and
information on inventory
and manufacturing schedules and suppliers would provide
information on price and
delivery capability. Trade Xchange supported an on-line
catalog, a bid-quote process,
or an on-line auction. Part of GM TradeXchange allowed
suppliers to solicit bids for their
6. raw materials, potentially cutting their costs. In the first two
months of operations, GM
sold stamping presses in two online auctions, reaping more than
$2 million in sales, and
purchased more than $1.7 million in materials from supplier
catalogs posted on the site.
As described in the video, Ford created a similar exchange
called AutoXchange with of
course different software, formats and interfaces. To solve this
problem for their common
suppliers Ford, GM and DaimlerChrysler announced in February
2000 that they had agreed
to join together to create a single B2B supplier exchange called
Covisint. The three firms had
combined annual spending of $240 billion.
The Federal Trade Commission started an informal antitrust
review of the Big Three
exchange but soon gave it clearance. In April 2000, French
automaker Renault S.A. and
Nissan of Japan joined. Also among the founding firms were
Commerce One, GM’s technol-
ogy partner in TradeXchange and Oracle Ford’s technology
partner in Auto-Xchange. In
April 2001 Kevin English was named Chairman, President and
CEO of Covisint.
Industry observers at the time wondered whether the two
companies hired to move all of
Ford and GM’s suppliers online had what it takes to get these
huge projects up and rolling
by the first quarter of the next year, as both promised. The feat
not only required enormous
commitment from suppliers, which will need to be convinced
they can save money, but also
7. huge technology and applications-hosting capabilities from the
companies picked for the
jobs: Oracle and Commerce One. Neither of these companies
had ever built such a huge
online trading platform.
Suppliers to the major auto OEMS felt that the Covisint was not
intended to optimize the
supplier chain but rather was just the latest tool to squeeze
revenue from suppliers. They
were particularly hostile to the online auction. There was
friction between the OEMs and
also technical difficulties due to differences in legacy systems.
Outside observers felt that
Chapter 10, Case 3 Ford autoXChange B2B MarketplaCe 4
the big three were more interested in the market capitalization
of Covisint than in their
supply chains. Covsinit never achieved the level of success
envisioned. In December 2003
Covisint sold the online auction portion of its business to
FreeMarkets Inc, which agreed to
merge with Ariba soon after. In March 2004 Compuware
acquired the products and technol-
ogy of Covisint, LLC. It is believed that Covisint had about $25
million in annual revenue and
around 135,000 users.
But the ideas and technologies for creating online networks
which individual firms can use
to communicate and collaborate with their suppliers are alive
and well. There are few “open”
networks where thousands of suppliers compete with one
9. and materials from this site should not be made available to
students except by instructors using the
accompanying text in their classes. All recipients of this work
are expected to abide by these restrictions and
to honor the intended pedagogical purposes and the needs of
other instructors who rely on these materials.
Case Studiess/11 Video Case Study.pdf
Management Information Systems 13e
KENNETH C. LAUDON AND JANE P. LAUDON
continued
Systems
CHAPTER 11 MANAGING KNOWLEDGE AND
COLLABORATION
CASE 2 Alfresco: Open Source Document Management and
Collaboration
(a) Tour: Alfresco Document Management System
URL http://www.youtube.com/watch?v=p266dTL6oJQ;
L=XXX
(b) Alfresco Document Management at the City of Denver (part
1)
URL http://www.youtube.com/watch?v=01bUAsD5t8E; L=
4:50
(c) Alfresco at the New York Philharmonic.
URL
http://www.youtube.com/watch?feature=player_embedded&v=U
10. WI5RZRC56A#!; L= 4:35
SUMMARY A central element in managing organizational
knowledge is developing systems that
can manage the documents which lie at the heart of all
organizations. Prior to the
development of document management systems, organizations
relied on physical copies
of documents to conduct their business which was both costly
and ineffective. Document
management systems digitize physical documents and store the
files in a database. This
allows documents to be accessed and shared both internally and
with customers. While
all large enterprise software firms provide document
management systems, Alfresco is
unique because it is an open source software platform and much
more affordable than
solutions from traditional vendors.
CASE Alfresco Software, Ltd. Is a software firm based in the
United Kingdom that offers an open-
source enterprise content management and collaboration
platform. Alfresco’s platform
provides content management, Web content management,
collaboration, content platform
http://www.youtube.com/watch?v=p266dTL6oJQ
http://www.youtube.com/watch?v=01bUAsD5t8E
http://www.youtube.com/watch?feature=player_embedded&v=U
WI5RZRC56A#!
Chapter 11 , CaSe 2 aLFreSCO: OpeN SOUrCe DOCUMeNt
MaNaGeMeNt 2
11. continued
and repository, image management, and content management
interoperability services to
enterprise customers. The company was found in 2002 in
Maidenhead, United Kingdom,
by former executives of Documentum and Oracle. Documentum
was one of the original
document management firms in the 1990s that developed
software to manage, organize,
and store millions of documents. They specifically focused on
unstructured information
found in documents, images, audio, and video, as opposed to
structured information typical
of customer record systems, which have a fixed format of fields
and records. For instance,
Documentum developed a customized system for Boeing to
organize, store, maintain,
and selectively publish the thousands of pages of information
for the Boeing 777 training
manuals which contained multiple file types, including text,
photos, and drawings.
Alfresco built on this early foundation by developing a
document sharing and collabora-
tion platform based on open-source software, open standards,
and licenced under various
open-source licenses. An open-source license is a copyright
license that makes the source
code available for everyone to use. This allows end users to
review and modify the source
code for their own customization and/or troubleshooting needs.
Open-source licenses are
also commonly free, allowing for modification, redistribution,
and commercial use without
having to pay the original author.
12. There are different versions of the Alfresco software, as well as
different licensing fees. The
Alfresco Community Edition is free software, open source and
open standard. The Enterprise
Edition is commercially licensed and proprietary, but builds on
the open-source founda-
tion. Modifications do not have to be shared with the larger
community. The Alfresco Cloud
edition is a SaaS version of the Enterprise edition that operates
on Amazon Web Services
(AWS) as of 2012.
1. How does Alfresco support a mobile business environment?
2. Why is Alfresco superior to email for supporting
collaboration?
3. What were the factors that caused the City of Denver to go
with the Alfresco platform as
opposed to more typical proprietary software from other
vendors?
4. What business process will Denver seek to automate in the
future using Alfresco, and
why use a document management system to automate this
process?
5. What problems did the New York Philharmonic seek to solve
with Alfresco?
6. What benefits does Alfresco provide the Philharmonic?
VIDEO CASE
QUESTIONS
14. SUMMARY By implementing a centralized data warehouse
with IBM Cognos Business Intelligence
software, Cincinnati Zoo and Botanical Garden has
revolutionized its business operations,
increased revenues, and improved customer service and loyalty.
L=4:59.
URL http://www.youtube.com/watch?v=IlNu15rVKSg
CASE Founded in 1873, the Cincinnati Zoo & Botanical
Garden is one of the world’s top-rated
zoological institutions, and the second oldest zoo in the United
States. It is also one of the
nation’s most popular attractions, a Top 10 Zagat-rated Zoo,
and a Top Zoo for Children
according to Parent’s Magazine. Each year, more than 1.3
million people visit its 71-acre
site, which is home to more than 500 animal and 3,000 plant
species.
Although the Zoo is a nonprofit organization and is partially
subsidized by Hamilton County,
more than two-thirds of its $26 million annual budget is paid
from fundraising efforts and
revenue from admissions fees, food, and gifts. To increase
revenue and improve perfor-
mance, the Zoo’s senior management team embarked on a
comprehensive review of its
operations. The review found that management had limited
knowledge and understanding
of what was actually happening in the Zoo on a day-to-day
basis, other than how many
people visited every day and the zoo’s total revenue.
Who is coming to the Zoo? How often do they come? What do
they do and what do they
15. buy? Management had no idea. Each of the Zoo’s four income
streams—admissions,
http://www.youtube.com/watch?v=IlNu15rVKSg
Chapter 12, Case 2 Business intelligenCe helps the CinCinnati
Zoo Work smarter 2
continued
membership, retail and food service—had different point-of-sale
platforms, and the food
service business, which brings in $4 million a year, still relied
on manual cash registers.
Management had to sift through paper till receipts just to
understand daily sales totals.
The Zoo’s admissions team had compiled a spreadsheet that
collected visitors’ zip codes,
hoping to use the data in geographic and demographic analysis.
If the data could be
combined with insight into visitor activity at the Zoo—what
attractions they visited, what
they ate and drank, and what they bought at the gift shops—it
could be an enormously
powerful tool for the Zoo’s marketing team. To achieve this,
however, the Zoo needed a
centralized analytics solution.
The Zoo replaced its four legacy point-of-sale systems with a
single platform—Galaxy POS
from Gateway Ticketing Systems. It then enlisted IBM and
BrightStar Partners (a consulting
firm partnering with IBM) to build a centralized data warehouse
and implement IBM Cognos
16. Business Intelligence to provide real-time analytics and
reporting.
Like all outdoor attractions, Cincinnati Zoo & Botanical Garden
is a highly weather-depen-
dent business. If it rains, attendance drops sharply—potentially
leaving the Zoo overstaffed
and overstocked. If the weather is unusually hot, sales of certain
items—bottled water and
ice cream, for example—are likely to rise sharply, and supplies
may run short. Having intel-
ligent insight into these possible outcomes helped the Zoo
prepare for these events.
The Zoo has integrated its IBM Cognos solution with a weather
forecast data feed from the
US National Oceanic and Atmospheric Administration (NOAA)
Web site. This enables the Zoo
to compare current forecasts with historic attendance and sales
data during similar weather
conditions—which supports better decision-making for labor
scheduling and inventory
planning.
Cognos also enabled the Zoo to identify people who spent
nothing other than the price of
admissions during their visit. The Zoo used this information to
devise a marketing campaign
in which this type of visitor would be offered a discount for
some of the Zoo’s restaurants
and gift shops. If each of these people spent $20 on their next
visit to the Zoo, the Zoo
would take in an extra $260,000, which is almost 1 percent of
its entire budget.
From experience, management knew that food sales tend to tail
18. other instructors who rely on these materials.
1. Why was Cincinnati Zoo losing opportunities to increase
revenue?
2. Why was replacing legacy point-of-sale systems and
implementing a data warehouse
essential to an information system solution?
3. Visit the Cognos Web site and describe the business
intelligence tools that would be the
most useful for the Cincinnati Zoo.
4. How did the Cincinnati Zoo benefit from business
intelligence? How did it enhance
operational performance and decision making?
VIDEO CASE
QUESTIONS
Case Studiess/7 video case study.pdf
Management Information Systems 13e
KENNETH C. LAUDON AND JANE P. LAUDON
continued
Systems
CHAPTER 7 TELECOMMUNICATIONS, THE INTERNET,
AND WIRELESS TECHNOLOGY
CASE 1 Telepresence Moves Out of the Boardroom and Into
the
19. Field
(a) TelePresence: In-Person Experiences for All
URL http://www.youtube.com/watch?v=rcfNC_x0VvE; L=
3:59
(b) AXA Cuts Costs and Carbon Emissions with immersive
video
collaboration
URL http://www.youtube.com/watch?v=dD4a8Y3lEgs; L=3:52
SUMMARY Telepresence is one of the fastest growing
business-technology applications. It combines
the power of global, high-speed, broadband Internet networks
with local video, audio,
and processing power to create effective meeting and decision-
making environments
for managers at a fraction of the cost of face-to-face, in-person
meetings. As the cost of
telepresence declines, it is being deployed more deeply and
broadly into business firms,
involving a much wider range of employees and decision-
making situations.
CASE Telepresence is the effort to create a digital
environment using video and audio technologies
which mimic key features of real-world interactions with people
and objects. Telepresence
is not the same as virtual reality because the actors involved in
telepresence are human
beings, not avatars. Telepresence is more than just video
conferencing because it has a more
immersive quality. The primary use of telepresence today is to
support group meetings that
allow participants to be physically in different places but to
20. interact in a realistic environment
as if they were all in the same meeting room. Other uses include
the use of telepresence to
http://www.youtube.com/watch?v=rcfNC_x0VvE
Chapter 7, Case 1 telepresenCe Moves out of the BoardrooM
and Into the fIeld 2
continued
control and manipulate robots and objects in manufacturing and
field settings where the use
of humans would be dangerous. Military uses include control
over robotic “drone” aircraft, and
inspection of nuclear submarine reactors.
Telepresence, once thought to be the stuff of a distant future,
has definitively arrived. First
discussed as a technical possibility in the 1960s, and earlier in
some novels, telepresence
today is thriving thanks to broadband Internet service that has
continental and global reach,
field-of-view cameras that can capture a 360 degree visual
experience; multiple large moni-
tors to display the experience; realistic wraparound sound
systems; and increased comput-
ing power in the form of servers and client PCs. Telepresence
systems that used to cost
millions of dollars now cost thousands of dollars.
Business firms invest in telepresence systems and technologies
for a variety of reasons
including reduction of travel time and expenses, reduction in
carbon emissions caused by
21. unnecessary travel, improvements in worker productivity that
result from lowered meeting
and collaboration costs, and not least, improvements in
employee quality of life. With telep-
resence technologies, employees do not waste time standing in
lines at airports or spending
hours on flights or being away from their families for extended
periods.
For high-quality telepresence, firms must make large
investments in special meeting rooms,
monitors, servers, and software to develop telepresence
applications. This generally means
that only Fortune 1000 companies can afford the top-of-the-line
tools of Cisco’s telepres-
ence suite. But prices are falling, so even some school districts
can afford the infrastructure
needed for telepresence. Schools and colleges are also making
increased use of telepres-
ence. Schools such as the Fontana United school district in
California, which has 41,000
students at 40 school sites spread out over 40 miles and split
over two major freeways, are
benefiting from the introduction of telepresence technologies
via a pilot program with
Cisco.
Telepresence systems aimed at corporate customers are sold by
Cisco , AT&T, Digital Video
Enterprises (DVE), Polycom, HP, , Telanetix, Tandberg,
BrightCom, LifeSize, and Teliris. Prices
range from tens to hundreds of thousands of dollars. These
systems include multiple micro-
phones, speakers, high-definition monitors, cameras, and often
dedicated networks and
custom-made studios. They strive to be as transparent to users
22. as possible by providing
life-size videos, imperceptible transmission delays, and user-
friendly interfaces.
AXA: Global Financial Services
AXA provides financial services such as insurance, banking,
and savings and retirement
programs to individuals as well as businesses, both large and
small. With operations in 61
countries that serve more than 95 million customers worldwide,
AXA wanted to better
leverage the collective knowledge and experience of its 214,000
employees. In addition
Chapter 7, Case 1 telepresenCe Moves out of the BoardrooM
and Into the fIeld 3
1. List and discuss briefly the benefits claimed by Cisco for its
“In-person” experiences using
telepresence.
2. AXA is a global financial services firm. Describe why they
invested in telepresence.
3. Why does AXA need special rooms dedicated to
telepresence? Why can’t conferences
take place at the desktop?
4. In the past, work was organized into central buildings located
in central locations (like
cities) in order to facilitate face-to-face interactions. What
impacts might telepresence
have on the organization of work? How could you use these
23. tools to organize work on a
global scale with actually building physical facilities in remote
locations?
VIDEO CASE
Q U E S T I O N S
to promoting collaboration and sharing of best practices, the
firm wanted to reduce the
travel burden on executives, and the carbon footprint of the
firm, as well as improve the
productivity of executives who were constantly moving between
different AXA offices and
client sites. AXA possessed a basic, older video conferencing
system, but it was difficult to
use and plagued by performance problems that made
interactions stilted and awkward.
The challenge facing the firm was to identify technologies and
vendors who could deliver a
workable telepresence system that could be rolled out across its
major operations centers.
AXA began by building two beta Cisco Telepresence systems,
one in New York and the
other in Paris. Early users, mostly senior executives, were
impressed. This early success led to
the development of a global network of 43 telepresence centers
in 14 countries. A vendor
partner, Orange Business Services, contributed expertise for the
implementation. So far, AXA
has hosted 43,000 meetings, reduced the number of executive
trips by 20,000, and saved
23,000 tons of carbon emissions. In the first three years the firm
expects to save about $130
million.
25. (b) Workday: Mobile
Solution
s for iPad
URL http://www.youtube.com/watch?v=a_CpGQvuR9k; L: 7:06
SUMMARY Workday is a cloud-based enterprise software
company that went public in September
2012. Workday provides the functionality of enterprise software
provided on site by firms
like Oracle and SAP, long considered the duopoly of enterprise
software. Unlike these
traditional enterprise software firms that sell standalone
software and the infrastructure
required to operate it, Workday leases the software, which is
located on Workday’s cloud
servers. Companies purchase subscriptions to their services, and
then employees access
the software through web browsers on laptops, desktops, and
tablet computers.
CASE Workday provides enterprise cloud-based applications
26. for human capital management
(HCM), payroll, financial management, time tracking,
procurement and employee expense
management. The company is based in Pleasanton, California,
and sells cloud-based human
resources, payroll, and financial management tools and other
related products. Workday
http://www.youtube.com/watch?v=2gkBvIIrTJY;
http://www.youtube.com/watch?v=a_CpGQvuR9k
Chapter 9, Case 1 Workday: enterprise Cloud soft Ware-as-a-
serviCe (saas) 2
continued
is one of the most closely watched new companies in the area of
cloud-based computing
and SaaS (software as a service), along with early innovators
like Salesforce.com, Splunk,
ServiceNow, and Palo Alto Networks, all of which have done
very well in raising funds and
maintaining their share prices.
27. Founded in 2005 by executives formerly at PeopleSoft (a well-
known human relations
enterprise software company now owned by Oracle), Workday
went public in November,
and popped 72 percent in its first day of trading to $48 a share.
Workday sales grew 116
percent in the six months ending July 2012. In November 2012
it posted a quarterly net
loss of $41 million (GAAP basis) compared to a loss of $18.6
million a year ago. Revenue was
$72.6 million in the quarter, which was up 99 percent year-
over-year. While still not profit-
able, investors are piling into the stock because of the promise
of future spectacular growth,
with profits to follow.
Workday seeks to develop applications that are designed around
the way people work
today—in an environment that is global, collaborative, fast-
paced and mobile. They
update their software from their central servers three times per
year. Customers are not
charged for the updates, and the frequent updates has made it
possible for the company
to innovate rapidly. The company’s first product was a HCM
28. application in 2006. Since then
the firm added a financial management application in 2007,
procurement and employee
expense management applications in 2008, payroll and mobile
applications in 2009, a talent
management application in 2010, and a native iPad application
and Workday integration
platform in 2011.
Workday generates revenue by selling three-year term
subscriptions on an enterprise basis.
Subscription fees are based on the size of the customer’s
workforce. The firm’s strength
is with human resource applications, and it currently derives a
substantial majority of its
revenues from subscriptions to its Workday HCM application.
Workday markets its products
through a direct sales force.
Like other cloud-based software offerings, Workday’s have a
number of advantages
over traditional on-premises enterprise software packages
offered by SAP and Oracle’s
PeopleSoft division. On-premises software has to be purchased
and installed on the firm’s
30. in teaching their courses and assessing student learning.
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1. What kinds of functionality and capability does Workday
provide to its customers?
2. Why would a firm chose Workday over a competitor like
Oracle or SAP? What role does a
consulting firm like Towers Watson play in the implementation
of Workday?
3. What role did the iPad play in supporting the development of
Workday?
4. What is the Workfeed feature and why is it like Facebook?
VIDEO CASE
31. Q U E S T I O N S
Oracle and SAP are not standing still, and are currently
promoting their own cloud-based
versions of their existing enterprise products. But many in the
marketplace see these adap-
tations of older software designs as clumsy, and only a partial
step in the right direction.
Workday, as many younger firms in cloud-based computing, has
designed their products
from the ground up as Web-based and has delivered products
suitable for the new table
and smartphone platforms.
Case Studiess/9101112EOCCaseStudy.docx
32. Chapter 9:
1. Which business processes are the most important at Summit
Electric Supply? Why?
2. What problems did Summit have with its old systems? What
was the business impact of those problems?
3. How did Summit’s ERP system improve operational
efficiency and decision making? Give several examples.
4. Describe two ways in which Summit’s customers benefit from
the new ERP system.
5. Diagram Summit’s old and new process for handling
chargebacks.
Chapter 10:
1. Assess the management, organization, and technology issues
for using social media to engage with customers.
2. What are the advantages and disadvantages of using social
media for advertising, brand building, market research, and
33. customer service?
3. Give some examples of management decisions that were
facilitated by using social media to interact with customers.
4. Should all companies use Facebook and Twitter for customer
service and advertising? Why or why not? What kinds of
companies are best suited to use these platforms?
Chapter 11:
1. Analyze Firewire using the value chain and competitive
forces models.
2. What strategies is Firewire using to differentiate its product,
reach its customers, and persuade them to buy its products?
3. What is the role of CAD in Firewire’s business model?
4. How did the integration of online custom board design
software (CBD), CAD, and computer numerical control (CNC)
improve Firewire’s operations?
34. Chapter 12:
1. It has been said that Zynga is “an analytics company
masquerading as a games company.” Discuss the implications of
this statement.
2. What role does business intelligence play in Zynga’s business
model?
3. Give examples of three kinds of decisions supported by
business intelligence at Zynga.
35. 4. How much of a competitive advantage does business
intelligence provide for Zynga? Explain.
5. What problems can business intelligence solve for Zynga?
What problems can’t it solve?