EDU-450 Personal Classroom Management Plan Benchmark Assessment .docxSALU18
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Top of FormAssessment of the Child Functional Health Pattern An.docxturveycharlyn
Top of Form
Assessment of the Child: Functional Health Pattern Analysis Worksheet
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
90.0 %Content
30.0 %Lists Two Assessment Findings Characteristic of Each Age Group and Describes Two Potential Problems That a Nurse May Discover in an Assessment of Each Age Group for Each Pattern
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are not given.
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are incomplete, as relevant information is missing.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail and demonstrate thoughtful reflection.
30.0 %Short Answer Question 1: Compares and Contrasts Identified Similarities as Well as Differences In Expected Assessment Across the Childhood Age Groups
No compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are incomplete, as relevant information is missing.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail and demonstrate thoughtful reflection.
30.0 %Short Answer Question 2: Summarizes How a Nurse Would Handle Physical Assessments, Examinations, Education, and Communication Differently With Children Vs. Adults; Considers Spirituality and Cultural Differences
No summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given.
Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given, but is incomplete, lacking relevant information, or does not consider spirituality and cultural differences.
Summary of how a nurse would handle ph ...
Intellectual DisabilityDiscuss the meanings of intelligence and .docxnormanibarber20063
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
Targeted Essential LearningThe teacher manages the learning enviro.docxjonghollingberry
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
(InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on
the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1.
“My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2.
“Classroom Procedures” –Include five from the “Procedures” assignment.
3.
“Rules, Consequences, and Reward System” – Include a rationale for your system.
4.
“Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5.
“Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6.
“Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewpoint of classroom management.
Philosophy provides well-supported personal viewpoint of classroom management.
Philosophy provides well-supported and insightful personal viewpoint of classroom management.
Procedures
15%
Procedures are not given.
Procedures are incomplete, unclear, not age appropr.
Details 2Note This is an individual assignment. In 1,500-2,000.docxsimonithomas47935
Details: 2
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are establi.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docxjane3dyson92312
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
Community Teaching ExperienceStudents must submit this for.docxdonnajames55
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
Attitude, Legislation, and Litigation 1 Unsatisf.docxikirkton
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docxSALU18
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Top of FormAssessment of the Child Functional Health Pattern An.docxturveycharlyn
Top of Form
Assessment of the Child: Functional Health Pattern Analysis Worksheet
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
90.0 %Content
30.0 %Lists Two Assessment Findings Characteristic of Each Age Group and Describes Two Potential Problems That a Nurse May Discover in an Assessment of Each Age Group for Each Pattern
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are not given.
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are incomplete, as relevant information is missing.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail.
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail and demonstrate thoughtful reflection.
30.0 %Short Answer Question 1: Compares and Contrasts Identified Similarities as Well as Differences In Expected Assessment Across the Childhood Age Groups
No compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are incomplete, as relevant information is missing.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail.
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail and demonstrate thoughtful reflection.
30.0 %Short Answer Question 2: Summarizes How a Nurse Would Handle Physical Assessments, Examinations, Education, and Communication Differently With Children Vs. Adults; Considers Spirituality and Cultural Differences
No summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given.
Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given, but is incomplete, lacking relevant information, or does not consider spirituality and cultural differences.
Summary of how a nurse would handle ph ...
Intellectual DisabilityDiscuss the meanings of intelligence and .docxnormanibarber20063
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
Targeted Essential LearningThe teacher manages the learning enviro.docxjonghollingberry
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
(InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on
the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1.
“My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2.
“Classroom Procedures” –Include five from the “Procedures” assignment.
3.
“Rules, Consequences, and Reward System” – Include a rationale for your system.
4.
“Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5.
“Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6.
“Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewpoint of classroom management.
Philosophy provides well-supported personal viewpoint of classroom management.
Philosophy provides well-supported and insightful personal viewpoint of classroom management.
Procedures
15%
Procedures are not given.
Procedures are incomplete, unclear, not age appropr.
Details 2Note This is an individual assignment. In 1,500-2,000.docxsimonithomas47935
Details: 2
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching Plan With Epidemiological Rationale for Topic
Summary of community teaching plan is not identified or missing.
Summary of community teaching plan is incomplete.
Summary of community teaching plan is offered but some elements are vague.
Focus of community teaching is clear with a detailed summary of each component. Rationale is not provided.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings and supported by explanation of epidemiological rationale.
50.0 %Evaluation of Teaching Experience With Discussion of Community Response to Teaching Provided. Areas of Strength and Areas of Improvement Described
Evaluation of teaching experience is omitted or incomplete.
Evaluation of teaching experience is unclear and/or discussion of community response to teaching is missing.
Evaluation of teaching experience is provided with a brief discussion of community response to teaching.
A detailed evaluation of teaching experience with discussion of community response to teaching and areas of strength/improvement is provided.
Comprehensive evaluation of teaching experience with discussion of community response provided along with a detailed description of barriers and strategies to overcome barriers is provided.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed and/or vague; purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are establi.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docxjane3dyson92312
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
Community Teaching ExperienceStudents must submit this for.docxdonnajames55
Community Teaching Experience
Students must submit this form as part of the assignment submission.
Student Name:__________________
Course Section & Faculty Name:_____________________________
Date of Presentation:_____________
Provider Information
Provider Name :
Last
First
M.I.
Credentials:
Title:
(i.e., MS, RN, etc.)
Organization:
Phone Number:
E-mail Address:
Student Presentation Information
Type of Presentation:
FORMCHECKBOX
PowerPoint Presentation
FORMCHECKBOX
Pamphlet Presentation
FORMCHECKBOX
Audio Presentation
FORMCHECKBOX
Poster Presentation
D
Provider Acknowledgement
I __________________________acknowledge that ____________________________
(Provider Name)
(Student Name)
has requested approval to participate in a community teaching experience at the location listed on this form. The organization / agency does not endorse the university or the student however, the teaching plan developed by the student is considered appropriate and of benefit to the community of interest.
______________________________
_________________
Provider Signature
Date Signed
Assignment 1 (Part I)
Details:
Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:
1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation
Appropriate community settings include:
· Public health clinic
· Community health center
· Long-term care facility
· Transitional care facility
· Home health center
· University/School health center
· Church community
· Adult/Child care center
Before presenting information to the community, seek approval from an agency administrator or representative.
Upon receiving approval from the agency, include the "Community Teaching Experience Form" as part of your assignment submission.
(Part II)
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubric
Community Teaching Plan: Teaching Experience Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Comprehensive Summary of Teaching.
Attitude, Legislation, and Litigation 1 Unsatisf.docxikirkton
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
Week 3 Assignment - OnboardingInstructionsThe first written as.docxendawalling
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
Apply Rubrics Creating a SIOP Lesson Plan Part I.docxrossskuddershamus
Apply Rubrics Creating a SIOP Lesson Plan Part I: SEI Strategies
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
10.00%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Standards are inconsistently alluded to in the lesson. Lesson is minimally aligned to standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards).
Some relevant standards are referenced. Some key standards are identified. Lesson is mostly influenced by standards.
Relevant standards are referenced. Most key standards are identified. Lesson is clearly aligned to standards.
Key applicable standards are thoroughly referenced. Lesson is guided by and aligned to standards.
10.0 %
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to content vocabulary instruction.
Most objectives provide a path to what students will know and be able to do as a result of the lesson. Multiple strategies for addressing content vocabulary instruction are evident.
All objectives are aligned to standards. Extensive, well-planned focus on teaching and reviewing content vocabulary before, during, and after the lesson.
20.0 %
Fails to use the SIOP model. The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Skills and activities are not grade-appropriate.
Fails to use the SIOP model. The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Skills and activities are mostly grade-appropriate.
Uses the SIOP model. The lesson plan consists of all the required components. The activities develop ways to build speed and accuracy with text. Activities are appropriate for grade level and encourage participation.
Uses the SIOP model. All lesson plan components are addressed. The fluency skills and activities are developed thoughtfully and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
Correctly uses the SIOP model. All lesson components are addressed. Uses exceptionally organized and engaging activities that create multiple and meaningful opportunities to practice.
30.0 %
SEI strategies are neither clearly identified.
WarningYou do not have permissions to perform this activityA.docxmelbruce90096
Warning
You do not have permissions to perform this activity
Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Top of Form
Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
EDU-230 Issues in Multicultural EducationAssessment and Rubric.docxjack60216
EDU-230 Issues in Multicultural Education
Assessment and Rubric
Targeted Essential Learning
Effective teachers understand the issues that affect multicultural education in the United States, and the importance of providing a quality education in an equitable fashion to all of their students. (InTASC 1,2, 3)
Assessment Tool Selected
Essay
Specific Performance/Task(s)
Reflect on the impact of diverse influences as they inform student learning, and adjust practice accordingly.
Consider how schools are influenced by the larger community.
Relevancy of Task to Teacher Candidate
Teacher’s practices are influenced by what they know about issues affecting the students in their classrooms.
Assessment: Student Prompts/Teacher Directions
Issues in Multicultural Education
Explore local issues in your community that affect the education of diverse students. Possible issues may include, but are not limited to, inequities among districts in your area regarding teaching materials, quality of school programs, funding for cultural enrichment activities, etc.
Research an issue described above and analyze possible solutions you would implement in your future classroom.
Develop a 750-1,000-word plan of action to solve the chosen issue, including the following:
a) A statement of the problem.
b) Who is involved:
i) As part of the problem?
ii) As part of the solution?
c) What is the proposed solution?
d) What will be needed to implement the solution (such as money, time, manpower, materials, etc.)?
e) What is the projected timeline to implement the solution?
f) What is the expected outcome?
Use the GCU Library to research a minimum of three to five peer-reviewed articles that can be used in support of your content.
Prepare this assignment according to the APA guidelines.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit the assignment to the instructor by the end of Topic 7.
Scoring Tool/Guide (Rubric)Topic 7 Rubric: Issues in Multicultural Education (Benchmark Assessment)
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 80%
Plan of Action
ACEI 3.2, 5.2
NCSS Themes 1.1, 1.3, 1.4, and 1.5
NMSA 6
60%
Prompts are not included. They are not thoughtful, complete, and reflective.
Few prompts are included. They are not thoughtful and complete.
Most prompts are included. They are somewhat thoughtful and complete.
All prompts are included. They are thoughtful and complete.
All prompts are included. They are thoughtful, complete, and persuasive.
Analysis of Process
ACEI 3.2, 5.2
NMSA 6
20%
Submission does not include an analysis.
Analysis is somewhat reflective and does not include beliefs or biases.
Analysis is somewhat reflective and includes beliefs and biases.
Analysis is reflective and includes ...
Organizational Values Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
26.0 %Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is not provided.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is provided; however, relevant information is missing as indicated in the assignment instructions.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is provided and meets the basic criteria for the assignment as indicated in the assignment instructions.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is offered in detail.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.
26.0 %Discusses how an individual can use effective communication techniques to Overcome Workplace Challenges, Encourage Collaboration Across Groups, and Promote Effective Problem-Solving.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided. is offered; however, relevant information is missing as indicated by the assignment instructions.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided. is offered and meets the basic criteria for the assignment as indicated by the assignment instructions.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is offered in detail.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.
28.0 %Identify a specific instance from your own professional experience in which the values of.
Life Transitions Assignment Assignment Life Transitions As.docxLaticiaGrissomzz
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxgertrudebellgrove
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
Top of Form 1VARK Analysis Paper 1Unsatisf.docxturveycharlyn
Top of Form 1
VARK Analysis Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 % Perceptions of Learning and Teaching
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing.
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thes ...
Discuss how the South put in specific measures to prevent the Free.docxlynettearnold46882
Discuss how the South put in specific measures to prevent the Freedman from voting. This is also referred to as the "Mississippi Plan." This system undermined the spirit behind the 15th Amendment.
Save Link
Assignment Completing a Qualitative Study
View Rubric
Due Date: Mar 08, 2017 23:59:59 Max Points: 255
Details:
This week will allow you to apply what you have been learning along with the information gathered for your 10 Strategic Points. You will use "mock" data to complete your study.
General Requirements:
1. Use "Assignments Document" and Mock Interviews to complete this assignment.
2. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
3. Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
4. You are not required to submit this assignment to Turnitin.
Directions:
1. Code the data.
2. Present the results in a table similar to Table 1 in Tables for Assignment document.
3. Create a codebook in a table similar to Table 2 in Tables for Assignment document.
Words or Phrases That Appear Frequently
4. Create a table for each theme similar to Table 3 in Tables for Assignment document.
Inductively Developed Themes
5. Write a report of the results. Include an introduction, discussion of your sample and instruments, data analysis, results, recommendations, and references.
6. See complete directions in "Assignments Document."
PSY-850-R-MockInterview4.docxPSY-850-R-MockInterview2.docxPSY-850-R-MockInterview3.docxPSY-850.R.AssignmentsDocument.docxPSY-850-RS-Tables for Assignment 7.docxPSY-850-R-MockInterview1.docx
View Rubric
Data coding is present. Coding is done in an exemplary manner and thorough.
Results of the coding are present. Research report is thorough with all components listed in assignment directions. Summary of the results is comprehensive. Data analysis is cogent and complete.
Recommendations are present and insightful. Sources used to support are scholarly and current within 5 years.
Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. The synthesis and argument in the paper are of publication caliber.
Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. The development indicated by the thesis and/or main claim is acceptable for publication.
Writer is clearly in command of standard, written, academic English.
The document is correctly formatted to publication standards. All research presented is scholarly, topic-related, and obtained from highly respected, professional, original sources. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. The paper could readily be a.
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Benchmark - Community Teaching Plan Community Teaching Work Plan Prshpopkinkz
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Attachments
NRS-427VN-RS3-CommunityTeachingWorkPlanProposal.docx
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal - Rubric
No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0
Planning and Topic 30.0The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topi ...
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
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Week 3 Assignment - OnboardingInstructionsThe first written as.docxendawalling
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
Apply Rubrics Creating a SIOP Lesson Plan Part I.docxrossskuddershamus
Apply Rubrics Creating a SIOP Lesson Plan Part I: SEI Strategies
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
10.00%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Standards are inconsistently alluded to in the lesson. Lesson is minimally aligned to standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards).
Some relevant standards are referenced. Some key standards are identified. Lesson is mostly influenced by standards.
Relevant standards are referenced. Most key standards are identified. Lesson is clearly aligned to standards.
Key applicable standards are thoroughly referenced. Lesson is guided by and aligned to standards.
10.0 %
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to content vocabulary instruction.
Most objectives provide a path to what students will know and be able to do as a result of the lesson. Multiple strategies for addressing content vocabulary instruction are evident.
All objectives are aligned to standards. Extensive, well-planned focus on teaching and reviewing content vocabulary before, during, and after the lesson.
20.0 %
Fails to use the SIOP model. The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Skills and activities are not grade-appropriate.
Fails to use the SIOP model. The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Skills and activities are mostly grade-appropriate.
Uses the SIOP model. The lesson plan consists of all the required components. The activities develop ways to build speed and accuracy with text. Activities are appropriate for grade level and encourage participation.
Uses the SIOP model. All lesson plan components are addressed. The fluency skills and activities are developed thoughtfully and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
Correctly uses the SIOP model. All lesson components are addressed. Uses exceptionally organized and engaging activities that create multiple and meaningful opportunities to practice.
30.0 %
SEI strategies are neither clearly identified.
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
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Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
EDU-230 Issues in Multicultural EducationAssessment and Rubric.docxjack60216
EDU-230 Issues in Multicultural Education
Assessment and Rubric
Targeted Essential Learning
Effective teachers understand the issues that affect multicultural education in the United States, and the importance of providing a quality education in an equitable fashion to all of their students. (InTASC 1,2, 3)
Assessment Tool Selected
Essay
Specific Performance/Task(s)
Reflect on the impact of diverse influences as they inform student learning, and adjust practice accordingly.
Consider how schools are influenced by the larger community.
Relevancy of Task to Teacher Candidate
Teacher’s practices are influenced by what they know about issues affecting the students in their classrooms.
Assessment: Student Prompts/Teacher Directions
Issues in Multicultural Education
Explore local issues in your community that affect the education of diverse students. Possible issues may include, but are not limited to, inequities among districts in your area regarding teaching materials, quality of school programs, funding for cultural enrichment activities, etc.
Research an issue described above and analyze possible solutions you would implement in your future classroom.
Develop a 750-1,000-word plan of action to solve the chosen issue, including the following:
a) A statement of the problem.
b) Who is involved:
i) As part of the problem?
ii) As part of the solution?
c) What is the proposed solution?
d) What will be needed to implement the solution (such as money, time, manpower, materials, etc.)?
e) What is the projected timeline to implement the solution?
f) What is the expected outcome?
Use the GCU Library to research a minimum of three to five peer-reviewed articles that can be used in support of your content.
Prepare this assignment according to the APA guidelines.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit the assignment to the instructor by the end of Topic 7.
Scoring Tool/Guide (Rubric)Topic 7 Rubric: Issues in Multicultural Education (Benchmark Assessment)
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 80%
Plan of Action
ACEI 3.2, 5.2
NCSS Themes 1.1, 1.3, 1.4, and 1.5
NMSA 6
60%
Prompts are not included. They are not thoughtful, complete, and reflective.
Few prompts are included. They are not thoughtful and complete.
Most prompts are included. They are somewhat thoughtful and complete.
All prompts are included. They are thoughtful and complete.
All prompts are included. They are thoughtful, complete, and persuasive.
Analysis of Process
ACEI 3.2, 5.2
NMSA 6
20%
Submission does not include an analysis.
Analysis is somewhat reflective and does not include beliefs or biases.
Analysis is somewhat reflective and includes beliefs and biases.
Analysis is reflective and includes ...
Organizational Values Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
26.0 %Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is not provided.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is provided; however, relevant information is missing as indicated in the assignment instructions.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is provided and meets the basic criteria for the assignment as indicated in the assignment instructions.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is offered in detail.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.
26.0 %Discusses how an individual can use effective communication techniques to Overcome Workplace Challenges, Encourage Collaboration Across Groups, and Promote Effective Problem-Solving.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided. is offered; however, relevant information is missing as indicated by the assignment instructions.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is not provided. is offered and meets the basic criteria for the assignment as indicated by the assignment instructions.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is offered in detail.
A discussion to how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem-solving is offered in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought.
28.0 %Identify a specific instance from your own professional experience in which the values of.
Life Transitions Assignment Assignment Life Transitions As.docxLaticiaGrissomzz
Life Transitions Assignment
Assignment: Life Transitions Assignment
Weighting: 20% of final grade
Course Outcomes:
7.0
Life
Transitions
Discuss the various socioeconomic life transitions that the older adult will face in relation to:
· Declining function
· Shrinking social world
· Widowhood
· Late-Stage Divorce
· Late-Stage remarriage
· Grand parenting
· Reduced income
· Retirement, including the phases of retirement
· Role changes
· Awareness of mortality
Purpose of Life Transitions Assignment: To interview an older adult (over the age of 65 years) on their late life transitions. Then discuss/analyze the relevant older adult life transitions as it compares/contrasts with the course content.
Instructions for Assignment:
1. Interview an older adult (someone over 65 years of age). Note their approximate age. This person can be a friend, relative, neighbor, parent, or grandparent or someone you have met in the community. Acknowledge that you were instructed to interview an interesting person for your school assignment.
2. Develop your questions based on adult life transitions as it relates to a person’s lived experience.
3. When choosing a time for the interview, consider when the person feels most comfortable.
4. Consider the length of time you will be taking.
5. Assure the interviewee that they may refuse to answer any question.
6. Be empathic and nonjudgmental. Remember that the person is honoring you by sharing his/her life story.
7. Write a 4-6-page paper analyzing the person’s lived experience. Do not use their name or location to maintain confidentiality.
8. Choose 4 or 5 late-life transitions that apply to your interviewee’s lived experience to analyze.
9. Utilize APA format.
10. The essay must include a title page, in-text citations, and a reference page.
(Do not reference the course slides).
11. All work is expected to be your original work in your own words.
All items copied from other sources must be quoted or paraphrased or summarized with appropriate citations or references. Academic honesty is expected and required of all Conestoga students. It is critical that you familiarize yourself with the Academic Offences Policy.
12. This assignment
will be evaluated in terms of how you use the course content to interpret or explain what you described in the interview. What various life transitions occurred during this person’s older adult years?
13. Do not include the interview transcript in this assignment.
14. Review the rubric to ensure you have addressed all elements that will be evaluated.
Rubric
Proficient
Capable
Developing
Incomplete
Presentation
Excellent organization and presentation of discussion.
Ideas are easy to follow
Good organization and presentation of discussion.
Most ideas are easy to follow, with little to no repetition.
Lacks organization in the presentation .
2BA300 Manager Interview AssignmentThis is a research pa.docxrhetttrevannion
2
BA300 Manager Interview Assignment
This is a research paper, so you need to approach it as just that. The point of this assignment is to demonstrate that you can complete research, and connect that research to the class material. In doing this, you will show that you understand and can explain the class material through the research. The research in this assignment is the information that you collect from the interview and shadowing experiences.
Complete the following steps to complete this project:
Step 1: Choose an interview and shadowing subject – This should be a person that:
1. Is currently a manager with employees that they manage,
2. You have access to for both the interview and shadowing, and
3. Agrees to allow you to interview and shadow them.
If you need a letter from the professor to gain their approval, please request one from the professor.
Step 2: Conduct your interview - Use the questions listed below for conducting your Manager Interview. You’ll want to take notes and, if possible, audio record the interview for use when you’re preparing your paper.
Step 3: Shadow your interviewee – spend at least 4 or more hours following the manager through their daily routine. Make notes during this time that focus on what the manager may or may not be doing well based on your opinion and the material from the class.
Step 4: After conducting your interview – prepare a 5-7-page paper that reports your findings from the interview. Think of the interview and shadowing as a primary source (like a book or research journal) to use to write your paper. You MUST clearly cover the following five points:
a. Summarize the manager’s responses to the questions.
b. Evaluate and compare the manager’s responses compared to textbook and lecture discussions.
c. What advice might you give to the manager in order to improve his/her performance?
d. What information most surprised you from the interview and was most useful to you?
e. Use the interview to identify lessons for doing management that you would keep in mind if you held a managerial position.
TIPS FOR WRITING YOUR PAPER:
DO:
DON’T:
1. Use subtopic titles to identify main topics or sections of the paper.
2. Use direct quotes from the interview/shadowing to emphasize and connect ideas, and to show that you completed both.
3. Make direct connections between the class topics and things identified in the interview/shadowing.
4. Use correct English words and grammar in your paper to make this a credible research paper.
5. Use correct paragraph structure, meaning that all sentences in a paragraph should support a topic sentence. If a sentence doesn’t support the topic sentence, that means that another paragraph is needed with a different topic sentence or the sentence should be deleted.
1. Write in the first person by using I, me, my, etc. This is a research paper, it’s about the interviewee and not about you.
2. Inject bias into your paper and make the research less credible by establishing a .
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxgertrudebellgrove
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
Top of Form 1VARK Analysis Paper 1Unsatisf.docxturveycharlyn
Top of Form 1
VARK Analysis Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 % Perceptions of Learning and Teaching
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing.
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thes ...
Discuss how the South put in specific measures to prevent the Free.docxlynettearnold46882
Discuss how the South put in specific measures to prevent the Freedman from voting. This is also referred to as the "Mississippi Plan." This system undermined the spirit behind the 15th Amendment.
Save Link
Assignment Completing a Qualitative Study
View Rubric
Due Date: Mar 08, 2017 23:59:59 Max Points: 255
Details:
This week will allow you to apply what you have been learning along with the information gathered for your 10 Strategic Points. You will use "mock" data to complete your study.
General Requirements:
1. Use "Assignments Document" and Mock Interviews to complete this assignment.
2. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
3. Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
4. You are not required to submit this assignment to Turnitin.
Directions:
1. Code the data.
2. Present the results in a table similar to Table 1 in Tables for Assignment document.
3. Create a codebook in a table similar to Table 2 in Tables for Assignment document.
Words or Phrases That Appear Frequently
4. Create a table for each theme similar to Table 3 in Tables for Assignment document.
Inductively Developed Themes
5. Write a report of the results. Include an introduction, discussion of your sample and instruments, data analysis, results, recommendations, and references.
6. See complete directions in "Assignments Document."
PSY-850-R-MockInterview4.docxPSY-850-R-MockInterview2.docxPSY-850-R-MockInterview3.docxPSY-850.R.AssignmentsDocument.docxPSY-850-RS-Tables for Assignment 7.docxPSY-850-R-MockInterview1.docx
View Rubric
Data coding is present. Coding is done in an exemplary manner and thorough.
Results of the coding are present. Research report is thorough with all components listed in assignment directions. Summary of the results is comprehensive. Data analysis is cogent and complete.
Recommendations are present and insightful. Sources used to support are scholarly and current within 5 years.
Synthesis of source information is present and scholarly. Argument is clear and convincing, presenting a persuasive claim in a distinctive and compelling manner. All sources are authoritative. The synthesis and argument in the paper are of publication caliber.
Thesis and/or main claim are clear and comprehensive; the essence of the paper is contained within the thesis. The development indicated by the thesis and/or main claim is acceptable for publication.
Writer is clearly in command of standard, written, academic English.
The document is correctly formatted to publication standards. All research presented is scholarly, topic-related, and obtained from highly respected, professional, original sources. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. The paper could readily be a.
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Benchmark - Community Teaching Plan Community Teaching Work Plan Prshpopkinkz
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Attachments
NRS-427VN-RS3-CommunityTeachingWorkPlanProposal.docx
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal - Rubric
No of Criteria: 7 Achievement Levels: 5
CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0
Planning and Topic 30.0The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted. The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies. The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity. The teaching plan is based on an approved topi ...
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
Similar to Case Study – Medicare Fraud and Abuse ReportIn this assignment w (20)
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Case Study – Medicare Fraud and Abuse ReportIn this assignment w
1. Case Study – Medicare Fraud and Abuse Report
In this assignment we examine the legal and ethical implications
of fraud and abuse with Medicare. Use the CSU-Global Library
and the internet to identify a real-world case of Medicare fraud
and/or abuse. Write a 4-5 page report using the readings,
research, and your knowledge of health law and ethics to
analyze this case.
Your report should address the following substantive
requirements:
· Description of what occurred, who was affected, and why
· Assess the case from the following perspectives:
· Ethical – identify the ethical principles involved in this
situation from the perspective of all those involved.
· Legal – what are the legal implications and what laws or
statutes were involved?
· Provide two recommendations for how to manage this case
from the perspective of the healthcare organization involved.
What could have been done to prevent this situation?
· Recommend next steps to manage this case.
Your report should meet the following structural requirements:
· Be 4-5 pages in length, not including the cover or reference
pages.
· Be formatted according to the CSU-Global Guide to Writing
and APA Requirements.
· Provide support for your statements with in-text citations from
a minimum of four (4) scholarly articles. Two (2) of these
sources may be from the class readings, textbook, or lectures,
but two (2) must be external. The CSU-Global Library is a good
place to find these references.
· Utilize the following headings to organize the content in your
work.
· Introduction
· Assessment
· Recommendations
2. · Conclusion
Thanks,
Barb.
Classroom and Safety Management Plans Template
Part 1: Classroom Management
Classroom Rules and Expectations
Category
Rule/Expectation
Activity
Routines
Relationships
Field trips
Consequences and Due Process
4. and expectations to early childhood students are
identified.Classroom management plan includes three
underdeveloped or unclear classroom rules or expectations in
the areas of routines, relationships, and field trips. Vague
activities to teach each classroom rules and expectations to
early childhood students are identified.Classroom management
plan includes three appropriate classroom rules or expectations
in the areas of routines, relationships, and field trips. Relevant
activities to teach each classroom rules and expectations to
early childhood students are identified.Classroom management
plan includes three or more insightful classroom rules or
expectations in the areas of routines, relationships, and field
trips. Creative activities to teach each classroom rules and
expectations to early childhood students are identified.Part 1:
Classroom Management - Consequences and Due
Process30.0%Not addressed. Consequences are not specified or
are inappropriate. Irrelevant citations from the Ethical
Principles and Professional Practice Standards for Special
Educators are included. Due process procedures and
consequences for individuals with exceptionalities are not
identified or unfitting.Consequences are minimally explained.
Ambiguous citations from the Ethical Principles and
Professional Practice Standards for Special Educators are
included. Due process procedures and consequences for
individuals with exceptionalities are weak.Suitable
consequences are competently explained. Accurate citations
from the Ethical Principles and Professional Practice Standards
for Special Educators are included. Due process procedures and
consequences for individuals with exceptionalities are clearly
identified.Well-crafted consequences are thoroughly explained.
Extensive citations from the Ethical Principles and Professional
Practice Standards for Special Educators are included. Due
process procedures and consequences for individuals with
exceptionalities are proficiently explained.Part 2: Safety
Management30.0%Not addressed. Safety management plan does
not include five safety concerns. Procedures to manage the
5. identified concerns are implausible, and the roles of each
stakeholder involved are not identified.Safety management plan
minimally describes five safety concerns. Procedures to manage
the identified concerns and the roles of each stakeholder
involved are lacking detail.Safety management plan effectively
describes five safety concerns. Logical procedures to manage
the identified concerns and the roles of each stakeholder
involved are identified.Safety management plan minimally
describes five safety concerns. Comprehensive procedures to
manage the identified concerns and the roles of each
stakeholder involved are identified.Research Citations and
Format (citations, footnotes, references, bibliography, etc., as
appropriate to assignment and style) 10.0%Not addressed.
Many citations are missing where needed; or many of the
sources are inappropriate for the submission; or APA is
attempted where required, but many aspects are missing or
mistaken.Some citations may be missing where needed; or some
of the sources do not support the submission; or APA is
attempted where required, but some aspects are missing or
mistaken.All sources are credible, adequate, and support the
submission. All required aspects of APA format are correct
within the submission.All sources are credible, appropriate, and
strongly support the submission. All required aspects of APA
format are correct within the submission.Mechanics of Writing
(includes spelling, punctuation, grammar, language
use)5.0%Not addressed. Surface errors are pervasive enough
that they impede communication of meaning. Inappropriate
word choice or sentence construction is used.Frequent and
repetitive mechanical errors distract the reader. Inconsistencies
in language choice (register) or word choice are present.
Sentence structure is correct but not varied.Submission includes
some mechanical errors, but they do not hinder comprehension.
Variety of effective sentence structures are used, as well as
some practice and content-related language.Submission is
virtually free of mechanical errors. Word choice reflects well -
developed use of practice and content-related language.
6. Sentence structures are varied and engaging.Total
Weightage100%
Case Study for Final Paper
Adult Learners
You have been teaching in the University Intensive
English Program for several years, so when a newer teacher
comes to you in need of assistance, you are ready to help him!
Unique to your program, each instructor teaches all four
domains of language in the classroom. So, each teacher will
spend four hours each day with a group of about 15 adult
learners and will teach all four domains with the assistance of
some adult ESL textbooks. Because this instructor is newer and
is still learning, he has been placed with the intermediate adult
students. He is thriving at his job, but has a few questions about
how to help students with some key skills.
During the listening and speaking portion of class, your
colleague tells you that he is struggling to have his students
engage in conversation. He gives them the directions verbally,
breaks them into groups, and then gives them time to get
started. However, the students will often get into groups, but
then are not sure what to do and will not be able to get started.
Most frustrating is that he will often hear the students talking
with each other, in English, before class and in the hallways,
but they will not readily speak up in class. He is perplexed why
speaking in English in class is difficult for them. They will nod
as if they understand and will ask each other questions about
class information in their native languages. He asks you to help
him understand what he could be missing and what he can do to
help them with communicating in class.
Your colleague is also frustrated with his students’
writing. He feels that he is giving them the grammatical
knowledge to write, but his students are still struggling with
how to get the ideas on paper in an organized way. He is asking
for your help in how to help the students with their writing.
7. Case Study for Final Paper
Young Learners
Mrs. Serpe has been teaching for about 10 years; however
this is the first year she can remember having ELLs who are
coming in at lower proficiency levels. She is not always sure
how to help them. Two of her students, Maria and Abed, have
her particularly perplexed.
Maria has been in the classroom now for about six months.
Although she is silent in the classroom, Mrs. Serpe hears from
the playground teachers that Maria has started talking with her
friends on the playground. In class, Maria will respond with
nods and smiles only. She does not talk. Mrs. Serpe is confused
on how to help her, based on her proficiency level, and why
Maria is now talking while on the playground, but will not talk
in class. Mrs. Serpe does her best to hide her frustration and
help Maria feel part of the classroom. However, since Maria
came to the classroom with little English background, Mrs.
Serpe feels somewhat lost on how to help her.
Abed, on the other hand, has been at this school for over a
year now. He is doing very well. He speaks with friends on the
playground and is involved in class discussions. He came to
school with some English background. He is reading almost at
grade level and is very outgoing, communicative, and engages
well with peers both inside and out of the classroom. He can
understand and make himself understood with a mostly accurate
English grammatical system when speaking and listening.
However, his writing is struggling. Although he writes, he has
many grammatical mistakes, has trouble getting the words he
speaks from his brain to the paper, and becomes easily
frustrated.
Mrs. Serpe needs help with both students.
8. TESOL Pre-K–12 English Language Proficiency Standards
Framework
The Pre-K–12 English Language Proficiency Standards are
available in the TESOL Bookstore.
The standards address concerns introduced by the No Child Left
Behind legislation. It also
presents detailed tables that show indicators of success at
different levels of proficiency. The
framework of the standards is available here for your
convenience. For questions about using,
reprinting, or quoting the Pre-K–12 English Language
Proficiency Standards, see
TESOL’s Rights and Permissions page.
1. Proficiency Standards Framework
2. Grade Level Clusters
3. Language Domains
4. Language Proficiency Levels
5. Background
1. Presentation of a Clear Proficiency Standards Framework
The standards publication presents five language proficiency
standards. They include both social
and academic uses of the language students must acquire for
success in and beyond the
classroom. The English language proficiency standards are as
follows:
Standard 1:
9. English language learners communicate for social,
intercultural, and
instructional purposes within the school setting.
Standard 2:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of language arts.
Standard 3:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of mathematics.
Standard 4:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of science.
Standard 5:
English language learners communicate information, ideas, and
concepts
necessary for academic success in the area of social studies.
2. Identification of Specific Grade-Level Clusters
10. The grade-level clusters for the English language proficiency
standards reflect current
educational configurations in the United States.
PreK-
K
Grade levels preK-K are grouped together because the
primary focus is on creating a learning environment that
nurtures the development of young English language
learners.
http://tesol.prod.vtcus.com/read-and-publish/rights-and-
permissions�
1-3
Grade levels 1-3 are grouped together because in most
elementary school programs, these grades are geared toward
“learning to read."
4-5 Grade levels 4-5 share the common goal of literacy skills
application, often referred to as “reading to learn."
6-8
At the 6-8 grade levels, English language learners face
increased academic and social pressure to perform. In
addition, at this level, there is a widening range of student
performance.
9-12
Grade levels 9-12 reflect the traditional high school
organization. The academic demands at the secondary level
11. make reaching parity with grade-level peers increasingly
difficult for English language learners.
3. Usage of Four Language Domains
Each of the five language proficiency standards is divided into
the language domains of
listening, speaking, reading, and writing. While interaction
naturally occurs between and among
language domains, in this document, they are maintained as
separate constructs as one way of
thinking about curriculum, instruction, and assessment.
Listening
Listening is an active skill. By highlighting an assortment of
listening tasks across
standards, the need to involve students in active listening and
purposeful listening skills
development becomes clear.
Speaking
English language learners engage in oral communication in a
variety of situations for a
variety of purposes and in a wide spectrum of settings. As par t
of oral communication,
students are constantly using language in meaningful interaction
with others.
Reading
English language learners process, interpret, and evaluate
written language, symbols, and
text with understanding and fluency. Learning to read in a
second language may be
enhanced or hindered by students’ level of literacy in their
12. native language. Students who
have a strong foundation in reading in their first language bring
with them skills that can
be readily transferred in the process of learning to read in
English.
Writing
English language learners use written communication for a
variety of purposes and
audiences. Writing can be used to express meaning through
drawing, symbols, or text.
English language learners may come with writing styles
influenced by their home
cultures.
4. Inclusion of Five Levels of Language Proficiency
The use of five levels reflects the complexity of language
development and allows the tracking
of student progress across grade levels within the same scale.
The five levels of language
proficiency reflect characteristics of language performance at
each developmental stage. The
language proficiency levels are intended to highlight and
provide a model of the process of
language acquisition that can be adapted by individual districts
and states.
Level 1-Starting
At L1, students initially have limited or no understanding of
English. They rarely use
13. English for communication. They respond nonverbally to simple
commands, statements,
and questions. As their oral comprehension increases, they
begin to imitate the
verbalizations of others by using single words or simple
phrases, and they begin to use
English spontaneously.
At the earliest stage, these learners construct meaning from text
primarily through
illustrations, graphs, maps, and tables.
Level 2-Emerging
At L2, students can understand phrases and short sentences.
They can communicate
limited information in simple everyday and routine situations by
using memorized
phrases, groups of words, and formulae. They can use selected
simple structures correctly
but still systematically produce basic errors. Students begin to
use general academic
vocabulary and familiar everyday expressions. Errors in writing
are present that often
hinder communication.
Level 3-Developing
At L3, students understand more complex speech but still may
require some repetition.
They use English spontaneously but may have difficulty
expressing all their thoughts due
to a restricted vocabulary and a limited command of language
structure. Students at this
level speak in simple sentences, which are comprehensible and
appropriate, but which are
frequently marked by grammatical errors. Proficiency in reading
may vary considerably.
Students are most successful constructing meaning from texts
14. for which they have
background knowledge upon which to build.
Level 4-Expanding
At L4, students’ language skills are adequate for most day-to-
day communication needs.
They communicate in English in new or unfamiliar settings but
have occasional difficulty
with complex structures and abstract academic concepts.
Students at this level may read with considerable fluency and
are able to locate and
identify the specific facts within the text. However, they may
not understand texts in
which the concepts are presented in a decontextualized manner,
the sentence structure is
complex, or the vocabulary is abstract or has multiple meanings.
They can read
independently but may have occasional comprehension
problems, especially when
processing grade-level information.
Level 5-Bridging
At L5, students can express themselves fluently and
spontaneously on a wide range of
personal, general, academic, or social topics in a variety of
contexts. They are poised to
function in an environment with native speaking peers with
minimal language support or
guidance.
Students have a good command of technical and academic
vocabulary as well of
idiomatic expressions and colloquialisms. They can produce
clear, smoothly flowing,
15. well-structured texts of differing lengths and degrees of
linguistic complexity. Errors are
minimal, difficult to spot, and generally corrected when they
occur.
5. Proficiency Standards Background
In the nearly ten years since the publication of TESOL’s ESL
Standards for Pre- K-12 Students,
the standards movement has continued to grow and impact
educational systems throughout the
United States at the state, district, and classroom levels.
The provisions of the No Child Left Behind Act of 2001
(NCLB) have also focused attention on
the language needs of English language learners by requiring
each state to develop English
language proficiency standards.
Using TESOL’s 1997 publication as a building block, the
revised 2006 PreK-12 English
Language Proficiency Standards
• Expand the scope and breadth of the ESL content standards by
bridging them to specific
core curriculum content areas, namely, English language arts,
mathematics, science, and
social studies
• Use students’ first languages and cultures as the foundation
for developing academic
language proficiency
• Provide an organizational structure that is synchronized with
17. teaching ELLs.
· The format is Essay Structure (Links to an external site.).
· The purpose is to develop a clear response to the questions
following the story.
· Choose one of the Thesis Statements (Links to an external
site.) from Week 1 to write about for the final assignment.
· Locate four sources to use in your final assignment.
Remember to include scholarly sources. Type their APA
Reference entries below.
· Use this space to summarize one of your sources.