Collaboration and Communication Action Plan Template Bas.docx
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Collaboration and Communication Action Plan Template Based on the scenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress. Complete rationales explaining your choices beneath the action plan template. Long-Term Goal: Provide long-term goal due date. Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal Short-Term Goal 1: (This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise. Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal? Timeline What is an appropriate timeline to achieve the goal? Persons Responsible What stakeholders will be responsible in helping to achieve the goal and how will they collaborate? Evidence of Success How will the goal be measured? Short-Term Goal 2: (The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity). Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal? Timeline What is an appropriate timeline to achieve the goal? Persons Responsible What stakeholders will be responsible in helping to achieve the goal Evidence of Success How will the goal be measured? Short-Term Goal 3: (This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.) Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal? Timeline What is an appropriate timeline to achieve the goal? Persons Responsible What stakeholders will be responsible in helping to achieve the goal and how will they collaborate? Evidence of Success How will the goal be measured? Short-Term Goal 4: (This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.) Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal? Timeline What is an appropriate timeline to achieve the.
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Collaboration and Communication Action Plan Template Maria.docx
Collaboration and Communication Action Plan Template
Maria Thompson
Spd. 310
Professor Swaney
10/13/19
Based on thescenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress.
Complete rationales explaining your choices beneath the action plan template.
Long-Term Goal:
Provide long-term goal due date.
Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal
Short-Term Goal 1:
(This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise.
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 2:
(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal
Evidence of Success
How will the goal be measured?
Short-Term Goal 3:
(This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 4:
(This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timelin ...
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Collaboration and Communication Action Plan Template Maria.docx
Collaboration and Communication Action Plan Template
Maria Thompson
Spd. 310
Professor Swaney
10/13/19
Based on thescenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress.
Complete rationales explaining your choices beneath the action plan template.
Long-Term Goal:
Provide long-term goal due date.
Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal
Short-Term Goal 1:
(This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise.
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 2:
(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal
Evidence of Success
How will the goal be measured?
Short-Term Goal 3:
(This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 4:
(This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timelin ...
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Strategic Planning Essay
Questions On Management And Planning Essay
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Essay Urban Planning
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1Running head PROGRAM EVALUATION APPROACH FOR EDUCATION 6PR.docx
1
Running head: PROGRAM EVALUATION APPROACH FOR EDUCATION
6
PROGRAM EVALUATION APPROACH FOR EDUCATION
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality of education that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description and Rationale the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes (Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy? The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progress in schools (McKenney, 2018). This is a way that can be used in determining the different scores of the children in schools. When such conditions are evident, then it means that the child is having some challenges in their learning. The major sub-sets of the question include; Is the child eligible for special education? Is your child being evaluated for special education? Is your child having challenges in their learning? What is the ability of your child?
Another description question that can be asked on the process in what corrective actions are possible? The aspect of correction usually helps in building the quality of the education that is being offered. This ...
Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Collecting Information Please respond to the followingUsi.docx
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
Incept Education Dialogues
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
objectives
how to make objectives at curriculum
first term master faculty of nursing Cairo university.
2017
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docx
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.
Coding NotesImproving Diagnosis By Jacquie zegan, CCS, w.docx
Coding Notes
Improving
Diagnosis
By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docx
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
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1Running head PROGRAM EVALUATION APPROACH FOR EDUCATION 6PR.docx
1
Running head: PROGRAM EVALUATION APPROACH FOR EDUCATION
6
PROGRAM EVALUATION APPROACH FOR EDUCATION
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality of education that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description and Rationale the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes (Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy? The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progress in schools (McKenney, 2018). This is a way that can be used in determining the different scores of the children in schools. When such conditions are evident, then it means that the child is having some challenges in their learning. The major sub-sets of the question include; Is the child eligible for special education? Is your child being evaluated for special education? Is your child having challenges in their learning? What is the ability of your child?
Another description question that can be asked on the process in what corrective actions are possible? The aspect of correction usually helps in building the quality of the education that is being offered. This ...
Lesson-Planning-CG.pptx
SAMPLE LESSON PLAN MAKING Develop and use listening strategies, such as detecting keywords,
guessing the meaning of words from context, appealing for help, and
signaling comprehension. The teaching method can be used by the lecturer in teaching learning
process. Then, there are several methods of teaching English used by the lecturer
in teaching listening.
Collecting Information Please respond to the followingUsi.docx
"Collecting Information" Please respond to the following:
Using your evaluation plan, describe it briefly and discuss the appropriateness, benefits, and limitations of using two of the following designs: (a) case study, (b) time-series, (c) causal –pre- and posttest, (d) comparison.
"Evaluation Designs" Please respond to the following:
Since it is usually impossible to evaluate the whole population of a large program, evaluators must select samples. Using your evaluation plan, discuss the possible benefits and limitations of selecting a random sample or using purposive sampling to obtain the target population.
THIS IS THE PROGRAM EVALUATION
Program Evaluation Approach for Education
Student`s Name
Instructor
Institutional Affiliation
Course
Date
The program evaluation is a viable mechanism that is used in schools that seek to strengthen the quality ofeducation that they offer as well as improving the outcomes of the students. Today, many approaches that are used in the evaluation focus on education and especially about the key features of the program that will be evaluated. This paper will seek to describe the planned approach as it applied in education as well as the rationale for the strategy, description of the question areas and their rationale and finally the stockholders and the reasons they should be involved as well as the ways that can be used in obtaining their involvement.
Description
and Rationale
the Program Evaluation Approach
The Tylerian evaluation approach usually has a significant influence on both evaluation and education. His theory foresaw the concepts that will be used in today`s world in the improvement and multiple as the means of assessment. He defined the objectives as a way for the teachers to explain what they wanted to teach in the classes(Posavac, 2015). Through stating the goals in terms of what the students should do, Tyler believed that the teachers should plan more on their curricula so that they can be able to achieve more. Tyler eventually defined the program evaluation approach as a process of determining how best one is achieving its objectives (Jacobs, 2017). In the evaluation process, one should consider the following steps; establishment of the broad goals as well as the objectives, classifying the goals, define the objectives in terms of behavior, finding situation in which the achievement of the targets can be shown, development of the required measurement techniques, collecting the performance data and eventually compare the performance of the data with the behaviors that have been stated in the objectives.
Description of the
Question and their Rationale
Some of the description questions that can be asked on the process are why is there a discrepancy?
The discrepancy in education is the model that is usually used in the determination of whether a child is eligible for education. It usually refers to the mismatch between the child`s intellectual ability and their progres.
Incept Education Dialogues
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
objectives
how to make objectives at curriculum
first term master faculty of nursing Cairo university.
2017
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docx
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.
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By Jacquie zegan, CCS, wC
Specificity in ICD-IO Coding
VALID ICD-IO-CM/PCS (ICD-IO) codes have been required for claims reporting since October 1, 2015. But ICD-IO diagnosis coding to the correct level of specificity—a more recent requirement—continues to be a problem for many in the healthcare industry. While diagnosis code specificity has always been the goal, providers were granted a reprieve in order to facilitate implementation of ICD-IO. For the first 12 months of ICD-IO use, the Centers for Medicare and Medicaid Services (CMS) promised that Medicare review contractors would not deny claims "based solely on the specificity of the ICD-IO diagnosis code as long as the physician/practitioner used a valid code from the right family."l Commonly referred to as the "grace period," this flexibility was intended to help providers implement the ICD-IO-CM code set and was never intended to continue on in perpetuity. In fact, this CMS-granted grace period expired on October 1, 2016.2
Unfortunately, nonspecific documentation and coding persists. This is an ongoing problem, even though the official guidelines for coding and reporting require coding to the highest degree of specificity. Third-party payers are making payment determinations based on the specificity of reported codes, and payment reform efforts are formulating policies based on coded data. The significance of overreporting unspecified diagnosis codes cannot be understated. In the short term, it will increase claim denials, and in the long term it may adversely impact emerging payment models.3•4 Calculating and monitoring unspecified diagnosis code rates is critical to successfully leverage specificity
44/Journal of AHIMA April 18
in the ICD-IO-CM code set.
An ICD-IO-CM code is considered unspecified if either of the terms "unspecified" or "NOS" are used in the code description. The unspecified diagnosis code rate is calculated by dividing the number of unspecified diagnosis codes by the total number of diagnosis codes assigned. Health information management (HIM) professionals should be tracking and trending unspecified diagnosis code rates across the continuum of care.5
Acceptable use of Unspecified Diagnosis Codes Unspecified diagnosis codes have acceptable, even necessary, uses. The unspecified code rate is not an error rate, but rather an indicator of the quality of clinical documentation and a qualitative measure of coder performance and coding results. Even CMS explicitly recognizes that unspecified codes are sometimes necessary. "When sufficient clinical information is not known or available about a particular health condition to assign a more specific code, it is acceptable to report the appropriate unspecified code."6 It's also important that coding professionals use good judgment to avoid unnecessary queries for clarification of unspecified diagnoses. The official coding guidelines provide explicit guidance for appropriate uses of unspec.
CNL-521 Topic 3 Vargas Case StudyBob and Elizabeth arrive.docx
CNL-521 Topic 3: Vargas Case Study
Bob and Elizabeth arrive together for the third session. As planned, you remind the couple that the goal of today’s session is to gather information about their families of origin. Bob begins by telling you about his older sister, Katie, who is 36 and lives nearby with her three children. Katie’s husband, Steve, died suddenly last year at the age of 40 when the car he was driving hit a block wall. Elizabeth speculates that Steve was intoxicated at the time, but Bob vehemently denies this allegation. He warns Elizabeth to “never again” suggest alcohol was involved. You note Bob’s strong response and learn that his own biological father, whom his mother divorced when Bob was 3 and Katie was 5, had been an alcoholic. When asked about his father, Bob says, “His name is Tim, and I haven’t seen him since the divorce.” Bob shares that he only remembers frequently hiding under the bed with Katie to stay safe from his violent rages. He adds that 5 years after the divorce, his mother, Linda, married Noel who has been “the only dad I’ve ever known.” He insists that his sister married “a devout Christian who never touched alcohol” and attributed the 3:00 a.m. tragedy to fatigue. He adds that a few days before the accident, Katie had complained to him that her husband had been working many late nights and “just wasn’t himself.” Bob speaks fondly of his sister and confirms that they have always been “very close.”
From Elizabeth, who is 31 years old, you learn that she was adopted by her parents, Rita and Gary, who were in their late 40s at the time. They were first generation immigrants who had no family in the United States. Their biological daughter, Susan, had died 10 years earlier after Rita accidentally ran over the 5 year old while backing out of the driveway. Elizabeth surmises that her mother never fully recovered from this traumatic incident and remained distant and withdrawn throughout Elizabeth’s life. Elizabeth describes her father, Gary, as “a hard worker, smart, and always serious.” She shares that most of her family memories were of times spent with her dad in his study, surrounded by books. She states, “He could find the answer to all of my questions in one his many books.” Elizabeth describes herself as the “quiet, bookish type” and attributes her love for books to her father. Like her father in his study, Elizabeth remembers spending most of her adolescence alone in her room, reading, so she would not upset her mother. Looking back, Elizabeth tells you she recognizes her mother’s struggle with depression, “but as a kid, I thought it was me.”
You comment on the vastly different childhood experiences and normalize the potential for relationship challenges under these circumstances. Acknowledging the differences, Elizabeth remarks that Bob’s relationship with his family was one of the things that she was attracted to early in their relationship. Bob agrees with her and comments that Katie and Elizabeth.
Cognitive and Language Development Milestones Picture Book[WLO .docx
Cognitive and Language Development Milestones Picture Book
[WLO: 1] [CLO: 1]
Prior to beginning work on this assignment,
Review Chapters 6, 7, and 9 of your text.
Review the cognition and language development milestones from the Centers for Disease Control and Prevention on the web page
Basic Information (Links to an external site.)
.
Identify one age-group that you will discuss:
Infancy: Birth to 12 months
Toddler: 1 to 3 years
Early childhood: 4 to 8 years
Review and download the
Cognitive and Language Development Milestones Picture Book Template.
The purpose of this assignment is to creatively demonstrate an understanding of developmental milestones as they pertain to cognition and language development.
Part 1:
Based on the required resources above, create a children’s picture book using
StoryJumper (Links to an external site.)
that tells a story about a child’s typical day. Your story must incorporate at least four cognitive and four language development milestones for the age-group you have selected. Your story can be about a fictional child or can be based on a real child. Watch the video,
StoryJumper Tutorial (Links to an external site.)
, for assistance in using StoryJumper.
To complete this assignment, you must
Create a children’s picture book using StoryJumper.
Identify at least four cognitive development milestones appropriate to the age-group selected.
Distinguish at least four language development milestones appropriate to the age-group selected.
Discuss a typical day appropriate to the age-group selected.
Part 2:
Open the
Cognitive and Language Development Milestones Picture Book Template
and complete the following items:
Provide the link to the StoryJumper picture book you created in Part 1.
Indicate which age-group your picture book will discuss.
List at least four cognitive development milestones that are included in your picture book.
List at least four language development milestones that are included in your picture book.
Submit your Word document to Waypoint.
The Cognitive and Language Development Milestones Picture Book:
Must be eight to 10 pages of text in length (not including title page, images, and references page) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of picture book
Student’s name
Course name and number
Instructor’s name
Date submitted
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s
Citing Within Your Paper (Links to an external site.)
Must include a separate references page or slide that is formatted according to APA style as outlined in the Ashford Writing Center. See the
Formatting Your References List (Links to an external site.)
resource in the Ashford Writing Center for specifications.
CHAPTER 6 SUMMARY
Piaget’s Cognitive-Developmental Theory.
Codes of (un)dress and gender constructs from the Greek to t.docx
Codes of (un)dress and gender constructs
from the Greek to the Roman world
he
By 6th c. BC: Greek male and female dress codes firmly established
Archaic kouros
and kore statues
demonstrate how
the body was
used in the
naturalization of
gender
constructs
The naked male
body in the
classical period:
the Doryphoros as
a heroic athlete-
warrior citizen
Male sexuality: conditions by the patriarchal ideology of
domination, it restricted sexual expression and freedom
in homosexual
relations
and heterosexual
relations
In the classical
period,
while the naked
male body was
idealized and
heroized,
the female naked
body was always
sexualized and
objectified.
Centauromachy (late 5th c.
Bassae): the Greek female is
defenseless and sexualized
(must be defended by Greek
men).
Gendered
nakedness in
mythological
scenes:
the Greek
male is
always
heroized
Amazonomachy (4th c.
Halikarnassos): the non-
Greek female is wild and
sexualized (must be
dominated by Greek men).
Aphrodite (Roman Venus): at first fully dressed
The gradual disrobing of Aphrodite in monumental statues, late 5th to
4th c. BC (Roman copies)
“Venus Genetrix”,
original late 5th c. BC
“Venus of Capua”,
original 4th c. BC
Aphrodite of Knidos,
original 4th c. BC
Late 5th c. onwards: minor goddesses were also represented sexualized in
statues, but only Aphrodite appeared entirely naked by the 4th c. BC.
Nike (Victory), late
5th c., Olympia.
Aphrodite of Knidos by
Praxiteles, 4th c. (Roman copy)
Aphrodite “Beautiful
Buttocks”, Roman
copy (Greek ca. 300).
Doryphoros and
Aphrodite of Knidos
(Knidia or Knidian
Aphrodite), Roman
copies.
What main
differences do you
observe?
Was her nakedness
really threatening to
patriarchy (Andrew
Stewart)?
Or, in what ways
was her nakedness
aligned with
patriarchal ideology?
Could she have been
empowering for
women?
The traditional visual
presence of a divine
statue at the far end of
a rectangular temple
was very different
(Olympian Zeus)
Aphrodite of Knidos was displayed in an unusual temple (round plan), so as to
be seen from all sides, like a beautiful object.
The original
Aphrodite of
Knidos is lost.
Numerous
Roman copies
of the Knidian
Aphrodite exist
(with variations
in details).
“Colonna
Venus” Vatican
Museums.
“Ludovisi
Venus”,
Palazzo
Altemps, Rome
(only the torso
is ancient, the
rest is 17th-c,
restoration.)
Capitoline Venus, Rome
Medici Venus, Florence
Variations on the
“Venus pudica” type,
Greek Hellenistic
originals, Roman
copies.
Are they more modest
or also more shamed?
Latin pudore: modesty,
chastity, shame.
Greek aidos: shame,
modesty
(aidion=vagina)
There is no male “pudicus”
type in Greco-Roman
sculpture.
These unequal gender
constructs are still around
today,
to the detriment of all of us!
There is no male
“pudicus” type in Greco-
Roman sculpture.
An effec.
Coding Assignment 3CSC 330 Advanced Data Structures, Spri.docx
Coding Assignment 3
CSC 330: Advanced Data Structures, Spring 2019
Released Monday, April 15, 2019
Due on Canvas on Wednesday, May 1, at 11:59pm
Overview
In this assignment, you’ll implement another variant of a height-balancing tree known as a
splay tree. The assignment will also give you an opportunity to work with Java inheritance;
in particular, the base code that you’ll amend is structured so that your SplayTree class
extends from an abstract class called HeightBalancingTree, which gives a general template
for how a height-balancing tree should be defined.
As always, please carefully read the entire write-up before you begin coding your submission.
Splay Trees
As mentioned above, a splay tree is another example of a height-balancing tree — a binary
search tree that, upon either an insertion or deletion, modifies the tree through a sequence
of rotations in order to reduce the overall height of the tree.
However, splay trees differ from the other height-balancing trees we’ve seen (AVL trees,
red-black trees) in terms of the type of guarantees that they provide. In particular, recall
that both AVL trees and red-black trees maintain the property that after any insertion or
deletion, the height of the tree is O(log n), where n is the number of elements in the tree.
Splay trees unfortunately do not provide this (fairly strong) guarantee; namely, it is possible
for the height of a splay tree to become greater than O(log n) over a sequence of insertions
and deletions.
Instead, splay trees provide a slightly weaker (though still meaningful) guarantee known as
an amortized bound, which is essentially just a bound on the average time of a single opera-
tion over the course of several operations. In the context of splay trees, one can show that
over the course of, say, n insertions to build a tree with n elements, the average time of each
of these operations is O(log n) (but again, keeping in mind it is possible for any single one
of these operations to take much longer than this).
Showing this guarantee is beyond the scope of this course (although the details of the analy-
sis can be found in your textbook). Instead, in this assignment, we will just be in interested
1
r splay:
N
root
root
2
1
1
2
l splay:
N
1
2
rr splay:
N
N
N
ll splay:
rl splay:
1
2
N
lr splay:
Figure 1: Illustration of the six possible cases for on a given step of a splay operation.
in writing an implementation of a splay tree in Java that is structured using inheritance.
Splay Tree Insertions and Deletions
To insert or delete an element from the tree, splay trees use the same approach as the other
height-balancing trees we’ve discussed in class — first we insert/deletion an element using
standard BST procedures, and then perform a “height-fixing” procedure that rebalances the
tree. Thus, what distinguishes each of these height-balancing trees from one another is how
they define their height-fixing procedures.
To fix the tree after both inser.
CodeZipButtonDemo.javaCodeZipButtonDemo.java Demonstrate a p.docx
CodeZip/ButtonDemo.javaCodeZip/ButtonDemo.java// Demonstrate a push button and handle action events.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassButtonDemoimplementsActionListener{
JLabel jlab;
JTextField jtf;
ButtonDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("A Button Example");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(220,90);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Make two buttons.
JButton jbtnUp =newJButton("Up");
JButton jbtnDown =newJButton("Down");
// Create a text field.
jtf =newJTextField(10);
// Add action listeners.
jbtnUp.addActionListener(this);
jbtnDown.addActionListener(this);
// Add the buttons to the content pane.
jfrm.add(jbtnUp);
jfrm.add(jbtnDown);
jfrm.add(jtf);
// Create a label.
jlab =newJLabel("Press a button.");
// Add the label to the frame.
jfrm.add(jlab);
// Display the frame.
jfrm.setVisible(true);
}
// Handle button events.
publicvoid actionPerformed(ActionEvent ae){
if(ae.getActionCommand().equals("Up")){
jlab.setText("You pressed Up.");
FileClock clock1=newFileClock(jtf);
Thread thread1=newThread(clock1);
thread1.start();
}
else
jlab.setText("You pressed down. ");
}
publicstaticvoid main(String args[]){
// Create the frame on the event dispatching thread.
SwingUtilities.invokeLater(newRunnable(){
publicvoid run(){
newButtonDemo();
}
});
}
}
CodeZip/CBDemo.javaCodeZip/CBDemo.java// Demonstrate check boxes.
import java.awt.*;
import java.awt.event.*;
import javax.swing.*;
publicclassCBDemoimplementsItemListener{
JLabel jlabSelected;
JLabel jlabChanged;
JCheckBox jcbAlpha;
JCheckBox jcbBeta;
JCheckBox jcbGamma;
CBDemo(){
// Create a new JFrame container.
JFrame jfrm =newJFrame("Demonstrate Check Boxes");
// Specify FlowLayout for the layout manager.
jfrm.setLayout(newFlowLayout());
// Give the frame an initial size.
jfrm.setSize(280,120);
// Terminate the program when the user closes the application.
jfrm.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
// Create empty labels.
jlabSelected =newJLabel("");
jlabChanged =newJLabel("");
// Make check boxes.
jcbAlpha =newJCheckBox("Alpha");
jcbBeta =newJCheckBox("Beta");
jcbGamma =newJCheckBox("Gamma");
// Events generated by the check boxes
// are handled in common by the itemStateChanged()
// method implemented by CBDemo.
jcbAlpha.addItemListener(this);
jcbBeta.addItemListener(this);
jcbGamma.addItemListener(this);
// Add checkboxes and labels to the content pane.
jfrm.add(jcbAlpha);
jfrm.add(jcbBeta);
jfrm.add(jcbGamma);
jfrm.add(jlabChanged);
jfrm.add(jlabSelected);
// Display the frame.
jfrm.setVisible(true);
}
// This is the handler for the check boxes..
CoevolutionOver the ages, many species have become irremediably .docx
Coevolution
Over the ages, many species have become irremediably linked. Whether in the context of an arms race or cooperation to conquer new ecosystems, they have no choice but to evolve together . According to Paul Ehrlich and Peter Raven, who introduced the term in 1964, "Coevolution is the evolution of two or more entities caused by the action between these entities of reciprocal selective factors. Organizations must therefore influence each other (Thompson, 1989). Coevolution relates to this week’s theme by the how natural selection affects the ecosystem. The book compares coevolution to an ecological arm race (Bensel & Turk, 2014). One example is a case of bats as stated in the book and their use of echolocation to be able to find insects. One insect that tries to outsmart it is a tiger moth which blocks out and jam’s the bats signal with a high frequency clicks and the bat fly’s erratically to confuse the moth. This is important in adaptation and of evolution of any new biological species. There are two kinds of interactions that happen that can lead to competitive coevolution. One interactions is predation in which one organism kills another organism. The second one is parasitism in which one organism benefits by damaging but not killing another organism.
This term affects living things and the physical world because if we didn’t have the natural selection all our ecosystem who would be extinct including human beings. Many recent studies state that environmental changes have messed with the balance between interacting species and leading to their extinction. When we use the three models of coevolution such as competition, predation, mutualism in organizing and synthesizing ways to modify species interaction when there is climate change in favoring one species over another. Coevolution reduces the effects of climate change and leads to lowering chances in extinction. By getting an understanding of our nature of coevolution in how they interact with different species and our communities interact and respond to the changing climate.
We as human kind must take action and not let our natural system and ecosystem suffer because of our greed for economic growth (Cairns, 2007). We must also be careful of our matriac consumption and forget about ecological and sustainability ethics. (Cairns, 2007). Humans need to take action to better take care of our ecosystem and environment. Morowitz (1992) stated in this journal, “Sustained life is a property of an ecological system rather than a single organism or species.” There are no species that can exist without the ecological life support system even humans (Cairns, 2007). We need to put more effort in taking care of our environment by creating more organizations in getting our communities involved. In achieving sustainability they must guide through ecological and sustainability ethics. There are many challenges that will come but with achieving sustainable use of our planet our environment will .
Coding Component (50)Weve provided you with an implementation .docx
Coding Component (50%)
We've provided you with an implementation of an unbalanced binary search tree. The tree implements an ordered dynamic set over a generic comparable type T. Supported operations include insertion, deletion, min, max, and testing whether a value is in the set (via the exists method). Because it's a set, duplicates are not allowed, and the insert operation will not insert a value if it is already present.
We have implemented the BST operations in a recursive style. For example, inserting a value into a tree recurses down the tree seeking the correct place to add a new leaf. Each recursive call returns the root of the subtree on which it was called, after making any modifications needed to the subtree to perform the insertion. Deletion is implemented similarly.
Your job is to add the functionality needed to keep the tree balanced using the AVL property. In particular, you will need to
· augment the tree to maintain the height of each of its subtrees, as discussed in Studio;
· compute the balance at the root of a subtree (which is the height of the root's left subtree minus that of its right subtree);
· implement the AVL rebalancing operation, along with the supporting rotation operations; and
· call the height maintenance and rebalancing operations at the appropriate times during insertion and deletion.
Code Outline
There are two main source code files you need to consider, both in the avl package:
· TreeNode.java implements a class TreeNode that represents a node of a binary search tree. It holds a value (the key of the node) along with child and parent pointers. It has a height data member that is currently not used for anything. You should not modify this file, but you need to understand its contents.
· AVLTree.java implements an ordered set as a binary search tree made out of TreeNode objects.
The AVLTree class provides an interface that includes element insertion and deletion, as well as an exists() method that tests whether a value is present in the set. It also offers min() and max() methods. These methods all work as given for (unbalanced) BSTs, using the algorithms we discussed in lecture.
To implement the AVL balancing method, you will need to fill in some missing code to maintain the height of each subtree and perform rebalancing. Look for the 'FIXME' tags in AVLTree.java to see which methods you must modify.
Height Maintenance
You'll need to set the height data member each time a new leaf is allocated in the tree. You can then maintain the height as part of insertion or deletion using the incremental updating strategy you worked out in Studio 10, Part C.
The update procedure updateHeight() takes in a node and updates its height using the heights of its two subtrees. It should run in constant time.
You'll need to call updateHeight() wherever it is needed – in insertion, deletion, and perhaps elsewhere.
Rebalancing
You must implement four methods as part of AVL rebalancing:
· getBalance() computes the balance fact.
Codes of Ethics Guides Not Prescriptions A set of rules and di.docx
Codes of Ethics: Guides Not Prescriptions A set of rules and directives that would result in efficient and ethical professional practice would be something clearly welcomed by student and professional alike. However, as should be clear by now, such prescriptions or recipes for professional practice do not exist, nor does every client and every professional condition provide clear-cut avenues for progress. Professional practice is both complex and complicated. The issues presented are often confounded and conflicting. The process of making sense of the options available and engaging in the path that leads to effective, ethical practice cannot be preprogrammed but rather needs to be fluid, flexible, and responsive to the uniqueness of the client and the context of helping. The very dynamic and fluid nature of our work with clients prohibits the use of rigid, formulaic prescriptions or directions. Never is this so obvious as when first confronted with an ethical dilemma. Consider the subtle challenges to practice decisions presented in Case Illustration 7.1. The case reflects a decision regarding the release of information and the potential breach of confidentiality. The element confounding the decision, as you will see, is that the client was deceased and it was the executrix of the estate providing permission to release the information to a third party.
Case Illustration 7.1 Conditions for Maintaining Confidentiality While all clinicians have been schooled in the issue of confidentiality and the various conditions under which confidentiality must be breached (e.g., prevention of harm to self or another), the conditions of maintenance of confidentiality can be somewhat blurred when the material under consideration is that of a client who is now deceased. Consider the case of Dr. Martin Orne, MD, PhD. Dr. Orne was a psychotherapist who worked with Anne Sexton, a Pulitzer Prize winner. Following the death of Ms. Sexton, an author, Ms. Middlebrook, set out to write her biography. In doing her research, Ms. Middlebrook discovered that Dr. Orne had tape-recorded a number of sessions with Ms. Sexton in order to allow her to review the sessions, and he had not destroyed the tapes following her death. Ms. Middlebrook approached Linda Gray Sexton, the daughter of the client and the executrix of the estate, seeking permission to access these tapes of the confidential therapy sessions as an aid to her writing. The daughter granted permission for release of the therapeutic tapes. A number of questions could be raised around this case, including the ethics of tape-recording or the ethics of maintenance of the tapes following the death of the client. However, the most pressing issue involves the conditions under which confidentiality should be maintained. The challenge here is, should Dr. Orne release the tapes in response to the daughter’s granting of permission, or does his client have the right to confidentiality even beyond the grave? As noted, t.
Codecademy Monetizing a Movement 815-093 815-093 Codecademy.docx
Codecademy: Monetizing a Movement? 815-093
815-093 Codecademy: Monetizing a Movement?
Codecademy: Monetizing a Movement? 815-093
9-815-093
RE V : OCT OB E R 1 4 , 2 0 1 5
JEFFREY J. BU SSGANG
LISA C. MA ZZANTI
Codecademy: Monetizing a Movement?
We’re a movement to make education more of a commodity. We’re not just a for-profit company. Our mission would get tainted if we charged consumers for content. We need to be authentic.
— Zach Sims, Cofounder and CEO
Zach Sims and Ryan Bubinski sat in the Codecademy headquarters, an exposed-brick fourth-floor office near Madison Square Park in New York City. In 2011, while in their early twenties, the two had founded Codecademy, an open-platform, online community to teach users to code. By 2014, they had a total of 24 million unique users and a library of over 100,000 lessons. The company had raised a total of $12.5 million in funding and was, on many fronts, an overwhelming success. However, there were still no revenues. The company’s website stated, “Codecademy is free and always will be.”1
The founders, along with the board, had decided that 2014 would be a year of experimentation with different monetization strategies. By June, the cofounders had preliminarily tested two monetization models. The first charged companies for training employees offline on coding skills, a service that the training departments of these companies paid an annual fee to receive. The second monetization model focused on a labor marketplace to match Codecademy users with jobs that corporations and recruiters were seeking to fill.
But 2014 had also been busy in other arenas for the 25-employee company. In April, the company launched a redesign of its website, because, as the Codecademy blog announced, “it quickly became apparent that if we wanted to grow and mature as a brand, we required a thorough redesign of our entire product.”2 The next month, the company announced that they were opening an office in London to work with the British education system and also had forged partnerships with foundations and government bodies in Estonia, Argentina, and France.
As Sims and Bubinski huddled in their glass-walled conference room, they tried to focus on the task at hand—to narrow down their ideas and eventually decide on a viable business model. The two reviewed early results from both experiments to prepare for the upcoming board meeting where they planned to present their findings and propose next steps. The employee-training experiments had yielded promising initial results but would require hiring a sales force, offline instructors, and some content customization to scale. The labor marketplace model promised less friction in scaling but represented a more crowded market opportunity.
Senior Lecturer Jeffrey J. Bussgang and Case Researcher Lisa C. Mazzanti (Case Research & Writing Group) prepared this case. It was reviewed and approved before publication by a company designate. Funding for the develo.
Code switching involves using 1 language or nonstandard versions of .docx
Code switching involves using 1 language or nonstandard versions of a language instead of another language due to setting, conversational partner, topic, and other factors.
Respond to the following in a minimum of 175 words:
When was a time that you engaged in code switching?
Why did you engage in code switching?
What were the potential benefits and potential consequences of code switching in that scenario?
What was the result of your actions?
.
Code of Ethics for the Nutrition and Dietetics Pr.docx
Code of Ethics
for the Nutrition and Dietetics Profession
Effective Date: June 1, 2018
Preamble:
When providing services the nutrition and dietetics practitioner adheres to the core values of customer focus,
integrity, innovation, social responsibility, and diversity. Science-based decisions, derived from the best available research
and evidence, are the underpinnings of ethical conduct and practice.
This Code applies to nutrition and dietetics practitioners who act in a wide variety of capacities, provides general
principles and specific ethical standards for situations frequently encountered in daily practice. The primary goal is the
protection of the individuals, groups, organizations, communities, or populations with whom the practitioner works and
interacts.
The nutrition and dietetics practitioner supports and promotes high standards of professional practice, accepting
the obligation to protect clients, the public and the profession; upholds the Academy of Nutrition and Dietetics (Academy)
and its credentialing agency the Commission on Dietetic Registration (CDR) Code of Ethics for the Nutrition and Dietetics
Profession; and shall report perceived violations of the Code through established processes.
The Academy/CDR Code of Ethics for the Nutrition and Dietetics Profession establishes the principles and ethical
standards that underlie the nutrition and dietetics practitioner’s roles and conduct. All individuals to whom the Code
applies are referred to as “nutrition and dietetics practitioners”. By accepting membership in the Academy and/or accepting
and maintaining CDR credentials, all nutrition and dietetics practitioners agree to abide by the Code.
Principles and Standards:
1. Competence and professional development in practice (Non-maleficence)
Nutrition and dietetics practitioners shall:
a. Practice using an evidence-based approach within areas of competence, continuously develop and enhance
expertise, and recognize limitations.
b. Demonstrate in depth scientific knowledge of food, human nutrition and behavior.
c. Assess the validity and applicability of scientific evidence without personal bias.
d. Interpret, apply, participate in and/or generate research to enhance practice, innovation, and discovery.
e. Make evidence-based practice decisions, taking into account the unique values and circumstances of the
patient/client and community, in combination with the practitioner’s expertise and judgment.
f. Recognize and exercise professional judgment within the limits of individual qualifications and collaborate
with others, seek counsel, and make referrals as appropriate.
g. Act in a caring and respectful manner, mindful of individual differences, cultural, and ethnic diversity.
h. Practice within the limits of their scope and collaborate with the inter-professional team.
2. Integrity in personal and organizational behaviors and practices (Autonomy)
N.
Code of Ethics for Engineers 4. Engineers shall act .docx
Code of Ethics for Engineers
4. Engineers shall act for each employer or client as faithful agents or
trustees.
a. Engineers shall disclose all known or potential conflicts of interest
that could influence or appear to influence their judgment or the
quality of their services.
b. Engineers shall not accept compensation, financial or otherwise,
from more than one party for services on the same project, or for
services pertaining to the same project, unless the circumstances are
fully disclosed and agreed to by all interested parties.
c. Engineers shall not solicit or accept financial or other valuable
consideration, directly or indirectly, from outside agents in
connection with the work for which they are responsible.
d. Engineers in public service as members, advisors, or employees
of a governmental or quasi-governmental body or department shall
not participate in decisions with respect to services solicited or
provided by them or their organizations in private or public
engineering practice.
e. Engineers shall not solicit or accept a contract from a governmental
body on which a principal or officer of their organization serves as
a member.
5. Engineers shall avoid deceptive acts.
a. Engineers shall not falsify their qualifications or permit
misrepresentation of their or their associates’ qualifications. They
shall not misrepresent or exaggerate their responsibility in or for the
subject matter of prior assignments. Brochures or other
presentations incident to the solicitation of employment shall not
misrepresent pertinent facts concerning employers, employees,
associates, joint venturers, or past accomplishments.
b. Engineers shall not offer, give, solicit, or receive, either directly or
indirectly, any contribution to influence the award of a contract by
public authority, or which may be reasonably construed by the
public as having the effect or intent of influencing the awarding of a
contract. They shall not offer any gift or other valuable
consideration in order to secure work. They shall not pay a
commission, percentage, or brokerage fee in order to secure work,
except to a bona fide employee or bona fide established commercial
or marketing agencies retained by them.
III. Professional Obligations
1. Engineers shall be guided in all their relations by the highest standards
of honesty and integrity.
a. Engineers shall acknowledge their errors and shall not distort or
alter the facts.
b. Engineers shall advise their clients or employers when they believe
a project will not be successful.
c. Engineers shall not accept outside employment to the detriment of
their regular work or interest. Before accepting any outside
engineering employment, they will notify their employers.
d. Engineers shall not attempt to attract an engineer from another
employer by false or misleading pretenses.
e. Engineers shall not promote their own interest at the expense of the
dignity and integr.
Coder Name Rebecca Oquendo .docx
Coder Name: Rebecca Oquendo
Coding Categories:
Episode
Aggressive Behavior
Neutral Behavior
Virtuous Behavior
Aggressive Gaming
Neutral Gaming
Virtuous Gaming
An older peer began using slurs or derogatory language
An older peer suggested that the team should cheat
The child witnessed an older peer intentionally leave out another player
An older player suggested that they play a different game
The child lost the game with older players on their team
The child witnessed an older player curse every time a mistake was made
Index:
· In this case aggressive behavior would constitute as mimicking older members undesired behaviors or becoming especially angry or agitated in game. A neutral behavior would be playing as they usually would not mimicking older player’s behaviors or trying to fit in to their more aggressive styles. A virtuous behavior would be steering the game away from aggression, voicing an opinion about the excessive aggression, or finding a way to express their gaming experience in a positive way. The same can be applied for the similar categories in “gaming”.
· Each category can be scaled from 1-7 in which way the child’s dialogue tended to be behavior and gaming wise with a 1 indicating little to no effort in that direction and a 7 indicating extreme effort in that category.
1. What are the different types of attributes? Provide examples of each attribute.
2. Describe the components of a decision tree. Give an example problem and provide an example of each component in your decision making tree
3. Conduct research over the Internet and find an article on data mining. The article has to be less than 5 years old. Summarize the article in your own words. Make sure that you use APA formatting for this assignment.
Questions from attached files
1. Obtain one of the data sets available at the UCI Machine Learning Repository and apply as many of the different visualization techniques described in the chapter as possible. The bibliographic notes and book Web site provide pointers to visualization software.
2. Identify at least two advantages and two disadvantages of using color to visually represent information.
3. What are the arrangement issues that arise with respect to three-dimensional plots?
4. Discuss the advantages and disadvantages of using sampling to reduce the number of data objects that need to be displayed. Would simple random sampling (without replacement) be a good approach to sampling? Why or why not?
5. Describe how you would create visualizations to display information that describes the following types of systems.
a) Computer networks. Be sure to include both the static aspects of the network, such as connectivity, and the dynamic aspects, such as traffic.
b) The distribution of specific plant and animal species around the world fora specific moment in time.
c) The use of computer resources, such as processor time, main me.
Codes of Ethical Conduct A Bottom-Up ApproachRonald Paul .docx
Codes of Ethical Conduct: A Bottom-Up Approach
Ronald Paul Hill • Justine M. Rapp
Received: 18 January 2013 / Accepted: 12 December 2013 / Published online: 1 January 2014
� Springer Science+Business Media Dordrecht 2013
Abstract Developing and implementing a meaningful
code of conduct by managers or consultants may require a
change in orientation that modifies the way these precepts
are determined. The position advocated herein is for a
different approach to understanding and organizing the
guiding parameters of the firm that requires individual
reflection and empowerment of the entire organization to
advance their shared values. The processes involved are
discussed using four discrete stages that move from the
personal to the work team and to the unit to the full
company, followed by the board of directors’ evaluation.
The hoped-for end product is dynamic, employee-driven,
codes of conduct that recognize the systemic and far-
reaching impact of organizational activities across internal
and external stakeholders. Operational details for and some
issues associated with its implementation are also provided.
Keywords Code of conduct � Employee-driven
approaches � Bottom-up development
Corporation, Be Good! Frederick (2006)
That managers and employees are capable of both ethical
and unethical behaviors due to individual and internal
corporate culture factors cannot be denied (Ashforth and
Anand 2003; Treviño and Weaver 2003; Treviño et al.
2006). Over the last decade, as diverse organizational
stakeholders began exerting more pressure on firms to
eliminate unethical conduct, the field of management has
witnessed a proliferation of research on ethics and ethical
behavior in organizations (Elango et al. 2010; Gopala-
krishnan et al. 2008; O’Fallon and Butterfield 2005; Tre-
viño et al. 2006).
However, recent ethical failures, as well as continuous
ethical challenges that organizations face, have led scholars
to conclude that predicting ethical dilemmas is difficult a
priori: ‘‘It is only, when we look back on our conduct over
the long run that we may find ourselves guilty of moral
laxity’’ (Geva 2006, p. 138). What underlies this particular
situation is the inability of organizational elites to monitor
and implement initiatives within today’s complex business
entities (Martin and Eisenhardt 2010; Uhl-Bien et al.
2007). Accordingly, more dynamic approaches to business
ethics is needed, one that spans ‘‘both the individual and
organizational levels’’ of concern (Gopalakrishnan et al.
2008, p. 757).
As a consequence and in reaction to neoclassical eco-
nomics, managers and their employees are expected to go
beyond dictates imposed by the law and marketplace to
fulfill larger responsibilities (Stark 1993). This expectation
is accomplished through adoption of a stakeholder per-
spective that is infused with empathy for people, groups,
and communities that may be impacted by the actions of
business.
CNL-530 Topic 2 Sexual Response Cycle ChartMasters and John.docx
CNL-530 Topic 2: Sexual Response Cycle Chart
Masters and Johnson's Human Sexual Response Cycle
Kaplan's Three Stages of Sexual Response
Detailed Description of Phases:
Detailed Description of Phases:
Similarities:
Differences:
© 2017. Grand Canyon University. All Rights Reserved.
© 2014. Grand Canyon University. All Rights Reserved.
.
Code#RE00200012002020MN2DGHEType of Service.docx
Code#RE00200012002020MN2DGHE
*****************
Type of Service
Presentation task- Attack Vector
Solution
s Step 14: Submit the Presentation
Project Title/Subject
Attack Vector
.
CODE OF ETHICSReview the following case study and address the qu.docx
CODE OF ETHICS
Review the following case study and address the questions that follow:
General Hospital’s staff aggregated its infection rate data for comparison purposes with four other hospitals in the community. The staff members were aware that the data was flawed. They presented a false perception that General Hospital’s postoperative infection rates were lower than those of peer hospitals. The comparison data was published in the local newspaper. The Jones family, believing the data to be correct and concerned about the number of deaths related to hospital-acquired infections, relied on the data in selecting General Hospital as their preferred hospital.
Tasks:
Describe how organizational and professional codes of ethics were violated in this case.
Describe what role an organization’s ethics committee could play in addressing this or similar issues.
400 words APA format
.
cocaine, conspiracy theories and the cia in central america by Craig.docx
cocaine, conspiracy theories and the cia in central america by Craig Delaval
Delaval is a freelance writer and filmmaker and was a production assistant for "Drug Wars." This article was edited by Lowell Bergman, series reporter for "Drug Wars."
Since its creation in 1947 under President Harry Truman, the CIA has been credited with a number of far-fetched operations. While some were proven - the infamous LSD mind-control experiments of the 1950s - others, like the assassination of John F. Kennedy and the crash of the Savings and Loans industry, have little or no merit.
In 1996 the agency was accused of being a crack dealer.
A series of expose articles in the San Jose Mercury-News by reporter Gary Webb told tales of a drug triangle during the 1980s that linked CIA officials in Central America, a San Francisco drug ring and a Los Angeles drug dealer. According to the stories, the CIA and its operatives used crack cocaine--sold via the Los Angeles African-American community--to raise millions to support the agency's clandestine operations in Central America.
The CIA's suspect past made the sensational articles an easy sell. Talk radio switchboards lit up, as did African-American leaders like U.S. Rep. Maxine Waters, D-Los Angeles, who pointed to Webb's articles as proof of a mastermind plot to destroy inner-city black America.
One of the people who was accused in the San Jose Mercury-News of being in the midst of the CIA cocaine conspiracy is one of the most respected, now retired, veteran D.E.A. agents, Robert "Bobby" Nieves.
"You have to understand Central America at that time was a haven for the conspiracy theorists. Christic Institute, people like Gary Webb, others down there, looking to dig up some story for political advantage," Nieves said. "No sexier story than to create the notion in people's minds that these people are drug traffickers."
But in the weeks following publication, Webb's peers doubted the merit of the articles. Fellow journalists at the Washington Post, New York Times and Webb's own editor accused him of blowing a few truths up into a massive conspiracy.
Amongst Webb's fundamental problems was his implication that the CIA lit the crack cocaine fuse. It was conspiracy theory: a neat presentation of reality that simply didn't jibe with real life. Webb later agreed in an interview that there is no hard evidence that the CIA as an institution or any of its agent-employees carried out or profited from drug trafficking.
Still, the fantastic story of the CIA injecting crack into ghettos had taken hold. In response to the public outcry following Webb's allegations--which were ultimately published in book form under the title Dark Alliance--the CIA conducted an internal investigation of its role in Central America related to the drug trade. Frederick Hitz, as the CIA Inspector General-- an independent watchdog approved by Congress--conducted the investigation. In October 1998, the CIA released a declassifie.
Code of EthicsThe Code of Ethical Conduct and Statement of Com.docx
Code of Ethics
The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a section of ethical responsibilities to families, articulating 15 specific principles governing actions and the following nine ideals:
1. To be familiar with the knowledge base related to working effectively with families and to stay informed through continuing education and training
2. To develop relationships of mutual trust and create partnerships with the families served
3. To welcome all family members and encourage them to participate in the program (See Figure 4-14.)
4. To listen to families, acknowledge and build on their strengths and competencies, and learn from families as we support them in their task of nurturing children
5. To respect the dignity and preferences of each family and to make an effort to learn about its structure, culture, language, customs, and beliefs
6. To acknowledge families’ child-rearing values and their right to make decisions for their children
7. To share information about children’s education and development with families and to help them understand and appreciate the current knowledge base of the early childhood education profession
8. To help family members enhance their understanding of their children and support the continuing development of their skills as parents
9. To participate in building support networks for families by giving them opportunities to interact with program staff, other families, community resources, and professional services (NAEYC, 2005, 2011)
Figure 4-14.
© Cengage Learning®
One of the ideals of the revised code of ethics is to welcome all family members and encourage them to participate in their children’s school.
Code of Ethics
The Code of Ethical Conduct and Statement of Commitment, approved by NAEYC’s
Governing Board in 1989, revised in 2005, and reaffirmed and updated in 2011, includes a
section of ethical responsibilities to families, articulating 15 specific principles governing
actions and the following nine ideals:
1.
To be familiar with the knowledg
e base related to working effectively with families
and to stay informed through continuing education and training
2.
To develop relationships of mutual trust and create partnerships with the families
served
3.
To welcome all family members and
encourage them to participate in the program
(See Figure 4
-
14.)
4.
To listen to families, acknowledge and build on their strengths and competencies, and
learn from families as we support them in their task of nurturing children
5.
To respect the dignity and pref
erences of each family and to make an effort to learn
about its structure, culture, language, customs, and beliefs
6.
To acknowledge families’ child
-
rearing values and their right to make decisions for
their children
7.
To share information about children’s educ
ation and development with families and
to help them.
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Collaboration and Communication Action Plan Template Bas.docx
- 1. Collaboration and Communication Action Plan Template Based on the scenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress. Complete rationales explaining your choices beneath the action plan template. Long-Term Goal: Provide long-term goal due date. Action Plan Short-Term Goals and Steps to Achieve the Long- Term Goal Short-Term Goal 1: (This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise. Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal?
- 2. Timeline What is an appropriate timeline to achieve the goal? Persons Responsible What stakeholders will be responsible in helping to achieve the goal and how will they collaborate? Evidence of Success How will the goal be measured? Short-Term Goal 2: (The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity). Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal? Timeline What is an appropriate timeline to achieve the goal?
- 3. Persons Responsible What stakeholders will be responsible in helping to achieve the goal Evidence of Success How will the goal be measured? Short-Term Goal 3: (This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.) Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal? Timeline What is an appropriate timeline to achieve the goal? Persons Responsible What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
- 4. Evidence of Success How will the goal be measured? Short-Term Goal 4: (This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.) Content Justification As applicable, justify content. Activities/Strategies What activities/strategies will help implement the goal? Resources What resources are needed to implement the goal? Timeline What is an appropriate timeline to achieve the goal? Persons Responsible What stakeholders will be responsible in helping to achieve the goal and how will they collaborate? Evidence of Success How will the goal be measured?
- 5. Rationales: In 150-200 words, explain how your plan for collaboration with colleagues will benefit and promote Marco’s well-being. In 150-200 words, explain what complex human issues could arise and how those challenges are met with this plan. Resources © 2019. Grand Canyon University. All Rights Reserved. Long-Term Goal 5.0 Long-term goal is measurable, insightful, and proficiently tied to the scenario. Short-Term Goal 1 5.0 Measurable short-term goal skillfully considers communication and collaboration between the teachers of the student, specifies positives in working with the student and challenges that may arise. Short-Term Goal 1: Action Plan COE: 6.1 [CEC 7.1, ICSI.7.K1, ICSI.7.S3; InTASC 7(o); ISTE-T 3a, 3d, 5a; MC1, MC4, MC5] 10.0 Goal 1 action plan includes a comprehensive description of compelling activities and strategies, creative resources, a realistic timeline, list of persons responsible, and quality evidence of success. Short-Term Goal 2 5.0 Measurable short-term goal skillfully considers collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that address Marcos' disabilities, inclusive learning practices, and cultural
- 6. diversity. Short-Term Goal 2: Action Plan COE 6.2 CEC 7.2, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); MC1, MC4, MC5 10.0 Goal 2 action plan includes a comprehensive description of compelling collaborative coaching activities and strategies, creative resources, a realistic timeline, list of persons responsible, and quality evidence of success. Short-Term Goal 3 5.0 Measurable short-term goal skillfully considers collaborative coaching and guidance for the paraeducator with the intension of providing support to the gifted teacher and student. Short-Term Goal 3: Action Plan COE: 5.7 [CEC 6.6, ICSI.6.S8, ICSI.6.K13, ICSI.6.K14, ICSI.6.S12; InTASC 10(n); MC1, MC2, MC4, MC5] 10.0 Goal 3 action plan includes a comprehensive description of compelling collaborative coaching and guidance activities and strategies, creative resources, a realistic timeline, list of persons responsible, and quality evidence of success. Short-Term Goal 4 5.0 Measurable short-term goal skillfully considers communication strategies to use with the student's parents that demonstrate elements of effective collaboration. Short-Term Goal 4: Action Plan 10.0 Goal 4 action plan includes a comprehensive description of compelling activities and strategies, creative resources, a realistic timeline, list of persons responsible, and quality evidence of success. Rationales COE: 6.3 [CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-T 3b; MC1, MC2, MC3, MC4, MC5] 20.0
- 7. Rationale insightfully explains action plan choices, thoroughly identifying how collaboration with colleagues and the family to promote the well-being of the student was evident. Explanation of how complex human issues are met with the action plan is insightful. Rationale is supported with quality research on collaboration and communication best practices. Presentation and Format 5.0 Content is well-presented and easy to read. All template and format elements are correct. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.