Criteria Ratings PointsMissionStatementCAEP 1.3,CEC
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Criteria Ratings Points Mission Statement CAEP 1.3, CEC 7 10 to >8.0 pts Advanced The mission statement clarifies priorities and gives direction to the organization. 8 to >6.0 pts Proficient The mission statement clarifies priorities but gives limited direction to the organization. 6 to >0.0 pts Developing The mission statement is vague and does not clarify priorities or give direction to the organization. 0 pts Not Present 10 pts Character Education CEC 2 20 to >18.0 pts Advanced Character traits are identified in learning experiences that are morally purposeful and engaging. 18 to >16.0 pts Proficient Character traits are identified in learning experiences that are morally purposeful but not engaging. 16 to >0.0 pts Developing Character traits are unclear. Minimal and vague description of learning experiences. 0 pts Not Present 20 pts Standards Comparison CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts Advanced Detailed general to specific comparison of standards. Assertions are clear and effectively supported with citation of specific standards. 18 to >16.0 pts Proficient Some general to specific comparison of standards--Assertions are vague and/or minimally supported with citation of specific standards. 16 to >0.0 pts Developing Minimal and vague comparison of standards. Assertions are unclear and unsupported by citation of specific standards. 0 pts Not Present 20 pts Standards Integration CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts Advanced Learning activities address state standards. Activities are engaging and interdisciplinary. 18 to >16.0 pts Proficient Learning activities address state standards and are engaging. Most activities are interdisciplinary. 16 to >0.0 pts Developing Learning activities are engaging but do not fully address state standards. Few activities are interdisciplinary. 0 pts Not Present 20 pts Curriculum Project: Curriculum Essentials Project Grading Rubric | EDUC571_D03_202220 Criteria Ratings Points Spelling and Grammar 20 to >18.0 pts Advanced Spelling and grammar are correct. Sentences are complete, clear, and concise. Paragraphs have varied sentence structure. 18 to >16.0 pts Proficient Some spelling and grammar errors are present. Sentences are presented well. Paragraphs contain some varied sentence structures. 16 to >0.0 pts Developing Spelling and grammar errors distract. Sentences are incomplete or unclear. Paragraphs are poorly formed. 0 pts Not Present 20 pts Current APA Formatting and Citation 10 to >8.0 pts Advanced Title page, headings, and pagination are current APA format. References are provided for each template section. References are cited in current APA format. 8 to >6.0 pts Proficient Some mistakes in current APA format for the title page, headings, and/or pagination. References are provided for some template sections. References have some mistakes in current APA formatting. 6 to >0.0 pts Developing S ...
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EDUC 571Curriculum Project Curriculum Essentials Project Assi
EDUC 571
Curriculum Project: Curriculum Essentials Project Assignment Instructions
The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration).
PART I: MISSION STATEMENT
A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example:
Thomas C. Miller Elementary School for Innovation
is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts.
Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm
In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical).
For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section.
PART II: CHARACTER EDUCATION
Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example:
Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions.
Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.”
For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and pract ...
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
Week 2 Assignment Strategic Problem-Solving Assessment – Activit.docx
Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One - Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3, CLO1, CLO2)
This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric. Use all three components of the assignment to influence the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a campus as you respond to the issues found in the letter of concern by the hypothetical superintendent. It is found in the resource packet. In this activity, the candidate will prepare a four-paragraph written memo that addresses the following prescribed actions:
a) Create and share a new vision statement for the Agricultural Science Programidentified in theresource packet. It should be aligned with the following campus vision statement - “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program;
c) Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.
Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, you will use the Stage 1 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual stage one building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated documentation that supports your four-paragraph memo to the superintendent. (Be creative!) The documentation is limited to two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.) These questions were str ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docx
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
Recommended
EDUC 571Curriculum Project Curriculum Essentials Project Assi
EDUC 571
Curriculum Project: Curriculum Essentials Project Assignment Instructions
The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration).
PART I: MISSION STATEMENT
A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example:
Thomas C. Miller Elementary School for Innovation
is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well-being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts.
Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm
In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical).
For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section.
PART II: CHARACTER EDUCATION
Character education highlights character principles throughout the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example:
Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions.
Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.”
For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and pract ...
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
NR328 Ethical Dilemma Presentation NR328 Ethical Dilemma Present.docx
NR328 Ethical Dilemma Presentation
NR328 Ethical Dilemma Presentation
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Professionalism
1. Team members are professionally dressed.
2. Team is introduced and assigned roles are identified prior to starting the presentation.
3. Full group participation.
4. Respectful and professional language is used throughout the presentation.
5. Adhere to the time limit of 15 minutes.
5.0 pts
Highest Performance
Includes no fewer than 5 requirements for section.
4.0 pts
High Performance
Includes no fewer than 4 requirements for section.
3.0 pts
Satisfactory Performance
Includes no fewer than 3 requirements for section.
2.0 pts
Unsatisfactory Performance
Includes no fewer than 2 requirements for section.
0.0 pts
Not Present
Includes 1 or no requirements for section.
5.0 pts
This criterion is linked to a Learning Outcome Team Presentation
1. Description of the dilemma is clear and includes statistical significance to Pediatric nursing.
2. Both positions of the dilemma are presented crediting supporting scholarly sources.
3. Appropriate ethical principle(s) to support each position are used.
4. Consideration of which, if any, ethical principles are in conflict with the opposing positions.
5. Three (3) provisions of the ANA Code of Ethics that apply to the ethical dilemma are used.
6. Present all pertinent resources available to resolve the dilemma.
7. Explain how resources could help in resolving the dilemma.
8. Discuss possible outcomes of each position.
9. Present a plan for resolving the issue.
50.0 pts
Highest Performance
Includes no fewer than 9 requirements for section.
40.0 pts
High Performance
Includes no fewer than 8 requirements for section.
30.0 pts
Satisfactory Performance
Includes no fewer than 7 requirements for section.
20.0 pts
Unsatisfactory Performance
Includes no fewer than 6 requirements for section.
0.0 pts
Not Present
Includes5 or fewer requirements for section.
50.0 pts
This criterion is linked to a Learning Outcome Team Poster
1. Full names of all team members included and team member initials are present in the assigned sections.
2. Content is presented clearly and scholarly.
3. Citations included for each section.
4. Poster includes sections for title, dilemma description, Statistical significance, Ethical principles, Applicable ANA Code of Ethics Provisions, Resources to resolve dilemma, Potential outcomes of the dilemma, Plan for resolving the dilemma, Key Points, and References.
15.0 pts
Highest Performance
Includes no fewer than 4 requirements for section.
10.0 pts
High Performance
Includes no fewer than 3 requirements for section.
7.0 pts
Satisfactory Performance
Includes no fewer than 2 requirements for section.
5.0 pts
Unsatisfactory Performance
Includes no fewer than 1 requirements for section.
0.0 pts
Not Present
No requirements for this section presented.
15.0 pts
This criterion is linked to a Learning Outcome Speaker Notes and Reflect.
Week 2 Assignment Strategic Problem-Solving Assessment – Activit.docx
Week 2 Assignment
Strategic Problem-Solving Assessment – Activity One - Building Relationships and Creating Ownership
(Instructions, and Rubric for Submission - W2LO2, W2LO3, CLO1, CLO2)
This assignment has three components. The components include a memo, documentation, and a reflection. Please review the rubric. Use all three components of the assignment to influence the opinion of the grader.
I. Memo #1:
You will assume the role of a new hypothetical principal at a campus as you respond to the issues found in the letter of concern by the hypothetical superintendent. It is found in the resource packet. In this activity, the candidate will prepare a four-paragraph written memo that addresses the following prescribed actions:
a) Create and share a new vision statement for the Agricultural Science Programidentified in theresource packet. It should be aligned with the following campus vision statement - “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”;
b) Describe and share with the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program;
c) Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement.
Special note: While preparing the simulated memo and attachments, you must address the superintendent directives described above. When addressing the superintendent directives, you will use the Stage 1 “BUILDING BLOCKS” found below to frame your memo. Use each building block as the topic for one paragraph.
Stage 1 Building Blocks
a) modeled a collaborative approach – paragraph one;
b) established expectations and built relationships – paragraph two;
c) defined roles and shared responsibilities – paragraph three;
d) aligned strategic priorities – paragraph four.
In the memo, you should write one paragraph on each individual stage one building block. It should prove easy to address the superintendent’s directives (a through c) in these four paragraphs.
II. Documentation:
Additionally, you are expected to attach simulated documentation that supports your four-paragraph memo to the superintendent. (Be creative!) The documentation is limited to two (2) additional pages. Documentation examples include:
· Agendas from meetings
· Minutes from meetings
· Pictures from meeting
· Emails
· Thank you notes
· News Articles
· List of those invited/attended
· Calendar of upcoming events
· Letters asking for Information
· Charts and graphs
· Others – be creative
III. Activity Reflection:
This submission requires an Activity Reflection. Answers to the following reflective questions are required in the Activity Reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection.) These questions were str ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docx
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docx
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
Portfolio 1Overview The Portfolio is part of the academic pro.docx
Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and objectives you planned for your Co-operative Education Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on and complete a topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Portfolio 1 Checklist
o
Completed each section.
o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly describe the task and explain how
theories, concepts, models, frameworks and/or technical competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive .
EDUC 660You will develop a framework for a School Counseling.docx
EDUC 660
You will develop a framework for a School Counseling Collaborative Model as the culminating benchmark assignment for this course, which will integrate learning across all course modules. This is a detailed model that will take considerable time, so you should get started right away and work on this assignment throughout the course.
As you already know, the ASCA National Model is a comprehensive school counseling program model. Imagine that you entered a school where the principal requests that you create a school counseling program that is “collaborative” because he (or she) wants you to team with all stakeholders. Since the ASCA National Model is built upon the skills and attitudes of leadership, advocacy, and collaboration, this is the model that you will want to use as the backbone of your model. So, in essence, think of your model as “the ASCA National COLLABORATIVE Model”, ensuring that your framework is inclusive of the ASCA Model components, but focusing even more on collaboration. Component #1 of the rubric sets the stage for this.
Allow you text book and ASCA Handbook to guide your responses to each component of the rubric. In the end, you will have the makings of a collaborative model because the content and processes will be outlined by answering the rubric questions.
Students are required to purchase LiveText for this course and for completion of this program, since LiveText access is required for all classes in the program. LiveText is a one-time purchase and students contact Liberty bookstore for purchasing information. This is not optional. Do not wait until the assignment is due, since it takes time to get your password and access.
This benchmark is not submitted to Bb. The information requested in the rubric is typed directly into the LiveText template. DO NOT attach the model as a file in LiveText. It will not be accepted as a file attachment in LiveText or as an email.
The LiveText template headings are IDENTICAL to the rubric component headings in title and sequence. Following the the rubric components ensures that you stay focused on the rubric and what is being requested for the assignment. It also aids your instructor in locating the information to ensure it has been covered and you receive credit for covering the required assignment elements.
This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
Met Advanced
Met Proficient
Not Met Developing
Not Observed/Not Applicable
Component #1:
Professional Identity
(30 points)
1) Grounded in knowledge of history and trends in the profession, student describes roles and functions of the contemporary professional school counselor in relation to others within and outside of the school in planning and implementing a collaborative model for school counseling.
2) Student demonstrates an understanding of professional credentials, associations, organizations, preparation standards, and the ASCA National Model in advocating for an appropriate profes ...
Discussion 1Common Core State StandardsCommon Core State Standar.docx
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
Assessment Task 3 What are the functions of management (Individu.docx
Assessment Task 3: What are the functions of management? (Individual)
· Due 7 Jun by 23:59
· Points 40
· Submitting a file upload
Course code and name: BUSM4176 Introduction to Management
Assignment name: ePortfolio & Reflective Report
Weight: 40%
Assignment due date: Friday of week 13 at 23:59
Length: 1500 words (+/- 10%; excluding references)
Guidelines: How do I complete this assignment?
Learning Objectives Assessed:
CLO1: Evaluate leadership and management research and justify the application of management theory in contemporary contexts.
CLO2: Research management theory on and explain how this theory applies to contemporary and socially responsible practices.
CLO3: Effectively collaborate with others to locate appropriate resources to organise information and generate management solutions.
CLO4: Critically reflect on the relationship between management theory and management research evidence and communicate your knowledge of responsible management practices.
Assignment task: What do I need to do?
1. Design and create an e-portfolio which clearly and creatively communicates your understanding of the work skills you will need in the future and the marketplace where these may be situated. Your e-Portfolio should include:
· an orientation/landing page for your e-portfolio website
· at least 3 artefacts / evidence-based examples corresponding to three modules of course
· a copy of the badge from the Emotional Intelligence micro credential using the following instructions: Claiming Your Badge And Copying The URL For Submission.pdf
Actions
· the URL for your LinkedIn profile
· Instructions on how to create an ePortfolio are here: ePortfolios
2. Write a report summarising (1) your understanding of management theory presented in the course combined with (2) self-reflection illustrated by your e-portfolio. Include:
· a link to your e-portfolio, Emotional intelligence Micro credential badge and LinkedIn profile
· clearly explain how you would function as a manager and why
· suggest strategies for how you could demonstrate empathy to people that you manage
· demonstrate awareness of possible factors that might prevent you from managing effectively
· comment on artefacts in your e-portfolio which illustrate 'what does it mean for me to be work-life ready?'
1.
Rationale: Why is this important?
The contemporary workplace requires managers and leaders who are strong communicators, effective networkers, and reflective learners. When you apply for jobs while studying, or at the completion of your studies, you will need to talk about the skills you have, highlight your strengths, and demonstrate awareness of growth areas.
Managers need to organise and manage information, to lead and motivate others while developing positive relationships. Reflective managers and leaders also understand their strengths and actively look for opportunities to develop their sk.
Assignment 2 Market FormsFor this assignment you will do a sign.docx
Assignment 2: Market Forms
For this assignment you will do a significant portion of work in MS Excel and import it into an MS Word document for submission. You will use the data below to address Price and Output decisions faced by firms that are not in pure competition. Some numbers may be rounded.
Table 1
Output
Average Fixed cost
Average Variable Cost
Average Total Cost
Marginal Cost
Price
Total Revenue
Marginal Revenue
0
$ 345.00
1
$ 180.00
$ 135.00
$ 315.00
$ 300.00
2
$ 90.00
$ 127.50
$ 217.50
$ 249.00
3
$ 60.00
$ 120.00
$ 180.00
$ 213.00
4
$ 45.00
$ 112.50
$ 157.50
$ 189.00
5
$ 36.00
$ 111.00
$ 147.00
$ 165.00
6
$ 30.00
$ 112.50
$ 142.50
$ 144.00
7
$ 25.71
$ 115.70
$ 141.41
$ 126.00
8
$ 22.50
$ 121.90
$ 144.40
$ 111.00
9
$ 20.00
$ 130.00
$ 150.00
$ 99.00
10
$ 18.00
$ 139.50
$ 157.50
$ 87.00
Address the following:
1. Complete Table-1. Summarize your calculations.
2. Prepare a graph showing:
· Average Fixed Costs
· Average Variable Costs
· Average Total Costs
· Marginal Revenue
· Marginal Costs
3. Using the data in the table and on your graph, explain the profit maximizing, orloss minimizing level of output.
4. Define a normal profit and an economic profit. Are normal profits being earned in this example? Are economic profits present for this firm in this example? Explain your answers.
5. Given the data in the table and the graph, what type of market structure could this be in the short run? Explain your answers.
6. If the data in Table-1 represents the long run, what type of firm must this data represent? Explain your answers.
Save your MS Word document using the filename LastnameFirstInitial_M4A2 and submit it to the M4: Assignment 2 Dropbox by Wednesday, December 2, 2015.
Quotations, paraphrases, and ideas you get from books, articles, or other sources of information should be cited using APA style. Help with citing sources can be found through the Academic Resources page under Course Home.
Assignment 2 Grading Criteria
Maximum Points
Correctly answered all parts of Question 1 and completed Table-1
20
Correctly created a graph showing all required data from Question 2
12
Correctly answered all parts of Question 3, with accurate and complete explanations
12
Correctly answered all parts of Question 4, with accurate and complete explanations
12
Correctly answered all parts of Question 5, with accurate and complete explanations
12
Correctly answered all parts of Question 6, with accurate and explanations
12
Wrote in a clear and concise manner following APA standards, and demonstrated ethical scholarship in accurate representation of sources
20
Total:
100
SEE ATTACHMENT PAPER AT THE END!!!
Assignment 3: Using Leadership to Improve Ethical Performance
Due Week 9 and worth points 300
You can (and should) use headings and subheading throughout the paper to highlight you ...
Edu 450 (classroom engagement and management) entire course
Eed 465 all weeks discussion and assignments – entire course
Doctor of Education in Educational LeadershipThe Doctor of E
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
Page 1 of 8 School of Management — BUSM4551 CID
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Capella Career Center Last updated 62216 1 COMPE.docx
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docx
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
Hey Carzetta, You did a beautiful job on your char.docx
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
Secondly, I think your report needs one or two references, which will add some credibility to your project.
Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
I really liked reading about your program outcomes and list of courses. However I was wondering what are your program outcomes? You supplied great information on what a program outcome was and why it is needed which was very informational and helped grow my knowledge and understanding but I did not see your outcomes listed.
The c.
Business and Government Relations Please respond to the following.docx
"Business and Government Relations" Please respond to the following:
Discuss the main reasons why a business should or should not be involved in political discussions or take a political stand. Use terms found in Chapter 9 to demonstrate your understanding of the material. You can submit your initial discussion post and responses in either written or video format (2-3 minutes or less).
.
Business Continuity Planning Explain how components of the busine.docx
Business Continuity Planning: Explain how components of the business infrastructure are included in a business continuity plan. Discuss the processes of planning, analysis, design, implementation, testing and maintenance in developing this plan. This assignment must be at least 2 full pages. Apply the 4-C's of writing:
Correct, complete, clear, and concise.
.
business and its environment Discuss the genesis, contributing fac.docx
business and its environment
Discuss the genesis, contributing factors, modus operandi, effectiveness in generating social pressure, the strategy followed by target companies along with allied aspects with two examples from Canadian mining, manufacturing, telecommunication or utility companies.
minimum of 2000 words and 10 good quality references.
The paper should be properly cited as per
APA format.
.
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1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docx
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
Portfolio 1Overview The Portfolio is part of the academic pro.docx
Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and objectives you planned for your Co-operative Education Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on and complete a topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Portfolio 1 Checklist
o
Completed each section.
o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly describe the task and explain how
theories, concepts, models, frameworks and/or technical competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive .
EDUC 660You will develop a framework for a School Counseling.docx
EDUC 660
You will develop a framework for a School Counseling Collaborative Model as the culminating benchmark assignment for this course, which will integrate learning across all course modules. This is a detailed model that will take considerable time, so you should get started right away and work on this assignment throughout the course.
As you already know, the ASCA National Model is a comprehensive school counseling program model. Imagine that you entered a school where the principal requests that you create a school counseling program that is “collaborative” because he (or she) wants you to team with all stakeholders. Since the ASCA National Model is built upon the skills and attitudes of leadership, advocacy, and collaboration, this is the model that you will want to use as the backbone of your model. So, in essence, think of your model as “the ASCA National COLLABORATIVE Model”, ensuring that your framework is inclusive of the ASCA Model components, but focusing even more on collaboration. Component #1 of the rubric sets the stage for this.
Allow you text book and ASCA Handbook to guide your responses to each component of the rubric. In the end, you will have the makings of a collaborative model because the content and processes will be outlined by answering the rubric questions.
Students are required to purchase LiveText for this course and for completion of this program, since LiveText access is required for all classes in the program. LiveText is a one-time purchase and students contact Liberty bookstore for purchasing information. This is not optional. Do not wait until the assignment is due, since it takes time to get your password and access.
This benchmark is not submitted to Bb. The information requested in the rubric is typed directly into the LiveText template. DO NOT attach the model as a file in LiveText. It will not be accepted as a file attachment in LiveText or as an email.
The LiveText template headings are IDENTICAL to the rubric component headings in title and sequence. Following the the rubric components ensures that you stay focused on the rubric and what is being requested for the assignment. It also aids your instructor in locating the information to ensure it has been covered and you receive credit for covering the required assignment elements.
This assignment is due by 11:59 p.m. (ET) on Friday of Module/Week 8.
Met Advanced
Met Proficient
Not Met Developing
Not Observed/Not Applicable
Component #1:
Professional Identity
(30 points)
1) Grounded in knowledge of history and trends in the profession, student describes roles and functions of the contemporary professional school counselor in relation to others within and outside of the school in planning and implementing a collaborative model for school counseling.
2) Student demonstrates an understanding of professional credentials, associations, organizations, preparation standards, and the ASCA National Model in advocating for an appropriate profes ...
Discussion 1Common Core State StandardsCommon Core State Standar.docx
Discussion 1
Common Core State Standards
Common Core State Standards (CCSS) establish clear expectations for student learning and are the standards for a set of learning for all students in the United States regardless of geographic location. This discussion is focused on
CCSS
and the role these standards take in the school setting.
There are two parts to this discussion as explained below.
Part One:
First, in one paragraph, summarize your understanding of the foundation of the CCSS for Math and English Arts. Next, adopting the perspective of a teacher leader, in at least two paragraphs, evaluate how CCSS (Math and English Language Arts) can be used to influence the use of technology-enhanced differentiated instructional strategies to support the needs of all learners. Finally, in one paragraph, justify why it is important to have purposeful planning of differentiated instructional strategies to promote student learning and provide at least one specific example to support your justification.
Part Two:
Include a link to your
ePortfolio (Pathbrite)
in your initial post along with a one-paragraph reflection about your experience with the redesign for the Week One Assignment in terms of challenges you encountered and how you overcame those challenges. Be sure to include any difficulties you experienced in revising to meet the components of 21st century student outcomes and 21st century support systems.
Discussion 2
Common Core Presentation
In the Common Core State Standards discussion for Week Two, you describe the foundation of
CCSS
and discuss how CCSS can be used to influence the use of technology-enhanced instructional strategies to support the needs of all learners. Here, you continue the discussion on CCSS, but from the perspective of linking report cards to the CCSS. It is common to think about how creating report cards that are linked to CCSS will define expectations for student learning, communicate student progress to parents, provides a consistent approach to assessment evaluations, and focuses on academic achievement. As needed, review the
Hunt Institute video
(Click this link to view the
video transcript
)
, which covers the history and development of the CCSS.
For this discussion, you will adopt the role of a school leader and create a digital presentation using the software of your choice (e.g.,
PowerPoint
,
Present.me
,
YouTube
,
Prezi
,
Jing
,
SlideRocket
, or another program). Your audience for this presentation can be either a school board or a stakeholder directly in the school setting, such as teachers, other staff, or students. If you use software other than PowerPoint, submit notes for each slide as part of your post. If you use PowerPoint, be sure to include notes for each talking point on slides in the notes section for each slide. The presentation needs to be six to eight slides, excluding the title and references slides, and cite at least one scholarly source in addition to the required resources f.
Assessment Task 3 What are the functions of management (Individu.docx
Assessment Task 3: What are the functions of management? (Individual)
· Due 7 Jun by 23:59
· Points 40
· Submitting a file upload
Course code and name: BUSM4176 Introduction to Management
Assignment name: ePortfolio & Reflective Report
Weight: 40%
Assignment due date: Friday of week 13 at 23:59
Length: 1500 words (+/- 10%; excluding references)
Guidelines: How do I complete this assignment?
Learning Objectives Assessed:
CLO1: Evaluate leadership and management research and justify the application of management theory in contemporary contexts.
CLO2: Research management theory on and explain how this theory applies to contemporary and socially responsible practices.
CLO3: Effectively collaborate with others to locate appropriate resources to organise information and generate management solutions.
CLO4: Critically reflect on the relationship between management theory and management research evidence and communicate your knowledge of responsible management practices.
Assignment task: What do I need to do?
1. Design and create an e-portfolio which clearly and creatively communicates your understanding of the work skills you will need in the future and the marketplace where these may be situated. Your e-Portfolio should include:
· an orientation/landing page for your e-portfolio website
· at least 3 artefacts / evidence-based examples corresponding to three modules of course
· a copy of the badge from the Emotional Intelligence micro credential using the following instructions: Claiming Your Badge And Copying The URL For Submission.pdf
Actions
· the URL for your LinkedIn profile
· Instructions on how to create an ePortfolio are here: ePortfolios
2. Write a report summarising (1) your understanding of management theory presented in the course combined with (2) self-reflection illustrated by your e-portfolio. Include:
· a link to your e-portfolio, Emotional intelligence Micro credential badge and LinkedIn profile
· clearly explain how you would function as a manager and why
· suggest strategies for how you could demonstrate empathy to people that you manage
· demonstrate awareness of possible factors that might prevent you from managing effectively
· comment on artefacts in your e-portfolio which illustrate 'what does it mean for me to be work-life ready?'
1.
Rationale: Why is this important?
The contemporary workplace requires managers and leaders who are strong communicators, effective networkers, and reflective learners. When you apply for jobs while studying, or at the completion of your studies, you will need to talk about the skills you have, highlight your strengths, and demonstrate awareness of growth areas.
Managers need to organise and manage information, to lead and motivate others while developing positive relationships. Reflective managers and leaders also understand their strengths and actively look for opportunities to develop their sk.
Assignment 2 Market FormsFor this assignment you will do a sign.docx
Assignment 2: Market Forms
For this assignment you will do a significant portion of work in MS Excel and import it into an MS Word document for submission. You will use the data below to address Price and Output decisions faced by firms that are not in pure competition. Some numbers may be rounded.
Table 1
Output
Average Fixed cost
Average Variable Cost
Average Total Cost
Marginal Cost
Price
Total Revenue
Marginal Revenue
0
$ 345.00
1
$ 180.00
$ 135.00
$ 315.00
$ 300.00
2
$ 90.00
$ 127.50
$ 217.50
$ 249.00
3
$ 60.00
$ 120.00
$ 180.00
$ 213.00
4
$ 45.00
$ 112.50
$ 157.50
$ 189.00
5
$ 36.00
$ 111.00
$ 147.00
$ 165.00
6
$ 30.00
$ 112.50
$ 142.50
$ 144.00
7
$ 25.71
$ 115.70
$ 141.41
$ 126.00
8
$ 22.50
$ 121.90
$ 144.40
$ 111.00
9
$ 20.00
$ 130.00
$ 150.00
$ 99.00
10
$ 18.00
$ 139.50
$ 157.50
$ 87.00
Address the following:
1. Complete Table-1. Summarize your calculations.
2. Prepare a graph showing:
· Average Fixed Costs
· Average Variable Costs
· Average Total Costs
· Marginal Revenue
· Marginal Costs
3. Using the data in the table and on your graph, explain the profit maximizing, orloss minimizing level of output.
4. Define a normal profit and an economic profit. Are normal profits being earned in this example? Are economic profits present for this firm in this example? Explain your answers.
5. Given the data in the table and the graph, what type of market structure could this be in the short run? Explain your answers.
6. If the data in Table-1 represents the long run, what type of firm must this data represent? Explain your answers.
Save your MS Word document using the filename LastnameFirstInitial_M4A2 and submit it to the M4: Assignment 2 Dropbox by Wednesday, December 2, 2015.
Quotations, paraphrases, and ideas you get from books, articles, or other sources of information should be cited using APA style. Help with citing sources can be found through the Academic Resources page under Course Home.
Assignment 2 Grading Criteria
Maximum Points
Correctly answered all parts of Question 1 and completed Table-1
20
Correctly created a graph showing all required data from Question 2
12
Correctly answered all parts of Question 3, with accurate and complete explanations
12
Correctly answered all parts of Question 4, with accurate and complete explanations
12
Correctly answered all parts of Question 5, with accurate and complete explanations
12
Correctly answered all parts of Question 6, with accurate and explanations
12
Wrote in a clear and concise manner following APA standards, and demonstrated ethical scholarship in accurate representation of sources
20
Total:
100
SEE ATTACHMENT PAPER AT THE END!!!
Assignment 3: Using Leadership to Improve Ethical Performance
Due Week 9 and worth points 300
You can (and should) use headings and subheading throughout the paper to highlight you ...
Edu 450 (classroom engagement and management) entire course
Eed 465 all weeks discussion and assignments – entire course
Doctor of Education in Educational LeadershipThe Doctor of E
Doctor of Education in Educational Leadership
The Doctor of Education in Educational Leadership program in the college of education
prepares graduates to become effective administrators and visionary leaders. Students
learn the skills required to lead organizations, manage change, and apply research and
theory to real-world problems.
Executive Educational Leadership EdD program courses are taught by faculty with both
academic credentials and experience as practitioners. Coursework combines the
theoretical and methodological foundations of academic research with an applied
focus, allowing students to develop the professional and interpersonal wisdom needed
to successfully manage change in complex organizations. Graduates are well prepared
to lead schools, school districts and organizations and possess the skills required to
conduct, interpret and evaluate research and data, diagnose and resolve organizational
challenges, and create programs and policies that affect learning success.
This cohort-based executive graduate program consists of a fixed set of courses
offered in a specific sequence, and all students in each cohort take the same courses in
the same sequence. Courses are offered one weekend per month to accommodate the
schedules of working professionals.
All courses within the Executive Educational Leadership EdD program are offered at
Temple University Center City. The program is designed to be completed on a part-time
basis; students may complete the program in three years.
Related Graduate Degrees
ion and Human Development.
Supporting Materials
1. Transcripts: Submit official undergraduate and graduate transcripts from all
accredited institutions you have attended and/or from which you earned credit. Official
http://education.temple.edu/admissions/documents
transcripts can be emailed to or sent to the Office of Enrollment Management address
listed above.
2. Goals Statement: Include an autobiographical personal statement that explains your
reasons for pursuing a doctoral degree in education. The statement should address
these questions.
How have your personal, academic, and professional experiences shaped your
research interests, and how might a doctoral program in Education help you
explore those interests?
What academic/professional goals would the program help you to achieve
following graduation?
How does the doctoral program at Temple fit your individual interests, needs, and
future goals (including the faculty member whose research best matches your
own interests)?
3. Academic Writing Sample: This should be a paper written for a course within the past
five years. If applicants do not have a recent paper written for a course, they should
compose an op-ed piece on the educational issue of their choosing. The op-ed should
be between 400 and 1,200 words and should be the kind of piece that might appear in
The New York Times
4. Recommendations: Submit two letters of reference that provide insight into your
academi ...
Page 1 of 8 School of Management — BUSM4551 CID
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Capella Career Center Last updated 62216 1 COMPE.docx
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docx
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
Hey Carzetta, You did a beautiful job on your char.docx
Hey Carzetta,
You did a beautiful job on your chart :) it's very well laid out I liked how you said " For accountability, the teaching staffs will be assessed before and after the semester to ensure the Accreditation standards are met." like (Diamond, 2008 p.16) said in years past , an institution could simply dust off its previous documents, make a few modest modifications, and be finished, but this is simply no longer possible. im glad you will be reviewing staff and faculty consistently to make sure they are meeting the accreditation standards excellent post.
Hello Carzetta,
How are you? I think you did a good job on this post.
My feedback:
Clarification: Is the information practical? Does it make sense?
The information is practical. The table is perfect, it is organized and easy to read. But, I find the Outcome section unclear. Also, there was no reference section.
Justification: Does the entry include adequate details to justify the direction being taken?
The entry in the outcome section does not include details to justify the direction being taken. The outcome should be based on, as the University Office of Evaluation and Educational Effectiveness (n. d.). stresses that there are going to be questions to answer upon graduation. What the graduates know and are able to do at the time they have completed the program?” What is going to happen at the end of the program?
Rationale: Have sufficient references been included to support the direction being adopted?
No, there are no references to support the direction being adopted.
Relevance: Do you have (or have you heard of) similar experiences that you can share?
Your program really hit home for me! Meaning that, I took numerous classes in your curriculum while waiting to be accepted into the nursing program. Long story short, as we, my classmates and I got to the folk in the road, some went into Biomedical science program and natural sciences program while, I chose education.
Recommendations: Do you have suggestions or advice that you can share?
There are two areas that is in need of assistance. The Outcome section and the reference section:
Firstly, the Outcome section, as the University Office of Evaluation and Educational Effectiveness (n. d.) states, that program outcomes are attainment, skills, and competencies students should acquire upon graduation from your program in Biomedical Science.
Secondly, I think your report needs one or two references, which will add some credibility to your project.
Again, I think you did a great job with the table, all it needs is a little help in the areas in the recommendation section.
Thanks for sharing,
Hello Carzetta
I really liked reading about your program outcomes and list of courses. However I was wondering what are your program outcomes? You supplied great information on what a program outcome was and why it is needed which was very informational and helped grow my knowledge and understanding but I did not see your outcomes listed.
The c.
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Cover page
2.
Table of content
3.
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4.
Introduction
5.
Business Hypothesis / or Statement/ or the Main Question for the whole research
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Literature review
7.
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•
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NEXT PAGE
à
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Earnings, Comprehensive Earnings and Retained Earnings (in thousands except per share data)
For the year ended December 31,
2011
2010
2009
Net product sales
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$517,149
$495,592
Rental and royalty revenue
4,136
4,299
3,739
Total revenue
532,505
521,448
499,331
Product cost of goods sold
365,225
349,334
319,775
Rental and royalty cost
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1,088
852
Total costs
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350,422
320,627
Product gross margin
163,144
167,815
175,817
Rental and royalty gross margin
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3,211
2,887
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166,242
171,026
178,704
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106,316
103,755
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—
—
14,000
Earnings from operations
57,966
64,710
60,949
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2,946
8,358
2,100
Earnings before income taxes
60,912
73,068
63,049
Provision for income taxes
16,974
20,005
9,892
Net earnings
$43,938
$53,063
$53,157
Net earnings
$43,938
$53,063
$53,157
Other comprehensive earnings (loss)
(8,740
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1,183
2,845
Comprehensive earnings
$35,198
$54,246
$56,002
Retained earnings at beginning of year.
$135,866
$147,687
$144,949
Net earnings
43,938
53,063
53,157
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(18,078
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(17,790
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Stock dividends
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(46,806
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(32,629
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Retained earnings at end of year
$114,269
$135,866
$147,687
Earnings per share
$0.76
$0.90
$0.89
Average Common and Class B Common shares outstanding
57,892
58,685
59,425
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Financial Position
TOOTSIE ROLL INDUSTRIES, INC. AND SUBSIDIARIES (in thousands except per share data)
Assets
December 31,
2011
2010
CURRENT ASSETS:
Cash and cash equivalents
$78,612
$115,976
Investments
10,895
7,996
Accounts receivable trade, less allowances of $1,731 and $1,531
41,895
37,394
Other receivables
3,391
9,961
Inventories:
Finished goods and work-in-process
42,676
35,416
Raw materials and supplies
29,084
21,236
Prepaid expenses
5,070
6,499
Deferred income taxes
578
689
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212,201
235,167
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Land
21,939
21,696
Buildings
107,567
102,934
Machinery and equipment
322,993
307,178
Construction in progress
2,598
9,243
455,097
440,974
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242,935
225,482
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215,492
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73,237
73,237
Trademarks
175,024
175,024
Investments
96,161
64,461
Split dollar officer life insurance
74,209
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Review how student transportation dollars are calculated. What are the two major components?
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What are Categorical Program funds? How do they differ from general FEFP funding?
What are the four constructs on which the FEFP is based? ( Page 1--2
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paragraph )
Briefly define the following:
Full time equivalent
Program cost factor
Weighted FTE
Base student allocation
District cost differential
Sparsity supplement
Supplemental academic instruction
0.748 Mills Discretionary Compresion (audio is incorrect-changed from Local Discretionary Equalization).
ESE guaranteed allocation
Required local effort
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Brief Exercise 9-11Suppose Nike, Inc. reported the followin.docx
*Brief Exercise 9-11
Suppose
Nike, Inc.
reported the following plant assets and intangible assets for the year ended May 31, 2014 (in millions): other plant assets $954.9; land $226.7; patents and trademarks (at cost) $530.7; machinery and equipment $2,137.2; buildings $967; goodwill (at cost) $207.5; accumulated amortization $59.3; and accumulated depreciation $2,290.
Prepare a partial balance sheet for Nike for these items.
(List Property, Plant and Equipment in order of Land, Buildings and Equipment.)
NIKE, INC.
Partial Balance Sheet
As of May 31, 2014
(in millions)
[removed]
[removed]
$
[removed]
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$
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:
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$
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:
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*Exercise 9-7
Wang Co. has delivery equipment that cost $50,840 and has been depreciated $24,960.
Record entries for the disposal under the following assumptions.
(Credit account titles are automatically indented when amount is entered. Do not indent manually.)
(a)
It was scrapped as having no value.
(b)
It was sold for $37,200.
(c)
It was sold for $19,360.
No.
Account Titles and Explanation
Debit
Credit
(a)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(b)
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[removed]
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[removed]
[removed]
[removed]
[removed]
[removed]
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(c)
[removed]
[removed]
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*Exercise 9-8
Here are selected 2014 transactions of Cleland Corporation.
Jan. 1
Retired a piece of machinery that was purchased on January 1, 2004. The machine cost $62,160 and had a useful life of 10 years with no salvage value.
June 30
Sold a computer that was purchased on January 1, 2012. The computer cost $37,000 and had a useful life of 4 years with no salvage value. The computer was sold for $5,630 cash.
Dec. 31
Sold a delivery truck for $9,310 cash. The truck cost $23,600 when it was purchased on January 1, 2011, and was depreciated based on a 5-year useful life with a $3,290 salvage value.
Journalize all entries required on the above dates, including entries to update depreciation on assets disposed of, where applicable. Cleland Corporation uses straight-line depreciation.
(Record entries in the order displayed in the problem statement. Credit account titles are automatically indented when amount is entered. Do not indent manually.)
Date
Account Titles and Explanation
Debit
Credit
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
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(To record depreciation expense for the first 6 months of 2014)
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Criteria Ratings PointsMissionStatementCAEP 1.3,CEC
- 1. Criteria Ratings Points Mission Statement CAEP 1.3, CEC 7 10 to >8.0 pts Advanced The mission statement clarifies priorities and gives direction to the organization. 8 to >6.0 pts Proficient The mission statement clarifies priorities but gives limited direction to the organization. 6 to >0.0 pts Developing The mission statement is vague and does not clarify priorities or give
- 2. direction to the organization. 0 pts Not Present 10 pts Character Education CEC 2 20 to >18.0 pts Advanced Character traits are identified in learning experiences that are morally purposeful and engaging. 18 to >16.0 pts Proficient Character traits are identified in learning experiences that are morally purposeful but not engaging. 16 to >0.0 pts Developing
- 3. Character traits are unclear. Minimal and vague description of learning experiences. 0 pts Not Present 20 pts Standards Comparison CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts Advanced Detailed general to specific comparison of standards. Assertions are clear and effectively supported with citation of specific standards. 18 to >16.0 pts Proficient
- 4. Some general to specific comparison of standards--Assertions are vague and/or minimally supported with citation of specific standards. 16 to >0.0 pts Developing Minimal and vague comparison of standards. Assertions are unclear and unsupported by citation of specific standards. 0 pts Not Present 20 pts Standards Integration CAEP 1.1; 1.3 InTASC 4 MCEE 2 CEC 3 20 to >18.0 pts
- 5. Advanced Learning activities address state standards. Activities are engaging and interdisciplinary. 18 to >16.0 pts Proficient Learning activities address state standards and are engaging. Most activities are interdisciplinary. 16 to >0.0 pts Developing Learning activities are engaging but do not fully address state standards. Few activities are interdisciplinary. 0 pts Not Present 20 pts Curriculum Project: Curriculum Essentials Project Grading Rubric | EDUC571_D03_202220
- 6. Criteria Ratings Points Spelling and Grammar 20 to >18.0 pts Advanced Spelling and grammar are correct. Sentences are complete, clear, and concise. Paragraphs have varied sentence structure. 18 to >16.0 pts Proficient Some spelling and grammar errors are present. Sentences are presented well. Paragraphs contain some varied sentence structures. 16 to >0.0 pts Developing Spelling and grammar errors distract. Sentences
- 7. are incomplete or unclear. Paragraphs are poorly formed. 0 pts Not Present 20 pts Current APA Formatting and Citation 10 to >8.0 pts Advanced Title page, headings, and pagination are current APA format. References are provided for each template section. References are cited in current APA format. 8 to >6.0 pts Proficient Some mistakes in current APA format for the title page, headings, and/or pagination. References are
- 8. provided for some template sections. References have some mistakes in current APA formatting. 6 to >0.0 pts Developing Several errors in current APA format for the title page, headings, and/or pagination. References are not cited. 0 pts Not Present 10 pts Total Points: 100 Curriculum Project: Curriculum Essentials Project Grading Rubric | EDUC571_D03_202220 Week 8 Hide Assignment Information
- 9. Instructions Due Date Apr 3, 2022 11:59 PM Attachments dataset.xlsx (13.31 KB) BUSN625 I002 Winter 2022 EG Assignments Week 8 In an APA formatted Word document complete the following: Discuss the need and utility of statistical quality control in business decision-making. What are its limitations? The following is a payoff (in $000) table for three strategies and two states of nature for our company: Strategy States of Nature N1 N2 S1 40 60 S2 10 -20 S3 -40 150 Select a strategy using each of the following decision criteria:
- 10. (a) Maximax, (b) Minimax regret, (c) Maximin, (d) Minimum risk, assuming equiprobable states. javascript:// https://myclassroom.apus.edu/d2l/common/viewFile.d2lfile/Dat abase/MzQzODg4Mg/dataset.xlsx?ou=52563 https://myclassroom.apus.edu/d2l/home/52563 https://myclassroom.apus.edu/d2l/lms/dropbox/user/folders_list. d2l?ou=52563 Add a File Record Audio Record Video Download All Files Hide Rubrics Rubric Name: BUSN Graduate Grading Paper Rubric BUSN Graduate Grading Paper Rubric Not scored Submit Assignment Files to submit (0) file(s) to submit After uploading, you must click Submit to complete the submission. Comments
- 11. Submit Cancel javascript:// javascript:void(0) CURRICULUM ESSENTIALS PROJECT 1 CURRICULUM ESSENTIALS PROJECT 9 Curriculum Project: Curriculum Essentials Project School of Education, Liberty University Author Note I have no known conflict of interest to disclose.
- 12. Correspondence concerning this article should be addressed to Email: PART I: MISSION STATEMENT Create your own school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a school’s mission statement and reference accordingly. References PART II: CHARACTER EDUCATION List 8 character principles that should be taught throughout the curriculum. Write a corresponding learning experience that could be used to teach and practice each of the 8 character principles. References
- 13. PART III: STANDARDS COMPARISON Analyze standards within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific state standards you are comparing. Contrast within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific part(s) of the state standards you are contrasting. Summarize what you have learned through this comparison. References PART IV: STANDARDS INTEGRATION Interdisciplinary Learning Activity 1 State Standard Integrative Activity
- 14. Interdisciplinary Learning Activity 2 State Standard Integrative Activity Interdisciplinary Learning Activity 3 State Standard Integrative Activity Interdisciplinary Learning Activity 4 State Standard Integrative Activity Interdisciplinary Learning Activity 5 State Standard Integrative Activity References EDUC 571 Curriculum Project: Curriculum Essentials Project Assignment
- 15. Instructions The Curriculum Essentials Project template has four sectioned parts (Mission Statement, Character Education, Standards Comparison, and Standards Integration). PART I: MISSION STATEMENT A mission statement clarifies priorities and gives direction to everyone in the organization. Curriculum learning experiences must support the mission statement. For example: Thomas C. Miller Elementary School for Innovation is a partnership for children, parents, teachers, and the community that recognizes the special gifts of each child. We promote the intellectual, creative, social, and physical well- being of each student with a commitment to academic excellence. Our distinctive interdisciplinary curriculum provides for thematic units, innovative teaching and evaluation practices, and inclusive education with an emphasis on science, math, technology and the performing arts. Found at: http://www.lynchburg.org/Schools/Tcm/Default.htm In viewing curriculum written for this school, a curriculum evaluator will look for learning experiences that are integrative in nature and meet the needs of the whole child (intellectual, creative, social, and physical). For the Part I Mission Statement section of the assignment template you should create a school mission statement that clarifies priorities and gives direction to the school organization. Situate your creativity and original mission statement from a local school’s mission statement. Reference that school’s mission statement in the mission statement reference section. PART II: CHARACTER EDUCATION Character education highlights character principles throughout
- 16. the curriculum. Learning experiences should be engaging, active, and morally purposeful. For example: Character Principle 1: Integrity: The teacher will use the literature story, The Empty Pot by Demi, to demonstrate the importance of integrity. Students will read the story and then create a sequence flip-book of the main events of the story. On the last page of the flip book, the students will write a summary sentence on “the moral of the story”; they will then write a few sentences on how they can show integrity in their own life experiences and actions. Character Principle 2: Work Ethic: The teacher will introduce a unit the rise of industrialism in the United States. Students will study concepts in efficiency, division of labor, free enterprise, etc. For a home/school connection activity, students will complete a service learning project of their choice that demonstrates work ethic. Results of this project will be made into a “Social Studies Fair.” For the Part II Character Education section of the assignment template you should create an abbreviated plan for implementing character education by listing 8 character principles that should be taught throughout the curriculum. Then create a corresponding learning experience that could be used to teach and practice each of the 8 character principles. PART III: STANDARDS COMPARISON National and state standards are the basis for planning, implementing, and assessing differentiated instruction. To complete the Part III Standards Comparison section of the assignment template you should: First, consult the national standards at Education World – Curriculum: National and State Standards (located under Curriculum Project: Curriculum Essentials Project Resources) ; study those areas which pertain to the degree you are seeking
- 17. (MAT for Elementary and SPED candidates review all four core areas (eg. Mathematics, Language Arts, Science, Social Science) since you will be endorsed and/or required to teach all core subject areas; MAT candidates inSecondary read through their specific content standards). Second, read your state standards at your state department of education website (Ed Standards, located under Curriculum Project: Curriculum Essentials Project Resources may be a help to you if you are not familiar with your state standards; MAT for Elementary and SPEDcandidates review all four core areas since you will be endorsed and/or required to teach all core subjectareas; MAT candidates in Secondary read through their specific content standards). Third, compare your state’s standards to the VDOE Standards of Learning (SOL) and Testing, located under Curriculum Project: Curriculum Essentials Project Resources. (If you live in VA use the Virginia SOLs and compare them to another state of your choice.) Fourth, write a standards comparison for one content area in the Part III Standards Comparison section of the assignment template. Compare and contrast within a content area from general comparison to specific comparisons. Provide thorough detail and note the specific state standards you are comparing. Summarize what you have learned through this comparison. This section should be one to two pages, single-spaced. PART IV: STANDARDS INTEGRATION Developing curriculum involves integrating standards across content areas. An interdisciplinary approach allows students to make connections among concepts, procedures, and applications to understand complex issues. For the Part IV Standards Integration section of the assignment
- 18. template you should provide five interdisciplinary learning activities that are hands-on and creative. Paste in the state standard you are addressing. Note the content area and the interdisciplinary nature of the activity. For example: Activity One State Standard VUS.10 The student will demonstrate knowledge of World War II by a) identifying the causes and events that led to American involvement in the war, including military assistance to Britain and the Japanese attack on Pearl Harbor. Integrative Activity ART – During US History class, students can work in groups to create murals that showcase the events that led to American involvement in WWII. Page 4 of 5