Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docxbartholomeocoombs
Clinical Field Experience C: Literacy Pre-Assessment
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
In collaboration with your mentor teacher, chose a grade‐appropriate literacy standard for reading comprehension and vocabulary to develop a pre‐assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following:
· Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard.
· Design an informal pre‐assessment activity that will allow you to assess and document the students’ reading skills.
· Obtain feedback from your mentor on the pre‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre‐assessment.
Part 2: Reflection
In 250‐500 words, summarize the objective and pre‐assessment you developed and reflect upon your mentor’s feedback.
· Identify a strength of your assessment and an opportunity for growth.
· How might you change this assessment to better assess the students’ reading skills ?
· How will your findings inform your future professional practice?
Submit your learning objective and pre‐assessment with your reflection.
Support your findings with 2‐3 scholarly sources.
In‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
EXTRA RESOURCES IF YOU NEED THEN:
Read pages 11-17 in “Put Reading First: The Research Building Blocks for Teaching Children to Read,” by Armbruster et al., located on the National Institute for Literacy website.
URL:
https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Read pages 11-17 in “The National Reading Panel Report: Practical Advice for Teachers,” by Shanahan, located on the ERIC website.
URL:
http://files.eric.ed.gov/fulltext/ED489535.pdf
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience C: Literacy Pre-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Pre-Assessment20.0%Not addressed.Pre-assessment is inappropriately alig.
Intellectual DisabilityDiscuss the meanings of intelligence and .docxnormanibarber20063
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docxjane3dyson92312
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
Benchmark – Philosophy of Education DraftA philosophy of educa.docxtangyechloe
Benchmark – Philosophy of Education Draft
A philosophy of education is a statement regarding your beliefs and values about education. This statement is often required as part of the application process in gaining employment as a teacher.
Create a 750-1,000 word draft of your educational philosophy. Your philosophy may be grounded in a theory or theories that you have studied in this course or be informed by your study of historical and sociological influences on education. You will revise your educational philosophy throughout your program of study to make it more concise.
In this draft, include statements regarding your beliefs and values in each of the following areas:
· The purpose of education.
· Your personal vision of meeting the learning needs of diverse students using standards-based instruction.
· Where you stand regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks that you have examined.
· How you perceive the process of self-reflecting on teaching practices and education policy in order to utilize research, ethical practice, and other resources to advance the profession.
Include three scholarly references to support your philosophy of education.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Standards and program competencies assessed in the benchmark assignment:
5.1: Reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; InTASC 9(l), 9(o); MC2, MC4]
Top of Form
Criteria
Achievement Levels
Description
Percentage
No Submission
0.00 %
Insufficient
69.00 %
Approaching
74.00 %
Acceptable
87.00 %
Target
100.00 %
Category
100.0
Purpose of Education
15.0
Not addressed.
Includes an inadequate statement regarding the purpose of education.
Includes a statement regarding the purpose of education that could be presented more adequately.
Includes an adequate statement regarding the purpose of education.
Includes a well-thought statement regarding the purpose of education.
Meeting Diverse Students' Needs through Standards-Based Instruction
15.0
Not addressed.
Includes an inadequate statement regarding meeting the needs of diverse students using standards-based instruction.
Includes a statement regarding meeting the needs of diverse students using standards-based instruction that could be presented more adequately.
Includes an adequate statement regarding meeting the needs of diverse students using standards-based instruction.
Includes an insightful statement regarding meeting the needs of diverse students using standards-based instruction.
Teacher a.
Clinical Field Experience B Student Needs and Instructional Plann.docxbartholomeocoombs
Clinical Field Experience B: Student Needs and Instructional Planning
This field experience will give you practical experience observing how educators promote student literacy development through phonemic awareness, as well as practical experience in choosing instructional resources appropriate to curriculum goals and content standards.
Allocate at least 5 hours in the field to support this field experience.
Observe, collaborate with, and interview your mentor teacher regarding literacy instruction.
In collaboration with your mentor, identify a small group of 3‐5 students at various literacy skill levels and needs (i.e., below grade level, at grade level, above grade level, IEP, ADHD, or behavior concerns). Take time to observe and possibly assist with this group of students in the classroom, focusing on their literacy skills.
1. Work with your mentor teacher on the following:
2. Discuss your observations of the identified small group of students and their specific literacy needs.
3. Consider instructional strategies to differentiate learning focusing on the identified student needs.
4. Request permission to design and deliver a literacy lesson plan and assessment for the small group of students in upcoming field experience assignments.
5. Select a book to be used within the literacy lesson plan you will be developing. The book should be appropriate for creating reading comprehension, vocabulary, and writing activities. Take into consideration identified student needs, differentiation strategies, and appropriate technology tools.
In 150‐300 words, summarize and reflect upon your observations, collaboration, and interview. Provide relevant examples that demonstrate specific student literacy needs. Include literacy lesson plan ideas related to reading comprehension, vocabulary, and writing activities that utilize the identified book. Explain how you will use your findings in your future professional practice.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience B: Student Needs and Instructional Planning35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Observations20.0%Not addressed.Summary insufficiently reflects upon the observations of the identified small group.Summary sufficiently reflects upon the observations of the identified small group.Summary effectively reflects upon the observations of the identified small group.Summary skillfully reflects upon the observations of the identified small group.Examples of Student Literacy Needs25.0%Not addressed.
Clinical Field Experience B Student Needs and Instructional Plann.docxmonicafrancis71118
This field experience will provide practical experience observing literacy instruction and choosing instructional resources to meet student needs. The student will observe a small group of 3-5 students with varying literacy skills and needs, discuss their observations with the mentor teacher, and consider instructional strategies. The student will then design and deliver a literacy lesson plan for the group focusing on reading comprehension, vocabulary, and writing activities using an appropriate book.
Clinical Field Experience E Literacy Post-AssessmentAnalyzing.docxbartholomeocoombs
Clinical Field Experience E: Literacy Post-Assessment
Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.
Allocate at least 3 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
Working with your certified general education mentor teacher:
1. Implement your activity with your designated small group of students.
2. Reassess the students using the same pre‐assessment format, now as the post‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Lesson Reflection
In 250‐500 words, address the following:
1. summarize your activity and reflect upon your instructional choices, activity delivery, and pre‐ and post‐assessment data.
2. Analyze the data from your pre‐ and post‐assessments and discuss how you would use that data to guide your future planning and instruction.
3. Reflect on the delivery of the activity. Identify successes of the activity delivery, as well as opportunities for revision.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience E: Literacy Post-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Learning Activity20.0%Not addressed.Summary of how the activity implements instructional strategies that build reading comprehension and vocabulary skills is underdeveloped. The designed activity is inappropriate for the designated student group.Summary somewhat connects how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity meets the needs of the student group.Summary appropriately describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is suitable for the needs of the student group.Summary comprehensively describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is well-crafted for students.Data Analysis20.0%Not addressed.Data from the pre- and post- assessment is insufficiently analyzed to guide future planning and instruction.Data from the pre- and post- assessment is broadly analyzed and demonstrates basic competence guiding future planning and instruction.Data from the pre.
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Clinical Field Experience C Literacy Pre-AssessmentDeveloping.docxbartholomeocoombs
Clinical Field Experience C: Literacy Pre-Assessment
Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.
Allocate at least 4 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
In collaboration with your mentor teacher, chose a grade‐appropriate literacy standard for reading comprehension and vocabulary to develop a pre‐assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following:
· Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard.
· Design an informal pre‐assessment activity that will allow you to assess and document the students’ reading skills.
· Obtain feedback from your mentor on the pre‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre‐assessment.
Part 2: Reflection
In 250‐500 words, summarize the objective and pre‐assessment you developed and reflect upon your mentor’s feedback.
· Identify a strength of your assessment and an opportunity for growth.
· How might you change this assessment to better assess the students’ reading skills ?
· How will your findings inform your future professional practice?
Submit your learning objective and pre‐assessment with your reflection.
Support your findings with 2‐3 scholarly sources.
In‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
EXTRA RESOURCES IF YOU NEED THEN:
Read pages 11-17 in “Put Reading First: The Research Building Blocks for Teaching Children to Read,” by Armbruster et al., located on the National Institute for Literacy website.
URL:
https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
Read pages 11-17 in “The National Reading Panel Report: Practical Advice for Teachers,” by Shanahan, located on the ERIC website.
URL:
http://files.eric.ed.gov/fulltext/ED489535.pdf
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience C: Literacy Pre-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Part 1: Pre-Assessment20.0%Not addressed.Pre-assessment is inappropriately alig.
Intellectual DisabilityDiscuss the meanings of intelligence and .docxnormanibarber20063
Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:
1. What problems are associated with assessing students with ID?
2. What are the characteristics of the teacher's students with ID that result in eligibility for special education?
Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.
http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php
Before Special Ed: How Pre-Referral Works
Read “Before Special Ed: How Pre-Referral
Works,” located on the GreatSchools website.
http://www.greatschools.org/gk/articles/pre-referral/
2. Children with an Intellectual Disability
Read "Children with an Intellectual Disability," located on the American Academy of Child & Adolescent Psychiatry website.
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx
50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID
Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension
Content is incomplete and omit.
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docxjane3dyson92312
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
Benchmark – Philosophy of Education DraftA philosophy of educa.docxtangyechloe
Benchmark – Philosophy of Education Draft
A philosophy of education is a statement regarding your beliefs and values about education. This statement is often required as part of the application process in gaining employment as a teacher.
Create a 750-1,000 word draft of your educational philosophy. Your philosophy may be grounded in a theory or theories that you have studied in this course or be informed by your study of historical and sociological influences on education. You will revise your educational philosophy throughout your program of study to make it more concise.
In this draft, include statements regarding your beliefs and values in each of the following areas:
· The purpose of education.
· Your personal vision of meeting the learning needs of diverse students using standards-based instruction.
· Where you stand regarding the perceived role of the teacher as a leader and advocate according to some of the ethical frameworks that you have examined.
· How you perceive the process of self-reflecting on teaching practices and education policy in order to utilize research, ethical practice, and other resources to advance the profession.
Include three scholarly references to support your philosophy of education.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Standards and program competencies assessed in the benchmark assignment:
5.1: Reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; InTASC 9(l), 9(o); MC2, MC4]
Top of Form
Criteria
Achievement Levels
Description
Percentage
No Submission
0.00 %
Insufficient
69.00 %
Approaching
74.00 %
Acceptable
87.00 %
Target
100.00 %
Category
100.0
Purpose of Education
15.0
Not addressed.
Includes an inadequate statement regarding the purpose of education.
Includes a statement regarding the purpose of education that could be presented more adequately.
Includes an adequate statement regarding the purpose of education.
Includes a well-thought statement regarding the purpose of education.
Meeting Diverse Students' Needs through Standards-Based Instruction
15.0
Not addressed.
Includes an inadequate statement regarding meeting the needs of diverse students using standards-based instruction.
Includes a statement regarding meeting the needs of diverse students using standards-based instruction that could be presented more adequately.
Includes an adequate statement regarding meeting the needs of diverse students using standards-based instruction.
Includes an insightful statement regarding meeting the needs of diverse students using standards-based instruction.
Teacher a.
Clinical Field Experience B Student Needs and Instructional Plann.docxbartholomeocoombs
Clinical Field Experience B: Student Needs and Instructional Planning
This field experience will give you practical experience observing how educators promote student literacy development through phonemic awareness, as well as practical experience in choosing instructional resources appropriate to curriculum goals and content standards.
Allocate at least 5 hours in the field to support this field experience.
Observe, collaborate with, and interview your mentor teacher regarding literacy instruction.
In collaboration with your mentor, identify a small group of 3‐5 students at various literacy skill levels and needs (i.e., below grade level, at grade level, above grade level, IEP, ADHD, or behavior concerns). Take time to observe and possibly assist with this group of students in the classroom, focusing on their literacy skills.
1. Work with your mentor teacher on the following:
2. Discuss your observations of the identified small group of students and their specific literacy needs.
3. Consider instructional strategies to differentiate learning focusing on the identified student needs.
4. Request permission to design and deliver a literacy lesson plan and assessment for the small group of students in upcoming field experience assignments.
5. Select a book to be used within the literacy lesson plan you will be developing. The book should be appropriate for creating reading comprehension, vocabulary, and writing activities. Take into consideration identified student needs, differentiation strategies, and appropriate technology tools.
In 150‐300 words, summarize and reflect upon your observations, collaboration, and interview. Provide relevant examples that demonstrate specific student literacy needs. Include literacy lesson plan ideas related to reading comprehension, vocabulary, and writing activities that utilize the identified book. Explain how you will use your findings in your future professional practice.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience B: Student Needs and Instructional Planning35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Observations20.0%Not addressed.Summary insufficiently reflects upon the observations of the identified small group.Summary sufficiently reflects upon the observations of the identified small group.Summary effectively reflects upon the observations of the identified small group.Summary skillfully reflects upon the observations of the identified small group.Examples of Student Literacy Needs25.0%Not addressed.
Clinical Field Experience B Student Needs and Instructional Plann.docxmonicafrancis71118
This field experience will provide practical experience observing literacy instruction and choosing instructional resources to meet student needs. The student will observe a small group of 3-5 students with varying literacy skills and needs, discuss their observations with the mentor teacher, and consider instructional strategies. The student will then design and deliver a literacy lesson plan for the group focusing on reading comprehension, vocabulary, and writing activities using an appropriate book.
Clinical Field Experience E Literacy Post-AssessmentAnalyzing.docxbartholomeocoombs
Clinical Field Experience E: Literacy Post-Assessment
Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.
Allocate at least 3 hours in the field to support this field experience.
Part 1: Standards‐Based Literacy Assessment
Working with your certified general education mentor teacher:
1. Implement your activity with your designated small group of students.
2. Reassess the students using the same pre‐assessment format, now as the post‐assessment.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
Part 2: Lesson Reflection
In 250‐500 words, address the following:
1. summarize your activity and reflect upon your instructional choices, activity delivery, and pre‐ and post‐assessment data.
2. Analyze the data from your pre‐ and post‐assessments and discuss how you would use that data to guide your future planning and instruction.
3. Reflect on the delivery of the activity. Identify successes of the activity delivery, as well as opportunities for revision.
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Clinical Field Experience E: Literacy Post-Assessment35.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Learning Activity20.0%Not addressed.Summary of how the activity implements instructional strategies that build reading comprehension and vocabulary skills is underdeveloped. The designed activity is inappropriate for the designated student group.Summary somewhat connects how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity meets the needs of the student group.Summary appropriately describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is suitable for the needs of the student group.Summary comprehensively describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is well-crafted for students.Data Analysis20.0%Not addressed.Data from the pre- and post- assessment is insufficiently analyzed to guide future planning and instruction.Data from the pre- and post- assessment is broadly analyzed and demonstrates basic competence guiding future planning and instruction.Data from the pre.
The document discusses learning styles and their importance in education. It provides information on the VARK learning styles questionnaire and asks the reader to complete it. The reader is then asked to write a paper analyzing their learning style based on the questionnaire results, comparing their preferred learning strategies to those identified in their style. The paper should also discuss how learning styles affect educational performance and the importance of educators understanding individual styles. It concludes by asking the reader to address how understanding learning styles can help achieve desired outcomes in health promotion programs and behavioral changes.
Top of Form 1VARK Analysis Paper 1Unsatisf.docxturveycharlyn
Top of Form 1
VARK Analysis Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 % Perceptions of Learning and Teaching
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing.
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thes ...
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxgertrudebellgrove
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
This document provides instructions for a learning styles analysis paper assignment. Students are asked to complete the VARK learning styles questionnaire to determine their preferred learning style. They then review and compare their identified learning style with their current preferred learning strategies. The paper assignment requires students to summarize their learning style according to the VARK questionnaire, describe their preferred learning strategies and how they compare to their identified style, discuss how learning styles affect educational performance and the importance of educators identifying individual styles, and analyze how learning styles impact health promotion outcomes and behavioral change.
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docxSALU18
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Targeted Essential LearningThe teacher manages the learning enviro.docxjonghollingberry
This document outlines the assessment criteria for a classroom management portfolio assignment. Students are asked to create a portfolio in Microsoft Word addressing various components of classroom management, including their philosophy of classroom management, classroom procedures, rules and consequences, communication with parents, student engagement strategies, and professionalism. The portfolio will be assessed based on content, organization, language and writing mechanics, use of citations, and adherence to the specified portfolio format. Scoring will be based on a 5-point rubric evaluating students' demonstration of these components.
Two popular methods of financial statement analysis are horizontal.docxwillcoxjanay
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1 ...
Top of FormBenchmark - Children’s Informational Text Mini-Unit a.docxturveycharlyn
This document provides a rubric and guidelines for assessing a mini-unit and assessment plan for an informational text lesson for 1st grade students. The mini-unit should include three lesson plans with alignment between standards, objectives, activities, and assessments. It should provide opportunities for critical thinking, collaboration, and differentiation. The assessment plan should include formative and summative assessments aligned to the lessons and objectives. Details such as academic language, materials, and technology are evaluated.
Number of pages 12 Deadline 42 HoursInstructions This ass.docxhopeaustin33688
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
Identify a research or article that focuses.docxwrite4
This document provides instructions for an evidence-based project on diabetes. Students are asked to:
1) Identify a research article on a new diagnostic tool or intervention for treating diabetes in adults or children and summarize the main findings.
2) Create a 6-12 slide PowerPoint presentation summarizing the research and discussing how the new tool or intervention could be integrated into practice.
The document provides grading criteria for evaluating students' work, including assessing the quality of the identified research article, comprehensiveness of summarizing the findings, and organization/effectiveness of the written summary and PowerPoint presentation.
Describe how motivation and reinforcement would be used to influenAMMY30
This document outlines a rubric for evaluating a social studies lesson plan. The rubric assesses several areas of the lesson plan, including how well it integrates students' backgrounds, whether its objectives align with standards, how it incorporates academic language and content vocabulary, how instruction is differentiated, how cross-disciplinary skills are developed, the appropriateness and alignment of assessments, the organization of the content, writing mechanics, and documentation of sources. Criteria are judged as unacceptable, needs improvement, competent, or exemplary. The total possible points are 100.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docxlascellesjaimie
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesi.
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docxdickonsondorris
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
Bottom of Form
Top of Form
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Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Clinical Assignment Quality Improvement Project Part 1GoalWilheminaRossi174
Clinical Assignment: Quality Improvement Project Part 1
Goal:
· To assess a clinical issue that is the focus of your Quality Improvement Project.
· Create a description of the clinical issue to be addressed in the project.
Content Requirements:
1. Identify the clinical issue that will be the focus of your Quality Improvement project.
2. Provide rationale for the need to change the status quo.
3. Identify best practices from the literature related to the issues.
Submission Instructions:
· The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
· The paper is to be 2 - 3 pages in length, excluding the title, abstract and references page.
· Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
· Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
· Your paper should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)
· Complete and submit the assignment by 11:59 PM ET on Sunday.
· Note: this is first part of your Quality Improvement Project. You should revise/improve your work based on your professor's feedback. In module 7, you will be putting all the parts together to complete and submit your final project.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-493NRS-493-O501Capstone Project Topic Selection and Approval50.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Project Topic for Focus of Change Proposal5.0%The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.Setting or Context Where Project Topic Is Observed10.0%Th ...
The document discusses authentic assessment in university classrooms. It defines authentic assessment as focusing on applying knowledge and skills learned in courses to real-world settings, such as simulations, role plays, or workplace assessments. Authentic tasks can help validate students' career choices and increase retention by engaging students. However, more traditional assessments like essays and exams measure skills like writing and memorization that have limited application to real work. While the academic essay is a commonly used university assessment, questions are raised about whether it validly and reliably measures learning outcomes or just writing abilities. Alternative assessments that better reflect real tasks are suggested to more authentically evaluate students' learning and skills.
Discussion - Week 3Elements of the Craft of WritingThe narra.docxmecklenburgstrelitzh
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
Discussion - Microbial ClassificationGive names of bacteria in.docxmecklenburgstrelitzh
Discussion - Microbial Classification
Give names of bacteria in the genus enterobacteriaceae. How would differentiate enterobacteriaceae from other gram (-) bacteria?
Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Matthew 8:2-3
"A man with leprosy came and knelt before him and said, 'Lord, if you are willing, you can make me clean.' Jesus reached out his hand and touched the man. 'I am willing,' he said. 'Be clean!' Immediately he was cleansed of his leprosy."
Mark 16:17-18
"'And these signs will accompany those who believe: In my name they will drive out demons; they will speak in new tongues; they will pick up snakes with their hands; and when they drink deadly poison, it will not hurt them at all; they will place their hands on sick people, and they will get well.'”
Respiratory System Disease
Pneumonia is diagnosed by the presence of fluid (dark shadows in an X ray) in the alveoli. Since pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan, and a helminth that can cause pneumonia.
Students will individually examine why pneumonia –an infection of the respiratory tract is among the most damaging. Students are also required to use the information they have learnt from the text, lectures, discussions and/or assignments to describe why the respiratory tract is an important portal of entry to inhaled microorganisms such as viruses, fungal spores and bacteria.
Learners will synthesize their findings in a summary presentation of
at least 10 slides
that will be shared with their peers by the specified due date, when they will then
compare and contrast
the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
.
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The document discusses learning styles and their importance in education. It provides information on the VARK learning styles questionnaire and asks the reader to complete it. The reader is then asked to write a paper analyzing their learning style based on the questionnaire results, comparing their preferred learning strategies to those identified in their style. The paper should also discuss how learning styles affect educational performance and the importance of educators understanding individual styles. It concludes by asking the reader to address how understanding learning styles can help achieve desired outcomes in health promotion programs and behavioral changes.
Top of Form 1VARK Analysis Paper 1Unsatisf.docxturveycharlyn
Top of Form 1
VARK Analysis Paper
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 % Perceptions of Learning and Teaching
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is missing.
A discussion of how awareness of learning attributes influences perceptions of teaching and learning is present, but may be incomplete, lack relevant information, or not meet assignment criteria. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
A basic discussion of how awareness of learning attributes influences perceptions of teaching and learning is present and mostly relevant. References are mostly appropriate. Some subject knowledge is evident.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
A detailed discussion of how awareness of learning attributes influences perceptions of teaching and learning is offered. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thes ...
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Details:
Complete "The VARK Questionnaire: How Do I Learn Best?"
http://vark-learn.com/the-vark-questionnaire/
Click "OK" to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, "I, we, our") in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APPLY
RUBRIC
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %
Content
50.0 %
Personal Learning Style and Strategies
Personal learning style and learning strategies content is missing.
Personal learning style is identified, but summary is incomplete. Preferred learning strategies and personal learning style strategies are not compared. References are vague and/or irrelevant. Subject knowledge is unclear and/or inconsistent.
Personal learning style is identified and basic summary is provided. Some preferred learning strategies are described and compared against those of the personal learning style. References are mostly appropriate. Some subject knowledge is evident.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Good subject knowledge is demonstrated.
Personal learning style is identified and described in detail. Preferred learning strategies and learning style strategies are compared in detail. References are appropriate and clearly connected to content. Offers examples that display personal insight and/or reflection. Subject knowledge appears comprehensive.
30.0 %
Perceptions of Learning and Teachi.
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxShiraPrater50
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docxgertrudebellgrove
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
This document provides instructions for a learning styles analysis paper assignment. Students are asked to complete the VARK learning styles questionnaire to determine their preferred learning style. They then review and compare their identified learning style with their current preferred learning strategies. The paper assignment requires students to summarize their learning style according to the VARK questionnaire, describe their preferred learning strategies and how they compare to their identified style, discuss how learning styles affect educational performance and the importance of educators identifying individual styles, and analyze how learning styles impact health promotion outcomes and behavioral change.
EDU-450 Personal Classroom Management Plan Benchmark Assessment .docxSALU18
EDU-450 Personal Classroom Management Plan Benchmark Assessment and Rubric
Targeted Essential Learning
The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention. (InTASC 3)
Assessment Tool Selected
Portfolio: Personal Classroom Management Plan
Specific Performance/Task(s)
The student will exhibit effective classroom management skills through the creation of a personal comprehensive classroom management plan.
Relevancy of Task to Teacher Candidate
An effective classroom management plan is an indispensable tool in a teacher’s arsenal, contributing to his or her success as a teacher and, in turn, helping to promote students’ ability to learn in the classroom.
Assessment:
Portfolio created in Microsoft Word that focuses on the group of students in your program of study. Consider all you have learned throughout this course and the interaction you have had with classmates and include the following:
Cover page
Table of Contents
Section title pages
1. “My Philosophy of Classroom Management” – Write a 2-3-paragraph description of the culture you will promote in your classroom. Include broad expectations of the teacher and the students.
2. “Classroom Procedures” –Include five from the “Procedures” assignment.
3. “Rules, Consequences, and Reward System” – Include a rationale for your system.
4. “Communication with Parents/Guardians” – Identify at least three ways you will communicate with parents and include a rationale for each.
5. “Student Engagement Strategies” – Summarize three ways to keep your students engaged. Include drawings of classroom arrangements and how you would implement the drawings in your future classroom.
6. “Professionalism” – Summarize ten ways of being professional with students, parents, co-workers, and administrators. Also, include your areas of strength, an area for improvement, and why professionalism is important.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
In addition, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Rubric
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content – 90%
Philosophy of Classroom Management
15%
Philosophy is not given.
Philosophy provides an unclear personal viewpoint of classroom management.
Philosophy provides basic personal viewp ...
Targeted Essential LearningThe teacher manages the learning enviro.docxjonghollingberry
This document outlines the assessment criteria for a classroom management portfolio assignment. Students are asked to create a portfolio in Microsoft Word addressing various components of classroom management, including their philosophy of classroom management, classroom procedures, rules and consequences, communication with parents, student engagement strategies, and professionalism. The portfolio will be assessed based on content, organization, language and writing mechanics, use of citations, and adherence to the specified portfolio format. Scoring will be based on a 5-point rubric evaluating students' demonstration of these components.
Two popular methods of financial statement analysis are horizontal.docxwillcoxjanay
Two popular methods of financial statement analysis are horizontal analysis and vertical analysis.
Use the corporation you selected for the Week 4 discussion or another corporation when responding to the two following questions. In your response identify the selected corporation. Please note that substantive responses add new topic related information to help move the discussion forward and do not summarize what was previously posted by another student.
Teachers question below
As a manager, how will you use the horizontal analysis of the income statement and balance sheet for intracompany comparisons? How do managers and investors use the vertical analysis of the income statement and balance sheet compared to competitor corporations when performing intercompany comparisons? Identify at least one competitor corporation and include an explanation as to why or how you selected the competitor.
Reference
Kimmel, P. D. (2013). Financial accounting: Tools for business decision making. Retrieved from University of Phoenix eBook Collection.
Please read INSTRUCTORS instructions carefully and completely
My organization that I choose is Starbucks
Due date 4/21/15 in 4 to 6 hours
No plagiarism in own words
Will run through a plagiarism checker
Will not accept if after due date will dispute
References page must include a valid URL to take the reader to the electronic copy of each source.
If cannot complete with the given instructions do not reply
Please contact me if you have questions
Write as a discussion with another student
Make a question out of the response, or I found the material interesting, or what do you think
I may ask to change some areas at later date
100 to 200 word count
Word count is counted by answer only
Please write with question first followed by answer
Please write clearly simplify
I am in the U.S.
No charts or graphs
Interview a teacher in the elementary grades regarding the teacher's social studies instruction. Include at least eight questions.
Create your own questions such as:
1.Do you use a textbook?
2.What do you think of the standards for social studies?
3.How much time is spent per day in this subject area?
Document the interview questions and answers and submit with the Standards Essay.
Standards Essay
Choose one grade level in the elementary grades. Evaluate the social studies standards on the Arizona Department of Education's website for that grade level for such things as thoroughness, clarity, and two other criteria of your own choosing.
Write an essay of 750-1,000-words as a well-supported, objective, academic response to the interview and standards investigation, analyzing how social studies is currently taught today.
Use the GCU Library to research a minimum of six peer-reviewed articles that support your rationale.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1 ...
Top of FormBenchmark - Children’s Informational Text Mini-Unit a.docxturveycharlyn
This document provides a rubric and guidelines for assessing a mini-unit and assessment plan for an informational text lesson for 1st grade students. The mini-unit should include three lesson plans with alignment between standards, objectives, activities, and assessments. It should provide opportunities for critical thinking, collaboration, and differentiation. The assessment plan should include formative and summative assessments aligned to the lessons and objectives. Details such as academic language, materials, and technology are evaluated.
Number of pages 12 Deadline 42 HoursInstructions This ass.docxhopeaustin33688
Number of pages: 12
Deadline: 42 Hours
Instructions: This assignment includes several different sections and number of pages for each. I've given specific details in the attachment
All instructions/details/guidelines, as outlined and given in the other document, must be followed and adhered to
Paper written must meet all the requirements and parts given/outlined in the other document
Choose a grade level and social studies topic with supporting standards and plan a lesson to present in the classroom. Include grade-level appropriate activities that encourage active student engagement.
Address the following in your lesson plan:
1. Multiple intelligences
2. Authentic literature
3. Depth of Knowledge
4. Assessment of objective- Use three formative assessments during the lesson and one summative assessment at the end.
Teach your social studies lesson to a classroom of students.
In an essay of 1,000-1,250-words, reflect on the lesson and content.
Cite at least four references from educational journals and academic websites to support your teaching strategies.
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
25.0 %Lesson Plan
The lesson plan is missing many of the required components. The activities are missing, weak, or incomplete. Activities and assessments are not grade appropriate.
The lesson plan consists of most of the required components. Attention to detail is minimal, underdeveloped, or inappropriate for teaching. Activities and assessments are mostly grade appropriate.
The lesson plan consists of all the required components. Activities and assessments are appropriate for grade level and encourage participation.
All lesson plan components are addressed. The thinking skills and activities are thoughtfully developed and provide meaningful practice with familiar text. The activities are fun, interactive, and creative.
All lesson components are addressed. Exceptionally organized activities that create multiple and meaningful opportunities to practice. Activities are engaging.
45.0 %Reflection Essay
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points.
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria. Major points are addressed. Research is evident.
Content is comprehensive, accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up-to-date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated..
Identify a research or article that focuses.docxwrite4
This document provides instructions for an evidence-based project on diabetes. Students are asked to:
1) Identify a research article on a new diagnostic tool or intervention for treating diabetes in adults or children and summarize the main findings.
2) Create a 6-12 slide PowerPoint presentation summarizing the research and discussing how the new tool or intervention could be integrated into practice.
The document provides grading criteria for evaluating students' work, including assessing the quality of the identified research article, comprehensiveness of summarizing the findings, and organization/effectiveness of the written summary and PowerPoint presentation.
Describe how motivation and reinforcement would be used to influenAMMY30
This document outlines a rubric for evaluating a social studies lesson plan. The rubric assesses several areas of the lesson plan, including how well it integrates students' backgrounds, whether its objectives align with standards, how it incorporates academic language and content vocabulary, how instruction is differentiated, how cross-disciplinary skills are developed, the appropriateness and alignment of assessments, the organization of the content, writing mechanics, and documentation of sources. Criteria are judged as unacceptable, needs improvement, competent, or exemplary. The total possible points are 100.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docxlascellesjaimie
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesi.
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docxdickonsondorris
Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, and the "Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Submit this assignment to your instructor in LoudCloud at the end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and beliefs in the context of teaching and learning. (TESOL 2.a; InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned to standards.
Some standards selected are not adequate for class profile or are not referenced.
All standards selected are adequate for class profile and are referenced. Lesson is vaguely aligned to standards.
All standards selected are adequate for class profile and are referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are referenced. Lesson is clearly and accurately aligned to standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content vocabulary is not addressed.
Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary instruction.
Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to c ...
WarningYou do not have permissions to perform this activityA.docxmelbruce90096
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Assignment
Week 10 | Diversity in the Health Care Organization
Details:
1) Providers must learn new tools to eliminate disparities, build trust with patients, and understand how international biases and pre-established stereotypes affect quality of care. Write a paper (1,000-1,250 words) that identifies and defines various tools and measurements that can be used to measure the effectiveness of diversity programs and policies established by the organization.
2) Address how each of the following must be considered when considering how to implement an environment of diversity:
a) Government regulations.
b) Social pressures.
c) Industry and company ethical codes.
d) Tension between personal standards and the goals of the organization.
3) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
4) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Top of Form
Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.
New Attempt
Bottom of Form
Title
Attached Documents
Turnitin Report
Similarity Index
Final Submission
Click 'New Attempt' to start assignment or attach documents
Error Details
Top of Form
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Top of Form
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Top of Form
Apply Rubrics
Addressing Diversity
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Does not demonstrate understanding of the issues surrounding diversity, including the implications. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale.
Demonstrates only minimal understanding diversity. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale
Demonstrates knowledge of issues surrounding diversity, but has some slight misunderstanding of the implications. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of the issues surrounding diversity (in your own words). Develops an acceptable response and rationale for it. Utilizes some examples.
Demonstrates thorough knowledge of the issues surrounding diversity and their implications. Clearly answers the questions and develops a very strong rationale. Introduces appropri.
Clinical Assignment Quality Improvement Project Part 1GoalWilheminaRossi174
Clinical Assignment: Quality Improvement Project Part 1
Goal:
· To assess a clinical issue that is the focus of your Quality Improvement Project.
· Create a description of the clinical issue to be addressed in the project.
Content Requirements:
1. Identify the clinical issue that will be the focus of your Quality Improvement project.
2. Provide rationale for the need to change the status quo.
3. Identify best practices from the literature related to the issues.
Submission Instructions:
· The paper is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.
· The paper is to be 2 - 3 pages in length, excluding the title, abstract and references page.
· Incorporate a minimum of 3 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
· Journal articles and books should be referenced according to current APA style (the library has a copy of the APA Manual).
· Your paper should be formatted per current APA and references should be current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions)
· Complete and submit the assignment by 11:59 PM ET on Sunday.
· Note: this is first part of your Quality Improvement Project. You should revise/improve your work based on your professor's feedback. In module 7, you will be putting all the parts together to complete and submit your final project.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-493NRS-493-O501Capstone Project Topic Selection and Approval50.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Project Topic for Focus of Change Proposal5.0%The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.Setting or Context Where Project Topic Is Observed10.0%Th ...
The document discusses authentic assessment in university classrooms. It defines authentic assessment as focusing on applying knowledge and skills learned in courses to real-world settings, such as simulations, role plays, or workplace assessments. Authentic tasks can help validate students' career choices and increase retention by engaging students. However, more traditional assessments like essays and exams measure skills like writing and memorization that have limited application to real work. While the academic essay is a commonly used university assessment, questions are raised about whether it validly and reliably measures learning outcomes or just writing abilities. Alternative assessments that better reflect real tasks are suggested to more authentically evaluate students' learning and skills.
Similar to EXTRAHow to Inspire Your Kids to Write and Why You Should.docx (20)
Discussion - Week 3Elements of the Craft of WritingThe narra.docxmecklenburgstrelitzh
Discussion - Week 3
Elements of the Craft of Writing
The narrator's point of view is the reader's window into the soul of your story. Combined with the tone of voice, characterization, and dialogue, these elements of the craft of writing give your story believability and interest. How can you combine the elements of the craft with the elements of the short story and the techniques of development you learned about in Weeks 1 and 2? In this Discussion, you will understand point of view, tone of voice, characterization, and dialogue and examine how other writers use these elements of craft to improve their work.
To prepare for this Discussion:
Review the assigned portions of Chapters 3, 4, 6, and 7 in Shaping the Story.
Review "Revelation" by Flannery O’Connor, "Mericans” by Sandra Cisneros, and "Why I Like Country Music" by James Alan McPherson in Shaping the Story.
Reflect on the voice in the assigned stories.
How would you describe the voice in each short story?
How do these voices demonstrate what the authors are saying about the main issues of each story?
Reflect on the similarities and differences in the ways that the authors use dialogue to establish character presence.
Consider the issues that each story discusses. How do these issues shape the characters and affect the light in which they are seen at the beginning and the end of the story?
With these thoughts in mind:
Post by Day 3
: 2 to 3 paragraphs comparing and contrasting different approaches to two of the following elements in two of the three stories in the Week 3 reading.. Be sure to cite at least two specific examples from your readings.
Point of View
Tone of Voice
Characterization
Dialogue
Be sure to support your ideas by connecting them to the week's Learning Resources, or something you have read, heard, seen, or experienced.
Read
a selection of your colleagues' postings.
Respond by Day 5
to at least one of your colleagues' postings in one or more of the following ways:
Ask a probing question.
Share an insight from having read your colleague's posting.
Offer and support an opinion.
Validate an idea with your own experience.
Make a suggestion.
Expand on your colleague's posting.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
REPLY
QUOTE
18 days ago
Chad Husted
WALDEN INSTRUCTOR
MANAGER
Tips for the week 3 discussion (read before you post)
COLLAPSE
Great job so far, class! I've really enjoyed your first two weeks of discussion posts.
Now we will shift our focus to even more tools we can use in our own stories, but first, we will see how they play out in the work of others.
Make sure you do all the readings for the week before posting anything, and also, go through and ask yourselves all the questions (above) from the
"to prepare for the discussion"
section of the instructions. I.
Discussion - Microbial ClassificationGive names of bacteria in.docxmecklenburgstrelitzh
Discussion - Microbial Classification
Give names of bacteria in the genus enterobacteriaceae. How would differentiate enterobacteriaceae from other gram (-) bacteria?
Read the selected scriptures and in your response to the prompt discuss how at least one of the scriptures relates to the discussion topic.
Matthew 8:2-3
"A man with leprosy came and knelt before him and said, 'Lord, if you are willing, you can make me clean.' Jesus reached out his hand and touched the man. 'I am willing,' he said. 'Be clean!' Immediately he was cleansed of his leprosy."
Mark 16:17-18
"'And these signs will accompany those who believe: In my name they will drive out demons; they will speak in new tongues; they will pick up snakes with their hands; and when they drink deadly poison, it will not hurt them at all; they will place their hands on sick people, and they will get well.'”
Respiratory System Disease
Pneumonia is diagnosed by the presence of fluid (dark shadows in an X ray) in the alveoli. Since pneumonia usually is caused by a microorganism, what causes the fluid accumulation? Name a bacterium, a virus, a fungus, a protozoan, and a helminth that can cause pneumonia.
Students will individually examine why pneumonia –an infection of the respiratory tract is among the most damaging. Students are also required to use the information they have learnt from the text, lectures, discussions and/or assignments to describe why the respiratory tract is an important portal of entry to inhaled microorganisms such as viruses, fungal spores and bacteria.
Learners will synthesize their findings in a summary presentation of
at least 10 slides
that will be shared with their peers by the specified due date, when they will then
compare and contrast
the feedback from their research in this discussion forum. Learners will be evaluated against the criteria outlined in the assignment and discussion forum rubric.
.
Discussion (Chapter 7) What are the common challenges with which se.docxmecklenburgstrelitzh
Discussion (Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Note: Response should be 250-300 words. Make sure to have at least one APA formatted reference (and APA in-text citation)
.
Discussion - Big Data Visualization toolsSeveral Big Data Visu.docxmecklenburgstrelitzh
Discussion - Big Data Visualization tools
Several Big Data Visualization tools have been evaluated in this week's paper. While the focus was primarily on R and Python with GUI tools, new tools are being introduced every day. Compare and contrast the use of R vs Python and identify the pros and cons of each.
.
Discussion - 1 Pick 2 different department team members and descri.docxmecklenburgstrelitzh
Discussion - 1 : Pick 2 different department team members and describe why they were chosen and what skill they should bring.
Discussion -2 : What are the most vital functions at your place of work that the BIA will address?
Course Name - Business continuity and disaster recovery planning
No Plagiarism, proper references with APA format
.
Discussion (Chapter 7) What are the common challenges with which .docxmecklenburgstrelitzh
Discussion
(Chapter 7): What are the common challenges with which sentiment analysis deals? What are the most popular application areas for sentiment analysis? Why?
Questions for Discussions:
1. Explain the relationship among data mining, text mining, and sentiment analysis.
2. In your own words, define text mining, and discuss its most popular applications.
3. What does it mean to induce structure into text-based data? Discuss the alternative ways of inducing structure into them.
4. What is the role of NLP in text mining? Discuss the capabilities and limitations of NLP in the context of text mining.
Exercise:
Go to teradatauniversitynetwork.com and find the case study named “eBay Analytics.” Read the case carefully and extend your understanding of it by searching the Internet for additional information, and answer the case questions.
Internet exercise:
Go to kdnuggets.com. Explore the sections on applications as well as software. Find the names of at least three additional packages for data mining and text mining.
.
Discussion (Chapter 7) What are the common challenges with whic.docxmecklenburgstrelitzh
Sentiment analysis deals with common challenges in determining sentiment from unstructured text. Popular application areas for sentiment analysis include social media, customer reviews, and survey responses due to the large amounts of online opinions and feedback generated. Students are asked to post a 100-300 word response to an online discussion by Wednesday discussing challenges in sentiment analysis and popular application areas.
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The document discusses conducting a neural network project and outlines a nine-step process. Students are asked to engage in an online discussion by Wednesday at 11:59 p.m. EST by posting their first response early and interacting frequently with other students' posts.
Discussion (Chapter 5) What is the relationship between Naïve Bayes.docxmecklenburgstrelitzh
Naive Bayes and Bayesian networks are both probabilistic classifiers but differ in their assumptions of independence between predictor variables. Bayesian networks are more flexible as they can represent dependencies between variables through a directed acyclic graph structure. To develop a Bayesian network model, one identifies variables of interest, determines conditional dependencies between variables, quantifies these dependencies with probabilities, and represents them in a network diagram.
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Discussion (Chapter 4): What are the privacy issues with data mining? Do you think they are substantiated?
Note:
Your response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations.
.
Discussion (Chapter 3) Why are the originalraw data not readily us.docxmecklenburgstrelitzh
Discussion (Chapter 3): Why are the original/raw data not readily usable by analytics tasks? What are the main data preprocessing steps? List and explain their importance in analytics.
Note: Response should be 250-300 words. There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations
.
Discussion (Chapter 5) What is the relationship between Naïve B.docxmecklenburgstrelitzh
Naive Bayes and Bayesian networks are both probabilistic models but Bayesian networks can represent conditional dependencies between variables while Naive Bayes assumes independence. To develop a Bayesian network model you identify variables, determine dependencies between variables, quantify these dependencies with conditional probabilities, and construct a directed acyclic graph representing the dependencies. Students are asked to post a 100-300 word response to the discussion question by Wednesday and engage with two other classmates' posts.
Discussion (Chapter 10 in the textbook or see the ppt) For ea.docxmecklenburgstrelitzh
Discussion (Chapter 10 in the textbook / or see the ppt):
For each of the steps in the "Seven Step Forecasting Game Plan" for forecasting, discuss the following:
Who do you suspect is being included in creating each step of the various company forecasts?
Why? Why not? Be specific about the various players and the reasons they might be involved.
Assignment (Chapter 10) (1-2 pages double space):
Objective and Realistic Forecasts. The chapter encourages analysts to develop forecasts that are realistic, objective, and unbiased. Some firms’ managers tend to be optimistic. Some accounting principles tend to be conservative. Describe the different risks and incentives that managers, accountants, and analysts face. Explain how these different risks and incentives lead managers, accountants, and analysts to different biases when predicting uncertain outcomes.
.
Discussion (Chapter 1) Compare and contrast predictive analytics wi.docxmecklenburgstrelitzh
Discussion (Chapter 1): Compare and contrast predictive analytics with prescriptive and descriptive analytics. Use examples.
Response should be 250-300 words and with references
There must be at least one APA formatted reference (and APA in-text citation) to support the thoughts in the post. Do not use direct quotes, rather rephrase the author's words and continue to use in-text citations.
.
Discussion (400 words discussion + 150 words student response)Co.docxmecklenburgstrelitzh
Discussion (400 words discussion + 150 words student response)
Consider the potential conflict between corporate social responsibility and ethics while maximizing share holder wealth. How does exercising Christian principles play a part in running a successful business while operating within state and federal regulations?
.
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Discussion (150-200 words): Why do you think so much emphasis is placed on cash-flow-based stock evaluations, especially the "free cash flow model"?
Assignment (1-2 pages double space): What is the six step process involved in valuation? List the six steps in sequence, explaining and discussing the importance and relevance of each step.
.
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discussion (11)
explain the concept of information stores as they relate to email. Use the Internet to research how and where email data is stored on different computer
platforms and systems and then report your findings. How is this information pertinent to a forensic investigation. around 250-300 words
with references
discussion 12
Explain how cookies can show that a user has visited a site if that user's history has been deleted. Be specific,
do not merely explain how cookies work. Report on how cookies can be used in a forensic investigation. around 250-300 words, with references
.
Discussion #5 How progressive was the Progressive EraThe Progres.docxmecklenburgstrelitzh
Discussion #5: How progressive was the Progressive Era?
The Progressive era stands out as a time when reformers sought to address social ills brought about by a rapidly changing society. Debates surrounded issues such as political corruption, the regulation of business practices, racial equality, women's suffrage and the living conditions of impoverished immigrants overcrowded into urban slums.
In order to prepare for this discussion forum:
Review and identify the relevant sections of Chapter 22 that support your discussion.
Read Booker T. Washington's speech The Atlanta Compromise
Read W.E.B. Du Bois The Niagara Movement
The Niagara Movement's "Declaration of Principles" by W.E.B.Du Bois
The Women's Suffrage Movement
Excerpt from How the Other Half Lives by Jacob Riis and the photography of Jacob Riis.
After you have completed your readings post a response to only ONE of the following questions.
Compare and contrast the ideas of Booker T. Washington and W.E.B. Du Bois. In your opinion, which of these two men had a better plan? Explain why.
When it came to the issue of suffrage, did all women agree? Explain.
Which social problem was Jacob Riis addressing through his work? How did he communicate the severity of this problem?
.
Discussion #4, Continued Work on VygotskyA. Why is it important .docxmecklenburgstrelitzh
Discussion #4, Continued Work on Vygotsky
A. Why is it important as a teacher to understand what children are:
interested in?
thinking about?
attempting to create or problem-solve?
how does this knowledge support further development?
B. Note teaching strategies that enable you to learn about the child or children's thinking:
decriptive language, narration
waiting for the child's or children's language, response
open-ended relevant questions based on the child's perspective
assistance with relevant additional materials
C. Vygotsky's theories of learning are based on adult: child relationships and peer:peer interactions, what is the value in learning and advancing development through:
specific and meaningful grasp of what the child is focused on
opportunity for further experience supported by
Amplification
scaffolding as assistance
through the child's perspective
intentional in the strategies and support to assist children in entering the
Zone of Proximal Development
.
Discussion #4 What are the most common metrics that make for an.docxmecklenburgstrelitzh
Discussion #4: What are the most common metrics that make for analytics-ready data?
Exercise #12: Go to data.gov—a U.S. government–sponsored data portal that has a very large number of data sets on a wide variety of topics ranging from healthcare to education, climate to public safety. Pick a topic that you are most passionate about.
Go through the topic-specific information and explanation provided on the site. Explore the possibilities of downloading the data and use your favorite data visualization tool to create your own meaningful information and visualizations.
.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Gender and Mental Health - Counselling and Family Therapy Applications and In...
EXTRAHow to Inspire Your Kids to Write and Why You Should.docx
1. EXTRA
How to Inspire Your Kids to Write and Why You Should
Read “How to Inspire Your Kids to Write and Why You
Should,” by Carter, located on the Scholastic website (2016).
URL:
https://www.scholastic.com/teachers/blog-posts/shari-
carter/how-inspire-your-kids-write-and-why-you-should/
Strategy Guide Series
Explore “Strategy Guide Series,” located on the Read Write
Think website (2019).
URL:
http://www.readwritethink.org/search/?strategy-guide-
series=30144
Implementing Writer’s Workshop in the Classroom.
View “Implementing Writer’s Workshop in the Classroom,”
located on YouTube (2017).
URL:
https://www.youtube.com/watch?v=dFhlK2xqi2o
Applying Writing Strategies
There are several research‐based strategies that can be used to
teach students how to integrate the elements of the writing
2. process (planning, organizing, writing and revising). Some of
these strategies, such as, “POW + TREE” and “STOP and
DARE,” incorporate mnemonic devices to help students
remember the elements.
Review “Case Study: Kaynia” to inform this assignment.
Write a 500‐750 word essay on writing strategies that can be
taught to students to develop their skills in applying the
elements of the writing process.
Discuss the following in your essay:
1. Describe the “POW + TREE” and the “STOP and DARE”
writing strategies, along with a third research‐based strategy of
your choice that is appropriate for Kaynia’s grade.
2. Out of the three writing strategies you described, select one
to use with Kaynia, rationalizing your choice and explaining
how that strategy would allow her to meet her writing goal, as
well as engage in personal reflection and apply standards to
evaluate her own writing.
Support your findings with a minimum of three scholarly
sources.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
Case Study: Kaynia
Student: Kaynia
4. + TREE, STOP and DARE, and a third research-based writing
strategy. The third strategy is ideal for the grade described in
the case study.Strategy and Rationale20.0%Not addressed.Essay
recommends an inappropriate strategy for the case study
student. It is incoherent in describing how the selected strategy
would help the student meet her writing goal.Essay recommends
an adequate strategy for the case study student. It includes
cursory reasoning for how the selected writing strategy would
help the student meet her writing goal.Essay recommends an
appropriate strategy for the case study student. It includes
sound reasoning for how the selected writing strategy would
help the student meet her writing goal.Essay recommends an
ideal strategy for the case study student. It includes a
compelling rationale for how the selected writing strategy
would help the student meet her writing goal.Engaging Student
in Personal Reflection20.0%Not addressed.Essay
inappropriately explains how selected writing strategy will
allow case study student to engage in personal reflection and
evaluate her own writing.Essay briefly explains how selected
writing strategy will allow case study student to engage in
personal reflection and evaluate her own writing.Essay
successfully explains how selected writing strategy will allow
case study student to engage in personal reflection and evaluate
her own writing.Essay insightfully explains how selected
writing strategy will allow case study student to engage in
personal reflection and evaluate her own writing.Thesis
Development and Purpose10.0%Not addressed.Thesis or main
claim are insufficiently developed or vague; purpose is not
clear.Thesis or main claim are apparent and appropriate to
purpose.Thesis or main claim are clear and forecast the
development of the paper. It is descriptive and reflective of the
arguments and appropriate to the purpose.Thesis or main claim
is comprehensive. The essence of the paper is contained within
the thesis. Thesis statement makes the purpose of the paper
clear.Argument Logic and Construction10.0%Not
addressed.Sufficient justification of claims is lacking.
5. Argument lacks consistent unity. There are obvious flaws in the
logic. Some sources have questionable credibility.Argument is
orderly, but may have a few inconsistencies. The argument
presents minimal justification of claims. Argument logically,
but not thoroughly, supports the purpose. Introduction and
conclusion bracket the thesis. Sources used are credible and
generally support the claim.Argument shows logical
progressions. Techniques of argumentation are evident. There
is a smooth progression of claims from introduction to
conclusion. Most sources are authoritative and clearly support
the claim.Clear and convincing argument that presents a
persuasive claim in a distinctive and compelling manner. All
sources are authoritative and thoroughly support the
claim.Mechanics of Writing (includes spelling, punctuation,
grammar, language use)10.0%Not addressed.Surface errors are
pervasive enough that they impede communication of meaning.
Inappropriate word choice or sentence construction are
used.Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are used, as
well as some practice and content-related language.Submission
is largely free of mechanical errors, although a few are present.
A variety of effective sentence structures and figures of speech
are used, as well as appropriate practice and content-related
language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Paper Format (use of appropriate style
format)5.0%Not addressed.Template is missing key elements or
includes pervasive errors. A lack of control with formatting is
apparent.Appropriate template is used, but formatting includes
several minor errors.Appropriate template is fully used. There
are very few errors in formatting style.All template and format
elements are correct.Documentation of Sources (citations,
footnotes, references, bibliography, etc., as appropriate to
assignment and style)5.0%Not addressed.Documentation of
sources is inconsistent and/or incorrect, as appropriate to
6. assignment and style, with numerous formatting errors.Sources
are documented, as appropriate to assignment and style,
although several formatting errors are present.Sources are
documented, as appropriate to assignment and style, and format
is mostly correct.Sources are completely and correctly
documented, as appropriate to assignment and style, and format
is free of error.Total Weightage100%
Grand Canyon University
American Psychological Association [APA] Style Guide for
WritingIntroduction
Students of Grand Canyon University (GCU) are required to use
the guidelines provided by the Publication Manual of the
American Psychological Association (6th ed.) for preparing
written assignments, except where otherwise noted. GCU has
made APA templates and other resources available within the
Student Success Center; therefore, students are not required to
purchase the APA manual.
PLEASE NOTE:
The curriculum materials (Syllabus, Lectures/Readings,
Resources, etc.) created and provided by GCU in the online or
Web-enhanced modalities are prepared using an editorial format
that relies on APA as a framework but that modifies some
formatting criteria to better suit the nature and purpose of
instructional materials. Students and faculty are advised that
GCU course materials do not adhere strictly to APA format and
should not be used as examples of correct APA format when
preparing written work for class.
APA Format and Style
General
Academic writing, which is independent thought supported by
reliable and relevant research, depends on the ability to
integrate and cite the sources that have been consulted. Use
APA style for all references, in-text citations, formatting, etc.
Write in first- and second-person sparingly, if ever. This means,
avoid using I, we, and you; instead, use he, she, and they. Do
7. not use contractions.Paper Format
1) Use standard-sized paper of 8.5″ x 11″.
2) Margins should be 1″ all around (top, bottom, left, right).
3) Use Times New Roman 12-point font.
4) For emphasis, use italics (not quotation marks, bold, etc.).
5) Double-space.
6) Align the text flush left. Organization
The basic organization of an APA-style paper includes the title
page, abstract, body, and reference section, though students are
encouraged to follow any specific directions given in their
Overview assignment.
Title Page
The title page includes four elements that should be centered in
the middle of the page: title, author byline, institutional
affiliation followed by the course prefix and number (e.g.,
Grand Canyon University: PSY 351), and date of submission.
Please note that even though APA does not require the date on a
title page, it is a requirement for GCU papers.
Being the first page, the title page is where to set up your page
header, which includes the running head and the page number.
The running head—an abbreviated title that is a maximum of 50
characters—should appear flush left in all uppercase letters in
the header on all pages. Page numbers should be in the header,
flush right.
To format your running head and page numbers in Microsoft
Word 2010, click InsertHeader Blank. In the header box that
shows up, type Running head: ABBREVIATED TITLE HERE.
After the title, tab over till the cursor is at the right margin,
highlight the space, and click InsertPage Number and select
Current PositionPlain Number.
Abstract
The abstract covers the main points of the paper and is not
always required in a GCU writing assignment. Read the
assignment instructions carefully to determine whether the
8. assignment requires an abstract or not.
1) Abstract is page 2 of the assignment.
2) The word Abstract should be centered at the top of the page.
3) As per GCU policy, the abstract should not exceed 120
words.
4) Do not indent the abstract paragraph.
Body
The body will contain all of the author's main points as well as
detailed and documented support for those ideas.
1) The body begins on its own page.
2) The title of the paper should be centered at the top of the
first page of the body, in initial caps.
3) The introduction follows the title, but is not labeled.
4) Use headings to separate sections of the paper, but none of
the sections should start their own page. The first level of
heading is centered and bolded with each word of four letters or
more capitalized (see template for an example). The second
level of heading (subheading) is flush left and bolded, with each
word of four letters or more capitalized. Note that not all papers
will have headings or subheadings in them. APA dictates that
you should avoid having only one subsection heading and
subsection within a section. In other words, use at least two
subheadings under a main heading, or do not use any at all.
References
The references page will contain a list of all sources actually
cited in the paper.
1) This should start its own page.
2) The word References, though not in italics, is centered at the
top of the page.
3) Include all, any, and only sources that were actually cited in
the paper.
4) Arrange the sources in alphabetical order using the authors'
last names.
Style, Punctuation, and Mechanics
9. Numbers
1) Use numerals for numbers 10 and above (12 of the subjects);
for numbers above and below 10 grouped for comparison (2 of
16 responses); for numbers representing times, dates,
measurements, and ages (2-year-olds, 2 hr 15 min); for statistics
and percentages (multiplied by 5, 5% of the sample); and for
numbers denoting a specific place in a series, book, or table
(Table 3, Group 3, page 32).
2) Spell out numbers below 10 that do not represent precise
measurements (eight items, nine pages); for numbers beginning
a sentence, title, or heading (Forty-eight people responded. Ten
subjects improved.); for common fractions (one fifth of the
class); and for approximations of numbers of days, months, and
years (about three months ago).
Acronyms
An acronym uses the first letter of each word in a name or title.
1) Acronyms must be spelled out completely on initial
appearance in text. The abbreviation or acronym should appear
in parentheses after that initial spelling out.
Example:
The No Child Left Behind Act (NCLB) had a profound impact
on public education in the United States. The NCLB was an
initiative of President George W. Bush in 2002.
Spelling and Word Usage
Use Merriam-Webster's Collegiate Dictionary as a default for
spelling words. The dictionary can also be used as a resource
for hyphenation, capitalization, etc.
In-Text Punctuation
1) According to the American Psychological Association (APA),
one space after terminal punctuation is considered correct for
papers submitted for a grade.
2) Use ellipses when omitting material within a quote.
10. 3) Place a comma after the penultimate word in a series. For
example: Your books, ball, and bat are under the bed.
4) If a compound word is not in Merriam-Webster's Collegiate
Dictionary, use hyphens for clarity rather than omit them.
5) Hyphenate compound adjectives that precede the noun they
modify, except when the first word of the compound is an
adverb ending in -ly. For example: role-playing technique, two-
way analysis, middle-class families, widely used method
6) Do not hyphenate a compound adjective if its meaning is
established or it cannot be misread. For example: grade point
average, health care management
7) See page 98 of the APA Manual for further rules on
hyphenation.
Initial Capitalization
1) Capitalize all words of four or more letters in titles (books,
articles, etc.) used in text. This rule does not apply within the
References section, except for the titles of periodicals.
2) Capitalize proper nouns and names.In-Text Citations
In-text citations are used in the body of a paper to show which
sources a student used for particular material.
When you use material from a source, you need to document
that source by using a citation and reference note. All
quotations, paraphrases, and summaries must be referenced.
Using material from a source without citing that source is
considered plagiarism; please reference GCU's policy on
Plagiarism in the University Policy Handbook.
Citation Rules
1) In-text citations should note the author information, plus the
publication year.
2) For a work by one author, cite last name followed by year on
every reference. This citation can be placed at the end of the
sentence, or it can be incorporated into the grammatical
structure of the sentence.
Examples:
11. Researchers have concluded that food and comfortable setting
were more important than games available to most students
(Liu, 1999).
According to Liu (1999), researchers have concluded that food
and comfortable setting were more important than games
available to most students.
3) For a work by two authors, cite both last names followed by
year on every reference.
Examples:
(Walker & Allen, 2004)
According to Walker and Allen (2004)...
4) For a work by three to five authors, cite all last names
followed by year on first reference, and the first author's last
name followed by et al. and year upon subsequent references.
Examples:
(Bradley, Ramirez, Soo, & Walsh, 2006)
(Bradley et al., 2006)
5) For a work by six or more authors, cite last name of the first
author followed by et al. and the year on all references.
Examples:
(Wasserstein et al., 2005)
According to Wasserstein et al. (2005)…
6) If no author exists for the source, use the first few words of
the title.
Example:
Students were more concerned about having a place to socialize
with other students than about all-out competition ("Philosophy
and the Science," 2001).
7) When referencing the Bible, cite the book, chapter number,
and verse number(s) (starting and ending). The first time the
Bible is cited in the paper, also include the version used. This
system of citation for the Bible is sufficient and requires no
reference note for the Bible on the References page.
Examples:
· Citing the Bible, first reference: Use book, chapter, verse,
and version (Luke 2:16-20 King James Version).
12. · Citing the Bible, subsequent references: Use only book,
chapter, and verse (Luke 2:16-20).
8) If the material is a direct quote, the page or paragraph
number of the source should immediately follow.
Examples:
"Ethics examines moral values and the standards of ethical
behavior"
(Ornstein et al., 2008, p. 162).
Basu and Jones (2007) went so far as to suggest the need for a
new "intellectual framework in which to consider the nature and
form of regulation in cyberspace"
(para. 4).
9) Quotations with 40 or more words should be in block format.
a. Omit the encompassing quotation marks.
b. Start a block quote on a new line.
c. Indent the entire block 0.5 inches from the left margin (in the
same position as a new paragraph)
d. Additional paragraphs within a block quote should have the
first line indented an additional 0.5 inches.
e. The in-text citation for a block quote is placed outside the
final punctuation for the quote.
f. Double space.
Sample Paragraph With In-Text Citations
Liu and Berry (1999) conducted a survey of college campuses to
determine the best design for a student lounge. They concluded
that food and comfortable seating were more important than
games available to most students. Students were more
concerned about having a place to socialize with other students
than about all-out competition. In fact, they continue,
arcade games could be a turn-off for some students because they
did not want to compete with the noise to talk. These same
students said that they would prefer to have a place where they
could study and casually socialize at the same time, so seating,
13. lighting, and noise level were all crucial. (Liu & Berry, 1999, p.
14)
This study and others (Wendell, 1978; Hartford, Herriford, &
Hampshire, 2001; Johnson et al., 2004) confirm that while
having activities is important, students are more drawn to
comfortable multi-purpose environments.
In-Text Citation ExamplesBook Reference:
Ellis, D. (2006). Becoming a master student. Boston, MA:
Houghton Mifflin Company.With a direct quote:
Ellis (2006) notes that "creative thinking is more appropriate in
the early stages of planning and problem solving" (p. 223).
Without a direct quote:
It may be more appropriate to think creatively during earlier
planning and problem-solving stages (Ellis, 2006).
APA References
The reference list should appear at the end of a paper. It
provides the information necessary for a reader to locate and
retrieve any source you cite in the body of the paper. Each
source you cite in the paper must appear in your reference list;
likewise, each entry in the reference list must be cited in your
text.
Your references should begin on a new page separate from the
text of the essay; label this page References (with no quotation
marks, underlining, etc.), centered at the top of the page. The
References page should be double-spaced just like the rest of
your essay.
1) All lines after the first line of each entry in your reference
list should be indented one-half inch from the left margin. This
is called hanging indentation.
2) Invert all authors' names; give surnames and initials for up to
and including seven authors (e.g., Author, A. A., Author B. B.,
Author, C. C.). When authors number eight or more, include the
first six authors' names, then insert three ellipses, and add the
last author's name.
Example:
14. Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C.,
Plath, L. C., Asgaard, G., … Botros, N. (2004). Effects of
quitting smoking on EEG activation and attention. Nicotine and
Tobacco Research, 6, 249-267.
doi:10.1080/14622200410001676305
3) In reference notes for journal articles, include both the
volume and issue numbers if each issue of the journal is
paginated separately (i.e., beings with page 1). If the journal
paginates continuously throughout the volume, then use only the
volume number in the reference note.
4) Reference list entries should be alphabetized by the last name
of the first author of each work.
5) If you have more than one article by the same author, single-
author references or multiple-author references with the exact
same authors in the exact same order are listed in order by the
year of publication, starting with the earliest.
6) When referring to any work that is NOT a journal—such as a
book, article, or Web page title—capitalize only the first letter
of the first word of a title and subtitle, the first word after a
colon or a dash in the title, and proper nouns. Do not capitalize
the first letter of the second word in a hyphenated compound
word.
Reference Examples: Books, Reference Books, and Book
Chapters
Entire Book — Print Version
Format:
Author, A. A. (Year). Title of work. Location: Publisher.
Example:
Daresh, J. C. (2004). Beginning the assistant principalship: A
practical guide for new school administrators. Thousand Oaks,
CA: Corwin.
Electronic Version of a Print Book
Format:
Author, A. A., & Author, B. B. (Year). Title of work. Retrieved
15. from http://www.xxxxx
Example:
Shotton, M.A. (1989). Computer addiction?A study of computer
dependency [DX Reader version]. Retrieved from
http://www.ebookstore.tandf.co.uk/html/index.asp
Format:
Author, A. A. (Year). Title of work. doi:xxxx
Example:
Schiraldi, G. R. (2001). The post-traumatic stress disorder
sourcebook: A guide to healing, recovery, and growth [Adobe
Digital Editions version]. doi:10.1036/0071393722
Electronic-Only Book
Format:
Author, A. A. (Year). Title of work. Retrieved from
http://www.xxxxx
Example:
O'Keefe, E. (n.d.). Egoism and the crisis in Western values.
Retrieved from
http://www.onlineoriginals.com/showitem.asp?itemID=135
Edited Book
Format:
Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher.
Example:
Feldman, P. R. (Ed.). (1997). British women poets of the
romantic era. Baltimore, MD: Johns Hopkins University.
Chapter in a Book
Format (Print):
Author, A. A., & Author, B. B. (Year). Title of chapter or entry.
In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-
xxx). Location: Publisher.
Example (Print):
Haybron, D. M. (2008). Philosophy and the science of
16. subjective well-being. In M. Eid & R. J. Larsen (Eds.), The
science of subjective well-being (pp. 17-43). New York, NY:
Guilford Press.
Format (Online):
Author, A. A., & Author, B. B. (Year). Title of chapter or entry.
In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-
xxx). Retrieved from http://www.xxxx
Example (Online):
Haybron, D. M. (2008). Philosophy and the science of
subjective well-being. In M. Eid & R. J. Larsen (Eds.), The
science of subjective well-being (pp. 17-43). Retrieved from
http://www.science.com/ Philosophy and the science.pdf
Format (Online with DOI):
Author, A. A., & Author, B. B. (Year). Title of chapter or entry.
In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-
xxx). doi:xxxxxxx
Example (Online with DOI):
Haybron, D. M. (2008). Philosophy and the science of
subjective well-being. In M. Eid & R. J. Larsen (Eds.), The
science of subjective well-being (pp. 17-43).
doi:10.1037/10762-000
Multiple Editions of a Book
Format:
Author, A. A. (Year). Title of work (xx ed.). Location:
Publisher.
Example:
Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A
primer with exercises (4th ed.). Boston, MA: Allyn & Bacon.
Entry in an Online Reference Work — Byline Available
Format:
Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of
reference work (xx ed.). Retrieved from http://www.xxxxx
Example:
17. Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The
Stanford encyclopedia of philosophy (Fall 2007 ed.). Retrieved
from http://plato.stanford.edu/entries/ behaviorism
Entry in an Online Reference Work — No Byline Available
Format:
Entry title. (Year). In Title of reference work (xx ed.).
Retrieved from http://www.xxxx
Example:
Heuristic. (n.d.). In Merriam-Webster's online dictionary (11th
ed.). Retrieved from http://www.m-w.com/dictionary/heuristic
Entry in Reference Work — No Byline
Format:
Entry title. (Year). In A. Editor (Ed.), Title of reference work
(xx ed., Vol. xx, pp. xxx-xxx). Location: Publisher.
Example:
Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed.,
Vol 3, pp. 65-66). New York, NY: Jones and Lawrence.
Book Written and Published by Organization
Format:
Organization Name. (Year). Title of work. Location: Publisher.
Example:
American Psychological Association. (2001). Publication
manual of the American Psychological Association (5th ed.).
Washington, DC: Author.
Note that the organization is both the publisher and the author,
so the word "Author" is noted in place of the publisher's
name.The Holy Bible
The Bible does not need to be listed on the reference page, but
it does need to be cited in-text. (Refer to in-text citation
rule.)Reference Examples: Periodicals
Journal Article With DOI
18. Format:
Author, A. A. (Year). Title of article. Journal Title,
Volume(Issue), xxx-xxx. doi:xxxxxx
Example:
Kalpič, B., & Bernus, P. (2006). Business process modeling
through the knowledge management perspective. Journal of
Knowledge Management, 10(3), 40-56.
doi:10.1108/13673270610670849
Journal Article Without DOI and Retrieved From Internet
Format:
Author, A. A. (Year). Title of article. Journal Title,
Volume(Issue), xxx-xxx. Retrieved from http://www.xxxxxxxx
Example:
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence
and self-esteem mediate between perceived early parental love
and adult happiness. E-Journal of Applied Psychology, 2(2), 38-
48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap
Journal Article Without DOI and Retrieved From Print Version
Format:
Author, A. A. (Year). Title of article. Journal Title,
Volume(Issue), xxx-xxx.
Example:
Light, M. A., & Light, I. H. (2008). The geographic expansion
of Mexican immigration in the United States and its
implications for local law enforcement. Law Enforcement
Executive Forum Journal, 8(1), 73-82.Article in a Magazine —
Print
Format:
Author, A. A. (Year, Month). Article title. Magazine Title,
Volume(Issue), xxx-xxx.
Example:
Mehta, P. B. (1998, June). Exploding myths. New Republic,
290(25), 17-19.
19. Article in a Magazine — Online
Format:
Author, A. A. (Year, Month). Article title. Magazine Title,
Volume(Issue). Retrieved from http://www.homepage
Example:
Clay, R. (2008, June). Science vs. ideology: Psychologists fight
back about the misuse of research. Monitor on Psychology,
39(6). Retrieved from http://www.apa.org/monitor
Article in a Newspaper — Print
Format:
Author, A. A. (Year, Month Day). Article title. Newspaper
Title, pp. xx, xx.
Example:
Schwartz, J. (1993, September 30). Obesity affects economic,
social status. The Washington Post, pp. A1, A4.
Article in Newspaper — Online
Format:
Author, A. A. (Year, Month Day). Article title. Newspaper
Title. Retrieved from http://www.homepage.com
Example:
Brody, J. E. (2007, December 11). Mental reserves keep brain
agile. The New York Times. Retrieved from
http://www.nytimes.com
Report from University or Government Organization, Corporate
Author
Format:
Organization name. (Year). Title of report (Publication No. xx).
Retrieved from http://www.xxxx
Example:
U.S. Department of Health and Human Services, National
Institutes of Health, National Heart, Lung, and Blood Institute.
20. (2003). Managing asthma: A guide for schools (NIH Publication
No. 02-2650). Retrieved from
http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch.pdf
Authored Report from Nongovernmental Organization
Format:
Author, A. A., & Author, B. B. (Year). Title of report (Research
Report No. xxx). Retrieved from Agency name website:
http://www.xxxxxxxxx
Example:
Kessy, S. S. A., & Urio, F. M. (2006). The contribution of
microfinance institutions to poverty reduction in Tanzania
(Research Report No. 06.3). Retrieved from Research on
Poverty Alleviation website:
http://www.repoa.or.tz/documents_storage/Publications/Reports
/06.3_Kessy_and_Urio.pdf
Web Pages
The basic format for referencing Web pages is as follows:
Format:
Author, A. A. (year). Title of work [format description].
Retrieved from http://URL.
Note: The format description in brackets is used when the
format is something out of the ordinary, such as a blog post or
lecture notes. For other examples of format descriptions, refer
to page 186 of the Publication Manual. If no date is given for
the work, use (n.d.).
Examples:
Author Known
Landis, B. (1996). Carlisle Indian Industrial School
history.Retrieved from http://home.epix.net/~landis/histry.html
Author Unknown
TCA Abu Dhabi launches new Global Destination campaign.
(2016, November 1). Retrieved from
http://www.uaeinteract.com/news/default3.asp?ID=20