Final: HE102 Nutrition in a Changing World
Due Date: Monday, 5/13/2019
2:00 PM
(No late assignments accepted)
This final is an individual effort, no sharing of answers, with other classmates. If cheating is detected all parties will receive a failing grade. You must refer to you text, outlines, PowerPoint presentations, and other class resources, to help answer exam questions.
Part # 1: Energy Balance and Weight Control
(20 Points, 4 points each question)
You are a professional, Health Coach, specializing in diet and exercise, and have just taken on a client struggling with managing a healthy weight. Jack is a 28 yearold Male, 5 foot 10 inches tall, and a former College Athlete. Jack currently weighs 235 lbs, and has struggled with managing a healthy weight ever since he graduated from college. He currently works a full time job, in a busy insurance claims call center, where he is very sedentary. Jack suffers from very low energy, and after a long day at work, he struggles to find the motivation to plan healthy meals, and stick to a regular exercise routine. His current lifestyle has contributed to a 50 lbs weight gain, over the past 6 years. Jack’s many previous attempts, to take off the weight, have proven to be unsuccessful, so his Doctor suggested that he make a few lifestyle changes, but Jack feels overwhelmed, and isn’t exactly sure where to start. His friends and family have been sharing stories, about people they know, who have found success on a variety of popular diets, and one friend even asked that he consider weight loss surgery. Jack doesn’t want to go to the extreme, but based on his frustration, with not being able to manage a healthy weight, he has not completely rejected the idea. Jack has been warned about the potential health risks, if he doesn’t make a few changes, and is hopeful that you can help guide her in the right direction.
1. BMI:
1. Please identify Jack’s BMI (You must show calculation for credit.)
2. What is his weight status?
2. Risk Factors: Explain to Jack 4 risk factors associated with his current weight status.
1.
2.
3.
4.
3. Body Composition:
1. Define body composition, and state what would be a healthy body fat percentage for Jack?
2. Explain, and define one method to measure body composition.
4. EER:
1. Define EER.
2. Calculate Jack’s EER, based on his lifestyle (very low activity), show calculation for credit.
5. Weight Loss Surgery:
1. State, and explain one possible weight loss surgery option.
2. Are there potential dangers, and or side effects to your chosen weight loss surgery? Does Jack meet the qualifications, why or why not?
Part # 2: Nutrition for Physically Active Lifestyles
(Worth 20 points, 4 points each question)
1. Exercise Recommendations:
1. What are the exercise recommendations of the U.S. Department of Health and Human Services, for healthy adults under 65 years of age? (state recommendations for both components)
a) Moderate & Vigorous Intensity Recommendation =
.
SCI 220 Effective Communication - snaptutorial.comdonaldzs43
For more classes visit
www.snaptutorial.com
Post a 150-word response to at least 2 of the following Discussion Prompts by Day 5 in the discussion area below:
For more classes visit
www.snaptutorial.com
Post a 150-word response to at least 2 of the following Discussion Prompts by Day 5 in the discussion area below:
• What is one benefit of eating a lunch rich in Vitamin D? What can you do to ensure you are getting the daily recommended intake of Vitamin D?
• Why is potassium intake an important component of a healthy diet? What can you do to ensure you are getting the daily recommended intake of potassium?
Lessons you can learn from fitness classesDulcetmelodies
Walking, lifting weights, doing chores – it’s all good. Regardless of what you do, regular exercise and physical activity is the path to health and well-being. Exercise burns fat, builds muscle, lowers cholesterol, eases stress and anxiety, lets us sleep restfully. In this guide, we match resources to your exercise needs -- at every fitness level.
Calorie and Fat SourcesProfile InfoPersonal Eduardo D.docxhacksoni
Calorie and Fat Sources
Profile Info
Personal: Eduardo Delgado Male 25 yrs 5 ft 10 in 230 lb
Day(s): Day 1 (Breakfast, Lunch, Dinner, Snack), Day 2 (Breakfast, Lunch, Dinner, Snack), Day 3 (Breakfast,
Lunch, Dinner, Snack)
Activity Level: Sedentary Strive for an Active activity level.
Weight Change: None Best not to exceed 2 lbs per week.
BMI: 33.0 Normal is 18.5 to 25. Clinically Obese is 30 or higher.
The Calorie and Fat Sources report is useful for quickly seeing the calorie and fat breakdowns of your intake.
The Source of Calories window shows graphically the percentage of calories from protein, carbohydrates, fat,
and alcohol. The Source of Fat window shows the breakdown of fat (saturated, monounsaturated,
polyunsaturated, and other fats) as a percentage of total calories.
Calories: 1980
Ratios
P:S ( Poly Fat / Saturated Fat ) 0.42 : 1
Potassium : Sodium 0.91 : 1
Calcium : Phosphorus 0.71 : 1
CSI ( Cholesterol / Saturated Fat ) 29.23
Exchanges
Starch 5.19
Other Carbs 6.76
Lean Meat 9.58
Alcohol 0.79
Fruit 3.44
Vegetables 4.62
Fat 6.53
NonFatMilk 0.62
Source of Fat
Saturated Fat 6 %
Mono Fat 7 %
Poly Fat 3 %
Trans Fat 0 %
N/A * 6 %
* Complete fat source information is not available for all foods.
N/A Fat accounts for the missing information.
Less than 10% of Calories*
Minimize*
Source of Calories
Protein 21 %
Carbohydrate 54 %
Fat 21 %
%4Alcohol
10-35% of Calories (adults 19+
yrs)*~
45-65% of Calories (adults 19+
yrs)*
20-35% of Calories (adults 19+
yrs)*
Do not exceed 2 standard drinks for
men and 1 standard drink for
women*
* Dietary Reference Intakes
~ Protein recommendations have not been adjusted to take into
account endurance/strength athletes who fall into the active and
very active categories, but do take into account pregnancy and
lactation.
7/14/19 6:23 PM Page 1 of 1
Module 3 - SLP
THE INCOME STATEMENT
Before you start the assignment, test your understanding of concepts covered in the assignment. It is not a graded quiz, but a tool for reviewing some key points. The tool can be used multiple times.
The purpose of this SLP is to apply ratio analysis to assess the financial health of ABC Company. Use the income statement presented in the case during this module to compute general or overall profitability ratios. Compute three ratios using at least one of the income statement accounts for each ratio. Some profitability ratios include both income and balance sheet accounts. The balance sheet accounts are found in module 2.
Assume that ABC Company is a small specialty retail store. Ratios are relevant when assessed over time or across companies. IBIS is a comprehensive resource containing market research and statistics, which can be used to compare ABC Company to the industry and leaders in the industry.
1. Show the computation of the three ratios.
2. Comment on the purpose and information conveyed by each ratio.
3. What did you learn about ABC Company by reviewing the three .
SCI 220 Effective Communication - snaptutorial.comdonaldzs43
For more classes visit
www.snaptutorial.com
Post a 150-word response to at least 2 of the following Discussion Prompts by Day 5 in the discussion area below:
For more classes visit
www.snaptutorial.com
Post a 150-word response to at least 2 of the following Discussion Prompts by Day 5 in the discussion area below:
• What is one benefit of eating a lunch rich in Vitamin D? What can you do to ensure you are getting the daily recommended intake of Vitamin D?
• Why is potassium intake an important component of a healthy diet? What can you do to ensure you are getting the daily recommended intake of potassium?
Lessons you can learn from fitness classesDulcetmelodies
Walking, lifting weights, doing chores – it’s all good. Regardless of what you do, regular exercise and physical activity is the path to health and well-being. Exercise burns fat, builds muscle, lowers cholesterol, eases stress and anxiety, lets us sleep restfully. In this guide, we match resources to your exercise needs -- at every fitness level.
Calorie and Fat SourcesProfile InfoPersonal Eduardo D.docxhacksoni
Calorie and Fat Sources
Profile Info
Personal: Eduardo Delgado Male 25 yrs 5 ft 10 in 230 lb
Day(s): Day 1 (Breakfast, Lunch, Dinner, Snack), Day 2 (Breakfast, Lunch, Dinner, Snack), Day 3 (Breakfast,
Lunch, Dinner, Snack)
Activity Level: Sedentary Strive for an Active activity level.
Weight Change: None Best not to exceed 2 lbs per week.
BMI: 33.0 Normal is 18.5 to 25. Clinically Obese is 30 or higher.
The Calorie and Fat Sources report is useful for quickly seeing the calorie and fat breakdowns of your intake.
The Source of Calories window shows graphically the percentage of calories from protein, carbohydrates, fat,
and alcohol. The Source of Fat window shows the breakdown of fat (saturated, monounsaturated,
polyunsaturated, and other fats) as a percentage of total calories.
Calories: 1980
Ratios
P:S ( Poly Fat / Saturated Fat ) 0.42 : 1
Potassium : Sodium 0.91 : 1
Calcium : Phosphorus 0.71 : 1
CSI ( Cholesterol / Saturated Fat ) 29.23
Exchanges
Starch 5.19
Other Carbs 6.76
Lean Meat 9.58
Alcohol 0.79
Fruit 3.44
Vegetables 4.62
Fat 6.53
NonFatMilk 0.62
Source of Fat
Saturated Fat 6 %
Mono Fat 7 %
Poly Fat 3 %
Trans Fat 0 %
N/A * 6 %
* Complete fat source information is not available for all foods.
N/A Fat accounts for the missing information.
Less than 10% of Calories*
Minimize*
Source of Calories
Protein 21 %
Carbohydrate 54 %
Fat 21 %
%4Alcohol
10-35% of Calories (adults 19+
yrs)*~
45-65% of Calories (adults 19+
yrs)*
20-35% of Calories (adults 19+
yrs)*
Do not exceed 2 standard drinks for
men and 1 standard drink for
women*
* Dietary Reference Intakes
~ Protein recommendations have not been adjusted to take into
account endurance/strength athletes who fall into the active and
very active categories, but do take into account pregnancy and
lactation.
7/14/19 6:23 PM Page 1 of 1
Module 3 - SLP
THE INCOME STATEMENT
Before you start the assignment, test your understanding of concepts covered in the assignment. It is not a graded quiz, but a tool for reviewing some key points. The tool can be used multiple times.
The purpose of this SLP is to apply ratio analysis to assess the financial health of ABC Company. Use the income statement presented in the case during this module to compute general or overall profitability ratios. Compute three ratios using at least one of the income statement accounts for each ratio. Some profitability ratios include both income and balance sheet accounts. The balance sheet accounts are found in module 2.
Assume that ABC Company is a small specialty retail store. Ratios are relevant when assessed over time or across companies. IBIS is a comprehensive resource containing market research and statistics, which can be used to compare ABC Company to the industry and leaders in the industry.
1. Show the computation of the three ratios.
2. Comment on the purpose and information conveyed by each ratio.
3. What did you learn about ABC Company by reviewing the three .
Description:
Plyometrics Fitness Adrenaline - Jump Your Way to a Slimmer and Fitter Body. Inside this eBook, you will discover the topics about adrenaline and its impact on and weight loss, association of slimming with other hormones other than adrenaline, fitness and effect on adrenaline, nutrition, fitness and impact on slimming current areas of interest in slimming, 10 reasons why you should go for a fitter body and good health and its aspects
In addition, during the past decades a whole range of natural
therapies have been introduced to provide people another alternative,
an alternative considered by many to be better at delivering health
and fitness goals.
Lessons you can learn from fitness classes (2)ArslanMubashar
Lose weight by eating anything by [Horia Puscasu] ... that is so clean and healthy, eating only chicken breast and vegetables all day long and starving to death.
Health and fitness, these are primarily the words used to portray people’s physiological condition. Medicine, recreation and sports are essential aspects of the health and fitness industry, but you will find it also overlaps into other fields like tourism, education, etc…. Get all the info you need here.
Are you looking to lose weight then with these fitness lessons and fitness tips you can literally change your life . Then this is a great book which can help you. This can change your weight and fitness goals and can help you lose weight fast than others. I have also mentioned a product Fast Burn Extreme which can help you lose you even faster in a healthy way.
The "Hidden Survival Muscle" In Your Body Missed By
Modern Physicians That Keep Millions Of Men And Women
Defeated By Pain, Frustrated With Belly Fat, And Struggling
To Feel Energized Every Day…
This offer converts like crazy for men and women over 30 who want to lose weight fast… especially if they’ve tried other diets, supplements and workout plans but haven’t gotten any lasting results. Then they discover the Okinawa Flat Belly Tonic and they love how it helps them lose handfuls of fat so easily.
Follow attachment. Students below. Corey WillisAll 3.docxbryanwest16882
Follow attachment.
Students below.
Corey Willis
All 3 items have their own representation to the people of their time. I found that the Minoan Snake Goddess and the Totem Pole both have common similarities as they both can interpret a strong spiritual meaning. With the Totem Pole, it's comprised of an actual totem which can symbolize a spirit, tribe, family, or an individual. I find it interesting that the average person would think that when someone dies or they elect to create a Totem Pole remembering someone, that you actually pick the animal to place at the top of the pole, but theoretically the animal has already picked you based off a persons past and present. The animal itself acts as the main guardian spirit throughout their lives and after. Each animal can depict different characteristics or beliefs as well as far as the cultural considerations.
In contrast to the Totem Pole, the Minoan Snake Goddess also interprets a spiritual belief. The Minoan Snake Goddess is picture of a woman in power holding two snakes. Each serpent represents two different worlds; one the access to spiritual wisdom, and her ultimate power of transformation. She stands in between them to create a bridge of the two worlds in an attempt to bring them together. In the Minoan culture, women were predominately in charge since there was a lack in temples or places of worship. The Minoan Snake Goddess was found in c. 1600 BCE. As mentioned previously, the Snake Goddess to me, was in close comparison with the Totem Pole being that they both had a spiritual common theme.
The Giotto Crucifix of Santa Maria Novella has it's own interpretation and definitely differs from the other two. This painting gives off a sense of suffrage and pain. The crucifix, which stands nineteen feet high, depicts Christ's body strung on a cross with Virgin Mary and St. John facing him on each side. I believe this symbolizes the final moments of Christ's death as you can see the blood flowing down from his limbs, muscles in distress, and head down showing a sign of execution. In this piece, it's amazing how the artist managed to make everything look so real, from the hair to the bones helping the viewer dive deeper into the meaning of this painting. Giotto's Crucifix of Santa Maria Novella was made roughly between 1288-1289, then later on reconstructed in 2000. This piece was inspired by the School of Franciscan, which has a Roman Catholic religious belief. In conclusion, all three of these pieces have an interesting story as to how they're similar and also how they differ.
Brandon White
From the research that I performed, I've learned that each object has it's own representation to the civilizations that created it during it's time. With the Giotto Crucifix of Santa Maria Novella, it comes with it's own interpretation, style, and art as compared to the other two. However, it mostly appears to be the style and material that puts the three apart so differently. With the Giotto Cr.
Follow all directions below using original work with full detail. .docxbryanwest16882
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
More Related Content
Similar to Final HE102 Nutrition in a Changing WorldDue Date Monday, 513.docx
Description:
Plyometrics Fitness Adrenaline - Jump Your Way to a Slimmer and Fitter Body. Inside this eBook, you will discover the topics about adrenaline and its impact on and weight loss, association of slimming with other hormones other than adrenaline, fitness and effect on adrenaline, nutrition, fitness and impact on slimming current areas of interest in slimming, 10 reasons why you should go for a fitter body and good health and its aspects
In addition, during the past decades a whole range of natural
therapies have been introduced to provide people another alternative,
an alternative considered by many to be better at delivering health
and fitness goals.
Lessons you can learn from fitness classes (2)ArslanMubashar
Lose weight by eating anything by [Horia Puscasu] ... that is so clean and healthy, eating only chicken breast and vegetables all day long and starving to death.
Health and fitness, these are primarily the words used to portray people’s physiological condition. Medicine, recreation and sports are essential aspects of the health and fitness industry, but you will find it also overlaps into other fields like tourism, education, etc…. Get all the info you need here.
Are you looking to lose weight then with these fitness lessons and fitness tips you can literally change your life . Then this is a great book which can help you. This can change your weight and fitness goals and can help you lose weight fast than others. I have also mentioned a product Fast Burn Extreme which can help you lose you even faster in a healthy way.
The "Hidden Survival Muscle" In Your Body Missed By
Modern Physicians That Keep Millions Of Men And Women
Defeated By Pain, Frustrated With Belly Fat, And Struggling
To Feel Energized Every Day…
This offer converts like crazy for men and women over 30 who want to lose weight fast… especially if they’ve tried other diets, supplements and workout plans but haven’t gotten any lasting results. Then they discover the Okinawa Flat Belly Tonic and they love how it helps them lose handfuls of fat so easily.
Follow attachment. Students below. Corey WillisAll 3.docxbryanwest16882
Follow attachment.
Students below.
Corey Willis
All 3 items have their own representation to the people of their time. I found that the Minoan Snake Goddess and the Totem Pole both have common similarities as they both can interpret a strong spiritual meaning. With the Totem Pole, it's comprised of an actual totem which can symbolize a spirit, tribe, family, or an individual. I find it interesting that the average person would think that when someone dies or they elect to create a Totem Pole remembering someone, that you actually pick the animal to place at the top of the pole, but theoretically the animal has already picked you based off a persons past and present. The animal itself acts as the main guardian spirit throughout their lives and after. Each animal can depict different characteristics or beliefs as well as far as the cultural considerations.
In contrast to the Totem Pole, the Minoan Snake Goddess also interprets a spiritual belief. The Minoan Snake Goddess is picture of a woman in power holding two snakes. Each serpent represents two different worlds; one the access to spiritual wisdom, and her ultimate power of transformation. She stands in between them to create a bridge of the two worlds in an attempt to bring them together. In the Minoan culture, women were predominately in charge since there was a lack in temples or places of worship. The Minoan Snake Goddess was found in c. 1600 BCE. As mentioned previously, the Snake Goddess to me, was in close comparison with the Totem Pole being that they both had a spiritual common theme.
The Giotto Crucifix of Santa Maria Novella has it's own interpretation and definitely differs from the other two. This painting gives off a sense of suffrage and pain. The crucifix, which stands nineteen feet high, depicts Christ's body strung on a cross with Virgin Mary and St. John facing him on each side. I believe this symbolizes the final moments of Christ's death as you can see the blood flowing down from his limbs, muscles in distress, and head down showing a sign of execution. In this piece, it's amazing how the artist managed to make everything look so real, from the hair to the bones helping the viewer dive deeper into the meaning of this painting. Giotto's Crucifix of Santa Maria Novella was made roughly between 1288-1289, then later on reconstructed in 2000. This piece was inspired by the School of Franciscan, which has a Roman Catholic religious belief. In conclusion, all three of these pieces have an interesting story as to how they're similar and also how they differ.
Brandon White
From the research that I performed, I've learned that each object has it's own representation to the civilizations that created it during it's time. With the Giotto Crucifix of Santa Maria Novella, it comes with it's own interpretation, style, and art as compared to the other two. However, it mostly appears to be the style and material that puts the three apart so differently. With the Giotto Cr.
Follow all directions below using original work with full detail. .docxbryanwest16882
Follow all directions below using original work with full detail. This assignment should have 1750 word or more. Please be sure to cite all sources and respond with knowledge.
This assignment will consist of two parts: an executive summary of the completed capstone project, as well as a leadership portfolio.
Executive Summary
Write a 500 word executive summary of the capstone project. Include your approach to the capstone project, including design, purpose, goals, and results of your pre- and post-assessment evaluations. The executive summary should be the first entry in your Leadership Portfolio.
Leadership Portfolio
The portfolio should contain components from at least four previous courses in the Master of Science in Leadership program, such as MGT-605, LDR-600, LDR-630, LDR-640, LDR-612, or LDR-615. Each of the four components should include a 250 word summary of how you approached the assignment, the lessons you learned from completing your work, and how these lessons helped shape you as a leader.
Please note that it is not required to submit the four course artifacts you are referencing; a well-written synopsis that clearly identifies the course and includes the required elements will be sufficient for the purposes of this portfolio. You may also include an artifact that is not course-related, but may be an additional level of support for the portfolio.
Conclude the portfolio with a brief personal call to action. In 250 words, describe your professional development plan after you graduate. How will you continue to grow as a leader? Also, identify specific resources, such as professional organizations, mentors, and professional development opportunities that will help you accomplish your plan.
While APA format is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.
Assignment 2 and Submission Guidelines
School School of Information Technology and Engineering
Course Name Master of Engineering (Telecommunications)
Unit Code ME606
Unit Title Digital Signal Processing
Assessment Author Dr. Reza Berangi
Assessment Type Assignment 2 (Individual)
Assessment Title Review and experimenting some popular signal-processing tasks
Unit Learning
Outcomes covered
in this assessment
a. Development and implementation of signal processing algorithms in MATLAB or
Scilab
b. In-depth design of digital filters
c. Understand the design of multirate signal processing and their applications
d. Implementation and applications of FFT
e. Develop skills in spectral estimation for deterministic and non-deterministic signals
Weight 25%
Total Marks 100
Word/page limit N/A
Release Date Week 7
Due Date Week 11 (Sat. 6 June. 2020, 11:55 pm)
Submission
Guidelines
• Submit on Moodle by the due date along with a completed Assignment Cover
Page.
.
Folic acid and vitamin B-12 are examples of water-soluble vitami.docxbryanwest16882
Folic acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the function of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency of these water-soluble vitamins
.
Focus on two Web 2.0 applications that you feel you would use in.docxbryanwest16882
Focus on two Web 2.0 applications that you feel you would use in your classroom.
Create a PowerPoint presentation including the characteristics of the application, the rational (reason) for using the application, and how you will use the applications in your teaching.
The PowerPoint should include a title page and resource page along with the body of slides.
The presentation should be no longer than 15 slides (20 at the most).
References will be done in the APA format.
No plagiarism
.
Folic Acid and vitamin B-12 are examples of water-soluble vitamins w.docxbryanwest16882
Folic Acid and vitamin B-12 are examples of water-soluble vitamins which cannot be produced in sufficient quantities within the body.
Discuss the funtion of folic acid and vitamin B-12
Include key dietary sources to increase these vitamins in the body through nutrition
Explain what might result from a prolonged deficiency oh these water-soluble vitamins
.
Focus System - HEENT NECKReflect on the focus area or syste.docxbryanwest16882
Focus System - HEENT /NECK
Reflect on the focus area or system(s) for the week.
What challenges might you anticipate in completing this assessment?
What differences might you anticipate when assessing patients across the lifespan?
Share findings from scholarly resources that help in the performance of this assessment.
Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note:
The value of each of the criterion on this rubric represents a point range.
(example: 17-0 points)
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 points
Lacks clarification or new information. Scholarly reference sup.
Focus on Chapter 2, but do review the prior chapters if you are .docxbryanwest16882
Focus on Chapter 2, but do review the prior chapters if you are unfamiliar with Highland Park and Eagle Rock. Please do not use quotes - put everything in your own words.
1. In Chapter 2, Lin situates the gentrification of Northeast Los Angeles in a longer history of neighborhood change, organized into four distinct phases. Discuss the shift from revitalization to gentrification; which factors seem most important to you in explaining this change?
2. What is the stage model of gentrification, according to Lin? How can we see these stages reflected in the changing commercial corridors of York Ave or Figueroa Street? Include examples in your response.
3. What do the data on race, ethnicity and household size show about the changes in Northeast LA from 2000 to 2010? Include a few of the key statistics in your response.
.
Fluid Mechanics Project Assignment (Total 15) Due Dates .docxbryanwest16882
Fluid Mechanics Project Assignment (Total 15%)
Due Dates:
Report: to D2L Assignment Dropbox by 4pm, 5/01/2020 Friday
Problem: Steady flows pass a cylinder (see ‘Problem Specification’ in the Tutorial).
Requirements: Report should include Introduction, Theory (Potential Flow), Computational Model, Results, and Conclusions, Discussion and References. Use 1” margin on top, bottom, left, and right. Use Times New Roman 12 font and 1.5 line spacing. In Results session, present and compare the velocity field, streamlines, and drag forces on the cylinder from both the model and theoretical results. In Discussion, discuss why these results from two approaches are similar or different.
Tutorial 1. Flow over a Cylinder – Two Dimensional Case
Using ANSYS Workbench
Simple Mesh
The primary objective of this Tutorial is to guide the student using Fluent for first time through the very basics of CFD simulation using ANSYS Workbench.
The objective of this simulation is to determine the velocity and pressure fields produced when a fluid flows over a cylinder. In addition, the drag force exerted by the fluid over the cylinder is computed. Streamline plots are also available.
Summary: In this exercise, the flow over a cylinder is modeled. The flow is assumed to be two dimensional therefore the cylinder can be represented by a circle. A flow domain surrounding the cylinder is created and meshed. Boundary conditions are applied to the simulation to obtain plots of static pressure, velocity magnitude, and streamlines. The drag coefficient can be calculated using the forces exerted by the fluid on the cylinder as computed by the software.
1. Starting ANSYS Workbench • Click on the Start Menu, and then select Workbench 14.0. • Close Getting Started window. • Left click on the tab corresponding to FluidFlow (FLUENT) and without releasing the mouse button drag the icon to the Project Schematic window (central big window). • Click twice on the lower tab and rename the project to Cylinder1
• Now right click on the Geometry tab and select the properties option, a Properties of Schematic window will open. Change the Analysis Type under the Advanced Geometry Options from 3D to 2D. • Back to the Project Schematic Window, click twice on the Geometry tab. This action will launch ANSYS Design Modeler (green logo DM).
2. Create Geometry • Set units to centimeters (cm) and click ok. • Right click on icon corresponding to XYPlane and select look at. • Down below the Tree Outline window you will see the Sketching and Modeling tabs. Select the Sketching tab. • A Sketching Toolboxes window will replace the Tree Outline window with a new set of tabs, select the Settings tab. • Select Grid and activate the buttons Show in 2D and Snap. • Make sure that Major Grid Spacing is set to 5 cm, Minor–Steps per Major is 5, and Snaps per Minor is 1.
• Click on the icon corresponding to New Sketch to c.
Focus on one of the three waves of IT innovation discussed in Chapte.docxbryanwest16882
Focus on one of the three waves of IT innovation discussed in Chapter 9. Select one that you think may be most impactful, discuss why you believe that, and give a couple of examples of how you see it playing out in one or more industries.
1. transcending the boundary between the physical world and the digital world
2. overlaying a digital mask on the existing physical world
3. transforming the scale of familiar things into gigantic or tiny
.
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx 08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN
competencies acquired through the NUR4286 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to meet the following course outcomes:
- The students will identify the physiological process of aging.
- The students will be able to differentiate the adaptative human response to the aging process.
- The student will be able to manage and care older adults and their families.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-
assessment, use of citations, use of Standard English grammar, sentence structure, and overall
organization based on the required components as summarized in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and
reference pages.
4. APA format is required with both a title page and reference page. Use the required components
of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR4286 course readings, discussion threads, and applications
you have completed across this course and write a reflective essay regarding the extent to which you feel
you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral, psychological, spiritual,
socioeconomic, and environmental assessments of health and illness parameters in patients,
using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics,
prognostics, selection of treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history information as well as standardized symbols
and terminology.
Florida National University NUR4286
NUR4286 Course Reflection Guidelines.docx .
flhis speech was delivered by Willie Lynch on the bank of the .docxbryanwest16882
flhis speech was delivered by Willie Lynch on the bank of the James River in
the colony of
Virginia in t71:2. Lynch was a British slave owner in the West Indies. He was invited to the
colony of Virginia in 1712 to teach his methods to slave owners there. The telm "lynchingf is
derived from his last name,l
Greetings,
{Gentleman. I greet you here on.the bank of the James River in the year of the Lord one thousand
seven
hundred and twelve.)
{l caught the whiff of a dead slave hanginb from a tree, a couple of miles baclc You are only losing
valuable stock by. hangings)
{ln my bag here, I HAVE A FUIL PROOF METHOD FOR CONTROIUNG YOUR BLACK SLAVES. I
guarantee
everyone of you tha! if installed correctly, lT WILL CONTROLTHE STAVES FOR AT 1IAST 3O0 HUNDREDS
YEARS. My method is simple-l
{t HAVE OUTSNED A NUMBER OF DIFFERENCES AMONGTHESIAVES; AND I TAKETHESE DTFFERENCES
AND MAKE THEM BIGGER. I USE FEA& DISTRUST AND ENVY FOR CONTROL PURPOSES.)
{l Shall ensure you that DISTRUST lS STRONGER THAN TRUST AND ENVY STRONGER THAN ADUIATION,
RESPECT OR ADMIRATION. The Blac* slaves after receiving this indoctrination shall cilrry on and will
become self+efueting and self-generating for HUNDREDS of years, maybeTHOUSANDS. Don'tforget
you must pitch the OlD btack male vs. the YOUNG black male, and the YOUNG black male against the
OLD black male. You must use the DARK skin slaves vs. the IIGHT skin slaves, and the IIGHT skin slaves
vs. the DARK skin slaves. You must use the FEMAI"E vs. the MAII, and the MAI"E vs. the FEMAll. You
must also have white servants and overseers [who] distrust all blacks. But it is NECESSARY THAT YOUR
SLAVES TRUST AND DEPEND ON US. THEY MUST IOVE, RESPECT AND TRUST ONIY US.}
{tF usED tNTENSEty FOR ONEYEA& THE SIAVES THEMSEwES WlLt REMAIN PERPETUATLY
DISTRUSTFUL Thank you gentlemen.l
{Both horse and niggers [are] no good to the economy in the wild or natural state. Both must be
BROKEN and TIED togetherfor orderly production.)
{KEEP THE BODY, TAKE THE MIND! In other words, break the will to resist.}
tyou MusT KEEP youR EyE AND THOUGHTS ON THE FEMATE AND THE OFFSPRING of the horse and
the nigger.)
TCONCENTRATE ON FUTURE GENERATIONS. Therefore, if you break the FEMALE mother, she will
BREAK the offspring in its earty years of development; and when the offspring is old enough to work, she
will deliver it up to you, far her normal female protective tendencies will have been lost in the original
breaking process.]
{When it comes to breaking the uncivilized nigger, use the same process, but vary the degree and step
up the pressure, so as to do a complete reversal of the mind. Take the meanest and most restless
nigger, strip him of his clothes in front of the remaining male niggers, the female, and the nigger infant
tar and feather him, tie each leg to a different horse faced opposite directions, set him a fire anci beat
both horses to putl him apart in front of the remaining niggers. The next step is to take.
Florida National University NUR3826
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3826 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· Identify the different legal and ethical aspects in the nursing practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
· Analyze the legal impact of the different ethical decisions in the nursing practice (ACCN Essential V; QSEN: patient- centered care, teamwork and collaboration).
· Understand the essential of the nursing law and ethics (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3826 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Demonstrate the professional standards of moral, ethical, and legal conduct.
2. Assume accountability for personal and professional behaviors.
3. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.
4. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.
5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.
6. Reflect on one’s o.
Flanders 579Framed Paintings,” page 578) reinforce this .docxbryanwest16882
Flanders 579
“Framed Paintings,” page 578) reinforce this identi!cation. Across
the top, Jan wrote “As I can” in Flemish using Greek letters. One
suggestion is that this portrait was a demonstration piece intended
for prospective clients, who could compare the painting with the
painter and judge what he “could do” in terms of recording a faith-
ful likeness. Across the bottom appear the date and a statement in
Latin: “Jan van Eyck made me.” "e use of both Greek and Latin
suggests that the artist viewed himself as both a learned man and a
worthy successor to the fabled painters of antiquity.
Rogier van der Weyden
When Jan van Eyck began work on the
Ghent Altarpiece, Rogier van der Weyden
(#$%. 20-1) was an assistant in the work-
shop of Robert Campin (#$%. 20-8), but the
younger Tournai painter’s fame soon eclipsed
Campin’s and eventually rivaled Jan’s. Rogier’s
renown rested on his skill in recording indi-
vidual features and character in his portraits
(#$%. 20-12A) and especially on the dynamic
compositions of his narrative works, which
stress human action and drama. He concen-
trated on Christian themes, especially those
episodes in the life of Jesus that elicited pow-
erful emotions—for example, the Cruci!xion and Pietà (the Vir-
gin Mary cradling the dead body of her son)—moving observers
deeply by vividly portraying the su&erings of Christ.
Deposition. One of Rogier’s early masterworks is Deposition
(#$%. 20-13), the center panel of a triptych commissioned by the
archers’ guild of Louvain for the church of Notre-Dame hors-les-
murs (Church of Our Lady—the Virgin—outside the [town] walls).
Rogier acknowledged the patrons of this large painting by incorpo-
rating the crossbow (the guild’s symbol) into the decorative trac-
ery in the corners. Instead of creating
a deep landscape setting, as Jan van
Eyck might have, Rogier compressed
the !gures and action onto a shallow
stage with a golden back wall, imitat-
ing the large sculptured shrines so
popular in the 15th century, of which
Jacques de Baerze’s Retable de Champ-
mol (#$%. 20-3) is one of many Nether -
landish examples (compare #$%'. 20-21
and 20-22). "e device admirably
served his purpose of expressing max-
imum action within a limited space
patrons became interested in the reality (both physical and psycho-
logical) that portraits could reveal.
In the 15th century, Flemish patrons eagerly embraced the
opportunity to have their likenesses painted. "e elite wanted to
memorialize themselves in their dynastic lines and to establish their
identities, ranks, and stations with images far more concrete than
heraldic coats of arms. Portraits also served to represent state o(-
cials at events they could not attend. Royalty, nobility, and the very
rich would sometimes send artists to paint the likeness of a pro-
spective bride or groom. For example, when young King Charles
VI (r. 1380–1422) of France sought a bride, he dispatched a painter
to three d.
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice.docxbryanwest16882
Flooding in places like New Orleans, the U.S. Gulf coast, and Venice, Italy are largely self-inflicted unnatural disasters. Explain.
Should a sinking city like New Orleans be rebuilt and protected with higher levees, or should the lower parts of the city be allowed to revert back to wetlands that would help to protect nearby coastal areas? Explain.
Must be 450 words minimum , APA style with 2 resources
.
Flashbulb MemoriesFlashbulb memories can be very vivid and often.docxbryanwest16882
Flashbulb Memories
Flashbulb memories can be very vivid and often involve shocking historical events. An example would be the terrorist attacks in New York on 9/11.
Discuss a flashbulb memory that has significance to you and describe specific details.
What senses are involved in this memory?
What strong emotions did you experience during the original event?
Why would you characterize this memory as a flashbulb memory?
How does thinking about it now affect you?
.
Five pages reseachTopic HumanFactors inAirTraffic.docxbryanwest16882
Five pages reseach
Topic: Human
Factors in
Air
Traffic
Control
Systems
Thesis:
Human factors in aviation, especially in air traffic control systems, are crucial and cannot be dispensed. (You can change the thesis format)
.
Five paragraphs and work cited page. Look up 2 articles from pe.docxbryanwest16882
Five paragraphs and work cited page.
Look up 2 articles from peer reviewed journals to talk about how changing something that has different means to different groups of people can either help or hurt progress for change in society in regards to diversity. Think about recent events over the past 3 years in regards to race relations that have made nationwide news.
.
Five Life Skills for Graduates Aims and Summary This mod.docxbryanwest16882
Five Life Skills for Graduates
Aims and Summary
This module aims to support the student in their move from Coventry University to the “outside world” of employee or self–employment, Certain key skills are required in order to make the transition successful. By now you will have gained such skills as Time Management, Project Management and Team Building , as part of the process of successfully passing through your stages at University.
Amongst the most important skills that the successful graduate needs are:
· Managing and taking part in Meetings
· Communicating complex and difficult information
· Conflict resolution
· Negotiation
· Decision Making
This module will replicate a “tough day at the office” – how will you come through it? This is a hands-on course – you will be expected to utilise the skills gained with immediate effect, and to be able to reflect upon their impact upon your working day. Whether or not you have already taken part in a Five Life Skills module in the past years, this module offers you new insights into yourself and your potential colleagues.
1
Module Induction and Managing Meetings
• State the basic components of effective meetings
• Explain best practice for managing meetings
• Identify the different problem people and situations that may be encountered in meetings
• Develop a range of approaches to deal with meeting difficulties
2
Managing Meetings - Simulated Activity/Exercise
3
Influencing Decision Making
• To examine different decision making models
• To maximise creativity and logic in decision making
• To acquire decision making tips and techniques that accelerate and improve results
•To provide a variety of perspectives for the decision making process
4
Influencing Decision Making – Simulated Activity/Exercise
5
Negotiation and Persuasion
• Define negotiation and persuausion
• State the different types of negotiation
• Explain the basic components of negotiation
• State the approach for successful influencing
6
Negotiation and Persuasion– Simulated Activity/Exercise
7
Conflict Resolution
• Explain the different views on conflict
• State the indicators to conflict
• Understand the different strategies for dealing with conflict
•Reflect on skills required for resolving conflict
8
Conflict Resolution – Simulated Activity/Exercise
9
Communicating Complex Information
• Explain the preparation required to deliver a professional presentation
• Demonstrate effective verbal and non verbal communication
• Apply a range of strategies to control nerves
• Deliver an excellent presentation
10
Practical Assessment - Presentation
.
Fiscal Policy.Identify who controls German fiscal policy.D.docxbryanwest16882
Fiscal Policy.
Identify who controls German fiscal policy.
Describe German fiscal policy from 1989-1992; be sure to identify the components you think are relatively important.
What were the effects of German fiscal policy on both the West and East German economies
Monetary Policy.
Identify who controls German monetary policy.
Describe German monetary policy from 1989-1992—i.e., the main features of monetary policy surrounding reunification.
What were the effects German monetary policy on both the West and East German economies?
Was monetary policy affected by fiscal policy? If so, how?
In July 1992, what were the problems facing the German government and what policies were available to the German government to solve them? Were these alternatives viable?
What was the effect of German monetary policy on other EMS nations?
.
First, summarize the definition of a gang used by the U.S. Depar.docxbryanwest16882
First, summarize the definition of a
gang
used by the U.S. Department of Justice, and then invent a fictional character and explain at least 3 specific elements, known or unknown to him or her, that influenced his or her decision to join a gang. Consider their parental influences, community, home environment, school performance, and so on. Once these elements have been explained, address at least 1 myth related to gang activity.
.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Final HE102 Nutrition in a Changing WorldDue Date Monday, 513.docx
1. Final: HE102 Nutrition in a Changing World
Due Date: Monday, 5/13/2019
2:00 PM
(No late assignments accepted)
This final is an individual effort, no sharing of answers, with
other classmates. If cheating is detected all parties will receive
a failing grade. You must refer to you text, outlines, PowerPoint
presentations, and other class resources, to help answer exam
questions.
Part # 1: Energy Balance and Weight Control
(20 Points, 4 points each question)
You are a professional, Health Coach, specializing in diet and
exercise, and have just taken on a client struggling with
managing a healthy weight. Jack is a 28 yearold Male, 5 foot
10 inches tall, and a former College Athlete. Jack currently
weighs 235 lbs, and has struggled with managing a healthy
weight ever since he graduated from college. He currently
works a full time job, in a busy insurance claims call center,
where he is very sedentary. Jack suffers from very low energy,
and after a long day at work, he struggles to find the motivation
to plan healthy meals, and stick to a regular exercise routine.
His current lifestyle has contributed to a 50 lbs weight gain,
over the past 6 years. Jack’s many previous attempts, to take
off the weight, have proven to be unsuccessful, so his Doctor
suggested that he make a few lifestyle changes, but Jack feels
overwhelmed, and isn’t exactly sure where to start. His
friends and family have been sharing stories, about people they
know, who have found success on a variety of popular diets, and
one friend even asked that he consider weight loss surgery.
Jack doesn’t want to go to the extreme, but based on his
frustration, with not being able to manage a healthy weight, he
has not completely rejected the idea. Jack has been warned
about the potential health risks, if he doesn’t make a few
changes, and is hopeful that you can help guide her in the right
2. direction.
1. BMI:
1. Please identify Jack’s BMI (You must show calculation for
credit.)
2. What is his weight status?
2. Risk Factors: Explain to Jack 4 risk factors associated with
his current weight status.
1.
2.
3.
4.
3. Body Composition:
1. Define body composition, and state what would be a healthy
body fat percentage for Jack?
2. Explain, and define one method to measure body
composition.
4. EER:
1. Define EER.
2. Calculate Jack’s EER, based on his lifestyle (very low
activity), show calculation for credit.
5. Weight Loss Surgery:
1. State, and explain one possible weight loss surgery option.
2. Are there potential dangers, and or side effects to your
chosen weight loss surgery? Does Jack meet the qualifications,
why or why not?
Part # 2: Nutrition for Physically Active Lifestyles
(Worth 20 points, 4 points each question)
1. Exercise Recommendations:
1. What are the exercise recommendations of the U.S.
Department of Health and Human Services, for healthy adults
under 65 years of age? (state recommendations for both
components)
a) Moderate & Vigorous Intensity Recommendation =
3. b) Strength Recommendation =
2. Does your participation in various physical activities meet
the minimum recommendation, in each category? Please
prescribe exercises, for each category, that will meet the
minimum recommendation.
a) Cardiovascular exercise (Aerobic), type and time =
b)Strength exercise (Anaerobic), type and time =
2. Target Heart Rate (Basic Method): You must show your
calculations, starting with your maximal heart rate.
1. Calculate your target heart rate zone for moderate-intensity
exercise.
2. Calculate your target heart rate zone for vigorous-intensity
exercise.
3. Macro-Nutrients for Fuel: You have learned that
carbohydrates are the major source for energy, followed by fats;
you have also learned that proteins supply your body with
energy, but should not be relied on as a major supplier, keep
this in mind when answering the following:
1. Why do human cells rely far moreon glucose (carbohydrate),
and fat for energy? Make sure you explain the role of both
carbohydrate and fat.
2. Why is it recommended that protein be the minimal supplier
of energy? Make sure you explain the role that protein plays in
a well balanced diet.
4. Fluid Intake: Your neighbor is planning to run in a marathon.
What are the recommendations for fluid intake? Make sure you
are specific.
1. Fluid Intake, how much?
a) Before =
b) During =
c) After =
4. 2. What kind of fluid is best?
a) Before =
b) During =
c) After =
5. Ergogenic Aids: One of your friends is a competitive athlete,
and tells you that he is going to start supplementing with
DHEA (dehydroepiandrosterone), because he strongly feels that
it will improve his stamina, and athletic performance.
1. Define Ergogenic Aid.
2. Please do a little research
onDHEA (dehydroepiandrosterone). You may search outside of
your text for this question. What is it? Is there any research
out there that supports the effectiveness? Include performance
claims, possible side effects, and whether it is a banned
substance in competition. Be specific, and reference
information. (Reliable sources please).
Part # 3: Food Safety Concerns (Worth 20 points)
Food Additives: For this section you will need to identify
common types of direct food additives. To receive full credit
you will need to list ingredients, identify food additives, and
state possible health concerns, for 2 processed foods of your
choice.
1. Food A: _________________
Ingredients List (Must include all ingredients.):
Direct Food Additive (Choose 4 from the ingredients list.)
1.
2.
3.
4.
Purpose (State the purpose of your chosen 4 additives.)
1.
2.
3.
5. 4.
Possible Health Risk (You must state 2 possible health concerns
associated with 2 of your 4 chosen additives.)
1.
2.
2. Food B: _________________
Ingredients List (Must include all ingredients.):
Direct Food Additive (Choose 4 from the ingredients list.)
1.
2.
3.
4.
Purpose (State the purpose of your chosen 4 additives.)
1.
2.
3.
4.
Possible Health Risk (You must state 2 possible health concerns
associated with 2 of your 4 chosen additives.)
1.
2.
Helpful Resources:
https://www.ewg.org/foodscores
https://www.ewg.org/research/ewg-s-dirty-dozen-guide-food-
additives
Part # 4: Nutrition for a Lifetime
(Worth 20 points, 4 points each question)
1. Pregnancy: One of your friends just found out that she’s
pregnant. Although her BMI is within the healthy range, she is
concerned about gaining too much weight during pregnancy.
1. What 4 pieces of information can you provide concerning the
need to gain an appropriate amount of weight during pregnancy,
and not exceed the recommended amount? Include the
6. appropriate weight recommend for your friend, as one of your
responses, and the risk for not gaining enough, or gaining too
much for the additional 3 responses.
1.
2.
3.
4.
2. Infant: Oliver is a healthy 2- month – old baby. Oliver’s
mother Kara wants to replace his iron-fortified infant formula
with the 2% milk that she drinks, to save money.
1. What 4 facts would you share with Kara, concerning making
such a change, at 2 months of age? Explain why it would not be
a good idea.
1.
2.
3.
4.
3. Preschool: James is 5 years old, and his BMI is in the
overweight range. His parents are also overweight, and seem
concerned about their son’s excess body weight.
1. What 4 possible consequences might James experience if he
continues to stay in an unhealthy range?
1.
2.
3.
4.
2. What 4 pieces of advice would you provide the parents, to
help James, and the entire family to achieve and maintains a
healthy weight? Please be specific.
1.
2.
3.
4.
4. Adult: Health issues, associated with poor lifestyle habits,
which includes poor nutritional habits, accumulate over time,
7. and tend to show later in an adults life.
1. List 4 lifestyle diseases common today, that can be directly
associated with poor nutritional habits.
1
2.
3.
4.
2. Look at those close to you, in the adult, and older adult life
stage, perhaps your parents, grandparents, great-grandparents,
friends, or co-workers, have any experienced health issues that
you can associate with poor nutritional habits (No is not an
acceptable answer)?
1. Identify the health issue.
2. What lifestyle changes can you make now, that can help
you reduce your risk for future lifestyle disparity.
5. Older Adults: Diets of older adults, particularly older women
provide inadequate amounts of Vitamins A, D, and B-12, and
the minerals calcium and potassium.
1. Please give suggestions on food items that a 71-year-old a
woman should consider, to get the adequate amounts of the
following vitamins and minerals, into her diet:
1. Vitamin A
2. Vitamin D
3. Vitamin B-12
4. Calcium
5. Potassium
2. What are 4 challenges older people face in meeting their
nutritional needs?
1.
2.
3.
4
8. Part # 5: Food Rules (Worth 20 Points)
1. List your top 10 “Food Rules”, by number, listed in the book,
and state why each made your top ten. Points taken off, if the
why is not stated. After you complete your top 10, try to live
by your food rules for 1 day, and report how you did. (10
Points)
State Food Rule, and its corresponding #
Why did it make your top 10?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
*How easy would it be to incorporate a few “Food Rules”?
Report on your attempt to follow your food rules below:
2. List 10 specifics from Michael Pollan’s documentary “In
Defense of Food”, and then summarize a few of your personal
thoughts on the film. Try to relate his message to some of the
lessons you learned this semester. Your summary must be a
minimum of one page in length, double spaced. (10 points, 5
9. points for top 10, 5 points summary)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Summary:
Learning Theories (K-12) – EDU 501
Student Course Guide
Prerequisite: EDU505 Contemporary Issues in Education
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
10. INSTRUCTIONAL MATERIAL - Required
Driscoll, M. Psychology of learning for instruction (3rd ed.).
Boston, MA: Pearson.
INSTRUCTIONAL MATERIAL - Supporting
The following resources provide additional background and
supporting information for this course. There is no need to
purchase these items for the course.
Print Resources
Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M., &
Norman, M.K. (2010). How learning works: 7 research-based
principles for smart teaching. San Francisco, CA: Jossey-Bass.
Armstrong, T. (2012). Neurodiversity in the classroom:
Strength-based strategies to help students with special needs
succeed in school and life. Baltimore, MD: ASCD.
Branford, J., Stevens, R., Meltoff, A., Pea, R., Rochelle, J. et al.
(2006). Learning theories and education: Toward a decade of
synergy. Psychology(2nd ed.) (pp. 209-244)/ Mahwah, NJ:
Erlbaum.
Kalyuga, S., Renki, A., & Paas, F. (2010). Facilitating flexible
problem solving: A cognitive load perspective. Educational
Psychology Review, 22, 175-186.
Morphew, V.N. (2012). A constructivist approach to the NETS
for teachers. Eugene, OR: ISTE.
O’Donnell, A., Reeve, J., & Smith, J. (2012). Educational
11. psychology: Reflection for action. (3rd ed.). Hoboken, NJ: John
Wiley & Sons.
Pressley, M. & Harris, K. R. (2006). Cognition strategies
instruction: From basic research to classroom Instruction. In P.
A. Alexander & P. Winne (Eds.), Handbook of Educational
Psychology (2nd ed.), (pp. 265-286). Mahwah, NJ: Erlbaum.
Reeves, A.R. (2011). Where great teaching begins: Planning for
student thinking and learning. Baltimore, MD: ASCD.
Slavin, R.E. (2012). Educational psychology: Theory and
practice. (10th ed.). Boston, MA: Allyn & Bacon.
Professional Organization Websites
Association for Supervision and Curriculum Development
(ASCD). (2013). General format. Retrieved from
http://www.ascd.org
American Psychological Association (APA). (2013). General
format. Retrieved from http://www.apa.org
International Society for Technology in Education (ISTE).
(2013). General format. Retrieved from http://www.iste.org
COURSE DESCRIPTION
This course examines classic and contemporary theories of
learning that directly impact education and their influences on
teaching and learning in the K-12 school setting. It explores the
research base of the major theoretical models and examines the
implications of those models for education. Upon completion,
students should be able to describe theories and styles of
learning and discuss the relationship between different types of
12. intelligence to learning motivation and its application to the
classroom setting.
COURSE OUTCOMES
Upon the successful completion of this course, the student will
be able to:
1. Analyze the basic principles of learning theories.
2. Analyze the role of behavior in the learning process.
3. Describe the role of cognition in the learning process.
4. Analyze how cognitive development influences learning
ability and styles.
5. Analyze the biological bases of learning and memory.
6. Explain the roles of motivation and self-regulation in the
learning process.
7. Apply instructional psychology, theories and models to
instructional design tasks.
8. Develop a customized theory of learning specific to the
students given environment.
9. Use technology and information resources to research issues
in learning theory.
COURSE EXPECTATIONS
To obtain the most benefit from this class:
· Follow Strayer University’s policies and procedures as well as
those specific to this class.
· Class specific information can be found within the “Class
Information” section within the Student Center.
WEEKLY COURSE SCHEDULE
The weekly schedule describes the learning activities that will
help you achieve the course outcomes and the assignments that
13. will be used to measure your mastery of the outcomes. Each
week is divided into sections consisting of readings, lectures,
discussions, and assignments.
For selected assignments, a grading rubric is included in this
course guide and will be used to evaluate your performance.
Week
Assignments
Date
1
2
Making Connections Exercise
3
4
Assignment 1: Let’s Get Radical
5
6
Assignment 2: Interacting with Rad
7
8
Assignment 3: Applying Self-Regulated Learning
9
14. 10
Assignment 4: Personal Learning Theory
11
WEEK 1
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Analyze the role of behavior in the learning process.
Activities:
Readings:
· Read Chapter 1, “Introduction to Theories of Learning and
Instruction.”
· Read Chapter 2, “Radical Behaviorism.”
Review
· Making Connections Exercise, located in Weeks 1 and 2
Note: Review the instructions for the Making Connections
Exercise that is due Week 2. You will need to complete some of
the steps of the exercise prior to the end of Week 2.
Faculty Note: Remind students to review the Making
Connections Exercise instructions so that they are able to
adequately prepare and make arrangements with you for their
scheduled conversation time.
Supporting Topics:
Lecture 1 Topics:
· Learning theory
· Learning in history
· Learning theory and instruction
15. Lecture 2 Topics:
· The experimental analysis of behavior
· Principles of behavior management
· Contributions of behaviorism to instruction
· The behaviorist perspective on learning: issues and criticisms
Lectures and Discussions:
Faculty introduction, course overview and expectations
· Review course philosophy, expectations, assignments, late
policy, grading, academic integrity, APA use if appropriate, and
attendance policy.
Student introductions
· Lecture on learning theory, learning in history, and learning
theory and instruction.
· Discussion 1: “Epistemological Orientation.” Students will
respond to the following:
· Which epistemological orientation (pragmatism, objectivism
or interpretivism) is most closely aligned with your own
experience? Explain how this bias may affect your
understanding of learning theory.
· Of the three orientations, is one better than the others? No
matter how you answer, explain your rationale.
· Lecture on the experimental analysis of behavior, principles of
behavior management, contributions of behaviorism to
instruction, and the behaviorist perspective on learning: issues
and criticisms.
· Discussion 2: “Behaviorism Criticized.” Students will respond
to the following:
· Describe a learning situation in which you or another person
had difficulty in achieving a desired performance. Develop a
plan to improve performance using the techniques discussed in
16. this chapter.
· What are some possible objections you could raise to the
radical behaviorist model of learning?
· Applying these objections to the plan you just developed,
which part is the most likely to fail? What might you do to
“fix” it?
WEEK 2
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Describe the role of cognition in the learning process.
Activities:
Readings:
· Read Chapter 3, “Cognitive Information Processing”
Supporting Topics:
Lecture 1 Topics:
· Overview of information processing systems
· Sensory memory
· Working memory
Lecture 2 Topics:
· Long-term memory
· Implications of CIP (cognitive information processing) for
instruction
Lectures/Discussions:
· Lecture on overview of the information-processing systems,
sensory memory, and working memory.
· Discussion 1: “CIP and Epistemology”. Students will respond
to the following:
· Based on what we have seen so far, which epistemological
orientation does cognitive information processing most closely
align with?
17. · How does this orientation differ from that of radical
behaviorists? Explain your rationale.
· Lecture on long-term memory and implications of CIP for
instruction.
· Discussion 2: “CIP Applied.” Students will respond to the
following:
· Within this learning environment (this course), how could you
apply the principles of CIP to make the learning experience
better?
· Of the recommendation you made, which would be the hardest
to implement and why?
Making Connections Exercise
Due Week 2 worth 10 points
Online students, please follow these exercise instructions.
When taking online classes, we often communicate via the
discussion boards and e-mail. Having a personal phone
conversation can set the foundation for a successful partnership
between a student and a professor in an online class.
What do you need to do?
1. Schedule a phone conversation with your professor. The
conversation should take place during Week 1 or Week 2 of the
quarter. Note: The length of time for the conversation will vary.
It should take no more than one (1) hour.
2. Refer to the “Other Considerations for Both Online and On-
ground Students” section of this exercise for tips on creating an
effective resume.
3. Upload a copy of your resume for this exercise before the
phone call takes place. You can upload your resume to the
Making Connections Exercise area located in Week 2 of your
online course.
4. Prepare at least three (3) questions that you have about the
18. class to ask your professor.
5. Be prepared to discuss the following:
a. Provide an overview about your personal and professional
background.
b. Discuss why you are earning your Master’s degree.
c. Discuss how this class connects with your career goals and
interests.
d. Ask your questions that you have prepared.
Note: Your resume should be uploaded, and you should have the
conversation sometime during Week 1 or 2. To earn full credit,
your resume should be uploaded prior to having the phone call.
The Making Connections Exercise (both uploaded resume and
completed conversation) is due by the end of Week 2.
On-ground students, please follow these exercise instructions.
Making connections with your instructor and classmates is an
important part of your educational experience, both online and
in face-to-face classes. Getting to know your classmates and
instructor can help to foster relationships that build a
foundation for a successful learning experience.
What do you need to do?
1. Refer to the “Other Considerations for Both Online and On-
ground Students” section of this exercise for tips on creating an
effective resume.
2. Upload a copy of your resume for this exercise before your
scheduled Week 2 class. You should also have a copy readily
available to review with your classmates and instructor during
your scheduled class time. Note: You can upload your resume in
the Exercise assignment area located in Week 2 of your online
course.
3. Prepare at least three (3) questions to ask your classmates to
learn about their work experience and career aspirations.
4. Be prepared to answer your classmate’s questions and to
discuss the following:
a. Provide an overview about your personal and professional
19. background.
b. Discuss why you are earning your Master’s degree.
c. Discuss how this class connects with your career goals and
interests.
d. Ask your questions that you have prepared.
Note: To earn full credit, your resume should be uploaded prior
to your scheduled Week 2 class. The Making Connections
Exercise (both uploaded resume and completed conversation) is
due by the end of Week 2.
Other Considerations for both Online and On-ground Students:
What if I don’t have a resume or my current one could use some
sprucing up?
You can review the Lynda.com online video course titled,
“Creating an Effective Resume” (3 hr 29 m) presented by author
Mariann Siegert for step-by-step guidance on creating an
effective resume (located at http://www.lynda.com/Business-
Skills-tutorials/Creating-Effective-Resume/75926-
2.html?org=strayer.edu). The documents titled Career
Management Worksheet, located in Week 1 of the online course,
is a useful tool for getting started creating a resume or
refreshing on that you might have already started. The
worksheet is also available in the video courses exercise files
on Lynda.com.
If you do not have time to review the entire course, the
following videos may be particularly helpful in getting you
started using the Career Management Worksheet as well as
revising an existing resume:
· “Filling out the career management worksheet” (1 min 34 s),
located at http://www.lynda.com/Business-Skills-
tutorials/Filling-out-career-management-
worksheet/75926/83027-4.html?org=strayer.edu
· “Creating a marketing campaign” (2 min 50 s), located at
http://www.lynda.com/Business-Skills-tutorials/Creating-
marketing-campaign/75926/83029-4.html?org=strayer.edu
20. · “Understanding the importance of keywords” (2 min 14 s),
located at http://www.lynda.com/Business-Skills-
tutorials/Understanding-importance-keywords/75926/83031-
4.html?org=strayer.edu
· “Finding essential keywords” (6 min 34 s), located at
http://www.lynda.com/Business-Skills-tutorials/Finding-
essential-keywords/75926/83032-4.html?org=strayer.edu
· “Incorporating action verbs” (4 min 51 s), located at
http://www.lynda.com/Business-Skills-tutorials/Incorporating-
action-verbs/75926/83033-4.html?org=strayer.edu
· “Getting results using PAR statements” (4 min 40 s), located
at http://www.lynda.com/Business-Skills-tutorials/Getting-
results-using-PAR-statements/75926/83034-
4.html?org=strayer.edu
Do I have to write a paper for this?
No. Simply schedule the phone call (online students only),
upload your resume, and have a great conversation. Your grade
for this exercise will be based on submitting your resume prior
to the conversation or prior to your scheduled class and
completing the conversation, using the following rubric.
The exercise will be graded using the following rubric:
Points: 10
Making Connections Exercise
Criteria
Does Not Meet 0%
Proficient
100%
1. Resume uploaded prior to conversation or scheduled class.
Weight: 50%
21. Resume was not uploaded prior to conversation or scheduled
class.
Resume was uploaded prior to conversation or scheduled class.
2. Conversation completed.
Weight: 50%
Conversation never took place.
Conversation took place between student and professor and / or
classmates.
WEEK 3
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Describe the role of cognition in the learning process.
Activities:
Readings:
· Read Chapter 4, “Meaningful Learning and Schema Theory”
Supporting Topics:
Lecture 1 Topics:
· Ausubel’s meaningful reception learning
· Meaningful learning as assimilation to schema
Lecture 2 Topics:
· Meaningful learning, schema theory and instruction
Lectures/Discussions:
· Lecture on Ausubel’s meaningful reception learning, and
meaningful learning as assimilation to schema.
· Discussion 1: “Assimilation Theory.” Students will respond to
the following:
· In light of Ausubel’s assimilation theory, discuss what should
be considered when designing instruction for a simple task like
painting a wall. Explain your rationale.
22. · Select a skill or knowledge element involved in the task and
describe what instruction would look like for that element.
· Explain how your proposed piece of instruction leverages
Ausubel’s insights.
· Lecture on Meaningful learning, schema theory, and
instruction.
· Discussion 2: “Advanced Organizers.” Students will respond
to the following:
· Describe an instructional goal that requires the learner to
activate prior knowledge.
· Explain how the activation of prior knowledge helps the
learner understand the new material in your specific example.
· Describe what an advanced organizer would look like for your
specific example.
WEEK 4
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Describe the role of cognition in the learning process.
Activities:
Readings:
· Read Chapter 5, “Situated Cognition”
Supporting Topics:
Lecture 1 Topics:
· The nature of situated cognition
· Antecedents to situated cognition theory
Lecture 2 Topics:
· Process of situated cognition
· Implications of situated cognition for instruction
Lectures/Discussions:
23. · Lecture on the nature of situated cognition and antecedents to
situated cognition theory.
· Discussion 1: “Situated Cognition.” Students will respond to
the following:
· Discuss the impact of situated cognition on a K-12 course
when taught face-to-face as opposed to online.
· Make two recommendations for improving the course in
question (either face-to-face or online) by applying what you
know about situated cognition.
· Describe which recommendation is more likely to result in
measurable improvements. Explain your rationale.
· Lecture on the process of situated cognition and implications
of situated cognition for instruction.
· Discussion 2: “Communities of Practice.” Consider all the
communities of practice in which you participate and respond to
the following:
· Based on your experience, what are some of the most common
barriers to learning with communities of practice?
· Describe two to four (2-4) possible ways to overcome these
barriers.
· Envision the ideal community of practice for your current (or
expected) profession and describe its characteristics.
Assignment #1:Radical Behaviorist Critique
Relying on information learned and read in this class and at
least two (2) outside references, write a four to six (4-6) page
paper based on the Radical Behaviorist Approach. For purposes
of writing your scenario, your character is named Rad and you
are the Instructor. The scenario should be based on the
following steps outlined in your book:
1. Step One – Set Behavioral Goals. Describe the desired
24. behavior you would like Rad to achieve. Note: Consider what
have you observed about Rad related to the desired behavior.
2. Step Two – Determine Appropriate Reinforcers. Define
reinforcers, and explain the reinforcers that you have selected
for the desired behavioral outcome for Rad. Include the primary
reasons why the selected reinforcers are appropriate for Rad,
you (the Instructor), and the environment.
3. Step Three – Select Procedures for Changing Behavior.
Describe the procedures that you implemented to achieve the
desired behavior in Rad, and specify the main reasons why you
chose these procedures.
4. Step Four – Implement Procedures and Record Results.
Discuss the implementation of the procedures that you chose in
Step 3, and create fictional results. Explain the method(s) that
you used to observe the results.
5. Step Five – Evaluate and Revise. Discuss the method(s) that
you used to evaluate the effectiveness of your desired
behavioral change in Rad, and determine the major revisions
you may consider to your program in the future.
The format of the report is to be as follows:
· Typed, double spaced, Times New Roman font (size 12), one
inch margins on all sides, APA format.
· Use headers for each of the subjects being covered, followed
by your response.
· In addition to the four to six (4-6) pages required, a title page
is to be included. The title page is to contain the title of the
assignment, your name, the instructor’s name, the course title,
and the date.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
The assignment will be graded using the following rubric:
25. Outcomes Assessed
· Analyze the basic principles of learning theories.
· Analyze the role of behavior in the learning process
· Describe the role of cognition in the learning process
· Use technology and information resources to research issues
in.
Grading Rubric for Assignment #1 – Let’s Get Radical
Points: 200
Assignment 1: Let’s Get Radical
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Set Behavioral Goals. Describe the desired behavior you
would like Rad to achieve.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
2. Determine Appropriate Reinforcers. Define reinforcers, and
explain the reinforcers that you have selected for the desired
behavioral outcome for Rad. Include the primary reasons why
the selected reinforcers are appropriate for Rad, you (the
Instructor), and the environment.
Weight: 15%
26. Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
3. Select Procedures for Changing Behavior. Describe the
procedures that you implemented to achieve the desired
behavior in Rad, and specify the main reasons why you chose
these procedures.
Weight: 15%
Did not select or incompletely met the stated criteria.
Partially selected or met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
4. Implement Procedures and Record Results. Discuss the
implementation of the procedures that you chose in Step 3, and
create fictional results. Explain the method(s) that you used to
observe the results.
Weight: 15%
Did not implement or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
5. Evaluate and Revise. Discuss the method(s) that you used to
evaluate the effectiveness of your desired behavioral change in
Rad, and determine the major revisions you may consider to
your program in the future.
Weight 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
6. 2 References
Weight: 5%
No references provided
Does not meet the required number of references; some or all
references poor quality choices.
27. Meets number of required references; all references high quality
choices.
Exceeds number of required references; all references high
quality choices.
7. Writing Mechanics, Grammar, and Formatting
Weight: 5%
Serious and persistent errors in grammar, spelling, punctuation,
or formatting.
Partially free of errors in grammar, spelling, punctuation, or
formatting.
Mostly free of errors in grammar, spelling, punctuation, or
formatting.
Error free or almost error free grammar, spelling, punctuation,
or formatting.
8. Appropriate use of APA in-text citations and reference
section
Weight: 5%
Lack of in-text citations and / or lack of reference section.
In-text citations and references are provided, but they are only
partially formatted correctly in APA style.
Most in-text citations and references are provided, and they are
generally formatted correctly in APA style.
In-text citations and references are error free or almost error
free and consistently formatted correctly in APA style.
9. Information Literacy / Integration of Sources
Weight: 5%
Serious errors in the integration of sources, such as intentional
or accidental plagiarism, or failure to use in-text citations.
Sources are partially integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are mostly integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are consistently integrated using effective techniques of
quoting, paraphrasing, and summarizing.
10. Clarity and Coherence of Writing
Weight: 5%
28. Information is confusing to the reader and fails to include
reasons and evidence that logically support ideas.
Information is partially clear with minimal reasons and
evidence that logically support ideas.
Information is mostly clear and generally supported with
reasons and evidence that logically support ideas.
Information is provided in a clear, coherent, and consistent
manner with reasons and evidence that logically support ideas.
WEEK 5
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Analyze how cognitive development influences learning
ability and styles.
Activities:
Readings:
· Read Chapter 6, “Cognitive and Knowledge Development”
Supporting Topics:
Lecture 1 Topics:
· Jean Piaget’s genetic epistemology
Lecture 2 Topics:
· Beyond Piaget: alternative perspectives on cognitive
development
· Implications for instruction of developmental theory
Lectures/Discussions:
· Lecture on Jean Piaget’s genetic epistemology.
· Discussion 1: “Stage Theories.” Students will respond to the
following:
29. · Evaluate the merits of Piaget’s stage theory for explaining
cognitive development.
· Discuss evidence that supports his theory as well as evidence
that calls it into question.
· Discuss your personal opinions about stage theories in
general. Who are some of the major detractors and how would
you address them?
· Lecture on alternative perspectives on cognitive development
and implications for instruction of developmental theory.
· e-Activity
· Go to www.iste.org, and review the NETS for Students and the
NETS for Teachers. Be prepared to discuss.
· Discussion 2: “Age Appropriate Instruction.” Students will
respond to the following:
· Using information from both the e-Activity and Piaget’s
learning theory, design a piece of instruction for five-year olds
that teaches some aspect of any emerging technology and
incorporates at least one of the components of the NETS for
Students and / or the NETS for Teachers.
· Describe how the same piece of instruction would differ if
designed for adults.
· Justify the differences in design strategy for the two groups.
WEEK 6
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Analyze how cognitive development influences learning
ability and styles.
Activities:
Readings:
· Read Chapter 7, “Interactional Theories of Cognitive
30. Development”
Supporting Topics:
Lecture 1 Topics:
· Bruner’s three modes of representation
· The course of cognitive growth
Lecture 2 Topics:
· Vygotsky’s developmental method
· The social origins of higher mental processes
· Learning, instruction and development
Lectures/Discussions:
· Lecture on Bruner’s three modes of representation and the
course of cognitive growth.
· Discussion 1: “Modes of Cognitive Representation.” Students
will respond to the following:
· Describe a simple instructional activity using all three of
Bruner’s modes of cognitive representation.
· Discuss why you included the elements you did. Explain your
rationale.
· If you created the same bit of training for someone from a
vastly different culture than your original audience, explain
what you would need to modify, and why.
· Lecture on Vygotsky’s developmental method; the social
origins of higher mental processes; and learning, instruction and
development.
· Discussion 2: “Zone of Proximal Development.” Students will
respond to the following:
· Describe an instructional program (hypothetical or actual) that
makes use of Vygotsky’s “zone of proximal development.”
· What is being taught and by whom?
· What instructional strategies are being utilized?
31. · How could the program be tweaked (leveraging Vygotsky’s
theories) to make learning more impactful?
Assignment #2:Interacting with Rad
Relying on both textural information and at least two (2)
outside references, write a three to five (3-5) page report that
answers the following:
1. Describe the behavioral goal you set for Rad in Assignment
#1.
2. Choose either Bruner’s or Vygotsky’s Theory of cognitive
development, and explain the fundamental tenets of the chosen
theory.
3. Describe the key ways that the approach to the desired goal
would change with the chosen theory. Explain the assumptions
to the chosen theory and the manner in which they may impact
Rad or you as the Instructor.
The format of the report is to be as follows:
· Typed, double spaced, Times New Roman font (size 12), one
inch margins on all sides, APA format.
· Use headers for each of the subjects being covered, followed
by your response.
· In addition to the three to five (3-5) pages required, a title
page is to be included. The title page is to contain the title of
the assignment, your name, the instructor’s name, the course
title, and the date.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
The assignment will be graded using the following rubric
Outcomes Assessed
32. · Analyze the basic principles of learning theories.
· Analyze how cognitive development influences learning
ability and styles
· Use technology and information resources to research issues
in.
Grading Rubric for Assignment #2 – Learning and Cognition
Critique
Points: 200
Assignment 2: Interacting with Rad
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Describe the behavioral goal you set for Rad in Assignment
#1.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
2. Choose either Bruner’s or Vygotsky’s Theory of cognitive
development, and explain the fundamental tenets of the chosen
theory.
Weight: 30%
Did not choose or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
33. Thoroughly met the stated criteria.
3. Describe the key ways that the approach to the desired goal
would change with the chosen theory. Explain the assumptions
to the chosen theory and the manner in it which they may
impact Rad or you as the Instructor.
Weight: 30%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
4. 2 References
Weight: 5%
No references provided
Does not meet the required number of references; some or all
references poor quality choices.
Meets number of required references; all references high quality
choices.
Exceeds number of required references; all references high
quality choices.
5. Writing Mechanics, Grammar, and Formatting
Weight: 5%
Serious and persistent errors in grammar, spelling, punctuation,
or formatting.
Partially free of errors in grammar, spelling, punctuation, or
formatting.
Mostly free of errors in grammar, spelling, punctuation, or
formatting.
Error free or almost error free grammar, spelling, punctuation,
or formatting.
6. Appropriate use of APA in-text citations and reference
section
Weight: 5%
Lack of in-text citations and / or lack of reference section.
In-text citations and references are provided, but they are only
partially formatted correctly in APA style.
Most in-text citations and references are provided, and they are
34. generally formatted correctly in APA style.
In-text citations and references are error free or almost error
free and consistently formatted correctly in APA style.
7. Information Literacy / Integration of Sources
Weight: 5%
Serious errors in the integration of sources, such as intentional
or accidental plagiarism, or failure to use in-text citations.
Sources are partially integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are mostly integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are consistently integrated using effective techniques of
quoting, paraphrasing, and summarizing.
8. Clarity and Coherence of Writing
Weight: 5%
Information is confusing to the reader and fails to include
reasons and evidence that logically support ideas.
Information is partially clear with minimal reasons and
evidence that logically support ideas.
Information is mostly clear and generally supported with
reasons and evidence that logically support ideas.
Information is provided in a clear, coherent, and consistent
manner with reasons and evidence that logically support ideas.
WEEK 7
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Analyze the biological bases of learning and memory.
Activities:
Readings:
· Read Chapter 8, “Biological Bases of Learning and Memory”
35. e-Activity
· Use the web and/or other resources to review the “nature vs.
nurture” controversy in education and be prepared to discuss.
Supporting Topics:
Lecture 1 Topics:
· Evolution and conditioning
· Evolution and cognition
· Implications of evolutionary psychology for learning and
instruction
Lecture 2 Topics:
· Overview of neural architecture implicated in learning
· Cerebral localization and the search for the engram attention
and the brain
· Learning, memory and the brain
· Cognitive development and the brain
· Implications of neurophysiology for learning and instruction
Lectures/Discussions:
· Lecture on evolution and conditioning, evolution and
cognition, and implications of evolutionary psychology for
learning and instruction.
· Discussion 1: Biological versus Conditional Theories.”
Students will respond to the following:
· What do biological theorists contribute to the discussion of
learning and development?
· Does the evidence they present support one position more than
the other concerning whether development influences learning
or the other way around? Why?
· What implications for instruction would result if learning and
development turned out to be mutually interactive?
· Lecture on neural architecture implicated in learning; cerebral
localization and the search for the engram attention and the
brain; learning, memory and the brain; cognitive development
36. and the brain; and implications of neurophysiology for learning
and instruction.
· Discussion 2: “Nature vs. Nurture.” Students will respond to
the following:
· Which side of the “nature vs. nurture” argument has the
weight of evidence on its side?
· What implications do your findings have regarding the
education of ethnic minorities and other special populations?
· What steps could be taken to address these implications?
Explain your rationale.
WEEK 8
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Explain the roles of motivation and self-regulation in the
learning process.
Activities:
Readings:
· Read Chapter 9, “Motivation and Self-Regulation in Learning”
· Select and review at least one scenario from the beginning of
any chapter up to this point (but not Kermit scenarios).
Supporting Topics:
Lecture 1 Topics:
· Curiosity and interest
· Goals and goal orientation
· Self-efficacy beliefs
· Satisfying experiences
· Making attributions
Lecture 2 Topics:
· Processes of self-regulation
· Developing self-regulation skills
· Strategies for stimulating motivation
37. · Process of motivational design
Lectures/Discussions:
· Lecture on curiosity and interest, goals and goal orientation,
self-efficacy beliefs, satisfying experiences, and making
attributions.
· Discussion 1: “Motivation and Learning.” Students will
respond to the following:
· Of the three origins and determinants of motivation (curiosity
and interests, goals and goal orientations, and self-efficacy
beliefs), which one tends to have the biggest impact on
instruction? Explain your rationale.
· Which of the three is often the easiest to address? Explain.
· Describe a time when you experienced low motivation
concerning a learning task and describe what might have been
done to help you overcome it.
· Lecture on processes of self-regulation, developing self-
regulation skills, strategies for stimulating motivation, process
of motivational design
· Discussion 2: “ARCS Model Applied.” Select any scenario
presented in the text up to this point and respond to the
following:
· Using the ARCS model, analyze the situation for its probable
motivational characteristics.
· Create a set of motivational objectives and suggest strategies
that would be effective for stimulating motivation.
· Generate an instructional plan that would help learners
become more efficacious.
Assignment #3: Applying Self-Regulated Learning
Relying on information learned and read in this course and at
least two (2) outside references, write a three to five (3-5) page
38. report that reflects on how to incorporate self-regulated learning
as a motivational approach and answers the following:
1. Describe one (1) topic that you are currently attempting to
learn. Explore your motivation for learning about the chosen
topic.
2. Describe each phase of the self-regulated learning (SRL)
approach to learning.
3. Describe two (2) benefits and two (2) challenges that may be
associated with self-regulated learning.
4. Apply self-regulated learning to the topic you want to learn.
Outline a strategy to apply self-regulated learning to improve
this learning situation. Include the main activities that you
would use in each phase (i.e., forethought, performance, and
self-reflection). Note: Refer to Table 9.3 on page 330 of the
textbook for further clarification.
The format of the report is to be as follows:
· Typed, double spaced, Times New Roman font (size 12), one
inch margins on all sides, APA format.
· Use headers for each of the subjects being covered, followed
by your response.
· In addition to the three to five (3-5) pages required, a title
page is to be included. The title page is to contain the title of
the assignment, your name, the instructor’s name, the course
title, and the date.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
The assignment will be graded using the following rubric:
Outcomes Assessed
· Analyze the basic principles of learning theories.
· Analyze the biological bases of learning and memory
39. · Explain the roles of motivation and self-regulation in the
learning process
· Use technology and information resources to research issues in
learning theory.
Grading Rubric for Assignment #3 – Learning and Development
Critique
WEEK 8
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Explain the roles of motivation and self-regulation in the
learning process.
Activities:
Readings:
· Read Chapter 9, “Motivation and Self-Regulation in Learning”
· Select and review at least one scenario from the beginning of
any chapter up to this point (but not Kermit scenarios).
Supporting Topics:
Lecture 1 Topics:
· Curiosity and interest
· Goals and goal orientation
· Self-efficacy beliefs
· Satisfying experiences
· Making attributions
Lecture 2 Topics:
· Processes of self-regulation
· Developing self-regulation skills
· Strategies for stimulating motivation
· Process of motivational design
Lectures/Discussions:
· Lecture on curiosity and interest, goals and goal orientation,
self-efficacy beliefs, satisfying experiences, and making
attributions.
40. · Discussion 1: “Motivation and Learning.” Students will
respond to the following:
· Of the three origins and determinants of motivation (curiosity
and interests, goals and goal orientations, and self-efficacy
beliefs), which one tends to have the biggest impact on
instruction? Explain your rationale.
· Which of the three is often the easiest to address? Explain.
· Describe a time when you experienced low motivation
concerning a learning task and describe what might have been
done to help you overcome it.
Faculty Note: For online classes, you may have students post
comments to the discussion thread. To earn full credit in an
online threaded discussion, students must have one original post
and a minimum of one other post per discussion thread. Please
note: Material in the online class will be made available three
weeks at a time to allow students to work ahead, however,
faculty will be focused on and responding only to the current
calendar week. As it is always possible that students could lose
their work due to unforeseen circumstances, it is a best practice
to routinely save a working draft in a separate file before
posting in the course discussion area. Material in the online
class will be made available on the previous Thursday.
· Lecture on processes of self-regulation, developing self-
regulation skills, strategies for stimulating motivation, process
of motivational design
· Discussion 2: “ARCS Model Applied.” Select any scenario
presented in the text up to this point and respond to the
following:
· Using the ARCS model, analyze the situation for its probable
motivational characteristics.
· Create a set of motivational objectives and suggest strategies
41. that would be effective for stimulating motivation.
· Generate an instructional plan that would help learners
become more efficacious.
Faculty Note: For online classes, you may have students post
comments to the discussion thread. To earn full credit in an
online threaded discussion, students must have one original post
and a minimum of one other post per discussion thread. Please
note: Material in the online class will be made available three
weeks at a time to allow students to work ahead, however,
faculty will be focused on and responding only to the current
calendar week. As it is always possible that students could lose
their work due to unforeseen circumstances, it is a best practice
to routinely save a working draft in a separate file before
posting in the course discussion area. Material in the online
class will be made available on the previous Thursday.
Assignment #3: Applying Self-Regulated Learning
Relying on information learned and read in this course and at
least two (2) outside references, write a three to five (3-5) page
report that reflects on how to incorporate self-regulated learning
as a motivational approach and answers the following:
1. Describe one (1) topic that you are currently attempting to
learn. Explore your motivation for learning about the chosen
topic.
2. Describe each phase of the self-regulated learning (SRL)
approach to learning.
3. Describe two (2) benefits and two (2) challenges that may be
associated with self-regulated learning.
4. Apply self-regulated learning to the topic you want to learn.
Outline a strategy to apply self-regulated learning to improve
this learning situation. Include the main activities that you
would use in each phase (i.e., forethought, performance, and
self-reflection). Note: Refer to Table 9.3 on page 330 of the
42. textbook for further clarification.
The format of the report is to be as follows:
· Typed, double spaced, Times New Roman font (size 12), one
inch margins on all sides, APA format.
· Use headers for each of the subjects being covered, followed
by your response.
· In addition to the three to five (3-5) pages required, a title
page is to be included. The title page is to contain the title of
the assignment, your name, the instructor’s name, the course
title, and the date.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
Faculty Note: Inform students on how they should submit their
assignment.
Faculty Note: This is a standardized assignment and cannot be
changed. Remind the students that their work will be graded
using the rubric, therefore they should review the rubric and
their report before turning the assignment in.
The assignment will be graded using the following rubric:
Outcomes Assessed
· Analyze the basic principles of learning theories.
· Analyze the biological bases of learning and memory
· Explain the roles of motivation and self-regulation in the
learning process
· Use technology and information resources to research issues in
learning theory.
Grading Rubric for Assignment #3 – Learning and Development
Critique
43. Points: 200
Assignment 3: Applying Self-Regulated Learning
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Describe one (1) topic that you are currently attempting to
learn. Explore your motivation for learning about the chosen
topic.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
2. Describe each phase of the self-regulated learning (SRL) the
approach to learning.
Weight: 20%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
3. Describe two (2) benefits and two (2) challenges that may be
associated with self-regulated learning.
Weight: 20%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
44. Thoroughly met the stated criteria.
4. Apply self-regulated learning to the topic you want to learn.
Outline a strategy to apply self-regulated learning to improve
this learning situation. Include the main activities that you
would use in each phase (i.e., forethought, performance, and
self-reflection).
Weight: 20%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
5. 2 References
Weight: 5%
No references provided
Does not meet the required number of references; some or all
references poor quality choices.
Meets number of required references; all references high quality
choices.
Exceeds number of required references; all references high
quality choices.
6. Writing Mechanics, Grammar, and Formatting
Weight: 5%
Serious and persistent errors in grammar, spelling, punctuation,
or formatting.
Partially free of errors in grammar, spelling, punctuation, or
formatting.
Mostly free of errors in grammar, spelling, punctuation, or
formatting.
Error free or almost error free grammar, spelling, punctuation,
or formatting.
7. Appropriate use of APA in-text citations and reference
section
Weight: 5%
Lack of in-text citations and / or lack of reference section.
In-text citations and references are provided, but they are only
partially formatted correctly in APA style.
45. Most in-text citations and references are provided, and they are
generally formatted correctly in APA style.
In-text citations and references are error free or almost error
free and consistently formatted correctly in APA style.
8. Information Literacy / Integration of Sources
Weight: 5%
Serious errors in the integration of sources, such as intentional
or accidental plagiarism, or failure to use in-text citations.
Sources are partially integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are mostly integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are consistently integrated using effective techniques of
quoting, paraphrasing, and summarizing.
9. Clarity and Coherence of Writing
Weight: 5%
Information is confusing to the reader and fails to include
reasons and evidence that logically support ideas.
Information is partially clear with minimal reasons and
evidence that logically support ideas.
Information is mostly clear and generally supported with
reasons and evidence that logically support ideas.
Information is provided in a clear, coherent, and consistent
manner with reasons and evidence that logically support ideas.
WEEK 9
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Apply instructional psychology, theories and models to
instructional design tasks.
Activities:
Readings:
46. · Read Chapter 10, “Gagne's Theory of Instruction”
Supporting Topics:
Lecture 1 Topics:
· Instructional psychology, theories and models
· Gagne’s taxonomy of learning outcomes
Lecture 2 Topics:
· Conditions for learning
· The nine events of instruction
Lectures/Discussions:
· Lecture on instructional psychology, theories and models, and
Gagne’s taxonomy of learning outcomes.
· Discussion 1: “Gagne’s Taxonomy.” Students will respond to
the following:
· In your current position (or expected if not yet employed) how
could you employ Gagne’s taxonomy to improve the quality of
the instruction you design?
· What difficulties might you expect in applying this taxonomy?
· What steps could you take to address these anticipated
difficulties, if any?
· Lecture on conditions for learning and the nine events of
instruction.
· Discussion 2: “Nine Events of Instruction.” Select any
scenario presented in the text up to this point and respond to the
following:
· When designing instruction to address the given scenario,
describe what each event of instruction would look like.
· Which event would be the most difficult to design for the
given scenario? Why?
· What steps could you take to help address the difficulties you
47. expect to encounter? Explain your rationale.
WEEK 10
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Apply instructional psychology, theories and models to
instructional design tasks.
· Develop a customized theory of learning specific to the
students given environment.
Activities:
Readings:
· Read Chapter 11, “Constructivism”
· Read Chapter 12, “Toward a Personal Theory of Learning and
Instruction”
Supporting Topics:
Lecture 1 Topics:
· Constructivist assumptions about learning
· Constructivist models of memory
· Constructivist learning goals
Lecture 2 Topics:
· Constructivist conditions for learning
· Constructivist methods of instruction
· Towards a personal theory of learning and instruction
Lectures/Discussions:
· Lecture on constructivist assumptions about learning,
constructivist models of memory, and constructivist learning
goals.
· Discussion 1: “Constructivist Principles.” Students will
respond to the following:
· How do constructivist notions about learning, memory,
learning goals and conditions for learning differ from the other
48. schools of thought we have covered so far?
· Do you see constructivist principles at play in this course?
Why or why not? Give specific examples?
· How might the application of constructivist principles (or the
amplification of constructivist principles) improve this course?
Explain your rationale.
· Lecture on constructivist conditions for learning,
constructivist methods of instruction, towards a personal theory
of learning and instruction.
· Discussion 2: “Objectives and Assessments.” Students will
respond to the following:
· How would constructivists view learning objectives and
assessments (which come from the behaviorist tradition)?
· How could the traditional approach to objectives and
assessments be changed to better align with constructivism?
· Do you believe the changes you have specified would make
instruction in general more efficacious? Why?
Assignment #4: Personal Learning Theory
Throughout the term, you have reviewed many different
perspectives on learning. Scholars and researchers have been
debating learning approaches for almost as long as we have
been learning. For this final assignment, Achievement First is
interviewing you to work as a consultant to improve student
learning. Part of your interview involves making a presentation
about your personal learning theory. Relying on information
learned and read in this course and at least two (2) outside
references, create a six to eight (6-8) slide presentation
describing your personal learning theory. You may choose
presentation software you prefer. As you develop your
presentation, include:
1. Describe the target audience with which you expect to work
(e.g., 8 years old, special education, all-male). Discuss the
49. theories or element of theories you have learned in this course
that apply to the target audience you have described.
2. Prioritize the concepts that you must consider when
formulating your personal learning theory. Next, explain your
personal learning theory. Based upon your personal learning
theory, describe the process by which you think people learn.
Note: This is your personal theory that encompasses ideas or
improves upon other theories studied throughout this course.
3. Outline a strategy for using your personal learning theory to
help your target population learn.
4. Create a new and / or improved learning theory based on the
theories or elements of theories that you identified in criterion
#3. Create a new name for your learning theory. Describe the
manner in which you would apply this new and / or improved
theory to the target audience to help them learn.
The format of the report is to be as follows:
· Format the PowerPoint presentation with headings on each
slide and relevant graphics (photographs, graphs, clip art, etc.),
ensuring that the presentation is visually appealing and readable
from eighteen (18) feet away. Check with your professor for any
additional instructions.
· In addition to the six to eight (6-8) slides required, include a
title slide containing the title of the assignment, the student’s
name, the professor’s name, the course title, and the date. The
title slide is not included in the required slide length.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
The assignment will be graded using the following rubric:
Outcomes Assessed
· Analyze the basic principles of learning theories
50. · Develop a customized theory of learning specific to the
students given environment
· Use technology and information resources to research issues in
learning theory.
Grading Rubric for Assignment #4 – Personal Learning Theory
Points: 180
Assignment 4: Personal Learning Theory
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Describe the target audience with which you expect to work
(e.g., 8 years old, special education, all-male). Discuss the
theories or element of theories you have learned in this course
that apply to the target audience you have described.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
2. Prioritize the concepts that you must consider when
formulating your personal learning theory. Next, explain your
personal learning theory. Based upon your personal learning
theory, describe the process by which you think people learn.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
51. Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
3. Outline a strategy for using your personal learning theory to
help your target population learn.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
4. Create a new and / or improved learning theory based on the
theories or elements of theories that you identified in criterion
#3. Create a new name for your learning theory. Describe the
manner in which you would apply this new and / or improved
theory to the target audience to help them learn.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
5. Communicated information on presentation.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
6. 2 References
Weight: 5%
No references provided
Does not meet the required number of references; some or all
references poor quality choices.
Meets number of required references; all references high quality
choices.
Exceeds number of required references; all references high
quality choices.
7. Writing Mechanics, Grammar, and Formatting
Weight: 5%
52. Serious and persistent errors in grammar, spelling, punctuation,
or formatting.
Partially free of errors in grammar, spelling, punctuation, or
formatting.
Mostly free of errors in grammar, spelling, punctuation, or
formatting.
Error free or almost error free grammar, spelling, punctuation,
or formatting.
8. Appropriate use of APA in-text citations and reference
section
Weight: 5%
Lack of in-text citations and / or lack of reference section.
In-text citations and references are provided, but they are only
partially formatted correctly in APA style.
Most in-text citations and references are provided, and they are
generally formatted correctly in APA style.
In-text citations and references are error free or almost error
free and consistently formatted correctly in APA style.
9. Information Literacy / Integration of Sources
Weight: 5%
Serious errors in the integration of sources, such as intentional
or accidental plagiarism, or failure to use in-text citations.
Sources are partially integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are mostly integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are consistently integrated using effective techniques of
quoting, paraphrasing, and summarizing.
10. Clarity and Coherence of Writing
Weight: 5%
Information is confusing to the reader and fails to include
reasons and evidence that logically support ideas.
Information is partially clear with minimal reasons and
evidence that logically support ideas.
Information is mostly clear and generally supported with
reasons and evidence that logically support ideas.
53. Information is provided in a clear, coherent, and consistent
manner with reasons and evidence that logically support ideas.
WEEK 11
Course outcome in focus:
· No new material.
Activities:
Readings:
· No new material.
Lectures/Discussions:
· Discussion 1: “Customized Learning Theories.” Students will
respond to the following:
· Describe the learning environment in which you work or
expect to be working (i.e., sixth grade, special education, etc.)
· How is the theory of learning you created in assignment four
customized to this environment?
· What theories and/or practices discussed in the class play a
starring role in your customized learning theory? Why?
· Discussion 2: “Best of the Best.” Students will respond to the
following:
· Considering everything you have learned in this class to date,
describe five ideas you feel are most applicable to the widest
variety of instructional situations.
· Why did you pick these five? Explain your rationale.
· Are these five ideas particular applicable to your current (or
future) career? If so, explain how.
· Which idea(s) do you think have the least applicability? Why?
ASSIGNMENT OUTLINE AND GRADING
54. Assignment Type
Total Points
Percentage*
Making Connections Exercise
Assignment 1
20
180
2
180
Assignment 2
Assignment 3
Assignment 4
200
200
180
20
20
18
Participation
220
22
Total
1,000
Grading Scale
56. Relying on both textural information and at least two (2)
outside references, write a three to five (3-5)
page report that answers the following:
1. Describe the behavioral goal you set for Rad in Assignment
#1.
2. Choose either Bruner’s or Vygotsky’s Theory of cognitive
development, and explain the
fundamental tenets of the chosen theory.
3. Describe the key ways that the approach to the desired goal
would change with the chosen
theory. Explain the assumptions to the chosen theory and the
manner in which they may impact
Rad or you as the Instructor.
The format of the report is to be as follows:
Typed, double spaced, Times New Roman font (size 12), one
inch margins on all sides, APA
format.
Use headers for each of the subjects being covered, followed by
your response.
In addition to the three to five (3-5) pages required, a title page
is to be included. The title page is
to contain the title of the assignment, your name, the
instructor’s name, the course title, and the
date.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your
language skills, and your writing skills.
Outcomes Assessed:
57. Analyze the basic principles of learning theories.
Analyze how cognitive development influences learning ability
and styles.
Use technology and information resources to research issues in.
Points: 200 Assignment 2: Interacting with Rad
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Describe the
behavioral goal you
set for Rad in
Assignment #1.
Weight: 15%
Did not submit or
incompletely met the
stated criteria.
Partially met the
stated criteria.
58. Satisfactorily met
the stated criteria.
Thoroughly met the
stated criteria.
2. Choose either
Bruner’s or
Vygotsky’s Theory of
cognitive
development, and
explain the
fundamental tenets
of the chosen theory.
Weight: 30%
Did not choose or
incompletely met the
stated criteria.
Partially met the
stated criteria.
Satisfactorily met
the stated criteria.
Thoroughly met the
stated criteria.
3. Describe the key
ways that the
approach to the
desired goal would
change with the
chosen theory.
59. Did not submit or
incompletely met the
stated criteria.
Partially met the
stated criteria.
Satisfactorily met
the stated criteria.
Thoroughly met the
stated criteria.
HOME
TUTORING
LIBRARY
CAREER
MEDIA
HELP
Carrie MitchellWEEK 6H
https://blackboard.strayer.edu/webapps/assignment/uploadAssig
nment?content_id=_27547519_1&course_id=_241507_1&group
_id=&mode=view
https://blackboard.strayer.edu/
https://blackboard.strayer.edu/webapps/portal/execute/tabs/tabA
ction?tab_tab_group_id=_146_1
https://blackboard.strayer.edu/webapps/portal/execute/tabs/tabA
ction?tab_tab_group_id=_1_1
61. Does not meet the
required number of
references; some or
all references poor
quality choices.
Meets number of
required
references; all
references high
quality choices.
Exceeds number o
required
references; all
references high
quality choices.
5. Writing
Mechanics,
Grammar, and
Formatting
Weight: 5%
Serious and
persistent errors in
grammar, spelling,
punctuation, or
formatting.
Partially free of
errors in grammar,
spelling,
punctuation, or
formatting.
62. Mostly free of
errors in grammar,
spelling,
punctuation, or
formatting.
Error free or almos
error free grammar
spelling,
punctuation, or
formatting.
6. Appropriate use of
APA in-text citations
and reference
section
Weight: 5%
Lack of in-text
citations and / or
lack of reference
section.
In-text citations and
references are
provided, but they
are only partially
formatted correctly
in APA style.
Most in-text
citations and
references are
provided, and they
are generally
formatted correctly
63. in APA style.
In-text citations and
references are
error free or almos
error free and
consistently
formatted correctly
in APA style.
7. Information
Literacy / Integration
of Sources
Weight: 5%
Serious errors in the
integration of
sources, such as
intentional or
accidental
plagiarism, or failure
to use in-text
citations.
Sources are partially
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Sources are mostly
integrated using
effective techniques
of quoting,
paraphrasing, and
64. summarizing.
Sources are
consistently
integrated using
effective
techniques of
quoting,
paraphrasing, and
summarizing.
8. Clarity and
Coherence of Writing
Weight: 5%
Information is
confusing to the
reader and fails to
include reasons and
evidence that
logically support
ideas.
Information is
partially clear with
minimal reasons
and evidence that
logically support
ideas.
Information is
mostly clear and
generally supported
with reasons and
evidence that
logically support
65. ideas.
Information is
provided in a clear
coherent, and
consistent manner
with reasons and
evidence that
logically support
ideas.
HOME
TUTORING
LIBRARY
CAREER
MEDIA
HELP
Carrie MitchellWEEK 6H
https://blackboard.strayer.edu/
https://blackboard.strayer.edu/webapps/portal/execute/tabs/tabA
ction?tab_tab_group_id=_146_1
https://blackboard.strayer.edu/webapps/portal/execute/tabs/tabA
ction?tab_tab_group_id=_1_1
https://blackboard.strayer.edu/webapps/portal/execute/tabs/tabA
ction?tab_tab_group_id=_333_1
https://blackboard.strayer.edu/webapps/portal/execute/tabs/tabA
ction?tab_tab_group_id=_514_1
https://blackboard.strayer.edu/webapps/portal/execute/tabs/tabA
ction?tab_tab_group_id=_188_1