Introduction
Student Name
Your Name
School Name
School where you are completing your hours
Grade Level(s)
Grade level(s) in which you are completing your hours
Class Size
The number of students in the class where you are completing your hours
Subject Area(s)
Subject areas addressed through your lesson
Lesson Plan Title
The title of your lesson plan
Time Frame
The time that your lesson plan will be implemented
CT’s Name
The name of your cooperating teacher
Learner Profile (Describe the composition of the class to include general education, English Language Learners (ELL) and Exceptional Student Education (ESE) students. List unique characteristics of learners such as eligibilities, ability levels, etc.)
Include a narrative in paragraph form of the aforementioned information specific to the students you are implementing the lesson with.
Florida Standards and/or Next Generation Sunshine State Standards
(visit http://www.floridastandards.org/Standards/FLStandardSearch.aspx to select the appropriate standards for this lesson.)
WIDA Standards (visit https://www.wida.us/get.aspx?id=540; then see Page 3) Select all that apply
☐ WS1: For Social and Instructional purposes within the school setting.
☐ WS2: Information, ideas and concepts necessary for academic success in the content area of Language Arts.
☐ WS3: Information, ideas and concepts necessary for academic success in the content area of Mathematics.
☐ WS4: Information, ideas and concepts necessary for academic success in the content area of Science.
☐ WS5: Information, ideas and concepts necessary for academic success in the content area of Social Studies.
Learning Outcomes (State what the student will be able to do. Align outcomes with the standards identified above.)
Specifically state the ways in which your students will demonstrate mastery of the standards.
Instructional Materials and Technology (List everything needed in order to implement this lesson.)
Please complete this section using bullets. If I duplicate this lesson, what is everything I would need to do so? (Include links to websites when applicable)
Implementation
Entry Event (Describe your opening activity that will activate prior knowledge and engage students.)
Please provide a narrative of how you will introduce the lesson and activate prior knowledge.
Direct Instruction (Describe how will you present the concept/skill to students.)
Please number the steps and provide a description of each step.
Experiential Learning (Describe the activities the students will complete with teacher support and/or peer collaboration to reinforce concepts presented during direct instruction.)
Please number the steps and provide a description of each step.
Closure (Describe the reflection methods and reinforcement strategies you will use to conclude the lesson.)
Please provide a narrative of how you will conclude the lesson.
Evaluation and Monitoring
Accommodations and/or Modifications (Describe how you will accommo ...
Professional Development PlanCUR520 Version 11Directi.docxbriancrawford30935
Professional Development Plan
CUR/520 Version 1
1
Directions
Your principal has asked you to facilitate a Plan and collaborate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session (a training for teachers) that will help a selected group of teachers increase the academic gains of their diverse classroom populations.
Include the following:
· A needs assessment of the area you have chosen (based on student achievement data)
· Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals)
· Future plans for on-going evaluation and monitoring
Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups.
Consider collaboration among the following groups:
· Staff and teachers at the school level
· Parents and community members in the school community
· Online with others in the teaching profession nationally and worldwide
The professional development session is one that would be facilitated by you and would be a minimum of one-hour in length. Write a report that includes the following:
1. Development, articulation, and implementation of a vision of student learning
· Include how your vision of student learning supported the vision of the school
· Describe how you will communicate your vision
· List the attributes that you will needed to implement and promote your vision and explain how they will be used to facilitate planning and implementation
2. Planning, collaboration, and implementation
· List the stakeholders involved in the process and their roles
· Explain how you included stakeholders to collaborate in the process
· List the planning steps you will take prior to implementation and include how you will organize and develope your plan using technology applications
· Discuss issues of school climate or culture uncovered during planning and who you will include in the discussions of your findings
· Describe how you will use internal and external resources to implement your plan
3. Goals and topic(s) of the session
· Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues
· Explain how you will use student demographic data and other school/community contextual data in preparing the se.
Directions Please answer the discussion questions in 150 words eaAlyciaGold776
Directions: Please answer the discussion questions in 150 words each, using in-text citation (APA style) and answer reply to the responses using 100 words each. This is for an ESL (English as a Second Language) Education Course. This is due within 26 hours!
Discussion Question 1: Explore the National Center on Universal Design for Learning website, particularly noting the principles of UDL. How would employing these principles in lesson planning increase academic achievement of ELLs?
Response: Magaly wrote –
Universal Design for Learning (UDL) main goal is to make learning more accessible to students, especially those in inclusionary programs (Hallahan, Kauffman, & Pullen, 2019). UDL is a structure that gives flexible and responsive curriculum that will decrease learning barriers. The concept is that with modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum) teachers will be able to include a more diverse range of students in a general education classroom of instructions (Hallahan, Kauffman, & Pullen, 2019). When using UDL, educators and speech-language pathologist (SPLs) can provide curriculum options such as using varies ways to present a lesson. This is important because students can express themselves and their knowledge as well as being able to engage in learning. ELL students need to have variation and choices in their everyday class experience, as educators we should be able to provide different learning styles. Providing different learning styles ensures that ELL students are given the opportunity to have their needs educational goals both daily and by semester. The UDL guidelines can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts (CAST, 2018). They can be seen as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all (CAST, 2018).
Response: Stefanie wrote –
Universal Design for Learning (UDL) is a framework for teachers to build lesson plans that enables all students the opportunity to participate in, and progress in the general-education curriculum by decreasing their specific obstacles to education (Ralabate, 2017). Each student we will encounter within our classroom has their own needs, preferences for learning, and abilities. UDL takes the burden off of the students and teachers to adapt material and puts it on the curriculum and offers options for the ways that information is taught, how students demonstrate their skills and knowledge, and how students are able to engage in learning within their classroom (Ralabate, 2017)
The UDL Guidelines offer a framework to optimize learning and teaching for all people based on how humans learn (The UDL Guidelines, 2021). This framework can then be used to look at the why of learning to provide eng ...
Curriculum development scope, elements and importanceasif jamall
The document discusses key aspects of curriculum design including its definition, purpose, and essential components. It notes that curriculum provides a sequence of planned learning experiences to help students master content and skills. It should act as a central guide for educators on what is essential for teaching and learning. The document also outlines several important considerations in curriculum design, such as scope, sequence, integration, and continuity. It lists common elements that make up a curriculum such as subject matter, goals and objectives, instructional plans, materials, and assessment. Overall, the document provides a comprehensive overview of curriculum and guidance on how to develop curricula that effectively support learning.
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
This document provides guidance on developing a School Improvement Plan (SIP). It explains that a SIP is a formal, structured approach to managing school resources to achieve optimal performance. A SIP committee of 7-10 individuals oversees the process. Key steps in developing a SIP include conducting a self-evaluation, identifying priorities, preparing draft and final plans through consultation, implementation, monitoring and evaluation on an annual basis. The SIP should be aligned with national priorities and the school's annual self-evaluation.
Collaboration and Communication Action Plan Template Bas.docxmary772
Collaboration and Communication Action Plan Template
Based on the scenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress.
Complete rationales explaining your choices beneath the action plan template.
Long-Term Goal:
Provide long-term goal due date.
Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal
Short-Term Goal 1:
(This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise.
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 2:
(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal
Evidence of Success
How will the goal be measured?
Short-Term Goal 3:
(This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 4:
(This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the.
Professional Development PlanCUR520 Version 11Directi.docxbriancrawford30935
Professional Development Plan
CUR/520 Version 1
1
Directions
Your principal has asked you to facilitate a Plan and collaborate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session (a training for teachers) that will help a selected group of teachers increase the academic gains of their diverse classroom populations.
Include the following:
· A needs assessment of the area you have chosen (based on student achievement data)
· Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals)
· Future plans for on-going evaluation and monitoring
Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups.
Consider collaboration among the following groups:
· Staff and teachers at the school level
· Parents and community members in the school community
· Online with others in the teaching profession nationally and worldwide
The professional development session is one that would be facilitated by you and would be a minimum of one-hour in length. Write a report that includes the following:
1. Development, articulation, and implementation of a vision of student learning
· Include how your vision of student learning supported the vision of the school
· Describe how you will communicate your vision
· List the attributes that you will needed to implement and promote your vision and explain how they will be used to facilitate planning and implementation
2. Planning, collaboration, and implementation
· List the stakeholders involved in the process and their roles
· Explain how you included stakeholders to collaborate in the process
· List the planning steps you will take prior to implementation and include how you will organize and develope your plan using technology applications
· Discuss issues of school climate or culture uncovered during planning and who you will include in the discussions of your findings
· Describe how you will use internal and external resources to implement your plan
3. Goals and topic(s) of the session
· Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues
· Explain how you will use student demographic data and other school/community contextual data in preparing the se.
Directions Please answer the discussion questions in 150 words eaAlyciaGold776
Directions: Please answer the discussion questions in 150 words each, using in-text citation (APA style) and answer reply to the responses using 100 words each. This is for an ESL (English as a Second Language) Education Course. This is due within 26 hours!
Discussion Question 1: Explore the National Center on Universal Design for Learning website, particularly noting the principles of UDL. How would employing these principles in lesson planning increase academic achievement of ELLs?
Response: Magaly wrote –
Universal Design for Learning (UDL) main goal is to make learning more accessible to students, especially those in inclusionary programs (Hallahan, Kauffman, & Pullen, 2019). UDL is a structure that gives flexible and responsive curriculum that will decrease learning barriers. The concept is that with modifications of representation (materials), expression (methods of communication) and engagement (how students respond to curriculum) teachers will be able to include a more diverse range of students in a general education classroom of instructions (Hallahan, Kauffman, & Pullen, 2019). When using UDL, educators and speech-language pathologist (SPLs) can provide curriculum options such as using varies ways to present a lesson. This is important because students can express themselves and their knowledge as well as being able to engage in learning. ELL students need to have variation and choices in their everyday class experience, as educators we should be able to provide different learning styles. Providing different learning styles ensures that ELL students are given the opportunity to have their needs educational goals both daily and by semester. The UDL guidelines can be mixed and matched according to specific learning goals and can be applied to particular content areas and contexts (CAST, 2018). They can be seen as a tool to support the development of a shared language in the design of goals, assessments, methods, and materials that lead to accessible, meaningful, and challenging learning experiences for all (CAST, 2018).
Response: Stefanie wrote –
Universal Design for Learning (UDL) is a framework for teachers to build lesson plans that enables all students the opportunity to participate in, and progress in the general-education curriculum by decreasing their specific obstacles to education (Ralabate, 2017). Each student we will encounter within our classroom has their own needs, preferences for learning, and abilities. UDL takes the burden off of the students and teachers to adapt material and puts it on the curriculum and offers options for the ways that information is taught, how students demonstrate their skills and knowledge, and how students are able to engage in learning within their classroom (Ralabate, 2017)
The UDL Guidelines offer a framework to optimize learning and teaching for all people based on how humans learn (The UDL Guidelines, 2021). This framework can then be used to look at the why of learning to provide eng ...
Curriculum development scope, elements and importanceasif jamall
The document discusses key aspects of curriculum design including its definition, purpose, and essential components. It notes that curriculum provides a sequence of planned learning experiences to help students master content and skills. It should act as a central guide for educators on what is essential for teaching and learning. The document also outlines several important considerations in curriculum design, such as scope, sequence, integration, and continuity. It lists common elements that make up a curriculum such as subject matter, goals and objectives, instructional plans, materials, and assessment. Overall, the document provides a comprehensive overview of curriculum and guidance on how to develop curricula that effectively support learning.
Lessons learned rt i manuscript nat forum of sped journalWilliam Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
EDD9953: Signature Assignment
Guide last revised September 15, 2021
Action Plan Guide
Overall Instructions
Follow the instructions contained within this Action Plan Guide to develop your Action Plan.
Develop your Action Plan on the Action Plan Signature Assignment template.
Introduction
In this section, refer to your approved EDD9951 Signature Assignment to provide a brief
introduction to your EDD9953 Signature Assignment: Action Plan. Use the Preliminary Site
Information, the Statement of the Problem, and your Approach to the Problem of Practice
from your EDD9951 Signature Assignment to craft the introduction. (Maximum of 250 words)
NOTE: The problem and project you describe must be the same one that was
approved in your approved Signature Assignment in EDD9951.
Action Plan
Provide a paragraph (3–5 sentences) that introduces the sections of the Action Plan.
The action plan comprises the following sections:
• Purpose of the Project
• Stakeholders and Participants
• Description of the Applied Project
• Implementation Plan
• Guiding Questions
• Data Collection Plan
• Data Analysis Plan
Purpose of the Project
In this section, provide a statement of purpose. You may use the following formulation and add
a few sentences of clarification if desired.
The purpose of the project is to implement [insert your intervention] to improve [insert area
to be improved—be sure it aligns with your problem statement and guiding questions].
Example: The purpose of the project is to implement a professional development program to
improve the instructional leadership skills of district principals. (The problem the professional
development program addresses is that teachers do not receive feedback and coaching that
lead to improvement of instruction. The root-cause analysis identified one of the problem’s
causes: inadequacy of district principals’ classroom observation and coaching skills.)
EDD9953: Signature Assignment
Guide last revised September 15, 2021
A program evaluation project might be formulated slightly differently:
Example: The purpose of the project is to implement an evaluation of ABC school’s
science curriculum to inform a comprehensive revision of the science program. (The
problem the evaluation will be used to addresses is poor student achievement in science.
One of the problem’s causes identified in the root-cause analysis was an outdated
curriculum.)
Stakeholders and Participants
In this section, briefly describe the project’s stakeholders and their roles. Use two
subheadings—one for stakeholders and one for participants.
1. Identify and describe the key stakeholders of your project, including their role(s) in
the organization and why they would be impacted by your project.
2. I ...
This document provides guidance on developing a School Improvement Plan (SIP). It explains that a SIP is a formal, structured approach to managing school resources to achieve optimal performance. A SIP committee of 7-10 individuals oversees the process. Key steps in developing a SIP include conducting a self-evaluation, identifying priorities, preparing draft and final plans through consultation, implementation, monitoring and evaluation on an annual basis. The SIP should be aligned with national priorities and the school's annual self-evaluation.
Collaboration and Communication Action Plan Template Bas.docxmary772
Collaboration and Communication Action Plan Template
Based on the scenario you read, create an action plan to assist Mrs. Stone and Marco. Use the template below to define one over-arching measurable long-term goal and four measurable short-term goals as well as steps for achieving those goals and reporting progress.
Complete rationales explaining your choices beneath the action plan template.
Long-Term Goal:
Provide long-term goal due date.
Action Plan Short-Term Goals and Steps to Achieve the Long-Term Goal
Short-Term Goal 1:
(This goal should support the long-term goal of, and address communication and collaboration between Marco’s gifted teacher and special education teacher, specifying positives in working with the student in their classrooms, as well as challenges that may arise.
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 2:
(The goal should support the long-term goal, and address collaborative coaching for the gifted teacher to include research-based instructional strategies and recommendations that relate to Marcos’ disabilities, inclusive learning practices, and cultural diversity).
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal
Evidence of Success
How will the goal be measured?
Short-Term Goal 3:
(This goal should support the long-term goal, and provide collaborative coaching and guidance for the paraeducator to support the gifted teacher and student.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the goal?
Persons Responsible
What stakeholders will be responsible in helping to achieve the goal and how will they collaborate?
Evidence of Success
How will the goal be measured?
Short-Term Goal 4:
(This goal should support the long-term goal, and identify communication strategies to use with the student’s parents that demonstrate elements of effective collaboration.)
Content
Justification
As applicable, justify content.
Activities/Strategies
What activities/strategies will help implement the goal?
Resources
What resources are needed to implement the goal?
Timeline
What is an appropriate timeline to achieve the.
The document outlines the 5 basic steps of curriculum development: 1) needs assessment, 2) planning session, 3) content development, 4) pilot delivery and revision, and 5) completed curriculum package. It describes each step in detail, highlighting that the process ideally takes 12-18 months. It also provides budget estimates for each step of developing a 36-hour curriculum.
MODULE HANDBOOK BA M4X01434Academic skills.docxaudeleypearl
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing.
MODULE HANDBOOK BA M4X01434Academic skills.docxroushhsiu
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing ...
This document outlines the 8 stages of the Dick and Carey Instructional Design Model for converting face-to-face training modules to a blended learning environment. The stages include: identifying instructional goals; conducting an instructional analysis; analyzing learners and contexts; writing performance objectives; developing assessment instruments; developing an instructional strategy; developing and selecting instructional materials; and designing a formative evaluation. Following this systematic process will help ensure a successful blended learning system by considering the key components of learners, objectives, content, delivery methods, and the learning environment.
The document discusses effective use of rubrics for international students. It notes that the College of Management and Technology has simplified language on rubrics and broken them into manageable chunks for courses with many international students. Well-composed rubrics provide clear grading expectations and reduce time students spend searching for information. From an instructor's perspective, well-crafted rubrics make grading and feedback less burdensome, especially for classes with international students. Overall, rubrics aid communication between instructors and students and help international students understand expectations for assignments in American universities.
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
The Doctor of Education in Educational Leadership program at Temple University prepares students to become effective administrators and visionary leaders through coursework that combines theoretical foundations with an applied focus. Students learn skills in leading organizations, managing change, and applying research to solve real-world problems. The executive cohort-based program consists of fixed courses offered one weekend per month over three years. Graduates are prepared to conduct research and lead schools, districts, and other organizations by developing professional wisdom to manage complex change.
The document discusses the need for universities to adopt scientific principles of curriculum development when designing their syllabus documents. Currently, university syllabi are lacking important information and not meeting stakeholder expectations. Proper curriculum documents should include objectives, assessment guidelines, time allocation and resource requirements. Adopting curriculum development practices could help reform university teaching and examinations by creating more valid and reliable question papers. Universities should learn from the curriculum development cells in Maharashtra polytechnics to improve their syllabus documents.
Success in distributed learning depends on faculty adoption and readiness. Faculty need assistance learning new technologies for distance education. Effective faculty development programs address both technology skills and pedagogical understanding. Faculty development can be provided through centralized or decentralized support models. Training should cover both tools and best practices, and involve peer learning, examples, and working with early adopters. Flexible scheduling and limiting early exposure to technologies are important lessons learned.
Assignment 4 Public Leadership PresentationDue Week 10 and wort.docxbraycarissa250
Assignment 4: Public Leadership Presentation
Due Week 10 and worth 150 points
Condense information from Assignments 1, 2, 3, and additional criteria in order to develop a creative and appealing PowerPoint presentation.
Create a ten to twelve (10-12) slide presentation in which you:
1. Create a title slide and references section (as indicated in the format requirements below).
2. Narrate each slide, using a microphone, indicating what you would say if you were actually presenting in front of an audience. Note: If you do not have access to a microphone, then you should provide detailed speaker notes with your presentation.
3. Briefly summarize your idea of a public leader. Cite experiences and research to support your assertions.
4. Discuss the specific leadership theories and styles that support your definition of a public leader. Provide a rationale to support your answer.
5. Discuss gender diversity in the workplace, including the increasing numbers of women in the workplace and leadership positions. What are the main barriers to women’s political participation and expression? What is the role of government and political parties to address this gap?
6. Predict three (3) public leadership trends that you believe will be particularly significant within the next decade.
7. What is the most important idea that you have learned in the course? How can you apply what you have learned? What will you do with whom, where, when, and, most important, why?
8. Include at least four (4) peer-reviewed references (no more than 1 year old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and any other websites ending in anything other than “.gov” do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· 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.
· Include a reference slide containing the sources that were consulted while completing research on the selected topic, listed in APA format. The reference slide is not included in the required slide length.
· Format the PowerPoint presentation with headings on each slide, two to three (2-3) colors, two to three (2-3) fonts, and two to three (2-3) 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.
· Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.
· Slide titles should be based on the criteria being summarized (e.g., “Four Key Attributes,” “Responses to Budget Issues,” etc.).
Running head: MANAGING PEOPLE THROUGH CHANGE
MANAGING PEOPLE THROUGH CHANGE ...
Professional Development PlanCUR520 Version 24University .docxbriancrawford30935
Professional Development Plan
CUR/520 Version 2
4
University of Phoenix Material
Professional Development Plan
Criterion
1 unsatisfactory
2 basic
3 proficient
4 advanced
score
Development, articulation, and implementation of student learning
No evidence of student learning and how it supported the vision of the school (Standard 7)
No evidence of communicating the vision of student learning (Standard 7)
No evidence of attributes that were needed to implement and promote student learning (Standard 7)
No explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 7)
Limited evidence of student learning and how it supported the vision of the school (Standard 7
Limited evidence of communicating the vision of student learning (Standard 7)
Limited evidence of attributes that were needed to implement and promote student learning (Standard 7)
Limited explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 7)
Sufficient evidence of student learning and how it supported the vision of the school (Standard 7)
Sufficient evidence of communicating the vision of student learning (Standard 7)
Sufficient evidence of attributes that were needed to implement and promote student learning (Standard 7)
Sufficient explanation of how attributes were used to facilitate planning , collaboration, and implementation (Standard 7)
Clear and exceptional evidence of student learning and how it supported the vision of the school (Standard 7)
Clear and exceptional evidence of communicating the vision of student learning (Standard 7)
Clear and exceptional evidence of attributes that were needed to implement and student learning (Standard 7)
Clear and exceptional explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 10)
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Planning , collaboration, and implementation
No evidence of stakeholders involved in the process and their roles (Standard 10)
No evidence of collaboration among various groups (Standard 10)
No explanation of how stakeholders were included to support the process (Standard 10)
No evidence of planning steps taken prior to implementation or organization and development of plan using technology applications (Standard 8)
No discussion of issues of school climate or culture during planning nor who was inclu.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
Student-Centered Intervention PlanThis final project synthes.docxorlandov3
Student-Centered Intervention Plan
This final project synthesizes learning into a Student-Centered Intervention Plan (Part A) along with a summary of the plan (Part B). This project is a culmination of your learning during the course and utilizes what you have contemplated, discussed, and created during Weeks One through Five.
Prepare
To begin this project, identify an original learner with a specific need as shared in the Week Five discussion. This need could be academic, behavioral, or social. Ideally, this person should be a realistic individual based on your own previous knowledge or experience who needs support through intervention. The learner you identify could be a particular student you have had experience with, a child whom you know well, or an adult learner for whom you have provided training or anticipate training in the future. As you have learned and practiced, the time that you spend designing relevant and purposeful interventions, identifying potential challenges, and collaborating with relevant stakeholders benefits the learner and promotes sustainability of learning. A completed,
model intervention plan
, previously referenced during Week Two is once again available for easy reference.
Writing the Final Project: Student Centered Intervention Plan
Create your plan by following and utilizing the Week Six
Student-Centered Intervention Template
Part A: Intervention Plan Template
All required components listed below are found on the Intervention Plan template.
Identified Need of Individual:
Describe the problem or issue needing improvement as either academic, behavioral, or social/emotional.
Goal or Outcome for the Intervention:
Describe what you want to happen at the end of this intervention.
Screening Data:
List the data you collected, observed, and analyzed to help identify the need for intervention.
Intervention Description:
Describe the type of interventions you will implement. Include any technologies needed, materials needed, and how you will be implementing this technology.
Differentiation:
Explain how this intervention provides differentiation for the learner.
Recommended Timeline:
Outline the approximate duration and any stages involved in the implementation of the intervention from start to finish. Explain why you believe this timeline is appropriate.
Progress Monitoring:
Describe the frequency with which you will monitor student progress and how you will do so.
Goal Setting/Motivation:
Include a student-centered approach to your intervention and describe how it serves to motivate them to improve.
Collaboration:
Describe who is responsible for the intervention. Include how you will communicate expectations to these collaborators.
Specific Examples:
List at least five days/steps of the plan you have developed. Be specific enough that another person could review the plan and be able to implement the intervention in your absence with the directions listed.
Data Checkpoints/Progress Monito.
Final project program evaluation module 8Daniel Downs
This document outlines an evaluation of a new high school technology requirement program. The purpose is to understand student learning across disciplines using technology and project-based learning. Key questions address how the program increases technology use across subjects, engagement in project-based learning, and technology skills. Mixed methods will be used, including pre/post surveys, interviews, focus groups, and tests. Quantitative data will measure changes while qualitative data provides student experiences. Results will be presented to stakeholders including administration, teachers, students, and parents. The evaluation aims to inform program adjustments and understand if project-based learning improves technology learning.
This document outlines a proposed technology use plan for Gerald Elementary School in Key West, Florida. It discusses the need for a technology plan to help utilize resources efficiently, improve professional development, and focus on critical issues. A planning team comprising various stakeholders is proposed. The planning process includes developing a vision statement, conducting a needs assessment, establishing goals and objectives, creating action plans and timelines, and ongoing monitoring and evaluation. Several goals and objectives are outlined, along with a needs assessment process and professional development strategies. An evaluation subcommittee and timeline are also proposed. The conclusion restates the goal of helping the school transition smoothly into using technology effectively.
This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
Running head REFLECTIVE ESSAY1REFLECTIVE ESSAY4Re.docxtodd581
Running head: REFLECTIVE ESSAY
1
REFLECTIVE ESSAY
4
Reflective Essay
Tangela Jones
Week 8 assignment
Reflective Essay
The course has been of help in preparing for the capstone in different ways. The first way is associated with the materials that have been provided. Readings have played an essential role in adding to my knowledge. The capstone has focused on matters that are associated with changes and leadership within the higher education sector. The readings have also provided the same knowledge, and that has played a paramount role. At the same time, the capstone also focused on some of the issues that affect change in education when it comes to the process of ushering in change as well as implementing it (Verhulst & Lambrechts, 2015). The course materials have touched on some of the issues that are faced by people who want to implement change. In this respect, it is evident that the course materials have been of great help in preparing and completing the capstone.
The course has not only provided materials, but it has also provided support from the professors. The course has supported three components that have been essential, and they are lecturers, readings, and resources. The completion of the capstone depended on each of the components, and that is why the course has been of great help in general (Ramos et al. 2015). The assistance of the lecturers and the professors have been evident from the perspective of support advice. They have all been influential in making sure that I follow the right steps, and I get the best support. Preparing for the capstone needs some requirements. Some of the requirements are hard to meet, especially if a person is preparing for the type of capstone in the first time. The input of professors, in this case, has been paramount. The reason why the credit goes to the course is that the professors have been part and parcel of the course.
The two problems that have been evident in the process of preparing for the capstone are the identification of the exact change that needs to be implemented and the identification of the specific strategies that must be utilized in implementing the change. Different problems are facing students in higher education, and selecting the most important problem can be an issue. Change is paramount in any institution that needs transformation but making the best decision in identifying the area that affects most of the students can be a challenge. At times, a problem that is affecting many people might not have the publicity that it deserves. Therefore, one might not know that the students are facing the problem until a good test or investigation is done. The best method of implementing change was also a challenge. The change that was advocated for affected many people, and therefore, there was the essentiality of identifying the most suitable strategy of implementation (Verhulst & Lambrechts, 2015). The capstone focused on a change that would affect the management, and th.
The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
Running head NEEDLE USE WITH HIVAIDS VICTIMS .docxtoltonkendal
Running head: NEEDLE USE WITH HIV/AIDS VICTIMS 1
Effects of Substance Abuse Through Needles 2
The Widespread of HIV/AIDS through Substance
Abuse by the Use of Needles in the State of Georgia
James C. McGoogan
Grand Canyon University: PCN 527
October 11, 2016
References
Arthur Margolin, S. Kelly Avants, Lara A. Warburton et al. (2003). A Randomized Clinical Trial of a Manual-Guided Risk Reduction Intervention for HIV-Positive Injection Drug Users. Health Psychology. Volume 22, Issue 2, March 2003, Pages 223-228.
A. R. Knowlton, D. R. Hoover, S. Chung, et al. (2001) Access to medical care and service utilization among injection drug users with HIV/AIDS. Drug and Alcohol Dependence. Volume (Issue): 64(1) pp. 55-62.
Carey, Michael P; Chandra, Prabha S; Carey, Kate B; Neal, Dan J (2003) Predictors of HIV risk among men seeking treatment for substance abuse in India. Archives Of Sexual Behavior, Volume 32, Issue 4, August 2003, Pages 339-349.
D. A. Himmelgreen & M. Singer, (1998). HIV, AIDS and other health risks: findings from a multisite study - an introduction. American Journal of Drug and Alcohol Abuse. Volume (Issue): 24(2) pp. 187-197.
https://www.aidatlanta.org/
Theme:_________________________________
Age/Developmental Level:_________________
Monday
Tuesday
Wednesday
Thursday
Friday
Ex. Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Restaurant set-up with pads, pencils, aprons, chef’s clothes, play food, dishes, calculator, cash register, restaurant décor.
Ex. Art
Art
Art
Art
Art
Marble painting with tempra paints, several large box tops that students can roll marble in paint onto paper.
Music/Movement
Music/Movement
Music/Movement
Music/Movement
Music/Movement
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Literacy/Library
Literacy/Library
Literacy/Library
Literacy/Library
Literacy/Library
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
Head Start ...
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/25011005 .
Accessed: 26/08/2011 13:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical
Antiquity.
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http://www.jstor.org/stable/25011005?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
LOSE
ALL
CREDIT
FOR
THIS
REQUIREMENT.
NO
LATE
WORK
WILL
BE
ACCEPTED…
PERIOD!
.
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The document outlines the 5 basic steps of curriculum development: 1) needs assessment, 2) planning session, 3) content development, 4) pilot delivery and revision, and 5) completed curriculum package. It describes each step in detail, highlighting that the process ideally takes 12-18 months. It also provides budget estimates for each step of developing a 36-hour curriculum.
MODULE HANDBOOK BA M4X01434Academic skills.docxaudeleypearl
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
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· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing.
MODULE HANDBOOK BA M4X01434Academic skills.docxroushhsiu
MODULE HANDBOOK BA
M4X01434
Academic skills
LEVEL 4
SCHOOL OF BUSINESS, FINANCE AND MANAGEMENT
FACULTY OF BUSINESS AND MANAGEMENT
2017-2018
MODULE CODE: M4X01434
TITLE: Academic Skills
DATED: July 2016
LEVEL: 4
CREDITS 20
JACS CODE: N100
AIM(S)
The skills needed for higher education are ultimately gained through studying at that level; they evolve and mature through practice, trial and error, feedback from others and student reflection. This module aims to provide students with the underlying study/research strategies and software skills that can accelerate that learning process. Students will be encouraged to develop a reflective, active, positive approach to learning, and to take responsibility for their own learning. Such skills promote a deeper understanding of the topics studied throughout the programme; they support lifelong learning, and are the transferable skills desired in the employment context.
LEARNING OUTCOMES
Upon the successful completion of this module, the student should be able to demonstrate the ability to:
1. Analyse the published literature relating to a management related topic and produce a fully referenced management report
2. Design and deploy a range of primary data collection methods.
3. Evaluate and interpret qualitative and quantitative data and present the findings to specialist and non-specialist audiences
4. Evaluate the appropriateness of different approaches to information gathering.
INDICATIVE CONTENT
· Identifying skills (e.g. self-evaluation, skills needed for higher education, transferable/employment skills).
· Organising study (e.g. time management, organising space, organising resources)
· Gathering relevant information (e.g. effective note taking, using the library and the internet, reflecting on experience)
· Communicating and presenting information (e.g. presentation techniques, styles)
· Developing an appropriate writing style (e.g. planning and structuring essays and reports, linking ideas together, using facts, opinions or arguments, analytical thinking, etc.)
· Referencing convention (e.g. the Harvard System)
· Revision and examination techniques (e.g. preparation, organisation, memory aids, managing stress)
· Using computers and e-learning to support learning (e.g. the VLE, Internet search techniques)
· Key research skills/data collection methods (e.g. primary and secondary sources, interview, questionnaire, observation, focus groups, questionnaire design, sampling methods)
· Presentation of data using charts, diagrams and graphs.
· Measures of central tendency (mean, median, mode)
· Using word-processing software (e.g. creating tables, using a variety of document templates for reports, minutes, CVs etc., outline numbering, applying styles, automatic tables of contents, referencing, drawing and other toolbars)
· Using spreadsheet software (e.g. using formulae such as min, max, sum, autosum, autofill, function wizard, relative and absolute cell referencing ...
This document outlines the 8 stages of the Dick and Carey Instructional Design Model for converting face-to-face training modules to a blended learning environment. The stages include: identifying instructional goals; conducting an instructional analysis; analyzing learners and contexts; writing performance objectives; developing assessment instruments; developing an instructional strategy; developing and selecting instructional materials; and designing a formative evaluation. Following this systematic process will help ensure a successful blended learning system by considering the key components of learners, objectives, content, delivery methods, and the learning environment.
The document discusses effective use of rubrics for international students. It notes that the College of Management and Technology has simplified language on rubrics and broken them into manageable chunks for courses with many international students. Well-composed rubrics provide clear grading expectations and reduce time students spend searching for information. From an instructor's perspective, well-crafted rubrics make grading and feedback less burdensome, especially for classes with international students. Overall, rubrics aid communication between instructors and students and help international students understand expectations for assignments in American universities.
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
The Doctor of Education in Educational Leadership program at Temple University prepares students to become effective administrators and visionary leaders through coursework that combines theoretical foundations with an applied focus. Students learn skills in leading organizations, managing change, and applying research to solve real-world problems. The executive cohort-based program consists of fixed courses offered one weekend per month over three years. Graduates are prepared to conduct research and lead schools, districts, and other organizations by developing professional wisdom to manage complex change.
The document discusses the need for universities to adopt scientific principles of curriculum development when designing their syllabus documents. Currently, university syllabi are lacking important information and not meeting stakeholder expectations. Proper curriculum documents should include objectives, assessment guidelines, time allocation and resource requirements. Adopting curriculum development practices could help reform university teaching and examinations by creating more valid and reliable question papers. Universities should learn from the curriculum development cells in Maharashtra polytechnics to improve their syllabus documents.
Success in distributed learning depends on faculty adoption and readiness. Faculty need assistance learning new technologies for distance education. Effective faculty development programs address both technology skills and pedagogical understanding. Faculty development can be provided through centralized or decentralized support models. Training should cover both tools and best practices, and involve peer learning, examples, and working with early adopters. Flexible scheduling and limiting early exposure to technologies are important lessons learned.
Assignment 4 Public Leadership PresentationDue Week 10 and wort.docxbraycarissa250
Assignment 4: Public Leadership Presentation
Due Week 10 and worth 150 points
Condense information from Assignments 1, 2, 3, and additional criteria in order to develop a creative and appealing PowerPoint presentation.
Create a ten to twelve (10-12) slide presentation in which you:
1. Create a title slide and references section (as indicated in the format requirements below).
2. Narrate each slide, using a microphone, indicating what you would say if you were actually presenting in front of an audience. Note: If you do not have access to a microphone, then you should provide detailed speaker notes with your presentation.
3. Briefly summarize your idea of a public leader. Cite experiences and research to support your assertions.
4. Discuss the specific leadership theories and styles that support your definition of a public leader. Provide a rationale to support your answer.
5. Discuss gender diversity in the workplace, including the increasing numbers of women in the workplace and leadership positions. What are the main barriers to women’s political participation and expression? What is the role of government and political parties to address this gap?
6. Predict three (3) public leadership trends that you believe will be particularly significant within the next decade.
7. What is the most important idea that you have learned in the course? How can you apply what you have learned? What will you do with whom, where, when, and, most important, why?
8. Include at least four (4) peer-reviewed references (no more than 1 year old) from material outside the textbook. Note: Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and any other websites ending in anything other than “.gov” do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· 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.
· Include a reference slide containing the sources that were consulted while completing research on the selected topic, listed in APA format. The reference slide is not included in the required slide length.
· Format the PowerPoint presentation with headings on each slide, two to three (2-3) colors, two to three (2-3) fonts, and two to three (2-3) 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.
· Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.
· Slide titles should be based on the criteria being summarized (e.g., “Four Key Attributes,” “Responses to Budget Issues,” etc.).
Running head: MANAGING PEOPLE THROUGH CHANGE
MANAGING PEOPLE THROUGH CHANGE ...
Professional Development PlanCUR520 Version 24University .docxbriancrawford30935
Professional Development Plan
CUR/520 Version 2
4
University of Phoenix Material
Professional Development Plan
Criterion
1 unsatisfactory
2 basic
3 proficient
4 advanced
score
Development, articulation, and implementation of student learning
No evidence of student learning and how it supported the vision of the school (Standard 7)
No evidence of communicating the vision of student learning (Standard 7)
No evidence of attributes that were needed to implement and promote student learning (Standard 7)
No explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 7)
Limited evidence of student learning and how it supported the vision of the school (Standard 7
Limited evidence of communicating the vision of student learning (Standard 7)
Limited evidence of attributes that were needed to implement and promote student learning (Standard 7)
Limited explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 7)
Sufficient evidence of student learning and how it supported the vision of the school (Standard 7)
Sufficient evidence of communicating the vision of student learning (Standard 7)
Sufficient evidence of attributes that were needed to implement and promote student learning (Standard 7)
Sufficient explanation of how attributes were used to facilitate planning , collaboration, and implementation (Standard 7)
Clear and exceptional evidence of student learning and how it supported the vision of the school (Standard 7)
Clear and exceptional evidence of communicating the vision of student learning (Standard 7)
Clear and exceptional evidence of attributes that were needed to implement and student learning (Standard 7)
Clear and exceptional explanation of how attributes were used to facilitate planning, collaboration, and implementation (Standard 10)
Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Planning , collaboration, and implementation
No evidence of stakeholders involved in the process and their roles (Standard 10)
No evidence of collaboration among various groups (Standard 10)
No explanation of how stakeholders were included to support the process (Standard 10)
No evidence of planning steps taken prior to implementation or organization and development of plan using technology applications (Standard 8)
No discussion of issues of school climate or culture during planning nor who was inclu.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
At the end of the module, you should be able to:
1. Assess DE Stakeholder's needs and wants for technology
2. Develop a framework for assessing a DE stakeholder's needs and wants for technology
Student-Centered Intervention PlanThis final project synthes.docxorlandov3
Student-Centered Intervention Plan
This final project synthesizes learning into a Student-Centered Intervention Plan (Part A) along with a summary of the plan (Part B). This project is a culmination of your learning during the course and utilizes what you have contemplated, discussed, and created during Weeks One through Five.
Prepare
To begin this project, identify an original learner with a specific need as shared in the Week Five discussion. This need could be academic, behavioral, or social. Ideally, this person should be a realistic individual based on your own previous knowledge or experience who needs support through intervention. The learner you identify could be a particular student you have had experience with, a child whom you know well, or an adult learner for whom you have provided training or anticipate training in the future. As you have learned and practiced, the time that you spend designing relevant and purposeful interventions, identifying potential challenges, and collaborating with relevant stakeholders benefits the learner and promotes sustainability of learning. A completed,
model intervention plan
, previously referenced during Week Two is once again available for easy reference.
Writing the Final Project: Student Centered Intervention Plan
Create your plan by following and utilizing the Week Six
Student-Centered Intervention Template
Part A: Intervention Plan Template
All required components listed below are found on the Intervention Plan template.
Identified Need of Individual:
Describe the problem or issue needing improvement as either academic, behavioral, or social/emotional.
Goal or Outcome for the Intervention:
Describe what you want to happen at the end of this intervention.
Screening Data:
List the data you collected, observed, and analyzed to help identify the need for intervention.
Intervention Description:
Describe the type of interventions you will implement. Include any technologies needed, materials needed, and how you will be implementing this technology.
Differentiation:
Explain how this intervention provides differentiation for the learner.
Recommended Timeline:
Outline the approximate duration and any stages involved in the implementation of the intervention from start to finish. Explain why you believe this timeline is appropriate.
Progress Monitoring:
Describe the frequency with which you will monitor student progress and how you will do so.
Goal Setting/Motivation:
Include a student-centered approach to your intervention and describe how it serves to motivate them to improve.
Collaboration:
Describe who is responsible for the intervention. Include how you will communicate expectations to these collaborators.
Specific Examples:
List at least five days/steps of the plan you have developed. Be specific enough that another person could review the plan and be able to implement the intervention in your absence with the directions listed.
Data Checkpoints/Progress Monito.
Final project program evaluation module 8Daniel Downs
This document outlines an evaluation of a new high school technology requirement program. The purpose is to understand student learning across disciplines using technology and project-based learning. Key questions address how the program increases technology use across subjects, engagement in project-based learning, and technology skills. Mixed methods will be used, including pre/post surveys, interviews, focus groups, and tests. Quantitative data will measure changes while qualitative data provides student experiences. Results will be presented to stakeholders including administration, teachers, students, and parents. The evaluation aims to inform program adjustments and understand if project-based learning improves technology learning.
This document outlines a proposed technology use plan for Gerald Elementary School in Key West, Florida. It discusses the need for a technology plan to help utilize resources efficiently, improve professional development, and focus on critical issues. A planning team comprising various stakeholders is proposed. The planning process includes developing a vision statement, conducting a needs assessment, establishing goals and objectives, creating action plans and timelines, and ongoing monitoring and evaluation. Several goals and objectives are outlined, along with a needs assessment process and professional development strategies. An evaluation subcommittee and timeline are also proposed. The conclusion restates the goal of helping the school transition smoothly into using technology effectively.
This document presents a technology use plan for Gerald Elementary School. It outlines the need for a technology plan to efficiently utilize resources, improve professional development and student outcomes. A planning committee comprising students, staff, parents and administrators is proposed. The planning process includes developing a vision statement, needs assessment, goals, action plans and timelines. It also discusses staff development, evaluation methods and a timeline for developing and implementing the plan. The overall goal is to leverage technology to create engaging learning experiences and help students develop 21st century skills.
Running head REFLECTIVE ESSAY1REFLECTIVE ESSAY4Re.docxtodd581
Running head: REFLECTIVE ESSAY
1
REFLECTIVE ESSAY
4
Reflective Essay
Tangela Jones
Week 8 assignment
Reflective Essay
The course has been of help in preparing for the capstone in different ways. The first way is associated with the materials that have been provided. Readings have played an essential role in adding to my knowledge. The capstone has focused on matters that are associated with changes and leadership within the higher education sector. The readings have also provided the same knowledge, and that has played a paramount role. At the same time, the capstone also focused on some of the issues that affect change in education when it comes to the process of ushering in change as well as implementing it (Verhulst & Lambrechts, 2015). The course materials have touched on some of the issues that are faced by people who want to implement change. In this respect, it is evident that the course materials have been of great help in preparing and completing the capstone.
The course has not only provided materials, but it has also provided support from the professors. The course has supported three components that have been essential, and they are lecturers, readings, and resources. The completion of the capstone depended on each of the components, and that is why the course has been of great help in general (Ramos et al. 2015). The assistance of the lecturers and the professors have been evident from the perspective of support advice. They have all been influential in making sure that I follow the right steps, and I get the best support. Preparing for the capstone needs some requirements. Some of the requirements are hard to meet, especially if a person is preparing for the type of capstone in the first time. The input of professors, in this case, has been paramount. The reason why the credit goes to the course is that the professors have been part and parcel of the course.
The two problems that have been evident in the process of preparing for the capstone are the identification of the exact change that needs to be implemented and the identification of the specific strategies that must be utilized in implementing the change. Different problems are facing students in higher education, and selecting the most important problem can be an issue. Change is paramount in any institution that needs transformation but making the best decision in identifying the area that affects most of the students can be a challenge. At times, a problem that is affecting many people might not have the publicity that it deserves. Therefore, one might not know that the students are facing the problem until a good test or investigation is done. The best method of implementing change was also a challenge. The change that was advocated for affected many people, and therefore, there was the essentiality of identifying the most suitable strategy of implementation (Verhulst & Lambrechts, 2015). The capstone focused on a change that would affect the management, and th.
The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
Running head NEEDLE USE WITH HIVAIDS VICTIMS .docxtoltonkendal
Running head: NEEDLE USE WITH HIV/AIDS VICTIMS 1
Effects of Substance Abuse Through Needles 2
The Widespread of HIV/AIDS through Substance
Abuse by the Use of Needles in the State of Georgia
James C. McGoogan
Grand Canyon University: PCN 527
October 11, 2016
References
Arthur Margolin, S. Kelly Avants, Lara A. Warburton et al. (2003). A Randomized Clinical Trial of a Manual-Guided Risk Reduction Intervention for HIV-Positive Injection Drug Users. Health Psychology. Volume 22, Issue 2, March 2003, Pages 223-228.
A. R. Knowlton, D. R. Hoover, S. Chung, et al. (2001) Access to medical care and service utilization among injection drug users with HIV/AIDS. Drug and Alcohol Dependence. Volume (Issue): 64(1) pp. 55-62.
Carey, Michael P; Chandra, Prabha S; Carey, Kate B; Neal, Dan J (2003) Predictors of HIV risk among men seeking treatment for substance abuse in India. Archives Of Sexual Behavior, Volume 32, Issue 4, August 2003, Pages 339-349.
D. A. Himmelgreen & M. Singer, (1998). HIV, AIDS and other health risks: findings from a multisite study - an introduction. American Journal of Drug and Alcohol Abuse. Volume (Issue): 24(2) pp. 187-197.
https://www.aidatlanta.org/
Theme:_________________________________
Age/Developmental Level:_________________
Monday
Tuesday
Wednesday
Thursday
Friday
Ex. Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Dramatic Play
Restaurant set-up with pads, pencils, aprons, chef’s clothes, play food, dishes, calculator, cash register, restaurant décor.
Ex. Art
Art
Art
Art
Art
Marble painting with tempra paints, several large box tops that students can roll marble in paint onto paper.
Music/Movement
Music/Movement
Music/Movement
Music/Movement
Music/Movement
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Science, Technology or Math
Literacy/Library
Literacy/Library
Literacy/Library
Literacy/Library
Literacy/Library
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
Head Start ...
Similar to IntroductionStudent NameYour NameSchool NameSchool where (20)
Please readRobert Geraci, Russia Minorities and Empire,” in .docxTatianaMajor22
Please read:
Robert Geraci, “Russia: Minorities and Empire,” in Abbott Gleason, ed., A Companion to Russian History (Oxford: Wiley-Blackwell, 2009), 243-260.
And discuss:
How does Geraci portray the legacy of the early Russian history for the make-up of 18-19th century Russia?
Please read: Leonard Victor Rutgers, “Roman Policy Towards the Jews: Expulsions from the City of Rome during the First Century C.E.,” in Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74.
And discuss: Rutgers surveys the different reasons historians have given for the expulsion of the Jews from Rome in the first century C.E. Who place did Jews have in Roman society at this time? Were they expelled because of their religious practices, or because they were ‘unruly’ as Rutgers argues? If so, what caused them to act in this way? What kind of historical evidence does the author use?
There are 2 essay, each one should write at least 300-350 words and plus one reference page.
MLA format. Must use quote( “ ”) for every source you use from website. And put (author, page number) behind quote.
Roman Policy towards the Jews: Expulsions from the City of Rome during the First Century
C.E.
Author(s): Leonard Victor Rutgers
Source: Classical Antiquity, Vol. 13, No. 1 (Apr., 1994), pp. 56-74
Published by: University of California Press
Stable URL: http://www.jstor.org/stable/25011005 .
Accessed: 26/08/2011 13:35
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
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University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical
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LEONARD VICTOR RUTGERS
Roman Policy towards the Jews:
Expulsions from the City of Rome
during the First Century c. E.
Tant de causes secretes se melent souvent a la cause apparente, tant de ressorts
inconnus servent a persecuter un homme, qu'il est impossible de demeler dans les
siecles posterieures la source cachee des malheurs des hommes les plus consider
ables, a plus forte raison celle du supplice d'un particulier qui ne pouvait etre
connu que par ceux de son parti.
-Voltaire, Traite sur la tolerance (1763)
IN THIS ARTICLE I want to discuss the evidence for expulsions of Jews from
the city of Rome in the first century C.E. Scholars have long been interested in the
reasons underlying these expulsions. Because the anci.
Ford VS ChevroletThere are many reasons that make the Chevy.docxTatianaMajor22
Ford VS Chevrolet
There are many reasons that make the Chevy’s and Ford’s motors two most common trucks. Studies reveal that that they are the most popular vehicles on sales today. It is because they are powerful, versatile and reasonably priced. They also come in a wide variety of configurations and styles. However, many buyers and sellers have questioned themselves on the better vehicle compared to the other in terms of quality, Wi-Fi, price ranges, value, and costs. To compare and contrast on this subject, let us take an example of two vehicles each from each company to facilitate comparison.
Ford offers the full-size track with automatic high-beam control, automatic parallel parking and power-retractable running boards. Fords are elegant, and they are mostly aluminum making them save weight and bolster gas mileage. None of these features are offered Chevy’s. Chevrolets have outstanding quality. They are mostly comprised of steel, for instance, the Chevrolet Silverado. This makes them good for rough roads and difficult terrains.
Fords have employed the use of up to date Wi-Fi technology. Ford intends to provide the Ford Sync, which will provide robust connections for occupants. Latest Chevrolet brands Malibu utilize the 4G LTE Wi-Fi Technology that provides rich in-vehicle experiences. This technology is powerful compared to Ford Sync, and is used for connecting devices and executing few remote operations within the car.
From the value and cost standpoint, Ford can consume a little more, and its payload capacity is a little higher. Additionally, its mileage is too better. The prices vary from nation to nation. Chevrolet seems to be a little cheaper, and reasonably priced going for $33,044, which is slightly less than Ford, but the differences are not serious to propel buyers towards one truck leaving the other
Technophiles are likely to put their preferences on Ford to Chevrolet. On overall, Fords have many features as compared Chevy’s. However, they may be hard to maintain. Compared to Fords, Chevrolets are reliable and cheaper. However, the two brands are equally good performers. It is, therefore, prudent to pick what one thinks would fit his or her usage and preference and personal style
Ethical Systems, Research Paper, Spring 2015, Douglas Green, Page 1 of 1
Ethical
Systems/Final
Research
Paper
2,000
words
minimum,
double-‐spaced
Final
Draft
Due:
Tuesday,
April
28,
12:00
pm
(afternoon)
Please
email
your
final
research
paper
to
me
via
MS
Word
attachment
AND
by
cutting/pasting
the
entire
document
into
the
body
of
your
email.
IF
YOU
DO
NOT
RECEIVE
A
CONFIRMATION
EMAIL
BACK,
I
DID
NOT
RECEIVE
YOUR
ESSAY
AND
YOU
WILL
LOSE
ALL
CREDIT
FOR
THIS
REQUIREMENT.
NO
LATE
WORK
WILL
BE
ACCEPTED…
PERIOD!
.
Fairness and Discipline Weve all been disciplined at one.docxTatianaMajor22
Fairness and Discipline
We've all been disciplined at one time or another by a parent or a teacher. What disciplinary experiences have you had as a child that took a non-punitive approach?
I need paragraph or half page with reference
.
Appendix 12A Statement of Cash Flows—Direct MethodLEARNING .docxTatianaMajor22
Appendix 12A
Statement of Cash Flows—Direct Method
LEARNING OBJECTIVE
6
Prepare a statement of cash flows using the direct method.
To explain and illustrate the direct method, we will use the transactions of Computer Services Company for 2014, to prepare a statement of cash flows. Illustration 12A-1 presents information related to 2014 for Computer Services Company.
To prepare a statement of cash flows under the direct approach, we will apply the three steps outlined in Illustration 12-4.
Illustration 12A-1
Comparative balance sheets, income statement, and additional information for Computer Services Company
STEP 1: OPERATING ACTIVITIES
DETERMINE NET CASH PROVIDED/USED BY OPERATING ACTIVITIES BY CONVERTING NET INCOME FROM AN ACCRUAL BASIS TO A CASH BASIS
Under the direct method, companies compute net cash provided by operating activities by adjusting each item in the income statement from the accrual basis to the cash basis. To simplify and condense the operating activities section, companies report only major classes of operating cash receipts and cash payments. For these major classes, the difference between cash receipts and cash payments is the net cash provided by operating activities. These relationships are as shown in Illustration 12A-2.
Illustration 12A-2
Major classes of cash receipts and payments
An efficient way to apply the direct method is to analyze the items reported in the income statement in the order in which they are listed. We then determine cash receipts and cash payments related to these revenues and expenses. The following pages present the adjustments required to prepare a statement of cash flows for Computer Services Company using the direct approach.
CASH RECEIPTS FROM CUSTOMERS.
The income statement for Computer Services Company reported sales revenue from customers of $507,000. How much of that was cash receipts? To answer that, companies need to consider the change in accounts receivable during the year. When accounts receivable increase during the year, revenues on an accrual basis are higher than cash receipts from customers. Operations led to revenues, but not all of these revenues resulted in cash receipts.
To determine the amount of cash receipts, the company deducts from sales revenue the increase in accounts receivable. On the other hand, there may be a decrease in accounts receivable. That would occur if cash receipts from customers exceeded sales revenue. In that case, the company adds to sales revenue the decrease in accounts receivable. For Computer Services Company, accounts receivable decreased $10,000. Thus, cash receipts from customers were $517,000, computed as shown in Illustration 12A-3.
Illustration 12A-3
Computation of cash receipts from customers
Computer Services can also determine cash receipts from customers from an analysis of the Accounts Receivable account, as shown in Illustration 12A-4.
Illustration 12A-4
Analysis of Accounts Receivable
Illustration.
Effects of StressProvide a 1-page description of a stressful .docxTatianaMajor22
Effects of Stress
Provide a 1-page description of a stressful event currently occurring in your life.
Discuss I am married work a full time job as an occupational therapy assistant am taking two courses
Have to take care of a home feed the animals attend to laundry
Think of my pateitns worry about their well being and what I can do for them ( I bring home my patients issues)
Constantly doing paper work for work such as documentation for billing
I feel like I have no free time for me some days I don’t even eat dinner or lunch because I don’t have time to make anything or am just too tired to cook
On top of this I am married and married ppl do argue and my husband am I have been bunting heads on finances.
Then, referring to information you learned throughout this course, address the following:
· What physiological changes occur in the brain due to the stress response?
· What emotional and cognitive effects might occur due to this stressful situation?
· Would the above changes (physiological, cognitive, or emotional) be any different if the same stress were being experienced by a person of the opposite sex or someone much older or younger than you?
· If the situation continues, how might your physical health be affected?
· What three behavioral strategies would you implement to reduce the effects of this stressor? Describe each strategy. Explain how each behavior could cause changes in brain physiology (e.g., exercise can raise serotonin levels).
· If you were encouraging an adult client to make the above changes, what ethical considerations would you have to keep in mind? How would you address those ethical considerations?
In addition to citing the online course and the text, you are also required to cite a minimum of four scholarly sources. For reputable web sources, look for .gov or .edu sites as opposed to .com sites. Please do not use Wikipedia.
Your paper should be double-spaced, in 12-point Times New Roman font, and with normal 1-inch margins; written in APA style; and free of typographical and grammatical errors. It should include a title page with a running head, an abstract, and a reference page.
The body of the paper should be at least 6 pages in length total
not including the reference or title page
Assignment 1 Grading Criteria
Maximum Points
Described a stressful event.
20
Explained the physiological changes that occur in the brain due to the stress response.
36
Explained the emotional and cognitive effects that may occur due to this stressful situation.
32
Analyzed potential differences in physiological, cognitive, and emotional responses in someone of a different age or sex.
32
Discussed the physical health risks.
28
Provided three behavioral strategies to reduce the effects of the stressor and explained how each could cause changes in brain physiology.
40
Analyzed ethical considerations in implementing behavioral strategies and offered suggestions for addressing these.
40
Integrated at least two scholarly references .
Design Factors NotesCIO’s Office 5 People IT Chief’s Offi.docxTatianaMajor22
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Standard floor (first floor) Lesson 2 Project Plan info
Design Factors
Notes
CIO’s Office
5 People
IT Chief’s Office
5 People
LAN/WAN Maint.
20 People
Reception
4 People
Telecommunications
20 People
LAN Management
50 People
Server Room A
2 Person
Server Room B
4 Person
Equipment:
Patch Cable
Computer to Wall
Patch Cable
LAN Room
Cable Trays/Runs
Horizontal Runs
Cisco Border Router
Research: Attached to 5 Floor Switches
Server Room A
10 Servers
Server Room B
10 Servers
Computers
One Per Person
Basement floor
Design Factors
Notes
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cisco Catalyst: Switch: WS-C3750G-24PS-S: 24 Ports
Leave a Minimum of four ports free on each switch
Color Laser Printer
Minimum of One per Room or One per 20 people
Vertical Riser Run
On Outside Wall of LAN Room on Each Floor and Server RM B on this floor.
Fiber-Optic Multimode
Riser Runs: Backbone
SC Connectors
Fiber-Optic Cable
Cable Trays/Runs
Horizontal Runs
Horizontal Runs
Leave a Minimum of four ports free on each switch
Applicataion
U.S. Minimum Requirement Ranges
Space per Employee - 1997
Two people, such as a supervisor and an employee, can meet in an office with a table or desk between them
60" to 72" x 90" to 126:/5.78m2 to 11.7m2
280Sq. Ft./26.0m2
Worker has a primary desk plus a return
60" to 72"x60"to 84"/5.78 to 7.8m2
193Sq. Ft./17.9m2
Executive office - three to four people can meet around a desk
105 to 130"x96 to 123"/9.75 to 11.4 m2
142Sq. Ft./13.2m2
Basic workstation such as a call center
42" to 52" x 60" to 72"/3.9 to 6.7 m2
114Sq. Ft./10.6 m2
NT1310: Project
Page 1
PRO JECT D ESC RIPT ION
As the project manager for the Cable Planning team, you will manage the creation of the cable plan for
the new building that will be built, with construction set to begin in six weeks.
The deliverables for the entire Cable Plan will consist of an Executive Summary, a PowerPoint
Presentation and an Excel Spreadsheet. You will develop different parts of each of these in three parts.
The final organization should contain these elements:
The Executive Summary:
o Project Introduction
o Standards and Codes
Cable Standards and Codes
Building Standards and Codes
o Project Materials
o Copper Cable, Tools, and Test Equipment
o Fiber-Optic Cable, Tools, and Test Equipment
o Fiber-Optic Design Considerations
o Basement Server Comp.
Question 12.5 pointsSaveThe OSU studies concluded that le.docxTatianaMajor22
The document contains questions about leadership, motivation, communication, groups/teams, and decision making. The questions assess knowledge of topics like situational leadership theory, Maslow's hierarchy of needs, organizational communication barriers, stages of team development, and group decision making techniques like brainstorming.
Case Study 1 Questions1. What is the allocated budget .docxTatianaMajor22
Case Study 1 Questions:
1. What is the allocated budget ? $250,000
2. Where does the server room located? Currently, there is no server room
3. What is the number of users with PCs inside each existing site?
Currently there are
4. What is the current cabling used in each location? (cat5e or cat6) Current cabling does not meet the company’s current and future needs
5. Do want us to upgrade token Ring or use a completely new Ethernet network What is your recommendation and why?
6. regarding the ordering system , it is not clear what the we should do , do you want to talk about how to connect the system to the network or how to built the ordering online system because it is more software engineering than networking . Talk about the kind of network (hardware) you recommend based on the business requirements
7. all the sites should have access to our servers in the main branch? yes
8. Regarding the order software, do you need more details about the way it works or just about its connection with the network? Your solution should be from a network point of view
9. Distances are given in Meters or feet? feet
10. Shipment is done by truck, or ships? Currently, only trucking
11. In Dimebox branch, where are administration offices located? See Business goals # 4
12. What is the current network connectivity status? How many devices are currently on the network? How they are physically laid out? Is cabling running all over the floor, hidden in walls or threaded through the ceiling? What are the switches used and its speed? Currently, only the office is networked (token ring) NOVELL
13. What is the minimum Internet speed wanted? See Business Goals on page 2 – I only can tell you what we need the network for, you must tell me what we need to meet the business needs
14. Will the corporation provide wireless access? If yes will it be in all department and buildings? Wireless access would be helpful if we can justify the cost
15. Are there phones in offices? yes
16. What is the internet speed available now? What speed do you want for future? Internet access is through time warner cable company which is not very reliable
17. Do employees access their emails outside the company? yes
18. Do you have plans for future expansion? We like to increase our customer base by 20% over the next year
REMEMBER, you are the IT expert, I’m only a business person who must rely on your expertise.
Network Design and Performance
Case Study
Dooma-Flochies, Inc. with headquarters located on Podunk Road in Trumansburg, NY, is the sole manufacturer of Dooma-Flochies (big surprise). They currently have a manufacturing facility in, Lake Ridge, NY (across Cayuga Lake) on Cayuga Dr. and have recently diversified by purchasing a company, This-N-That, on Industry Ave. in, Dime Box Texas. This-N-That is the sole competitor of Domma-Flochies with their product Thinga-Ma-Jigs. This acquisition gives Dooma-Flochies, Inc a monopoly in this mark.
Behavior in OrganizationsIntercultural Communications Exercise .docxTatianaMajor22
Behavior in Organizations
Intercultural Communications Exercise Response Paper –
Week 5
The most overt cultural differences, such as greeting rituals and name format, can be overcome most easily. The underlying, intangible differences are very difficult to overcome. In this case, the underlying cultural differences are
· Assumptions about the purpose of the event (is the party strictly for fun and for relationship building, or are their business matters to take care of?).
· Assumptions about the purpose and the nature of business relationship.
· Assumptions about power and leadership relationships (who makes the decisions and how?).
· Response styles (verbal and nonverbal signals of agreement, disagreement, politeness, etc.).
Many (though not all) cultural differences can be overcome if you carefully observe other people, think creatively, remain flexible, and remember that your own culture is not inherently superior to others.
The Scenario
Three corporations are planning a joint venture to sponsor an international concert tour. The corporations are Decibel, an agency representing the musicians (from the US, Britain, and Japan); Images, a marketing firm which will handle sales of tickets, snacks and beverages, clothing, and CDs; and Event, a special events company which will hire the ushers, concessionaires, and security officers; print the programs; and clean up the arenas after the shows. The companies come from three different cultures: Blue, Green, and Red. Each has specific cultural traits, customs, and practices.
You are a manager in one of these companies. You will attend the opening cocktail party in Perth, Australia the evening before a 3-day meeting during which the three companies will negotiate the details of the partnership. Your management team includes a Vice President and a number of other managers.
During the 3-day meeting, the companies have the following goals:
Decibel
· As high a royalty rate as possible on sales of T-shirts, videos, and CDs
· Aggressive marketing and advertising to increase attendance and sales
· Good security, both before and during the show Image
Image
· Well known bands that will be easy to market
· As much income as possible from the concerts
· Smoothly functioning event so that publicity from early concerts is positive
Event
· Bands that are not likely to provoke stampedes, riots, or other antisocial behavior
· Bands that are reliable and will show up on time, ready to play
· As much income as possible from the concerts
The cultures that are assigned to the various companies are:
BLUE CULTURE
Image (Marketing Company)
Beliefs, Values, and Attitudes that Underlie This Culture’s Communication
Believe that fate and luck control most things.
Believe in feelings more than reasoning.
An authoritarian leader makes the ultimate decisions.
Nonverbal Traits of This Culture
Treat time as something that is unimportant. It is not a commodity that can be lost.
Conversation distance is close (about 15 inches, face-.
Discussion Question Comparison of Theories on Anxiety Disord.docxTatianaMajor22
Discussion Question:
Comparison of Theories on Anxiety Disorders
There are numerous theories that attempt to explain the development and manifestation of psychological disorders. Some researchers hold that certain disorders result from learned behaviors (behavioral theory), while other researchers believe that there is a genetic or biological basis to psychological disorders (medical model), while still others hold that psychological disorders stem from unresolved unconscious conflict (psychoanalytic theory). How would each of these theoretical viewpoints explain anxiety disorders? Does one explain the development and manifestation of anxiety disorders better than the others?
200- 400 words please
Three min resources with
in text citations and examples
you can use the following as a module reference
cite as university 2014
Anxiety Disorders
Anxiety disorders such as panic disorder, specific phobias, and social anxiety disorder feature a heightened autonomic nervous system response that is above and beyond what would be considered normal when faced with the object or situation that the person reacts to. For example, a person with a specific phobia of spiders (called arachnophobia) experiences a heightened autonomic response when confronted with a spider (or even an image of a spider). This anxiety response must result in significant distress or impairment. In general, anxiety disorders have been linked to underactive gamma-aminobutyric acid (GABA) in the brain, resulting in overexcitability of the amygdala and the anterior cingulate cortex. Additionally, genetic research shows that anxiety disorders demonstrate a clear pattern of genetic predisposition
Charles Darwin's Perspective
We talked about Charles Darwin when discussing evolution and natural selection. Darwin was also very interested in emotions. One of his books published in 1872,The Expression of Emotions in Man and Animals, was devoted to this topic.
Darwin believed that emotions play an important role in the survival of the species and result from evolutionary processes in the same way as other behaviors and psychological functions. Darwin's writing on this topic also prompted psychologists to study animal behavior as a way to better understand human behavior.
James–Lange Theory of Emotions
Modern theories of emotion can be traced to William James and Carl Lange (Pinel, 2011). William James was a renowned Harvard psychologist who is sometimes called the father of American psychology. Carl Lange was a Danish physician. James and Lange formulated the same theory of emotions independently at about the same time (1884). As a result, it is called the James–Lange theory of emotions. This theory reversed the commonsensical notion that emotions are automatic responses to events around us. Instead, it proposes that emotions are the brain's interpretation of physiological responses to emotionally provocative stimuli.
Cannon–Bard Theory of Emotions
In 1915, Harvard physiologist Walt.
I have always liked Dustin Hoffmans style of acting, in this mov.docxTatianaMajor22
I have always liked Dustin Hoffman's style of acting, in this movie he takes on a sexually deprived young male just out of college, and has never been with a female, and is duped by horny older woman that feels neglected. Dustin Hoffman takes the characters form of a young male, goofy, respectful virgin and intelligent male, missing something but not really sure at the beginning till Ann Bancroft coaxes him with seduction to fulfill her own needs. In an other movie called "The life of Little Big Man" he plays almost the same character but as a white child raised by the Native Americans and a wise old chief that deeply care and loves him as his own, and Fay Dunaway plays a Holy rollers wife that is older and sexually deprived and feeling neglected by her husband and also she goes through major changes in her life from devoted wife, to a honey bell/ house hooker, whats funny Dustin Hoffman is a awesome actor but has to have his surrounding characters bring his character to life. The Graduate was Dustin Hoffman's first big movie of his career.
I actually liked movie "Little Big man" way better due to he went through major changes in his life, from being a Native boy warrior, captured by Yankees, meets Fay Dunaway who loves to give baths, to finding his sister who teaches him to be a gunslinger and then returns to his Grand Father to be a native again and tells his blind Grand Father the world of the white man is a crazy one, then his see the Psyho Col. Custer and gets his revenge by telling Custer the truth. The movie Little Big Man makes you laugh, teaches you things about people and survial and cry at times... its a must see...
Although a stray away from the Benjamin Braddock written about in the novel The Graduate, Dustin Hoffman does an awesome job with this character on film. When you first meet Ben he is at a party that his parents are throwing in his academic honor upon his graduation from school and return home. The whole night, Hoffman stumbles though various conversations and tries to coyly escape from the festivities. Small things such as this Hoffman did a great job at, conveying the hesitance and crisis that Ben was going through as a graduate. There are multiple times in the movie he hardly expresses anything at all, yet it clearly shows you that Ben is having a very hard time internally with everything going on. Even through his relationships with Mrs. Robinson and her daughter Elaine you see the young man struggling with himself through either failed attempts at affection or lack thereof.
.
Is obedience to the law sufficient to ensure ethical behavior Wh.docxTatianaMajor22
Is obedience to the law sufficient to ensure ethical behavior? Why, or why not? Support your answer with at least three reasons that justify your position.
100 words
Discuss the differences between an attitude and a behavior. Provide 4 substantive reasons why it is important for organizations to monitor and mitigate employee behavior that is either beneficial or detrimental to the organization's goals and existence.
150 words
.
If you are using the Blackboard Mobile Learn IOS App, please clic.docxTatianaMajor22
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser." V BUS 520Week 9 Assignment 4 Paper
I need the paper as soon as possible
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 4: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Larry Page (Google), Tony Hsieh (Zappos), Gary Kelly (Southwest Airlines), Meg Whitman (Hewlett Packard), Ursula Burns (Xerox), Terri Kelly (W.L. Gore), Ellen Kullman (DuPont), or Bob McDonald (Procter & Gamble). Use the Internet to investigate the leadership style and effectiveness of the selected CEO. (Note: Just choose one that is easier for you to right about.) It does not matter to me which CEO you pick
Write a five to six (5-6) page paper in which you:
1. Provide a brief (one [1] paragraph) background of the CEO.
2. Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
3. Examine the CEO’s personal and organizational values.
4. Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
5. Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
6. Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
7. Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
8. Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
· Outline various individual and group decision-making processes and key factors affecting these processes.
· Examine the primary conflict levels within organization and the process for negotiating resolutions.
· Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
· Use technology and information resources to research issues in organizational behavior.
· Write clearly and concisely about organizational behavior using proper writing mechanics.
Click here.
Is the proliferation of social media and communication devices a .docxTatianaMajor22
Social media and communication devices have both benefits and drawbacks for society. While they allow easy connection with others and access to information, overuse can negatively impact relationships and mental health. Overall, moderation is key to reap the upsides of technology while avoiding the downsides.
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docxTatianaMajor22
The document contains a 30-question math exam covering topics like functions, graphs, equations, inequalities, logarithms, and other math concepts. It includes multiple choice, short answer, and show work questions assessing skills like domain and range, solving equations, graphing, composites, inverses, lines, maximizing profit, and more. Students must demonstrate mathematical reasoning and problem-solving abilities.
If the CIO is to be valued as a strategic actor, how can he bring.docxTatianaMajor22
If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Is there a lack of information on strategic planning? Nope. I think the process of planning is poorly understood, and rarely endorsed. The reasons are simple enough. Planning requires a commitment of resources (time, talent, money); it requires insight; it requires a total immersion in the corporate culture. While organizations do plan, planning is invariably attached to the budget process. It is typically here that the CIO lays out his/her vision for the coming year Now a few years ago authors began writing on the value of aligning IT purpose to organizational purpose. They wrote at a time when enterprise architectural planning was fairly new, and enterprise resource management was on the lips of every executive. My view is that alignment is a natural process driven by the availability of the tools to accomplish it. Twenty years ago making sense of IT was more about processing power, and database management. We are in a new age of IT, and it is the computer that is the network, not the network as an independent self-contained exchange of information. If you will spend some time reviewing the basic materials I provided on strategic planning and alignment, we can begin our discussions for the course. Again, here is the problem I would like for us to tackle: If the CIO is to be valued as a strategic actor, how can he bring to the table the ethos of alignment, bound to the demands of process strategic planning to move IT to the forefront of the organization's future? Most of the articles I bundled together for this week are replete with tables and charts. These can be a heavy read. Your approach should be to review these articles for the "big ideas" or lessons that are take away. I think these studies are significant enough that we will conclude our first week with an understanding of the roles between executive leaders, and how they see Information Technology playing a role in shaping a business strategy.
Read the articles to answer the question. Please No Plagerism or verbatim but you are allowed to quote from the article.
Achieving and Sustaining
Business-IT Alignment
Jerry Luftman
Tom Brier
I
n recent decades, billions of dollars have been invested in intormation tech-
nology (IT). A key concern of business executives is alignment—applying IT
in an appropriate and timely way and in harmony with business strategies,
goals, and needs. This issue addresses both how IT is aligned with the busi-
ness and how the business should be aligned with IT Frustratingly, organizations
seem to find it difficult or impossible to harness the power of information tech-
nology for their own long-term benefit, even though there is worldwide evi-
dence that IT has the power to transform whole industries and markets.' How
can companies.
I am showing below the proof of breakeven, which is fixed costs .docxTatianaMajor22
I am showing below the proof of breakeven, which is fixed costs/ contribution margin.
We start with the definition of breakeven and proceed using elementary algebra to derive the formula. Breakeven is a number and is created by knowing fixed and variable costs, and the retail sales price. It is thus not a point of discussion but is based on the assumptions of these variables.
Proof of Breakeven
Definition of BreakevenVolume: Total Revenue = Total Expenses
Definition
1.Total Revenue = Total Expenses
Breakdown of Definition
2. Retail Price * Volume = Fixed Expenses + Variable Expenses
Further Analysis
3. Retail Price * Volume = Fixed Expenses + (Volume * Unit Variable Expenses)
Subtract (Volume * Unit Variable Expenses) from both sides
4. Fixed Expenses = (Retail Price * Volume) — (Volume * Unit Variable Expenses)
Factor
5. Fixed Expenses = Volume * (Retail Price – Unit Variable Expenses)
Divide both sides by (Retail Price – Unit Variable Expenses)
6. Volume = Fixed Expenses
(Retail Price – Unit Variable Expenses)
Substitution based on Definition
7. Since (Retail Price — Unit Variable Expenses) is called Contribution Margin,
Therefore:
Breakeven Volume = Fixed Expenses / Contribution Margin
NAME_________________________________________________ DATE ____________
1. Explain some of the economic, social, and political considerations involved in changing the tax law.
2. Explain the difference between a Partnership, a Limited Liability Partnership (LLP) and a Limited Liability Company (LLC). In each structure who has liability?
3. How is “control” defined for purposes of Section 351 of the IRS Code?
4. What are the advantages and disadvantages of using debt in a firm’s capital structure?
5. Under what circumstances is a corporation’s assumption of liabilities considered boot in a Section 351exchange?
6. What are the tax consequences for the transferor and transferee when property is transferred to a newly created corporation in an exchange qualifying as nontaxable under Section 351?
7. Why are corporations allowed a dividend-received deduction? What dividends qualify for this special deduction?
8. Provide 3 examples of a Constructive Dividend. Are these Constructive Dividends taxable?
9. Discuss the tax consequences of a new Partnership Formation and give details to gain and losses and basis?
10. Provide 2 similarities and 2 differences when comparing Sections 351 and 721 of the IRS Code.
11. What is the difference between inside and outside basis with a partnership?
12. ABC Partnership distributes $12,000 of taxable income to partner Bob and $24,000 of tax-exempt income to Partner Bob. As a result of these two distributions, how does Bob’s basis change?
13. On January 1, Katie pays $2,000 for a 10% capital, profits, and loss interest in a partnership.
Examine the way in which death and dying are viewed at different .docxTatianaMajor22
Examine the way in which death and dying are viewed at different points in human development.
Using only my text as a reference:
Berger, K.S. (2011). The developing person through the life span (8th ed.).
I need 3 detailed PowerPoint slide with very detailed speaker notes. There must be detailed speaker notes on each slide. The 4th slide will be the reference.
.
Karimi 1 Big Picture Blog Post First Draft College .docxTatianaMajor22
Karimi 1
Big Picture Blog Post First Draft
College Girls in Media
Sogand Karimi
Media and Hollywood movies have affected and influenced society’s perception on
female college students. Due to Hollywood movies and media, society mostly recognizes the
negative stereotypes of a college women. Saran Donahoo, an associate professor and education
administration of Southern Illinois University, once said, “The messages in these films
consistently emphasized college as a place where young women come to have fun, engage in
romances with young men, experiment with sex and alcohol, face dilemmas regarding body
image, and encounter difficulties in associating with other college women.” In this essay I will
be talking about the recurring stereotypes and themes portrayed in three hollywood movies,
Spring Breakers, The house bunny and Legally Blond and how these stereotypes affect our
society.
The movie Spring Breakers is about four college girls who are bored with their daily
routines and want to escape on a spring break vacation to Florida. After realizing they don’t have
enough money, they rub a local diner with fake guns and ski masks. They break the laws in order
to get down to Florida, just to break more rules and laws once they’re there. During the film, you
will notice a lot of partying, drugs and sexual activity. The four girls wear bikinis for majority of
the film and are overly sexual. These are some common themes and stereotypes seen in all three
movies. Media and movies like spring breakers have made it a norm to constantly want to party,
get drunk and have sex as a college woman. In an article by Heather Long, she mentions how the
movie can even be seen as supporting rape culture. She believes because of these stereotypes
always being shown in media, it is contributing to the “girls asking for it” excuse when it comes
to rape cases with young girls. Long also said “...never mind the fact that thousands of college
students are spending their spring break not on a beach, but volunteering with groups like Habitat
for Humanity and the United Way, especially after Hurricanes Katrina and Sandy.” THIS shows
how media only displays one side of a certain group or story. Even though not all college girls
like to party and lay on a beach naked for spring break, that’s what media likes to portray. Not
only does this give the wrong message to our society but it influences bigger issues like rape, as
the author mentioned.
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
http://www.huffingtonpost.com/2010/03/10/alternative-spring-break_n_494028.html
Karimi 2
The movie House bunny. The House bunny is a movie about an ex playmate or girlfriend
if Hugh Hefner that gets kicked out of the Playboy Mansion due to her aging. She then becomes
a mother of an unpopular sorority with girls that are bit geeky, and unusual compared to other
girls on campus. The story.
Please try not to use hard words Thank youWeek 3Individual.docxTatianaMajor22
Please try not to use hard words Thank you
Week 3
Individual
Problems and Goals Case Study
Select one of the following three case studies in Ch. 6 of The Helping Process:
· Case Susanna
· Case James and Samantha
· Case Alicia and Montford
Identify three to five problems in the case study you have selected.
Write a 500- to 700-word paperthatincludes the following:
· A problem-solving strategy and a goal for each problem
· The services, resources, and supports the client may need and why
· A description of how goals are measurable and realistically attainable for the client
Here is the case studies
Exercise 3: Careful Assessment
The following case studies are about Susanna, James, Samantha, Alicia, and Montford, all
homeless children attending school. The principal of the school has asked you to conduct
an assessment of these children and provide initial recommendations.
Before you begin this exercise, go to the website that accompanies this book: www.
wadsworth.com/counseling/mcclam, Chapter Three, Link 1, to read more about homeless
families and children.
Susanna
Susanna is 15 years old. Th e city where she lives has four schools: two elementary, one
middle, and one high school. Th ere are about 1,500 students enrolled in the city/county
school district and about 450 in the local high school that Susanna is attending. For the
past six months, Susanna has been living with her boyfriend and his parents. Prior to this,
she left her mother’s home and lived on the streets. She is pregnant and her boyfriend’s
parents want her to move out of their home. Her father lives in a town with his girlfriend,
about 50 miles from the city. Her mother lives outside the city with Susanna’s baby brother.
Right now Susanna’s mother is receiving child support for the two children. Susanna wants
to have a portion of the child support so that she can find a place of her own to live. Her
mother says that the only way that Susanna can have access to that money is to move back
home. Susanna refuses to move back in with her mother.
You receive a call from the behavior specialist at Susanna’s high school. Susanna’s
mother is at the school demanding that Susanna be withdrawn from school. Susanna’s
mother indicates that Susanna will be moving in with her and will be enrolling in another
school district.
Currently Susanna is not doing very well in school. She misses school and she tells the
helper it is because she is tired and that she does not have good food to eat. She has not told
the helper that she is looking for a place to live. Right now she is failing two of her classes
and she has one B and two Ds. Her boyfriend has missed a lot of school, too.
James and Samantha
James is 10 years old and he has a sister, Samantha, who is 8. At the beginning of the
school year, both of the children were attending Boone Elementary School. Both children
live with their aunt and uncle; their parents are in prison. In the middle of the scho.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
IntroductionStudent NameYour NameSchool NameSchool where
1. Introduction
Student Name
Your Name
School Name
School where you are completing your hours
Grade Level(s)
Grade level(s) in which you are completing your hours
Class Size
The number of students in the class where you are completing
your hours
Subject Area(s)
Subject areas addressed through your lesson
Lesson Plan Title
The title of your lesson plan
Time Frame
The time that your lesson plan will be implemented
CT’s Name
The name of your cooperating teacher
Learner Profile (Describe the composition of the class to
include general education, English Language Learners (ELL)
and Exceptional Student Education (ESE) students. List unique
characteristics of learners such as eligibilities, ability levels,
etc.)
Include a narrative in paragraph form of the aforementioned
information specific to the students you are implementing the
lesson with.
Florida Standards and/or Next Generation Sunshine State
Standards
(visit
http://www.floridastandards.org/Standards/FLStandardSearch.as
px to select the appropriate standards for this lesson.)
2. WIDA Standards (visit https://www.wida.us/get.aspx?id=540;
then see Page 3) Select all that apply
☐ WS1: For Social and Instructional purposes within the school
setting.
☐ WS2: Information, ideas and concepts necessary for
academic success in the content area of Language Arts.
☐ WS3: Information, ideas and concepts necessary for
academic success in the content area of Mathematics.
☐ WS4: Information, ideas and concepts necessary for
academic success in the content area of Science.
☐ WS5: Information, ideas and concepts necessary for
academic success in the content area of Social Studies.
Learning Outcomes (State what the student will be able to do.
Align outcomes with the standards identified above.)
Specifically state the ways in which your students will
demonstrate mastery of the standards.
Instructional Materials and Technology (List everything needed
in order to implement this lesson.)
Please complete this section using bullets. If I duplicate this
lesson, what is everything I would need to do so? (Include links
to websites when applicable)
Implementation
Entry Event (Describe your opening activity that will activate
prior knowledge and engage students.)
3. Please provide a narrative of how you will introduce the les son
and activate prior knowledge.
Direct Instruction (Describe how will you present the
concept/skill to students.)
Please number the steps and provide a description of each step.
Experiential Learning (Describe the activities the students will
complete with teacher support and/or peer collaboration to
reinforce concepts presented during direct instruction.)
Please number the steps and provide a description of each step.
Closure (Describe the reflection methods and reinforcement
strategies you will use to conclude the lesson.)
Please provide a narrative of how you will conclude the lesson.
Evaluation and Monitoring
Accommodations and/or Modifications (Describe how you will
accommodate students with special needs.)
Please include any accommodations your students require for
the lesson to be implemented effectively in bullet form.
ELL Strategies (List specific strategies you will use to support
ELLs.)
Please include any accommodations your students require for
the lesson to be implemented effectively in bullet form.
Differentiated Instruction (Describe how you will tailor
instruction to meet individual student needs.)
4. Below average students: Explain how (1) materials, (2)
instruction, and (3) activities will be modified to meet the needs
of your below average students.
Average students: Lesson plan can be implemented as written.
Above average students: Explain how (1) materials, (2)
instruction, and (3) activities will be modified to meet the needs
of your above average students.
21st Century Competencies (Describe how students will
demonstrate 21st century competencies throughout the lesson.)
Comment by Kristina Taylor: Use this section as a
checklist for your lesson plan to be sure that all of these skills
are addressed through the lesson. Include in these boxes the
sections of your lesson that address these skills.
Critical Thinking:
Collaboration:
Creativity:
Communication:
Integration of Literacy (Describe how you will integrate
reading, writing, and oral language skills in the lesson.)
Reading:
Writing:
Oral Language:
5. Assessment (Describe how you will assess student attainment of
the lesson objectives.)
Formative:
Describe how you informally assess students during your
lesson.
Summative:
Describe how you will formally assess students on mastery of
the identified standards.
Extension (Describe how you will re-teach, remediate, and
enrich after lesson implementation.)
Re-Teach:
How are you teaching this again to everyone.
Remediate:
How are you teaching this again to the students who do not
understand.
Enrichment:
How are you teaching this to the students who demonstrated
understanding prior to implementation of this lesson?
Comment by Kristina Taylor: Up to this point needs to be
completed prior to your observation.
Reflection (Evaluate student learning outcomes and reflect upon
6. your experiences. How would you modify this lesson?)
After you implement the lesson, complete the reflection
component and then upload to Livetext within one week of
being observed.
STRATEGIC PLANNING 1
STRATEGIC PLANNING 3
5-10 YEAR STRATEGIC PLANNING
Introduction
The process of characteristics or rather the qualities that do
describe the contribution of a plan in the process of addressing
the issue that has been identified is the part of identifying the
best strategic plan. This element is very important and should
7. always have in it the ability to improve healthcare quality and
safety. In this case, therefore, the contribution that the selected
strategic plan will include the ability to increase certain
services and at the same time ensure that the interest of the
parties involved is also maintained. A strategic plan, in this
case, should ensure that it does put more emphasis on certain
aspects such as resource availability, easy-to-implement
policies, the depth of operations, and many others (Dobrović et
al., 2020). The process of therefore choosing the best strategic
plan needs one to know the resources that are there and the
viability of the goals that the organization has. In most cases,
different healthcare organizations would prefer model
assistance as well as ensuring that they do align the standards of
performance and getting feedback from service models that have
been certified.
Choosing the Strategic Plan
When it comes to the process of choosing the best strategic plan
to be implemented or used, it is always important to ensure that
one understands the deliverables that are there and that are
linked to the general plan. Looking at the model that is
currently there, the expectations that are there that are needed
for the output are required to last for a period of 10 years and
this, therefore, implies that the resources that are related will be
needed to be distributed frequently over the time the
implementation is being carried out. The need to therefore
model the strategic approach across the said time frame,
therefore, shows the awareness of task dynamics and the
consequences that are expected. It is therefore important to
know the specific areas of needs, the implementation plan to be
developed and the reviewing of the mechanisms of enforcement,
this will help in ensuring that the 10-year time frame is met
(Noble & Nwanekezie, 2018).
The strategic plan that is authorized would in most cases
compromise the establishment of the amount of concern about
the implementation of the operational tactics and then in the
process put in place the demands. The process of including the
8. needs to the interests of the strategic plan is very helpful as it
assists in the development of an alternative that can be trusted
Wolf & Floyd, 2017). Currently, achieving the objectives that
the plan has specifically for safety and quality needs that there
is the need to enhance personnel competencies through training
programs and at the same time improve the resources that are
there that will help in the process of ensuring that care for the
older adults is improved (Dobrović et al., 2020). In this case
therefore the strategic plan that is being proposed in this case
that will help in increasing the quality and safety in healthcare
services that are being offered to the adults seeks to get the
attention of the management, stakeholders, and the patients of
the organization in this case and in the process trying to
persuade them that the strategic plan being proposed in this case
is worth being approved for the better of all parties involved.
The strategic plan that is authorized would in most cases
compromise the establishment of the amount of concern about
the implementation of the operational tactics and then in the
process put in place the demands. The process of including the
needs to the interests of the strategic plan is very helpful as it
assists in the development of an alternative that can be trusted
Wolf & Floyd, 2017). Currently, achieving the objectives that
the plan has specifically for safety and quality needs that there
is the need to enhance personnel competencies through training
programs and at the same time improve the resources that are
there that will help in the process of ensuring that care for the
older adults is improved (Dobrović et al., 2020).
In other cases, the strategy may be focused on the process of
ensuring that quality improvement for the older adults is
improved qualities such as operationalization and perfor mance.
There are certain elements that are very important, and this
specifically includes ensuring that the skills of healthcare
practitioners do match the skills of the services that are needed
by the older adults when it comes to giving them services (Wolf
& Floyd, 2018). There are other elements that are equally
important, and these include things such as the performance of
9. the model that do curve through the different periodic routines
and this will be important as they would allow for the
assessment of opportunities that are there when it comes to
development.
The strategic plan in this case therefore will include in it
feedback from the older adults that is continuous, and this will
not only exist between the healthcare personnel and the older
adults but also the healthcare management will be involved in
the same. Feedbacks are specifically very important as they do
facilitate ensuring that healthcare personnel can predict
qualities such as performance goals and perception growth. The
groups that are participating will specifically focus more on
implementing requirements and at the same time considering
changes in the market. Coming up therefore with demands will
help in ensuring that the healthcare institutions would allow the
strategic programs to frequently aim the goals and achieve them
eventually (Baumgartner & Rauter, 2018).
Goal Statement
The specific goal statement that the strategic plan, in this case,
seeks to try and implement is that by the end of ten years the
healthcare facility in this case would have had increased the
quality and safety of healthcare services by 70% for the older
adult patients.
The 10-year strategic plan that targets to improve the quality
and safety of healthcare services
Vision
Increase the quality that is there and the safety of healthcare
services for the elderly population.
Plan
Identify
· The challenges that are there when it comes to the quality of
service to elderly patients.
· Know and study the challenges that do affect the safety of the
population in this case.
10. · Know the resources that have been set for the older patients.
Assemble
· Choose a team that will play a role in actualizing the strategic
plan.
· The team’s effectiveness is to be tested.
· Understand and test the task given to the team.
Execute
· Actualize the solutions that have been proposed.
· Know the level of compliance that is there.
· Identify and know the effectiveness of the solution to the
challenges that are there.
Test
· Examine the solution impact on the challenges that the older
population has.
· Identify the areas that do need improvements.
· Rating the solutions that have been embraced.
Deliverables
· Increased levels of safety for older adults.
· Improved in quality of service for older adult patients.
Time
· A cycle that has 4 phases with 40 months per cycle.
· The 40 months periods will be distributed into a 1:1:2:2 ratio.
· There will be three cycles in total and this in total will have a
sum of 12 months for 10 years
Values
· Promote easy access to services of high quality.
· Increase the safety of services involved as well as
stakeholders.
As stated above, the main goal of the strategic plan, in this
case, is to ensure that by the end of the three years that have
been tabulated in the above section the organization woul d have
had improved the quality and safety of healthcare services to
the older adults. This goal specifically aligns with the mission
and vision of the healthcare facility in this case since it helps in
ensuring that the mission of the facility in this which is to
ensure that patients do receive the best services in terms of
11. quality and safety is achieved. However, in as much as the goal,
in this case, can be implemented and achieved, there are certain
gaps in knowledge that might end up making it fail. Among
these is the fact that the organization might have fewer
personnel that are needed when it comes to doing research on
the problems that the older adults are facing in this case. Also,
resources will be needed to ensure that the whole period of 3
years is sustained and that any quality or safety issue that is
seen in this case is removed or improved. The unavailability or
inadequate of resources can therefore be a gap that might end up
making the implementation process fail.
Strategic Goals and Outcomes and the Use of Technology
Looking at the goal in this case and that is of increasing the
quality and safety of healthcare services that are being provided
to the older patients, the need to integrate technology in this
process is inevitable. In the process of therefore using
technology in the process of improving the services that are
being given to the older adult patients, the need to ensure
ethical considerations are also considered in this case is very
important. The technology that will therefore be very important
in this case to implement and ensure that the quality of services
that are offered to the patients is computerized physician order
entry. This technology would not only help link the goals and
vision of the organization with the strategic plan but also will
help in ensuring that the services provided are of high quality.
For this technology to be therefore implemented, there are
certain ethical issues that must be considered before this is used
on any patient. Informed consent is one of the ethical goals that
must be addressed before anything is implemented. The older
adults must first agree that they are willing to participate in the
technology used and most importantly ensure that they know
everything that should be done on they and make the decision as
to whether to accept it or not and especially those who are in
critical care settings
SWOT analysis of the Strategic Plan
A SWOT analysis process of the plan will help in the process of
12. knowing and visualizing the contributions that the project will
have when it comes to improving safety and quality to the older
patients.
Strengths
Looking at the plan in this case, it has different strengths,
among this include the fact that it involves comprehensive
research on the challenges that the older population has and the
resources that are there that will help in actualizing the said
plan. Looking at the plan also, one can see that it has in it a
testing phase that helps in identifying any defects in the process
of knowing the defects that are there in the process of
identifying the most effective solution in terms of safety and
quality of services to the older population.
Weaknesses
Looking at the strategy, it consumes a lot of time because it has
many phases that need to be looked at constantly and this makes
the procedures that have been applied to be doubted. Also, when
it comes to processes such as finding the team that will be used
to implement the plan may end up having issues such as having
a team that is not effective and therefore having issues when it
comes to deriving the results that have been anticipated.
Similarly, the strategy does not prioritize redesigning the
execution process in response to changes in the external
environment.
Opportunity
Looking at each phase in the plan, they do have a benefit in a
way that the teams will have not to worry about the stiffness of
adjustments. Each activity that will be carried out in each phase
will have in it inputs that will differentiate the implementation
plan throughout the zoned process. It is therefore for this reason
that there will be options that are realistic that will help in
making improvements by putting in place adjustments that are
fast-tracked from the initial stages The engaged modifications
would next begin the implementation phase as structural or
operational changes.
Threats
13. Resources, in this case, are a danger that the strategic plan, in
this case, might end up facing and this might end up making the
plan have sections that are incompetent during the execution
process. Resources as a concern are evident at the initiation of
the implementation process.
Relevant leadership and health care theories will be used to help
achieve proposed strategic goals and objectives.
Having a theory that is directly linked to the strategic plan is
something that is very important and that should constantly be
considered. The used instruments should always and constantly
correspond to the overall approach and tactics that are being
used and at the same time remaining to be true to the basics of
the theory. The specific strategies of the plan should always be
connected to a particular intervention, and this will help in
ensuring that they are implemented. The tools that are also used
should be suitable for the intervention strategies and the overall
strategies in reference to the theory that has been used.
The first theory, in this case, will therefore be transformation
leadership theory. James McGregor Burns is one who is said to
be the main proponent of this theory of leadership. According to
him, therefore, he believed that for one to be a transformative
leader, one should possess certain qualities such as charisma
and clarity of vision. Leaders who are also considered to be
transformative leaders also have the desire to inspire their
followers and influence them to change their motives, attitudes,
and expectations to achieve the objectives that have been set.
Burn therefore in this case did list some of the characteristics
that a transformative leader should have, some of these include
personal intention, ideal impact, intellectual stimulation, and
powerful inspiration.
The roles and responsibilities of the leaders and the followers in
this leadership style are clearly stated and stipulated, if the
behavioral standards and regulations are followed, then the
culture of the organization is guaranteed (Xu, 2018). Looking at
the strategic plan, in this case, therefore, transformational
leadership will be the perfect one that will help in the process
14. of ensuring that the goals that have been set are achieved (Xu,
2018). This is the case because transformation leadership
usually ensures that the roles and responsibilities of each person
have clearly been identified and this therefore helps in ensuring
that everyone stays on course and therefore any form of
deviating from the plan will be avoided.
The second type of leadership in this case is servant leadership.
In this type of leadership, the leader does the activities that are
needed as if they are serving their followers. This type of
leadership, therefore, ensures that the leader makes fewer
decisions concerning any project or plan and that the followers
in this case do make most of the decisions that are needed. This
leadership style is mostly used in social projects however the
same can be used in organizations and these will help in
ensuring that the followers feel like they do own the plan that is
being proposed by the management of leadership. In this case,
therefore, the leaders usually listen more rather than being
authoritative, the followers make most of the decisions, and the
leaders seek to follow them and implement them. This
leadership style therefore when it comes to the strategic plan
that has been proposed in this case will be effective in a way
that the nurses in the healthcare facility will present the actions
that will be needed to be taken to ensure that the challenges that
the older patients are facing are eradicated.
Leadership qualities and skills will be most important to
successfully implementing a strategic plan and sustaining
strategic direction.
When it comes to the process of implementing the strategic plan
in this case, it is crucial to ensure that the qualities that the
leaders do have are assessed as these are very important in
determining whether the strategic plan is to be a success or not.
For a strategic plan to therefore be successful and meaningful,
there are certain abilities and traits that leaders must
demonstrate. The inclusion of personnel that is both nurses and
doctors at all levels is specifically very important in the pr ocess
of ensuring that success is achieved. It is also very critical to
15. ensure that as a leader one always keeps constant contact with
the colleagues. Every strategic plan that is proposed or any
other activity for that matter should always be handled with a
new view or fresh perspective. This is very important as it will
help in process of ensuring that the scarce resources are
maximized and come up with plans and projects that will help in
managing the strategies proposed and, in the process, prioritize
them all. Reorganize the firm culture to make it more sensitive
to strategic plan changes."
References
Baumgartner, R. J., & Rauter, R. (2018). Strategic perspectives
of corporate sustainability management to develop a sustainable
organization. Journal of Cleaner Production, 140, 81- 92.
https://www.sciencedirect.com/science/article/pii/S0959652616
304358
Dobrović, Ž., & Furjan, M. T. (2020, August). SWOT Analysis
in the Strategic Planning Process-Meta-modelling Approach.
In 2020 IEEE 10th International Conference on Intelligent
Systems (IS) (pp. 574-579). IEEE.
https://ieeexplore.ieee.org/abstract/document/9199983/?casa_to
ken=qmbA9VmoL3YAAAAA:-
T4fqMqKH0fT9YpldPGYjlFwrVV2JD5UZs5pF_7k5DRlkvkVt4
2cwiQ2NKKTk7hYB7ZBq46yW9c
Noble, B., & Nwanekezie, K. (2018). Conceptualizing strategic
environmental assessment: Principles, approaches and research
16. directions. Environmental Impact Assessment Review, 62, 165-
173.
https://www.sciencedirect.com/science/article/pii/S0195925516
300786
Wolf, C., & Floyd, S. W. (2018). Strategic planning research:
Toward a theory-driven agenda. Journal of Management, 43(6),
1754-1788.
https://journals.sagepub.com/doi/abs/10.1177/014920631347818
5?casa_token=h9Lj5S-
4CCAAAAAA:gxfkidgu9KNQnz0l9aEZIXHbRY8Gj0uO85IqDt
8VPjoZbjI-BIWIA6HozMCot-ujX-ci6qBUGoS7bg
Xu J-H. (2018). Leadership theory in clinical practice. Chin
Nurs Res 2017;4:155e-157.
https://doi.org/10.1016/j.cnre.2017.10.001
CRITERION
Develop strategic goal statements and outcomes that support the
achievement of specific quality and safety improvements for a
care setting.
Faculty Comments:
you are improving but you need to make the goals narrow and
specific. A goal statement is similar to a Smart goal. Relate the
goal to your care setting and your previous SWOT. Page 4 starts
listing possible goals.
CRITERION
Justify the relevance of proposed strategic goals and outcomes
in relation to the mission, vision, and values of a care setting.
17. Faculty Comments:
you discuss improving the quality and safety of healthcare.
Break that down into smaller goals. Such as no new pressure
ulcers after admission; or fewer falls. Choose a goal and align it
to the mission and values. What gaps in knowledge will cause
the goal implementation process to fail.
CRITERION
Communicate analyses clearly and in a way that demonstrates
professionalism and respect for stakeholders and colleagues.
Faculty Comments:
I can see you are working hard and you almost have it down.
Once you come up with specific goals I know you will be able
to communicate what you are trying to achieve.
1. 5-10 YEAR STRATEGIC PLAN
2. 6 PAGE IN LENGTH
3. 3-5 SCHOLARLY RESOURCES APA FORMAT
Develop a 5-10 year strategic plan for achieving specific health
care quality and safety improvements, based on the analysis you
completed in Assessment 1. Use either an AI approach or your
SWOT analysis and a chosen strategic planning model.
Introduction.
Note: You will use your care setting environmental analysis as
the basis for developing your strategic plan in this assessment.
Regardless of the approach you choose, the requester of the plan
has asked that you address the key points outlined below in the
strategic plan requirements. In addition, your plan should be 5–
8 pages in length.
Strategic planning models aid in setting goals, establishing time
frames, and forging a path toward achieving those goals.
Consider the strategic planning models you are familiar with:
18. · Which model would you choose to create goals and outcomes
that could address the area of concern you identified in your
Assessment 1 SWOT analysis?
· Why is this model the best choice among alternatives?
· How does goal setting through appreciative inquiry
provocative propositions differ from goal setting in the strategic
planning model you selected?
Writing, Supporting Evidence, and APA Style
· Write clearly, with professionalism and respect for
stakeholders and colleagues.
· Integrate relevant sources of evidence to support your
assertions.
. Cite at least 3–5 sources of scholarly or professional evidence.
· Format your document using APA style. Use. Be sure to
include:
. A title page and reference page. An abstract is not required.
. A running head on all pages.
. Appropriate section headings.
. Properly formatted citations and references.
· Proofread your writing to minimize errors that could distract
readers and make it more difficult to focus on the substance of
your analysis.
Strategic Plan
· Develop strategic goal statements and outcomes that reflect
specific quality and safety improvements for your care setting.
You should have at least one short-term goal (just-in-time to
one year) and one long-term goal (five years or longer).
. Determine realistic timelines for achieving your goals.
. Explain how your short-term goals support your long-term
goals.
Note: For plans based on an AI approach, the goal statements
and outcomes are provocative propositions that may be
refinements of the positive, yet attainable, goals that you
proposed during the dream phase of your inquiry. For plans
based on a SWOT analysis, the goal statements and outcomes
19. are specific, measurable, and applicable to the area of concern
in your analysis for which you proposed pursuing
improvements.
· Justify the relevance of your proposed strategic goals and
outcomes in relation to the mission, vision, and values of your
care setting.
· Analyze the extent to which your strategic goals and
outcomes, and your approach to achieving them, address:
. The ethical environment.
. The cultural environment.
. The use of technology.
. Applicable health care policies, laws, and regulations.
· Explain, in general, how you will use relevant leadership and
health care theories to help achieve your proposed strategic
goals and outcomes.
. Consider whether different theories are more applicable to the
short-term or long-term goals of your strategic plan.
· Evaluate the leadership qualities and skills that are most
important to successfully implementing your proposed plan and
sustaining strategic direction.
. Identify those leadership qualities and skills that are essential
to achieving your goals and outcomes and sustaining strategic
direction.
. Identify those leadership qualities and skills that will have the
greatest effect on the success of your plan.