The document provides instructions for a set task commission from the organization Switch Off, which aims to promote a healthy balance between digital technology use and other activities for young people. Learners must choose one of five commissions - a 30-second video advert, 3-page website, 6-minute podcast, 3-page magazine, or digital game - and produce a rationale, pitch, proposal, and treatment under supervised conditions. Research is provided on young people's screen time habits and the impacts of excessive screen time. Learners have two hours for monitored preparation and research before a six-hour supervised assessment period to complete the task.
Actium Learning AgreementNUR590AB Version 21Sample Educ.docxnettletondevon
Actium Learning Agreement
NUR/590AB Version 2
1
Sample Educational Practicum Learning Agreement – Not Implemented
Student’s Name
Faculty
Student’s
Phone
Number
UPX
Campus
Online
Name of Practicum Site
N/A - Virtual project
Address, City, State, and Zip Code of Practicum Site
N/A – Not implemented
Mentor’s
Name and Educational
Credentials (Minimum of an RN MSN required)
Mentor’s
Agency
Mentor’s Job Title
Mentor’s
Phone
Number and Email
Practicum Goal:
1. To analyze, develop, implement, and evaluate an educational program for nursing students on the nursing process to first semester nursing students.
2. To utilize advanced nursing knowledge to assist nursing students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
Complete this column for Week One – NUR/590A
Complete this column for Week Two – NUR/590A
Complete this column for Week Two – NUR/590A
Complete Before Midpoint Review
Complete Before You Start NUR/590B
Learning Objectives
Learning Strategies
Evidence of Accomplishments
Midpoint Review
(at 30 hours of Practicum Project)
Outcome-
To Be Completed Prior to Starting NUR/590B
1.0 Analyze the educational needs of the novice nursing students related to the nursing process , critical thinking and implementation needed to deliver quality nursing care to patients.
.
1a. Conduct a review for literature review of at least 15 peer reviewed articles on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care (specifically as it relates to novice nurses)
You are not implementing your practicum project so a needs assessment is not needed.
1b.Develop a learning needs assessment for the novice nursing students related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1b. Meet with mentor to review the results of the literature review on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care (specifically as it relates to novice nurses)
This is a virtual practicum project so you cannot administer a needs assessment.
1d. Administer assessment tool to novice nursing students related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1a. Submit a minimum of a 15 item annotated bibliography of literature reviewed on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care(specifically as it relates to novice nurses)
1b.Submit copy of learning needs assessment developed for the novice nursing student related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1b. Submit summary of meeting with mentor to review results of the literature review on the nursing process, critical thinking, and the implementation needed to del.
Meaningful and active collaboration with public and patient partners in planning, conducting and disseminating rapid reviews helps ensure that their perspectives are considered in research priorities and in shaping the evidence and care they receive.
Join us for an interactive session to learn about meaningfully engaging public partners in rapid reviews. We will present a spectrum of strategies to involve public partners and share lessons learned to optimize these opportunities. Public and patient partners will also present and share their perspectives and experiences.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
formsScreen Shot 2016-05-29 at 1.14.50 AM.png__MACOSXforms.docxhanneloremccaffery
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Actium Learning Agreement
NUR/590AB Version 2
1
Sample Educational Practicum Learning Agreement – Not Implemented
Student’s Name
Faculty
Student’s
Phone
Number
UPX
Campus
Online
Name of Practicum Site
N/A - Virtual project
Address, City, State, and Zip Code of Practicum Site
N/A – Not implemented
Mentor’s
Name and Educational
Credentials (Minimum of an RN MSN required)
Mentor’s
Agency
Mentor’s Job Title
Mentor’s
Phone
Number and Email
Practicum Goal:
1. To analyze, develop, implement, and evaluate an educational program for nursing students on the nursing process to first semester nursing students.
2. To utilize advanced nursing knowledge to assist nursing students in understanding the nursing process, critical ...
A summary, with some overview questions, of Laure Mulvey's article 'Visual Pleasure and Narrative Cinema' and it's uses in thinking about gender representations.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. 2
W61832A
Instructions to Teachers/Tutors
Centres should refer to the BTEC Nationals Instructions for Conducting External
Assessments (ICEA) document for full information on the correct conduct of monitored
and formally supervised assessment.
This set task has a preparation period followed by an assessment period of six hours.
Both the preparation and assessment periods must be scheduled over the two
weeks timetabled by Pearson. The periods will allow centres to timetable appropriate
supervised sessions for all learners.
The set task has a monitored preparation period of two hours. This must be scheduled
by the centre. Within this time, learners should review the information provided in
this booklet, conduct research activities and make notes to take into the supervised
assessment period.
Learners may also undertake some independent research outside of the monitored
preparation sessions. It is suggested they spend up to 10 hours on this research.
This can include activities such as:
• carrying out primary and secondary research into the target audience and
similar products
• identifying appropriate research sources.
Centres may need to make facilities available to learners to support independent
research. Where learners want to carry out research, these outcomes may be brought into
the monitored preparation sessions but only notes produced in monitored preparation
sessions may be used during the formal supervised assessment.
Learner notes are restricted to:
• three sides of A4 notes, which can be handwritten or typed. If typed, the text must
be a minimum of 10 point font size
• information from primary and/or secondary research
• facts related to the commission and existing practice.
Learner notes cannot include:
• pre-prepared answers for activities
• assets or materials to be used in the activities.
Teachers/Tutors should note that:
• learners should not be given any direct guidance or prepared materials
• learners should not be given any support in writing or editing notes
• all work must be completed independently by the learner
• learner notes produced under monitored conditions must be checked to ensure that
they comply with the limitations
• learner notes should be retained by the centre between the monitored sessions and
the formal supervised assessment
• learner notes should be retained by the centre after the completion of assessment
and may be requested by Pearson.
3. 3
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W61832A
The supervised assessment will take place over six hours in the two-week period
timetabled by Pearson. Centres should schedule all learners at the same time or
supervise cohorts to ensure there is no opportunity for collusion.
Maintaining security during the supervised assessment period
- The assessment areas must only be accessible for the individual learner and to named
members of staff.
- Learners can only access their work under supervision.
- Any work learners produce under supervision must be kept secure.
- Only permitted materials for the set task can be brought into the
supervised assessment.
- During any permitted break and at the end of the session materials must be kept
securely and no items removed from the supervised environment.
- Learners are not permitted to have access to the internet or other resources during
the supervised assessment period.
There are four activities within the set task. All the activities will be completed under the
six hours supervised assessment period.
Activity 1: Produce a rationale 1 hour approximately
Activity 2: Produce a pitch of the idea 1 hour approximately
Activity 3: Produce a proposal 2 hours approximately
Activity 4: Produce a treatment 2 hours approximately
The set task is a formal external assessment and must be conducted with reference to the
instructions in this booklet and the BTEC Nationals Instructions for Conducting External
Assessments (ICEA) document to ensure that the supervised assessment is conducted
correctly and that learners submit evidence that is their own work.
After the sessions the teacher/tutor and/or invigilator will confirm that all the learner
work had been completed independently as part of the authentication submitted
to Pearson.
Outcomes for submission
• Rationale, pitch, proposal and treatment combined in a .pdf file
• A completed authentication sheet
This must be submitted no later than 10/05/2019
4. 4
W61832A
Instructions for Learners
Read the set task information carefully.
You will be given two hours of monitored preparation, which will allow you to review the
information in this booklet, carry out research and make notes. This will be followed by
six hours of supervised assessment sessions.
You can carry out independent research outside of the monitored preparation sessions.
This can include activities such as:
• identifying appropriate research sources
• carrying out primary and secondary research into the target audience and
similar products.
You may bring this research into the monitored preparation sessions but only notes
produced in monitored preparation sessions may be used during the formal
supervised assessment.
You are allowed to prepare three sides of A4 notes to take into the supervised
assessment sessions. Your notes can contain:
• information from primary and/or secondary research
• facts related to the commission and existing practice.
Notes can be handwritten or typed. If typed, the text must be a minimum of 10 point
font size.
The notes cannot include:
• pre-prepared answers for activities
• assets or materials to be used in the activities.
Your notes must be your own work and will be retained by your centre until results
are issued.
The set task is assessed over six hours under formal supervision. You will have a number
of sessions organised by the centre to complete the set task. Plan your time carefully and
allow time to produce your outcomes for submission.
During the supervised assessment sessions you will be permitted access to:
• pens and drawing materials
• computers
• specialist software and equipment.
Outcomes for submission
You must submit:
• a rationale, pitch, proposal and treatment combined in a .pdf file
• an authentication sheet.
5. 5
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W61832A
Set Task Information
Switch Off
Switch Off is a UK organisation that wants to promote a healthy balance for young
people between their use of digital technology and other activities. The organisation is
developing a media campaign to encourage young people to switch off their devices and
participate in different activities.
Read through the information provided.
Choose ONE of the five commissions offered to plan your response.
In responding to the commission, you must incorporate this research into your
final response.
PRESS RELEASE from Switch Off
Switch Off is a government-funded organisation based in the UK. Switch Off is
commissioning a media campaign to encourage young people in the UK to reduce
screen time so they have better mental and physical health and increase their
chances of doing well in school.
Research shows that the benefits of balancing time connected to technology and
time doing other activities away from screens can have a positive impact on young
people. Switch Off wants to encourage young people to do more activities away from
their digital devices.
Research also shows that people have a 10-point drop in their IQ when they know
that they have unread messages on a device and that an extra hour of screen time
per day for 16 year olds is associated with dropping a grade in two GCSE subjects.
Switch Off wants this campaign to be ready for the start of the next academic year so
it has the greatest impact in supporting young people who are studying for
their GCSEs.
Switch Off has a large budget for this campaign, however it will want to see value for
money from the campaign.
6. 6
W61832A
We are looking for media practitioners to provide initial responses to one of the
following commissions:
COMMISSION 1: VIDEO ADVERT (30 secs approx.)
COMMISSION 2: WEBSITE (3 pages min.)
COMMISSON 3: AUDIO PODCAST (6 mins approx.)
COMMISSION 4: MAGAZINE (3 pages min.)
COMMISSION 5: DIGITAL GAME (web and mobile)
We expect this resource to be available in schools and colleges for the start of the next
academic year, so you will need to consider the timescales and logistics involved.
It is worth pointing out that we have sent this request to a number of media producers,
so we will need you to persuade us that your idea is worth taking forward.
We look forward to working with you.
7. 7
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W61832A
OFCOM
research found
that 12 to 15
year olds spent
49% of their
time online
using tablets,
26% using
mobile phones
and the rest on
other devices.
SWITCH FF
A study at Kings College
London found that a
person’s IQ drops by 10
points when they know they
have unread text, email
messages or notifications
1
15 year old males spend 15 hours per
week using a mobile phone and 15
year old females spend 21.5 hours
per week
1 9.6
Cambridge University
research suggests one
hour more online each
day leads to a 9.6 drop
in GCSE points (or
one grade lower in two
subjects)
0 5 10 15 20
Using
screens
Playing
outside
17.7 hrs / wk
8.8 hrs / wk
10 IQ
points
Young people spend on average 17.7 hours per week
using screens recreationally. This is double the amount
of time spent playing outdoors (8.8 hours per week)
SOURCES
Children and Parents: Media Use and Attitudes Report - Ofcom 2017
International journal of behavioral nutrition and physical activity 12 (1), 113
8. 8
W61832A
Set Task
You must choose one of the commissions.
You are required to complete four activities.
Activity 1: Produce a rationale (1 hour approximately)
Activity 2: Produce a pitch of the idea (1 hour approximately)
Activity 3: Produce a proposal (2 hours approximately)
Activity 4: Produce a treatment (2 hours approximately)
You must complete ALL activities in the set task.
Activity 1: Rationale (1 hour approximately)
Write a rationale of your ideas in response to the commission you have chosen.
Your rationale will be assessed on:
• the consideration of the commission
• interpretation of the commission
• meeting the requirements of the commission
• justification of approaches used to inform ideas.
(Total for Activity 1 = 16 marks)
Activity 2 – Pitch (1 hour approximately)
Write a pitch of your idea to Switch Off, which is no more than 350 words.
Your pitch will be assessed on:
• your idea and solution in relation to the stimulus material
• refinement and succinct communication of the pitch
• your understanding of the potential of the commission
• practicality of your solution.
(Total for Activity 2 = 16 marks)
9. 9
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Activity 3 – Proposal (2 hours approximately)
Write a proposal for your idea.
Your proposal will be assessed on:
• your understanding of technical media production processes
• use of the medium and targeting of audience
• communication of a plausible idea
• consideration of logistical implications.
(Total for Activity 3 = 20 marks)
10. 10
W61832A
Activity 4 – Treatment (2 hours approximately)
Switch Off needs to know what your idea will look or sound like.
Produce a treatment for your chosen commission. Your treatment can be up to
six A4 pages.
Your treatment only has to cover an appropriate sample or taster of the product.
You must select pre-production materials from the table below that are relevant to the
medium of your commission. You must include one or more of these in your treatment
and include justification of ideas.
Visual materials Written materials Diagrams and graphics
• Storyboard
• Visuals
• Mock-ups
• Layout
• Interface or menus
• Audio script
• Descriptions of scenes
and transitions
• Audio descriptions
• Body copy
• Character description
• Shot descriptions
• Rules and gameplay
• Navigation
• User flow chart
• Wireframe
Your treatment will be assessed on:
• your understanding of media production processes
• use of the medium in targeting the audience
• communication of style
• justifications of your decisions.
(Total for Activity 4 = 20 marks)
TOTAL FOR TASK = 72 MARKS