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Time Management Plan Guidelines
PURPOSE
The purpose of this assignment is to allow the learner to use effective strategies to manage time as a professional nurse and online student.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
CO #4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
CO #5. Integrate application of professional values, service, and accountability when planning for personal, intellectual, and professional development. (PO #5)
CO #9. Demonstrates responsibility for personal and professional development by assessing computer competence, implementing plans for upgrading computer skills, and using effective strategies for online student success. (PO #5)
DUE DATE
Submit the assignment to the Week 1 Dropbox by Sunday, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 50 points.
PREPARING THE TIME MANAGEMENT PLAN
1. Read this document (Time Management Plan Guidelines), including the Rubric.
2. From Doc Sharing, download the Time Management Plan Template. Rename that document as Your Last Name Time Management Plan.docx. Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save your work frequently as you type to prevent loss of your work.
3. As you prepare your Time Management Plan, consider your own life. When do you work, sleep, and spend time with family and friends? How will the addition of online coursework impact your time management?
4. Complete the Time Management Plan with your schedule for an upcoming course week. Be sure to consider all the activities you will do during that week. Work on this assignment during Week 1. Don’t wait until the due date to begin your work!
5. An example of a plan may be found at the end of this document.
6. When your assignment is complete, save and close the document. Enter the course and submit the document as an attachment to the Week 1 Dropbox. See the Week 1 Assignments page for step-by-step instructions on how to use the Dropbox.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description: See Rubric for details.
Categories Used
10 points
20%
Use at least five categories for the week that clearly describe the activities in which you participate. You may add additional categories and labels.
Logical Sequence
10 points
20%
Plan for each day of the week follows a very logical sequence.
Schedule
10 points
20%
Schedule completed for 24 hours each day during 7 days of the week.
...
Assignment 3 Final Project (Due – September 14, 2017)Due We.docxMatthewTennant613
Assignment 3: Final
Project
(
Due – September 14, 2017)
Due Week 9 and worth 2
6
0 points
The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note:
The cover, abstract and reference pages do not count toward the final page number. The total page count should be
fifteen to twenty (
15-20
)
pages.
The assignment #3 must include 4 parts:
a) assignment #
1 b
) assignment #2 c) assignment #3 – newly written contents 4) abstract
Compile the previous assignments and:
1.
Create a quarter-page
(1/4)
inf
ormative
abstract
for your final project.
2.
Revise your project analysis (assignment #1).
3.
Revise your instru
ctional and delivery strategies (assignment #2).
Write a
six to eight
(
6-8
) page paper in which you:
(assignment #3)
4.
Create an evaluation plan that clearly correlates to the
three (3)
learning objectives you developed in Assignment 1. Specify the measures that best fit each objective.
5.
Prepare a five (5) question test that correlates with the learning objectives from Assignment 1
.
Design the test so that each question is from a different level of Bloom’s Taxonomy.
6.
Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
7.
Select a learning theory that applies to the instructional design of the project.
Provide a rationale for your selection.
8.
Create three (3) learning theory principles, not previously mentioned, and specify how they apply to your project.
9.
Examine the information gaps within the project. Determine the information that is necessary in order to complete the project more effectively. Provide a rationale for your response.
10.
Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation and food.
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 theories and models of instructional design in relation to learner and program needs.
•
Assess instructional and training products.
•
Write clearly and concisely about issues in instructional design and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, usi.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
Week 9 Assignment 3 SubmissionThe final project includes sladonnacamplin
Week 9 Assignment 3 Submission
The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note:
The cover, abstract and reference pages do not count toward the final page number. The total page count should be fifteen to twenty (15-20) pages.
Compile the previous assignments and:
Create a quarter-page (1/4) informative abstract for your final project.
Revise your project analysis.
Revise your instructional and delivery strategies.
Write a six to eight (6-8) page paper in which you:
Create an evaluation plan that clearly correlates to the three (3) learning objectives you developed in Assignment 1. Specify the measures that best fit each objective.
Prepare a five (5) question test that correlates with the learning objectives from Assignment 1. Design the test so that each question is from a different level of Bloom’s Taxonomy.
Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
Select a learning theory that applies to the instructional design of the project. Provide a rationale for your selection.
Create three (3) learning theory principles, not previously mentioned, and specify how they apply to your project.
Examine the information gaps within the project. Determine the information that is necessary in order to complete the project more effectively. Provide a rationale for your response.
Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation and food.
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 theories and models of instructional design in relation to learner and program needs.
Assess instructional and training products.
Write clearly and concisely about issues in instructional design and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 260
Assignment 3: Final Project
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
Compile the previous assignments and:
1. Create a quarter-page (1/4) informative abstract for ...
BUSI 642Thematic Integration of Faith and Learning RubricCri.docxfelicidaddinwoodie
BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
· Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
Assignment 3 Final Project (Due – September 14, 2017)Due We.docxMatthewTennant613
Assignment 3: Final
Project
(
Due – September 14, 2017)
Due Week 9 and worth 2
6
0 points
The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note:
The cover, abstract and reference pages do not count toward the final page number. The total page count should be
fifteen to twenty (
15-20
)
pages.
The assignment #3 must include 4 parts:
a) assignment #
1 b
) assignment #2 c) assignment #3 – newly written contents 4) abstract
Compile the previous assignments and:
1.
Create a quarter-page
(1/4)
inf
ormative
abstract
for your final project.
2.
Revise your project analysis (assignment #1).
3.
Revise your instru
ctional and delivery strategies (assignment #2).
Write a
six to eight
(
6-8
) page paper in which you:
(assignment #3)
4.
Create an evaluation plan that clearly correlates to the
three (3)
learning objectives you developed in Assignment 1. Specify the measures that best fit each objective.
5.
Prepare a five (5) question test that correlates with the learning objectives from Assignment 1
.
Design the test so that each question is from a different level of Bloom’s Taxonomy.
6.
Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
7.
Select a learning theory that applies to the instructional design of the project.
Provide a rationale for your selection.
8.
Create three (3) learning theory principles, not previously mentioned, and specify how they apply to your project.
9.
Examine the information gaps within the project. Determine the information that is necessary in order to complete the project more effectively. Provide a rationale for your response.
10.
Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation and food.
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 theories and models of instructional design in relation to learner and program needs.
•
Assess instructional and training products.
•
Write clearly and concisely about issues in instructional design and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, usi.
Design For InstructionTeacher will now design the instruction LinaCovington707
Design For Instruction
Teacher will now design the instruction for the learning goals provided in previous chapter. How will you teach the learning goals you have designed
The following will be discussed At this point you have administered the pre-assessment
Remember to include charts to report the findings of the pre assessment
Page length 3 + visual organizer
Pre Assessment Results
Don’t forget to label your responses using subheadings in the TWS outline
Discuss what your pre-assessment scores revealed about your students
You could discuss but is not limited to:
Range of scores for each student showing percentages
Be specific about what learning goals you are using ( Question 10, & 12 addressed LG 2 that showed a low percentage (12%) of students that mastered
Use charts to show the results/ could show graph for each learning goal
Restate learning goals as you discuss results
Show target performance set for each learning goal
Show lowest and highest mastery of each goal
Show graph with mastery of each question for each student
Remember your sub headings are
Results of pre- assessment ( discussed on the first few pages)
Unit Overview- discuss what your unit will include (you may use your outline here of your unit. Explain your unit and alignment with goals. List topics for each day. Include activity for each day
Activities – what activities will you use for each unit. Discuss and explain/ Review page 10 of TWS to include explanation of activity
Technology – What technology will you use for this unit
MUST HAVE
Analyzed descriptions of student performance
Activities linked to learning goals
Identify patterns of student performance
Show activity you are doing each day
Use visual organizer
Describe a minimum of 3 activities using a variety of instructional strategies
Analyze student performance related to the goals
Show how you will score assessments
Show how activity relates to goals
What materials are needed for activity
Can use scoring rubrics, observation, checklist, rating scales ect.
How will you check on student progress
Instructional Decision-Making FIVE
Describe Modifications
Give 2 examples of when student learning or response caused you to modify your lesson
Describe in detail the activity that you modified and why
Explain why you thought this would improve student learning of
the goal. Explain in detail
Give a second example of when a student’s learning or response
caused you to modify the lesson. Explain in detail
Suggested page length 3-4 pages
Review page 13 TWS
Analysis of Student Learning
Teacher uses assessment data to profile student learning giving information about student achievement
Now you will analyze data
Show performance of whole class, subgroups and individual students
Conclusions will be drawn in Factor 7
Focus student achievement
Subheadings
Whole Cl ...
Week 9 Assignment 3 SubmissionThe final project includes sladonnacamplin
Week 9 Assignment 3 Submission
The final project includes submissions from your prior assignments. The previous submissions must be revised based on instructor feedback and recommendations. Review the paper for flow and continuity.
Note:
The cover, abstract and reference pages do not count toward the final page number. The total page count should be fifteen to twenty (15-20) pages.
Compile the previous assignments and:
Create a quarter-page (1/4) informative abstract for your final project.
Revise your project analysis.
Revise your instructional and delivery strategies.
Write a six to eight (6-8) page paper in which you:
Create an evaluation plan that clearly correlates to the three (3) learning objectives you developed in Assignment 1. Specify the measures that best fit each objective.
Prepare a five (5) question test that correlates with the learning objectives from Assignment 1. Design the test so that each question is from a different level of Bloom’s Taxonomy.
Determine the type of evaluation approach that is most appropriate for your project. Provide a rationale for your selection.
Select a learning theory that applies to the instructional design of the project. Provide a rationale for your selection.
Create three (3) learning theory principles, not previously mentioned, and specify how they apply to your project.
Examine the information gaps within the project. Determine the information that is necessary in order to complete the project more effectively. Provide a rationale for your response.
Specify the next steps to complete the delivery of the instruction. Identify final preparations needed such as the location, resources, equipment, transportation and food.
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 theories and models of instructional design in relation to learner and program needs.
Assess instructional and training products.
Write clearly and concisely about issues in instructional design and development using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.
Points: 260
Assignment 3: Final Project
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
Compile the previous assignments and:
1. Create a quarter-page (1/4) informative abstract for ...
BUSI 642Thematic Integration of Faith and Learning RubricCri.docxfelicidaddinwoodie
BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
· Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
Comprehensive School-Level 3-Day Professional Development PlanDi.docxmccormicknadine86
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Project based leaning a toolkit for teachersSTEPHEN ANDREW
Project Based Learning is a teaching approach that applies Project management skills and knowledge in a classroom ( teaching –learning environment)
A powerful approach to learning that provides;
- opportunity to build essential 21stC skills
- deeper knowledge and expertise needed for life and carrier
A proven methodology for achieving students higher success
1. Week Three Written Assignment Inclusive and Differentiated Lea.docxjeremylockett77
1. Week Three Written Assignment: Inclusive and Differentiated Learning and Assessments WLO 3 CLO 2,4
As you learned in the Iris Center module titled Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students, assessment is one of the four key curricular components. Along with using assessments to make informed decisions about meeting the needs of children, you will also encounter the use of standardized assessments in your work with learners with exceptionalities. Currently there is a lot of controversy surrounding assessments and the role that they should play when working with young learners. Whether you agree or disagree with this practice, it is important that you know how to make sure you are using standardized assessments in the most appropriate way possible when working with diverse learners in inclusive environments.
To prepare for this assignment,
· Please refer to the Week Three Guidance for further tips and examples that will support your success on this assignment.
· Read Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape.
For your assignment, imagine that you have been asked to be a part of a task force for determining which standardized assessments your school or center will be using. Your supervisor has asked you to create an 8- to 10-slide presentation, to share with your colleagues, highlighting the key factors that need to be taken into account when selecting a standardized assessment that addresses the needs of all learners.
In your presentation,
· Describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments. (Principles 1 and 3)
· Summarize how you will make sure that the assessments are designed for accessibility by all. (Principle 2)
· Explain how you make sure the assessment results are fair and valid and the importance of reporting results of the assessment for all students. (Principle 4 and 5)
· Examine how you will continually evaluate the assessment process to improve it and ensure student success. (Principle 6)
· Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments. Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards. Make sure to support your reasoning with at least one scholarly source.
· Discuss how as an administrator you will foster collaboration amongst your teachers about using assessments with young children.
The Inclusive and Differentiated Learning and Assessments presentation
· Must be 8 to 10 slides in length (not including title and references slides) and formatted according to APA style as outlined in the Ashford Writing Center.
· Must include a separate title slide with the following:
· Title of presentation
· Student’s name
· Course name and n ...
Topic- Data Base Securities8-10 - page double spaced paper (ma.docxjuliennehar
Topic:- Data Base Securities
8-10 - page double spaced paper (max 12-point font) that will contain the following: Please Check the page 2 how to divide the Sub Topics length
• Cover Page
• Outline (on its own page)
• Abstract
• Introduction for your topic. Also, include a few major statistics about related threats
• What are the top 3 concerns about your topic and why?
• What are your proposed countermeasures to solve the problem?
• Summary
Need 8 References with Citations
Each of the above bullet points should have their own paragraph with substantial detail provided. (not including the references section) Please use proper APA and a minimum of eight unique scholarly references will be needed. Please add a title page to this assignment with the names of all of the group members and the Group Number and provide a final summary Each group will complete an 8-10-page double spaced paper (max 12-point font) that will contain the following: •
SECURITY
OUTLINE
ABSTRACT (4-6 sentences)
· A brief summary of a research article
· Understand the purpose of the paper
INTRODUCTION (1-2)
· Introduce the topic
· Data Base Securities, for example (what is it)
· Define the topic
· References that defines your topic
· Define what the paper is about (your topic with security) and the general problem (not specific here, just general)
ISSUES (3-4 pages)
· Concern 1 and why (Ex. Data Breaches
· Concern 2 and why (Ex. Data Corruption and/or loss
· Concern 3 and why (Ex. Stolen Database Backups
· Add your statistics with concerns or separate
COUNTERMEASURES (2-4 pages)
· How do we address it (Countermeasures, fix, eliminate it, remove it, slow it down)
· How do you address Concern 1
· How do you address Concern 2
· How do you address Concern 3
SUMMARY
Summary (half page)
· A concise restatement of what you just wrote
· Re-introduce the topic
· Brief summary of the concern or concerns
· Brief update of how the overall problem can be solved
· What knowledge has the reader now acquired
REFERENCES
· References (minimum 8 references) with matching in-text citations
BUS407 Week 9 Scenario Script: Additional Training
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1 / Taormina Conference Room
(Talking to the student)
Deborah: Hello!
Last week, we reviewed the importance of evaluating training programs and we reviewed the steps of the evaluation process.
We also understood how important it is to evaluate the process data and the outcome data. During the past eight weeks, we have covered the steps of the training design process.
Using the training process model, we have successfully created a training program for Taormina’s call center employees. Creating this training program for the call center is a great short-term plan. However, the company will need many other training programs in the long-term.
Today, we will review five key areas of organizational training. These areas are orientation training, diversity train ...
Strategic IT Planning: The Implementation Plan
Assignment Part 2: 75 points
This is a two-part project.
Part one entails providing an outline of the 3-Step Process.
Part two entails providing a proposal paper using the Implementation Plan
Introduction
Strategic IT Planning is required to ensure your resources and assets continue providing the results and
the support your organization needs.
What is a Strategic Plan?
It is a roadmap to achieving a goal. It may cover your entire department or responsibility or it may focus
on a specific issue or element of your role. It can be long and involved or a simply one-page document
that provides guidance and steps you need to implement to achieve a goal.
Making it Happen
There are a few things that are important to your success. While it may seem that developing the
Strategic Plan is the hardest part, most plans fail because of the implementation. The key is to keep it
small and be successful, then build on that success for the next initiative. Don’t bite off too much or try
to be too ambitious.
• Take your time and keep it manageable
• Link your plan to your company’s strategy
• Justify your initiative and get buy-in and support
• Don’t re-invent, rebuild
• Go slow, manage change
• Set aside time from your operational responsibilities to make it happen
Without a Strategic Plan, you and your team won’t be effective and you won’t be able to get results, get
attention and get ahead.
Why you need an IT Strategy:
Redirect from tasks to opportunities and result
• Switch from fighting fires to preventing fires
• Reduce risk with planning and a longer view
Strategic Plans fail because it never gets written or because it is too complex.
Remember in Week 2 you used 3 questions to design your strategic plan outline.
Select a topic that you plan to defend via the strategic plan proposal, get topic approval from your
professor, and start finding resources as well as the steps you need to take to achieve your strategic
plan.
Note: Be sure to use terms, principles, strategies, and theories in your IT Strategy textbook.
1. Why do you need to do it? What is your goal?
2. What are the things you need to get done to achieve your goal?
3. How can you make those things happen?
By answering the 3 questions above, you will have the grounded baseline to developing an effective IT
Strategic Plan.
In Week 7, you will develop an implementation plan.
Develop an implementation plan
Once you have established your strategic plan using the 3-question process, you need to develop your
implementation plan. Select a topic that you plan to defend via the strategic plan proposal, get topioc
approval from your professor, and start finding resources as well as the steps you need to take to
achieve your strategic plan.
Based on your approved topic, complete the following statements/questions:
Note: Be sure to use terms, principles, strategi.
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
In a 250-300 word response, critically examine your personal level o.docxjoyjonna282
In a 250-300 word response, critically examine your personal level of intercultural communication competence. Is it important for you to achieve a certain level of intercultural communication competence? Would enhanced intercultural communication competence help you personally? Professionally? Academically? Include examples in your submission and use at least one resource to support your key points. Respond to at least two of your fellow students' posts.
.
In a 10 –12 page paper, identify and analyze the benefits and challe.docxjoyjonna282
In a 10 –12 page paper, identify and analyze the benefits and challenges that are associated with biometric evidence in the criminal justice system. Include at least 3 techniques in your paper, and use at least 2 case studies to support your position. Consider the following questions when drafting your paper:
How do courts determine if evidence is reliable and valid before allowing it into testimony?
What is the role of the Frye standard or Daubert standard in determining whether or not the courts will accept biometric evidence?
What rules does your state use in this regard?
How reliable is fingerprint evidence? Consider examples of its use in criminal courts.
How do other biometrics compare to the reliability and validity of fingerprint evidence?
What are some of the challenges associated with lower forms of biometrics, such as facial recognition, and acceptance as evidence in court?
What is the role of the expert witness related to biometric evidence in court?
Be sure to provide in-text citation and references
.
In a 1-2 page Microsoft Word document, discuss the following case st.docxjoyjonna282
In a 1-2 page Microsoft Word document, discuss the following case study:
When Alexander and Deborah married, Alexander owned a duplex in a community property state. They lived in one side of the duplex. They saved their money and bought a lake lot as tenants by the entirety. Deborah failed to pay the loans she took out from Savings Bank prior to her marriage to pay for college. The bank claimed the duplex, the lake lot and their savings.
Discuss the likelihood of success on the bank's claims against the properties.
.
In a 16–20 slide PowerPoint presentation (excluding title and refere.docxjoyjonna282
In a 16–20 slide PowerPoint presentation (excluding title and reference slides) provide information as well as analyze the roles of the following areas in criminal justice leadership strategies and practices:
Organizational culture
Behavioral theory
Planning
Community relations
Your presentation should include, at a minimum, 4 slides, with speaker notes, for each topic.
.
Comprehensive School-Level 3-Day Professional Development PlanDi.docxmccormicknadine86
Comprehensive School-Level 3-Day Professional Development Plan
Directions:The final signature assessment in this course is to write a comprehensive, school-level instructional leadership professional development plan. This plan includes multiple elements in which you have been working on throughout the weeks. This week you will focus on building your final 3-Day Professional Development Plan including your fourth element called Teacher: Improving Teachers’ Instructional Practices.
Each week throughout the course you prepared and submitted a draft of three out of the four elements of the plan. Use your readings, lectures, and exemplar examples of key components to build a strong more comprehensive plan. Use the feedback you received throughout Weeks 1, 2 & 3 to guide you in making improvements to your 3-Day Professional Development Plan. We should see growth from your previous draft submissions. You will submit this plan as your Signature Assessment for this course.
1. Four elements of the comprehensive professional development plan, include:
1. Initial Information: Professional Development
· Include topic, audience, date, time, resources, cost, and collaborative team that assisted in identifying the area(s) of need etc.,
2. Student Achievement: Evaluation of data sets that impact and identify the needs for content specific professional development and monitors professional improvement in the teaching and learning process.
· Goals: Statement of goals for school-sponsored and/or school-supported data to identify needs and drive instruction.
3. Content: Components of professional development plan that are content specific and address needs based on student needs information. Using curriculum alignment strategies, goals, curriculum mapping, research, and best practices. (e.g., using data to guide instructional content, curriculum alignment, facilitating implementation of rigorous content, content-based learning and assessment, evidence-based content to improve teaching and learning).
· Objectives: Statement of objectives for school-sponsored and/or school-supported content that provides an appropriate level of rigor to improve teaching and learning.
4. Teacher: Implementation of collaborative structures, professional learning communities, professional development processes, and use of tools and applications to facilitate and support teaching and learning. (e.g., using data to guide instructional practice, alignment of instruction to curriculum, facilitating implementation of rigorous instruction, instructional based learning and assessment, evidence-based strategies to improve teaching and learning).
· Focus of Topic: Description of focus that will be undertaken to achieve the professional development goals and objectives that address instructional improvement and promote student achievement.
Part 1, 2, 3, 4: 3-Day Professional Development Plan:
Directions:
A. Complete the table. Use 12 pt. black font: Times New Roman. The table cell ...
Project based leaning a toolkit for teachersSTEPHEN ANDREW
Project Based Learning is a teaching approach that applies Project management skills and knowledge in a classroom ( teaching –learning environment)
A powerful approach to learning that provides;
- opportunity to build essential 21stC skills
- deeper knowledge and expertise needed for life and carrier
A proven methodology for achieving students higher success
1. Week Three Written Assignment Inclusive and Differentiated Lea.docxjeremylockett77
1. Week Three Written Assignment: Inclusive and Differentiated Learning and Assessments WLO 3 CLO 2,4
As you learned in the Iris Center module titled Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students, assessment is one of the four key curricular components. Along with using assessments to make informed decisions about meeting the needs of children, you will also encounter the use of standardized assessments in your work with learners with exceptionalities. Currently there is a lot of controversy surrounding assessments and the role that they should play when working with young learners. Whether you agree or disagree with this practice, it is important that you know how to make sure you are using standardized assessments in the most appropriate way possible when working with diverse learners in inclusive environments.
To prepare for this assignment,
· Please refer to the Week Three Guidance for further tips and examples that will support your success on this assignment.
· Read Principles and Characteristics of Inclusive Assessment Systems in a Changing Assessment Landscape.
For your assignment, imagine that you have been asked to be a part of a task force for determining which standardized assessments your school or center will be using. Your supervisor has asked you to create an 8- to 10-slide presentation, to share with your colleagues, highlighting the key factors that need to be taken into account when selecting a standardized assessment that addresses the needs of all learners.
In your presentation,
· Describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments. (Principles 1 and 3)
· Summarize how you will make sure that the assessments are designed for accessibility by all. (Principle 2)
· Explain how you make sure the assessment results are fair and valid and the importance of reporting results of the assessment for all students. (Principle 4 and 5)
· Examine how you will continually evaluate the assessment process to improve it and ensure student success. (Principle 6)
· Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments. Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards. Make sure to support your reasoning with at least one scholarly source.
· Discuss how as an administrator you will foster collaboration amongst your teachers about using assessments with young children.
The Inclusive and Differentiated Learning and Assessments presentation
· Must be 8 to 10 slides in length (not including title and references slides) and formatted according to APA style as outlined in the Ashford Writing Center.
· Must include a separate title slide with the following:
· Title of presentation
· Student’s name
· Course name and n ...
Topic- Data Base Securities8-10 - page double spaced paper (ma.docxjuliennehar
Topic:- Data Base Securities
8-10 - page double spaced paper (max 12-point font) that will contain the following: Please Check the page 2 how to divide the Sub Topics length
• Cover Page
• Outline (on its own page)
• Abstract
• Introduction for your topic. Also, include a few major statistics about related threats
• What are the top 3 concerns about your topic and why?
• What are your proposed countermeasures to solve the problem?
• Summary
Need 8 References with Citations
Each of the above bullet points should have their own paragraph with substantial detail provided. (not including the references section) Please use proper APA and a minimum of eight unique scholarly references will be needed. Please add a title page to this assignment with the names of all of the group members and the Group Number and provide a final summary Each group will complete an 8-10-page double spaced paper (max 12-point font) that will contain the following: •
SECURITY
OUTLINE
ABSTRACT (4-6 sentences)
· A brief summary of a research article
· Understand the purpose of the paper
INTRODUCTION (1-2)
· Introduce the topic
· Data Base Securities, for example (what is it)
· Define the topic
· References that defines your topic
· Define what the paper is about (your topic with security) and the general problem (not specific here, just general)
ISSUES (3-4 pages)
· Concern 1 and why (Ex. Data Breaches
· Concern 2 and why (Ex. Data Corruption and/or loss
· Concern 3 and why (Ex. Stolen Database Backups
· Add your statistics with concerns or separate
COUNTERMEASURES (2-4 pages)
· How do we address it (Countermeasures, fix, eliminate it, remove it, slow it down)
· How do you address Concern 1
· How do you address Concern 2
· How do you address Concern 3
SUMMARY
Summary (half page)
· A concise restatement of what you just wrote
· Re-introduce the topic
· Brief summary of the concern or concerns
· Brief update of how the overall problem can be solved
· What knowledge has the reader now acquired
REFERENCES
· References (minimum 8 references) with matching in-text citations
BUS407 Week 9 Scenario Script: Additional Training
Slide #
Scene/Interaction
Narration
Slide 1
Scene 1 / Taormina Conference Room
(Talking to the student)
Deborah: Hello!
Last week, we reviewed the importance of evaluating training programs and we reviewed the steps of the evaluation process.
We also understood how important it is to evaluate the process data and the outcome data. During the past eight weeks, we have covered the steps of the training design process.
Using the training process model, we have successfully created a training program for Taormina’s call center employees. Creating this training program for the call center is a great short-term plan. However, the company will need many other training programs in the long-term.
Today, we will review five key areas of organizational training. These areas are orientation training, diversity train ...
Strategic IT Planning: The Implementation Plan
Assignment Part 2: 75 points
This is a two-part project.
Part one entails providing an outline of the 3-Step Process.
Part two entails providing a proposal paper using the Implementation Plan
Introduction
Strategic IT Planning is required to ensure your resources and assets continue providing the results and
the support your organization needs.
What is a Strategic Plan?
It is a roadmap to achieving a goal. It may cover your entire department or responsibility or it may focus
on a specific issue or element of your role. It can be long and involved or a simply one-page document
that provides guidance and steps you need to implement to achieve a goal.
Making it Happen
There are a few things that are important to your success. While it may seem that developing the
Strategic Plan is the hardest part, most plans fail because of the implementation. The key is to keep it
small and be successful, then build on that success for the next initiative. Don’t bite off too much or try
to be too ambitious.
• Take your time and keep it manageable
• Link your plan to your company’s strategy
• Justify your initiative and get buy-in and support
• Don’t re-invent, rebuild
• Go slow, manage change
• Set aside time from your operational responsibilities to make it happen
Without a Strategic Plan, you and your team won’t be effective and you won’t be able to get results, get
attention and get ahead.
Why you need an IT Strategy:
Redirect from tasks to opportunities and result
• Switch from fighting fires to preventing fires
• Reduce risk with planning and a longer view
Strategic Plans fail because it never gets written or because it is too complex.
Remember in Week 2 you used 3 questions to design your strategic plan outline.
Select a topic that you plan to defend via the strategic plan proposal, get topic approval from your
professor, and start finding resources as well as the steps you need to take to achieve your strategic
plan.
Note: Be sure to use terms, principles, strategies, and theories in your IT Strategy textbook.
1. Why do you need to do it? What is your goal?
2. What are the things you need to get done to achieve your goal?
3. How can you make those things happen?
By answering the 3 questions above, you will have the grounded baseline to developing an effective IT
Strategic Plan.
In Week 7, you will develop an implementation plan.
Develop an implementation plan
Once you have established your strategic plan using the 3-question process, you need to develop your
implementation plan. Select a topic that you plan to defend via the strategic plan proposal, get topioc
approval from your professor, and start finding resources as well as the steps you need to take to
achieve your strategic plan.
Based on your approved topic, complete the following statements/questions:
Note: Be sure to use terms, principles, strategi.
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
In a 250-300 word response, critically examine your personal level o.docxjoyjonna282
In a 250-300 word response, critically examine your personal level of intercultural communication competence. Is it important for you to achieve a certain level of intercultural communication competence? Would enhanced intercultural communication competence help you personally? Professionally? Academically? Include examples in your submission and use at least one resource to support your key points. Respond to at least two of your fellow students' posts.
.
In a 10 –12 page paper, identify and analyze the benefits and challe.docxjoyjonna282
In a 10 –12 page paper, identify and analyze the benefits and challenges that are associated with biometric evidence in the criminal justice system. Include at least 3 techniques in your paper, and use at least 2 case studies to support your position. Consider the following questions when drafting your paper:
How do courts determine if evidence is reliable and valid before allowing it into testimony?
What is the role of the Frye standard or Daubert standard in determining whether or not the courts will accept biometric evidence?
What rules does your state use in this regard?
How reliable is fingerprint evidence? Consider examples of its use in criminal courts.
How do other biometrics compare to the reliability and validity of fingerprint evidence?
What are some of the challenges associated with lower forms of biometrics, such as facial recognition, and acceptance as evidence in court?
What is the role of the expert witness related to biometric evidence in court?
Be sure to provide in-text citation and references
.
In a 1-2 page Microsoft Word document, discuss the following case st.docxjoyjonna282
In a 1-2 page Microsoft Word document, discuss the following case study:
When Alexander and Deborah married, Alexander owned a duplex in a community property state. They lived in one side of the duplex. They saved their money and bought a lake lot as tenants by the entirety. Deborah failed to pay the loans she took out from Savings Bank prior to her marriage to pay for college. The bank claimed the duplex, the lake lot and their savings.
Discuss the likelihood of success on the bank's claims against the properties.
.
In a 16–20 slide PowerPoint presentation (excluding title and refere.docxjoyjonna282
In a 16–20 slide PowerPoint presentation (excluding title and reference slides) provide information as well as analyze the roles of the following areas in criminal justice leadership strategies and practices:
Organizational culture
Behavioral theory
Planning
Community relations
Your presentation should include, at a minimum, 4 slides, with speaker notes, for each topic.
.
In a 1-2 page Microsoft Word document, using APA, discuss the follow.docxjoyjonna282
In a 1-2 page Microsoft Word document, using APA, discuss the following case study:
When Alexander and Deborah married, Alexander owned a duplex in a community property state. They lived in one side of the duplex. They saved their money and bought a lake lot as tenants by the entirety. Deborah failed to pay the loans she took out from Savings Bank prior to her marriage to pay for college. The bank claimed the duplex, the lake lot and their savings.
Discuss the likelihood of success on the bank's claims against the properties.
.
In a 1-2 page paper, discuss how the government, the media, and the .docxjoyjonna282
In a 1-2 page paper, discuss how the government, the media, and the public affect a health care organization's integration of data. Give specific examples of all three entities influencing the integration of data.
Include at least two research sources in your paper and cite them in a References page at the end in APA format. As in all writing assignments, follow standard mechanics in writing, grammar, punctuation, and spelling.
Submit your completed assignment to the drop box below. Please check the
Course Calendar
for specific due dates.
.
In 2010, plans were announced for the construction of an Islamic cul.docxjoyjonna282
In 2010, plans were announced for the construction of an Islamic cultural center, named Cordoba House, in lower Manhattan in the vicinity of where the September 11, 2001 attacks on the World Trade Center occurred. This announcement stirred up a storm of activity by groups and individuals supporting and opposing the proposal, and in early 2011, a plea by the American Center for Law and Justice was entered in the New York State Supreme Court to stop the construction. In this Discussion Board please respond to the following questions:
In 5–6 paragraphs, address the following:
What are the complaints and concerns of those who oppose construction of this building in its proposed location?
Do you agree? Why, or why not?
What are the counter-claims being made by those who support construction of this building in its present location?
Do you agree? Why, or why not?
What is the specific issue in the court case?
What activities (protests, letters to the editor, blog posts, petitions, opinion polls, etc.) are underway related to this issue? Explain.
Do you think these activities are likely to have an impact on the Court’s decision? Why, or why not?
.
In 2011, John Jones, a middle school social science teacher began .docxjoyjonna282
In 2011, John Jones, a middle school social science teacher began a unit on the American election process. He began with an introduction of political parties from the revolution to present day. At the end of the politically-balanced unit, students participated in mock debates as candidates from each party and ultimately held a mock presidential election in his classroom.
After the votes were counted and a winner determined, one of his students asked Mr. Jones who he was planning to vote for in the “real” election. He answered the question in age-appropriate language and, when prompted, explained why. He reminded his students that voting was not only a reflection of personal beliefs, but a responsibility as a citizen of the United States.
When Janie Johnson got home from school that day, she noticed – for the first time – signs in her neighbor's front yards supporting one of the presidential candidates. At dinner she asked her parents who they planned to vote for. Their choice differed significantly from her teacher’s. Janie’s father was quite upset at Janie’s explanation of the other candidate. To him, it was not Mr. Jones’ job as her teacher her to “put those kinds of ideas in her head.” The next day he called the principal demanding that Mr. Jones be removed from the classroom.
You are the principal.
1. What do you tell the father? Why?
2. What, if anything, do you say to Mr. Jones, the teacher? Why?
You are Mr. Jones.
1. Have you done anything wrong?
2. What court case(s) would you cite in your behalf? Be specific. Cite the case name, court ruling, or law.
Answer the following questions:
1. Who was Pickering and why is he important?
2. A teacher speaks out at a rally against FCAT. This is not the first “FIRE FCAT” rally held in this community. Can her statement be protected by the First Amendment? Under what circumstances?
3. A student sees a picture of math teacher James Johnson in his KKK garb that Johnson posts on his facebook page. Can Johnson be fired because of his KKK membership? Why or why not?
4. After their honeymoon Jane Jones and her new husband Jason return to their teaching jobs at JFK Middle School. At lunch that day the principal informs them that one of them must transfer to a new school. Can the principal do this? Why or why not?
Chapter 10 covers several topics, chief among which is teachers’ rights. There are three main court cases which address free speech:
· Pickering v. Board of Education
· Connick v. Myers
· Garcetti v. Ceballos
In order to respond to the questions, you will have to do some research on your own.Ask yourself this question: “Is the employee speaking as a private citizen or as an employee?”
Question 1 : What is the main difference between the Pickering decisions and the Garcetti decision? Where does the Connick decision fit in?
Question 2: A special education teacher complains to his principal that the school is violating federal law in trying to meet the n.
In 5-7 pages (double-spaced,) provide a narrative explaining the org.docxjoyjonna282
In 5-7 pages (double-spaced,) provide a narrative explaining the organization’s origins, ideology, goals & objectives. Include a discussion on the leadership, funding, and capabilities such as physical bases or operating/support location(s), personnel strengths, training programs, and communications methods. Lastly, it would be helpful to provide a description of known and suspected weapons/lethal agents and delivery methods, procedures used in prior attacks, propaganda, surveillance methods, and significant events/dates that may be used in attack planning
.
In 2004 the Bush Administration enacted changes to the FLSA and the .docxjoyjonna282
In 2004 the Bush Administration enacted changes to the FLSA and the way overtime is paid. These changes are said to have impacted millions of working Americans. The Act addresses who and how overtime is paid. It is also felt that more changes are still needed.
Using an Internet search, find the enactment highlights of 2004 and future proposed changes. Who is impacted, positively or negatively? How do you feel this impacts you? Were these changes long overdue, or do you think this is just a way for workers to work more hours without the employer being responsible for premium pay?
.
In 200-250 wordsGiven the rate of technological chang.docxjoyjonna282
*****In 200-250 words****
Given the rate of technological change and global market pressures, there is considerable change and uncertainty in many organizations. Organizational value is determined more by knowledge (intellectual capital) rather than the traditional factors of productions (land, labor and capital).
1.
Review the concept of knowledge management and how human resources can create the conditions for the effective sharing of knowledge within and throughout the organization.
****Please use one reference which includes in-text citation****
.
in 200 words or more..1 do you use twitter if so , how often do.docxjoyjonna282
in 200 words or more..
1/ do you use twitter ?if so , how often do you tweet , and what do you tweet about ? if not , explain why you chose not to participate in this social medium
2/ when you post something online , do you think carefully about what you are about to post and how it might sound to others ? do you and react to your post ? or do you shoot from the hip , writeing whatever comes to mind ? explain
.
In 200 words or more, answer the following questionsAfter reading .docxjoyjonna282
In 200 words or more, answer the following questions
After reading David Mitchel's "Branding in Pop Culture" discuss how pop culture "brand" certain products. Do you find that you gravitate toward one product over another, similar one because of the pop culture branding associated with it? Explain.
.
In 2005, serial killer Dennis Rader, also known as BTK, was arrested.docxjoyjonna282
In 2005, serial killer Dennis Rader, also known as BTK, was arrested and convicted of murdering 10 people in Kansas between the years of 1974 and 1991. Further research this incident using quality and reputable resources.
Write a two to three (2-3) page paper in which you:
Explicate how digital forensics was used to identify Rader as a suspect and lead to more concrete physical evidence.
Describe in detail the digital evidence that was uncovered from the floppy disk obtained from Rader. Discuss why you believe it took so many years to find concrete evidence in order to build a case against Rader.
Explain how the acquisition of digital evidence aided the investigation and whether or not you believe Rader would’ve been a person of interest if the floppy disk evidence wasn’t sent.
Identify the software that was used by the authorities to uncover the evidence and summarize how this software can be used for digital forensics and evidence collection.
Use at least two (2) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality 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.
.
In 2003, China sent a person into space. China became just the third.docxjoyjonna282
In 2003, China sent a person into space. China became just the third country to do so. It sent a spaceship to go around Earth 14 times. It took less than a day. It was very important. China had never tried this before. Most countries do not send people into space. It costs a lot of money. China wanted to show the world that it could do it. China was proud to send people into space.
The trip to space was _________ for them.
.
In 250 words briefly describe the adverse effects caused by exposure.docxjoyjonna282
In 250 words briefly describe the adverse effects caused by exposure to radiation. Include some specific exposure levels associated with these significant health effects. Lastly, give some examples of measured radiation levels associated with the Three Mile Island incident in the U.S. and in the Chernobyl incident in the Soviet Union. Provide your reference source(s). (Wikipedia is not an accepted reference source.)
.
In 2.5 pages, compare and contrast health care reform in two differe.docxjoyjonna282
In 2.5 pages, compare and contrast health care reform in two different states. Your paper should include a minimum of three specific examples of similarities or differences in health care reform in the two states.
Example:
One possibility would be to compare Maine's health care reform in 2003 to Tennessee's 1994 health care reform known as "TennCare."
APA FORMAT
APA REFERENCES
.
In 2014 Virginia scientist Eric Betzig won a Nobel Prize for his res.docxjoyjonna282
In 2014 Virginia scientist Eric Betzig won a Nobel Prize for his research in microscope technology. Since receiving the award, Betzig has improved the technology so that cell functions, growth and even movements can now be seen in real time while minimizing the damage caused by prior methods. This allows the direct study of living nerve cells forming synapses in the brain, cells undergoing mitosis and internal cell functions like protein translation and mitochondrial movements.
Your assignment is to write a Python program that
graphically
simulates viewing cellular organisms, as they might be observed using Betzig’s technology. These simulated cells will be shown in a graphics window (representing the field of view through Betzig’s microscope) and must be animated, exhibiting behaviors based on the
“Project Specifications” below
. The simulation will terminate based on user input (a mouse click) and will include two (2) types of cells,
Crete
and
Laelaps
, (
pronounced
KREET
and
LEE
-
laps
).
Crete
cells should be represented in this simulation as three (3) small green circles with a radius of 8 pixels. These cells move nonlinearly in steps of 1-4 graphics window pixels. This makes their movement appear jerky and random.
Crete
cells cannot move outside the microscope slide, (the ‘
field
’), so they may bump along the borders or even wander out into the middle of the field at times. These cells have the ability to pass “through” each other.
A single red circle with a radius of 16 pixels will represent a
Laelaps
cell in this simulation.
Laelaps
cells move across the field straight lines, appearing to ‘bounce’ off the field boundaries.
Laelaps
sometimes appear to pass through other cells, however this is an optical illusion as they are very thin and tend to slide over or under the other cells in the field of view.
Project Specifications: ====================
Graphics Window
500 x 500 pixel window
White background
0,0 (x,y) coordinate should be set to the lower left-hand corner
Crete
Cells
Three (3) green filled circles with radius of 8 pixels
Move in random increments between -4 and 4 pixels per step
Movements are not in straight lines, but appear wander aimlessly
Laelaps
Cells
One (1) red filled circle with a radius of 16 pixels
Move more quickly than Crete cells and in straight lines
The Laelaps cell should advance in either -10 or 10 pixels per step
TODO #1: Initialize the simulation environment ========================================
Import any libraries needed for the simulation
Display a welcome message in the Python Shell. Describe the program’s functionality
Create the 500 x 500 graphics window named “
Field
”
Set the
Field
window parameters as specified
TODO #2: Create the
Crete
cells –
makeCrete()
========================================
Write a function that creates three green circle objects (radius 8) and stores them in a list
Each entry of the list represents one
Crete
cell
The.
In 200-300 words - How is predation different from parasitism What.docxjoyjonna282
In 200-300 words - How is predation different from parasitism? What structures and behavior aid the predaceous insect to be successful? Please give an example.
In 200-300 words-
Why is an understanding of metamorphosis crucial to identifying adult insects? Provide examples where knowing development patterns can prevent incorrect identification.
.
In 3 and half pages, including a title page and a reference page, di.docxjoyjonna282
In 3 and half pages, including a title page and a reference page, discuss various methods of establishing the identity of a murder victim.
In your discussion include an explanation of methods used to identify the dead when only teeth and bones of the victim are available for examination.
Use materials from the text and/or any outside resources to support your response.
.
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
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Time Management Plan Guidelines
PURPOSE
The purpose of this assignment is to allow the learner to use
effective strategies to manage time as a professional nurse and
online student.
COURSE OUTCOMES
This assignment enables the student to meet the following
course outcomes.
CO #3. Demonstrate effective verbal, written, and technological
communication using legal and ethical standards for transferring
knowledge. (PO #3)
CO #4. Integrate critical thinking and judgment in professional
decision-making in collaboration with faculty and peers. (PO
3. #4)
CO #5. Integrate application of professional values, service, and
accountability when planning for personal, intellectual, and
professional development. (PO #5)
CO #9. Demonstrates responsibility for personal and
professional development by assessing computer competence,
implementing plans for upgrading computer skills, and using
effective strategies for online student success. (PO #5)
DUE DATE
Submit the assignment to the Week 1 Dropbox by Sunday, 11:59
p.m. MT.
POINTS
This assignment is worth a total of 50 points.
PREPARING THE TIME MANAGEMENT PLAN
1. Read this document (Time Management Plan Guidelines),
including the Rubric.
2. From Doc Sharing, download the Time Management Plan
Template. Rename that document as Your Last Name Time
Management Plan.docx. Save it to your own computer or flash
drive in a location where you will be able to retrieve it later.
Type your assignment directly on the saved document.
Remember that only Microsoft Word 2010 or a later version is
acceptable. The document must be saved as a .docx. Save your
work frequently as you type to prevent loss of your work.
3. As you prepare your Time Management Plan, consider your
own life. When do you work, sleep, and spend time with family
and friends? How will the addition of online coursework impact
your time management?
4. Complete the Time Management Plan with your schedule for
an upcoming course week. Be sure to consider all the activities
you will do during that week. Work on this assignment during
Week 1. Don’t wait until the due date to begin your work!
5. An example of a plan may be found at the end of this
document.
6. When your assignment is complete, save and close the
document. Enter the course and submit the document as an
4. attachment to the Week 1 Dropbox. See the Week 1
Assignments page for step-by-step instructions on how to use
the Dropbox.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description: See Rubric for details.
Categories Used
10 points
20%
Use at least five categories for the week that clearly describe
the activities in which you participate. You may add additional
categories and labels.
Logical Sequence
10 points
20%
Plan for each day of the week follows a very logical sequence.
Schedule
10 points
20%
Schedule completed for 24 hours each day during 7 days of the
week.
New Student Orientation
5
10%
Statement shows insight into how New Student Orientation will
enhance your success at Chamberlain.
Self-Evaluation: Challenges
5 points
10%
Statements show insight into your own time management
challenges. Depth and detail are used. Brief or vague statements
are not acceptable.
5. Self-Evaluation: Strategies
5 points
10%
Statements show insight into your own strategies to overcome
your time management challenges. Depth and detail are used.
Brief or vague statements are not acceptable.
Professionalism
5 points
10%
Used Template provided. Neat and professional appearance
without errors.
Total
50 points
100%
A quality assignment will meet or exceed all of the above
requirements.
Grading RUBRIC
Assignment Criteria
A:(92–100%)
Outstanding or Highest Level of Performance
B:(84–91%)
Very Good or High Level of Performance
C:(76–83%)
Competent or Satisfactory Level of Performance
F:(0–75%)
Poor or Failing or Unsatisfactory Level of Performance
Categories
Used
10 points
Uses 5 or more categories for the week that clearly describe
your activities.
(9-10 points)
6. Uses 5 or more categories for the week that may not all clearly
describe your activities.
(8 points)
Uses 4 categories for the week that clearly or unclearly describe
your activities.
(7 points)
Uses fewer than 4 categories for the week that do not all clearly
describe your activities.
(0–6 points)
Logical
Sequence
10 points
Plan for each day follows a very logical sequence with blocks of
time devoted to activities.
(9–10 points)
Plan for each day follows a somewhat logical sequence with
blocks of time devoted to activities.
(8 points)
Plan for each day follows a somewhat logical sequence without
blocks of time devoted to activities.
(7 points)
Plan for each day does not follow a logical sequence.
(0–6 points)
Schedule
10 points
Schedule completed for 24 hours each day during 7 days of the
week.
(9–10 points)
Schedule includes a few gaps in plans for 7 days of the week.
(8 points)
Schedule includes several gaps in plans for 7 days of the week.
(7 points)
Schedule includes many gaps in plans for 7 days of the week, or
several hours or days are completely missing.
7. (0–6 points)
New Student Orientation
5 points
Statement shows deep insight into how New Student Orientation
will enhance your success at Chamberlain.
(5 points)
Statement shows some insight into how New Student
Orientation will enhance your success at Chamberlain.
(4 points)
Statement does not consistently show insight into how New
Student Orientation will enhance your success at Chamberlain.
(3 points)
Statements show limited or no insight into how New Student
Orientation will enhance your success at Chamberlain.
(0–2 points)
Self-Evaluation: Challenges
5 points
Self-evaluation statements show good insight into own time
management challenges. Details and depth are excellent.
(5 points)
Self-evaluation statements show some insight into own time
management challenges. Depth and details are good.
(4 points)
Self-evaluation statements do not consistently show insight into
own time management challenges. Depth and details need to be
enhanced.
(3 points)
Self-evaluation statements show limited or no insight into own
time management challenges. Depth and details are minimal or
absent.
(0–2 points)
Self-Evaluation: Strategies
5 points
8. Statements regarding strategies for overcoming challenges
consistently use effective strategies. Details and depth are
excellent.
(5 points)
Statements regarding strategies for overcoming challenges
mostly use effective strategies. Details and depth are good.
(4 points)
Statements regarding strategies for overcoming challenges use
some effective strategies. Details and depth are fair.
(3 points)
Statements regarding strategies for overcoming challenges use
limited or no effective strategies and need much further depth
and details.
(0–2 points)
Professionalism
5 points
Template used. Work is neat and without typographical or
spelling errors.
(5 points)
Template used. Work has 2–3 typographical or spelling errors.
(4 points)
Template used. Work has 4 typographical or spelling errors.
(3 points)
Template not used OR work is not neat or has 5 or more
typographical or spelling errors.
(0–2 points)
TOTAL: 50 points possible
EXAMPLE:
Times
Monday
Tuesday
10. 4 a.m.–
5 a.m.
5 a.m.–
6 a.m.
Prepare for
work and drive to work
Prepare for
work and drive to work
6 a.m.–
7 a.m.
Family Time
Family Time
7 a.m.–
11. 8 a.m.
Work
Work
Family Time
8 a.m.–
9 a.m.
Self-Care: Exercise
Self-Care: Exercise
Self-Care: Exercise
Family & Friends Time
9 a.m.–
10 a.m.
Drive home
Church
10 a.m.–
11 a.m.
13. 3 p.m.
3 p.m.–
4 p.m.
Family
Time: Play and
Homework
Family Time
Family Time
Course
Study: post in TDs
Self- Care: Exercise
4 p.m.–
5 p.m.
5 p.m.–
6 p.m.
14. Assignment
Work
Family Time
6 p.m.–
7 p.m.
Family
Time: Supper
Prepare for
work & drive
7 p.m.–
8 p.m.
Work
Course
Study
8 p.m.–
9 p.m.
Family Time
Supper and Children’s Homework
Family Time
Course
Work: post in TD1 and TD2
Assignment
Work
15. 9 p.m.–
10 p.m.
Sleep
Sleep
10 p.m.–
11 p.m.
Sleep
Course
Study: read lesson and book
11 p.m.–
12 a.m.
Sleep
Sleep
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