Professional developmentDarius WashingtonGrand Canyon EADD.docx
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Professional development Darius Washington Grand Canyon EAD December 2, 2022 Introduction Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows; Learning objective Agenda for the session Activities aligned to mission and vision of school Techniques for incorporating state and district standards Accountability plan Gagné’s 9 Events of Instruction 2 Outline Learning objective Agenda for the session Activities aligned to mission and vision of school Techniques for incorporating state and district standards Accountability plan Gagné’s 9 Events of Instruction Learning objective Learning objectives Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement. Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission. Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission. 3 Objective 1 Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement Objective 2 Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement Objective 3 Providing teachers with tools necessary for maximizing time spend on quality instruction Agenda for session The topics that will form the agenda is as follows; Introductions Objectives of the PD Purpose of PD sessions Discussion 4 Introductions Objectives of the PD Purpose of PD sessions Discussion Closing Schedule The schedule for the items t be discussed is as follows; Introductions 8:30 am- 8:40 am Objectives of the PD 8:40 am- 8:45 am Purpose of PD sessions 8:45- 8:50 am Discussion 8:50- 9:20 Closure 9:20 – 9:30 5 Introductions 8:30 am- 8:40 am Objectives of the PD 8:40 am- 8:45 am Purpose of PD sessions 8:45- 8:50 am Discussion 8:50- 9:20 Closure 9:20 – 9:30 Activities aligned to mission and vision of school Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning e.
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Assignment One
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ApostleoftheHeatSetFree
‘WheretheSpiritoftheLordis,theretheheartisfree’
(2Corinthians3:17,BasicEnglishVersion)
F.F.Bruce
DIGITALLIBRARY
Copyright©1977F.F.Bruce
Firstpublished1977byPaternoster
Revised(second)Edition1980
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PaternosterisanimprintofAuthenticMedia,
9HoldomAvenue,Bletchley,
MiltonKeynes,MK11QR,UK.
and
P.O.Box1047,Waynesboro,
GA,3080-2047,U.S.A.
TherightofF.F.BrucetobeidentifiedastheAuthorofthisWorkhasbeenasserted
inaccordancewithCopyright,DesignsandPatentsAct1988.
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedina
retrievalsystem,ortransmittedinanyformorbyanymeans,electric,mechanical,
photocopying,recordingorotherwise,withoutthepriorpermissionofthepublisher
oralicensepermittingrestrictedcopying.IntheU.K.suchlicensesareissuedbythe
CopyrightLicensingAgency,90TottenhamCourtRoad,LondonW1P9HE.
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aCataloguerecordforthisbookis
availablefromtheBritishLibrary
ISBN1-84227-302-7
TOMYGRAND-DAUGHTERS
HELEN,ANNA,ESTHERANDWINONAMARY
ANDMYGRANDSONS
PETER,FREDERICK,ALANANDPAUL
bearinginmindT.R.Glover’scommentonaRomanEmperor’s
condemnationoftheApostletotheGentiles—thatthedaywas
tocomewhenmenwouldcalltheirdogsNeroandtheirsons
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Preface
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Introduction
1.TheRiseofRome
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16.ChurchExtensioninCyprusandAsiaMinor
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19.FleshandSpirit
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http://pngimg.com/uploads/question_mark/question_mark_PNG126.png
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2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
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references for each quotation or attribution to her/him if applicable.
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author's position, explicitly consider whether the author has said anythin.
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The document discusses developing learning outcomes for outcome-based education. It emphasizes that learning outcomes should be specific, measurable, achievable, relevant and timed. Learning outcomes can be defined at different levels, including program objectives, program outcomes, course outcomes and weekly outcomes. Developing learning outcomes involves mapping them to learning activities and assessing their achievement. Stakeholders such as students, academics and employers should be involved in preparing learning outcomes. Periodic review and improvement of learning outcomes is also discussed.
Facilitator Training Program Manual
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
Tools for evaluating the effectiveness of your teaching technique 1
This Slide Share provides teachers, instructors and trainers with information to help them evaluate their teaching techniques.
Ubd Edi Soh Presentation
The document discusses the backward design process for curriculum planning outlined in Understanding by Design (UbD). It describes the three stages as: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student understanding, and 3) planning learning experiences and instruction. The framework emphasizes starting with the end goal of student learning and understanding in mind to ensure curriculum and assessments are properly aligned.
Fall 2012 Gen Ed Program Guide(1)
Here are the key elements of hybrid learning according to the passage:
- A significant amount of course learning activity has been moved online, reducing the amount of time spent in the classroom.
- Traditional face-to-face instruction is reduced but not eliminated.
- It combines traditional face-to-face classroom methods with computer-mediated activities.
- Technology plays a more important role than just a supporting role to face-to-face instruction.
The passage defines hybrid learning, also known as blended learning, as combining both traditional in-person classroom instruction as well as online computer-mediated learning activities. This allows for a reduction in classroom time while still incorporating face-to-face elements.
1 instructional design basics
This document discusses instructional design basics and principles. It defines instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. The key aspects covered are:
- Applying principles to develop comprehensive courses and measurable objectives
- Determining appropriate activities, assessments and evaluations to enhance learning
- Ensuring alignment between goals, objectives, strategies and assessments
- Following an instructional design process of analysis, design, development, implementation and evaluation
- Designing for active and effective learning through various strategies
Comprehensive School-Level 3-Day Professional Development PlanDi.docx
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 ...
Self Reflection and Professional Growth Planning.pptx
This document provides guidance on the educator self-reflection and professional growth planning process. It outlines that self-reflection involves educators assessing their own effectiveness and identifying areas for growth. This leads to developing a professional growth plan focused on improving practice and aligned to standards. The plan is created using various data sources and in consultation with evaluators. The document then gives examples of reflection topics, the goal setting process, and considerations for growth planning. It emphasizes that reflection and planning should be ongoing as educators work to continually improve.
Phases of Administering the Curriculum
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
EDU 573 Instructional MethodsDaily Math Lesson Plan- Deve
EDU 573: Instructional Methods
Daily Math Lesson Plan- Development Part I
Taya Hervey-McNutt
Dr. Hau Nguyen – Course Instructor
Strayer University
January 26, 2022
Lesson Plan-Daily Math Lesson
Teacher’s Name Professor Allen
Date of Lesson 14-02-2022
Time of Lesson 10:05 a.m.
Subject The concept is Single subjected; Observation.
Factors that can affect
what you can teach
The first factor is class size. The classroom is small, which
makes it very convenient to teach the subject. The small class
size will help increase student engagement and make them
have a higher ability to adapt to educational and intellectual
challenges that they will likely face.
The next factor is time. Over the years, it has been deduced
that the time of the day significantly impacts students'
achievement. The selected time is suitable as it matches their
scores and learning style preferences.
The other factor is space. Students will be placed at a safe
distance from one another to ensure they are in a tidy and
clean environment, which will make them more focused and
have motivation towards the lesson.
Class Demographics
There are 402 students. Their average age is six years. There
are a total of 218 girls and 184 boys. On average, the
economic status of the students in the middle.
The ability levels of the students are as follows: visual
learners, auditory learners, writing learners, and kinesthetic
learners.
The school setting is learner-centered. This is the case since
the learning institution assesses students' needs, for instance,
allowing students to create their own meaning according to
the previous knowledge.
A brief summary of the schedule is 8:20-9:00 as arrival time,
9:25 clean up, 10:00 – 10:45 math talk, and 10:45 to 11:00,
individual/partner work, 11:15 dismissal.
The teachers' qualities include love for their work, creativity,
flexibility, patience, sense of humor, and compassion.
Three potential
advantages to teaching
this mix of students.
In this environment, teachers mix students with mixed
abilities, which allows them to learn and accept their
differences.
A teacher will have an easy time placing the students into
discussion groups or engaging the class in the discussion
because each student has their own perspective on things.
The high-level students can assist lower-level learners by
encouraging and modeling them.
Two potential challenges
to teaching this mix of
students.
Teachers face the challenge of teaching effectively because
they will be required to know every student's ability and
identify a suitable way of teaching them.
It is possible that teachers may feel out of touch with the
learners when they post negatively unintended outcomes.
Scope
● The time to teach
this lesson.
● Classroom
resources
● How this lesson
plan fits into either
a single-subject
curriculum or
connects as an
interdisciplinary
plan
1. The lesson will be taught at 10:05 a.m. Usually, students
tend to be better focused on learning at this time ...
Driving student outcomes and success: What’s next for the retention pilot pro...
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Curriculum design 101
This presentation will assist people in developing customized curricula based on multiple approaches. The Kern methodology is highly recommended.
Students learning self-regulation strategies may not always reco.docx
The document outlines an assignment for an elementary school teacher to create a presentation on best practices for teaching self-regulation strategies across content areas. The presentation should include how to communicate learning objectives and measure student performance, encourage student engagement and motivation, monitor progress to provide feedback, and help students set goals and evaluate their work. The teacher is also asked to write a reflection on how performance data can guide student learning, how assessment informs future planning, and how self-regulation strategies influence student independence and ownership of learning.
K to 12 classroom assessment ppt
This presentation structures the assessment in the DepEd K to 12 Basic education through 7 principles
Similar to Professional developmentDarius WashingtonGrand Canyon EADD.docx (20)
Professional Development: Differentiated Instruction
Professional Development: Differentiated Instruction
Tools for evaluating the effectiveness of your teaching technique 1
Tools for evaluating the effectiveness of your teaching technique 1
Comprehensive School-Level 3-Day Professional Development PlanDi.docx
Comprehensive School-Level 3-Day Professional Development PlanDi.docx
Self Reflection and Professional Growth Planning.pptx
Self Reflection and Professional Growth Planning.pptx
instructional planning cycle-mother tongue based.pdf
instructional planning cycle-mother tongue based.pdf
EDU 573 Instructional MethodsDaily Math Lesson Plan- Deve
EDU 573 Instructional MethodsDaily Math Lesson Plan- Deve
Driving student outcomes and success: What’s next for the retention pilot pro...
Driving student outcomes and success: What’s next for the retention pilot pro...
Students learning self-regulation strategies may not always reco.docx
Students learning self-regulation strategies may not always reco.docx
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Journeys of Paul REL3034.E1Assignment OneWrite about half.docx
Journeys of Paul REL3034.E1
Assignment One
Write about half a page each, single spaced (10 points each). Mention any resources you draw from.
0. Discuss what it meant to be a Roman citizen in Paul’s day. How were citizens better off than the slave class?
0. Summarize Saul’s conversion experience and how he describes himself in various New Testament texts. In what ways do you see this as a dramatic life change?
0. Who was Barnabas? List and detail his appearances in the Book of Acts. Describe his importance in assisting Paul to get acquainted with Christians.
0. Discuss social, political, and religious factors that contributed to the rapid spread of Christianity during the first century.
Paul
ApostleoftheHeatSetFree
‘WheretheSpiritoftheLordis,theretheheartisfree’
(2Corinthians3:17,BasicEnglishVersion)
F.F.Bruce
DIGITALLIBRARY
Copyright©1977F.F.Bruce
Firstpublished1977byPaternoster
Revised(second)Edition1980
ThisDigitalEdition2005
PaternosterisanimprintofAuthenticMedia,
9HoldomAvenue,Bletchley,
MiltonKeynes,MK11QR,UK.
and
P.O.Box1047,Waynesboro,
GA,3080-2047,U.S.A.
TherightofF.F.BrucetobeidentifiedastheAuthorofthisWorkhasbeenasserted
inaccordancewithCopyright,DesignsandPatentsAct1988.
Allrightsreserved.Nopartofthispublicationmaybereproduced,storedina
retrievalsystem,ortransmittedinanyformorbyanymeans,electric,mechanical,
photocopying,recordingorotherwise,withoutthepriorpermissionofthepublisher
oralicensepermittingrestrictedcopying.IntheU.K.suchlicensesareissuedbythe
CopyrightLicensingAgency,90TottenhamCourtRoad,LondonW1P9HE.
BritishLibraryCataloguinginPublicationData
aCataloguerecordforthisbookis
availablefromtheBritishLibrary
ISBN1-84227-302-7
TOMYGRAND-DAUGHTERS
HELEN,ANNA,ESTHERANDWINONAMARY
ANDMYGRANDSONS
PETER,FREDERICK,ALANANDPAUL
bearinginmindT.R.Glover’scommentonaRomanEmperor’s
condemnationoftheApostletotheGentiles—thatthedaywas
tocomewhenmenwouldcalltheirdogsNeroandtheirsons
PAUL
Contents
Preface
Abbreviations
Introduction
1.TheRiseofRome
2.TheJewsunderForeignRule
3.“OfNoMeanCity”
4.“ThisManisaRomanCitizen”
5.“AHebrewBornofHebrews”
6.“WhentheTimehadFullyCome”
7.TheBeginningof“TheWay”
8.PersecutoroftheChurch
9.PaulBecomesaChristian
10.PaulandtheJerusalemTradition
11.PaulandtheHistoricalJesus
12.PaulandtheExaltedChrist
13.PaulandtheHellenisticMission
14.ManofVisionandManofAction
15.ConferenceinJerusalem
16.ChurchExtensioninCyprusandAsiaMinor
17.TheGentileProblem
18.“WhattheLawcouldnotdo”
19.FleshandSpirit
20.AntiochtoPhilippi
21.ChristianityinThessalonica
22.PaulandtheAthenians
23.TheChurchofGodatCorinth
24.CorinthianCorrespondence
25.BaptismandtheLord’sSupperinPaulineThought
26.Ephesus:OpenDoorandManyAdversaries
27.PaulandtheLifetoCome
28.FarewelltoMacedoniaandAchaia
29.TheGospelaccordingtoPaul
30.LastVisittoJerusalem
31.CaesareaandtheAppealtoCaesar
32.“AndSoWeCametoRome”
33.PaulandRomanChristianity
34.TheLettertoPhilemon
35.PrincipalitiesandPowers.
JW House FundraiserJourney Through the Enchanted Forest Ga.docx
JW House Fundraiser
Journey Through the Enchanted Forest Gala
Silent Auction
Table Decor
Specialized cocktails for Event
Three Screens will be Placed for Optimum Viewing by all Attendees
New House Announcement
Happy 30th Birthday, JW!
Auction
Isle down Center Allows Fundraising Auctioneer to Engage Audience
Balloon
Drop
S’mores Sponsored by Largest Corporate Donor
Finish the Evening with Dancing & Beverages
Image Sources
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https://s-media-cache-ak0.pinimg.com/originals/36/fa/fe/36fafee1408521530bfa23368e604d55.jpg
https://www.thegirlcreative.com
http://ballooncity.com/wp-content/uploads/2013/09/danceFloorFlipPNG.png
https://t3.rbxcdn.com/ea203ae8bb1787569f5e375cde0a93b2
http://jwhouse.org/wp-content/uploads/2017/07/jwPortraitStory.jpg
http://royalcandycompany.com/wp/wp-content/uploads/2016/04/Smores-Buffet.jpg
https://lhueagleeye.files.wordpress.com/2015/11/crowd_20080505124150.jpg
www.socialtables.com
https://media-cdn.tripadvisor.com/media/photo-s/03/0d/c8/a7/santa-clara-convention.jpg
https://s3.amazonaws.com/assets.winspireme.com/LPP/Buy-it-Now-Logo.png
http://www.tastefultreats.com/media/catalog/product/cache/1/image/9df78eab33525d08d6e5fb8d27136e95/g/o/gourmet-kosher-sweets-gift-basket.png
https://vignette.wikia.nocookie.net/piratesonline/images/b/b3/Chest.png/revision/latest?cb=20090707201032
http://pngimg.com/uploads/question_mark/question_mark_PNG126.png
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1. INTRODUCTION. Begin by stating what you will discuss and explain why is important.
2. CRITICAL SUMMARY. Summarize the relevant views and the arguments that you believe are important.
Usually in a critical discussion it is not sufficient to merely summarize the author’s view. Your attention should be
focused on the author's development of the view--that is, on his arguments, in the broadest sense of the word.
3. CARE IN CITATIONS. Make sure you accurately state the position of the author and always include page
references for each quotation or attribution to her/him if applicable.
4. CRITICAL EVALUATION FROM A CHRISTIAN PERSPECTIVE. At least half of your paper must be devoted
to a critical evaluation of the views of the author you are discussing from the perspective of the Christian thesis that
a Christian call in business may prop-up the role of the markets.
5. CONSIDER POSSIBLE RESPONSES TO YOUR OBJECTIONS. Whenever you offer an objection to an
author's position, explicitly consider whether the author has said anythin.
JP Morgan Chase The Balance Between Serving Customers and Maxim.docx
JP Morgan Chase: The Balance Between Serving Customers and Maximizing Shareholder Wealth
Penelope Bender
William Woods University
BUS 585: Integrated Studies in Business Administration
Dr. Leathers
Abstract
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing wealth.
It is an exploratory study done through literature review.
Often financial institutions, like JP Morgan, put profits ahead of the interests of those they serve.
The paper contributes to better understanding of corporate culture.
This paper investigates why JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth. This exploratory study is done through a literature review to answer why financial institutions, specifically JP Morgan, often put profits ahead of those they serve. The study will provide evidence of the complex nature of balancing client interests over maximizing shareholder and individual wealth and the need for tighter internal and external oversight. This paper contributes to a better understanding of why corporate culture encourages profit over stakeholders’ interests.
2
Research Question
Why does JP Morgan Chase and other financial institutions struggle to balance client interests over maximizing shareholder wealth?
Employees of JP Morgan Chase and other large banks work in their best interests to increase wealth and succeed by meeting management goals. However, because of the complex nature of large banks, an individual(s), unethical behavior can go unchecked.
3
Problem Statement
JP Morgan Chase competes globally and faces competition from other large banks in the US and abroad.
JP Morgan Chase is part of a complex system of regulation, self-interests, and wealth creation.
The interests of shareholders and investors is sometimes overshadowed by agents working in their own best interests.
Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
The study is not meant to be a moral or ethical analysis but merely why the complex relationship exists and will continue to exist in capitalist society. This paper contributes to a better understanding of why capitalism or financialism’s (Clarke, 2014) fundamentals encourage wealth creation. Financial markets are a complex web of interests, and because of opportunities for individual profits, regulating individual’s actions without stricter regulations and internal oversight is impossible.
4
Literature Review
The literature review showed a connection between self-interests, regulators, competition, and risk, which all lead to a complex system of conflicting agendas.
5
How Self-Interests Influence Behavior
Ross (1973) explains that all employment relationships are agency relationships and moral hazards are generally .
Interpret a Current Policy of Three CountriesInstructionsAs .docx
The document provides instructions for an assignment analyzing the immigration systems of three countries. It requires:
1) A SWOT analysis of the US immigration system and two other country systems, evaluating strengths, weaknesses, opportunities, and threats.
2) An analysis of immigration benefits for each system to determine the best fit for the student's state.
3) A plan for implementing the chosen immigration program.
The analysis should compare immigration approaches in the US and two other countries. The completed assignment must be 12-15 pages long with a minimum of seven scholarly references using current APA standards.
INTRODUCTIONWhen you think of surveillance, you may picture tw.docx
INTRODUCTION
When you think of surveillance, you may picture two police officers camped out in an unmarked car, watching the comings and goings at a suspect’s apartment building. Or you may imagine an investigator trailing a car on the highway or tapping a suspect’s phone to listen in on potentially incriminating conversations. Surveillance is all these activities, but in the 21st century, it is also much more.
Consider video surveillance of local businesses, streets, and highways; cell phone data; and the reams and reams of digital information gathered on everyday activities—from social media and computer use to credit card transactions.
This week, you analyze concerns related to this new era of surveillance, such as privacy and legal requirements.
LEARNING OBJECTIVES
Students will:
Analyze issues related to privacy and surveillance
Describe surveillance
Differentiate between legal and illegal surveillance
Analyze legal requirements for conducting surveillance
PRIVACY VERSUS PUBLIC SAFETY
The average citizen today may feel as though they are constantly being watched and their actions recorded. And perhaps rightly so. After all, social media sites market personalized products based on how you use the Internet, cell phones pinpoint your location, and fitness trackers transmit your health and fitness activities to the cloud. This sense of being “spied on,” however, does not negate the important use of surveillance techniques in solving and preventing crime.
For this Discussion, you analyze how to balance two sometimes opposing sides in surveillance work: the expectation of privacy and the goal of public safety.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
YOU WILL FIND THE READING FOR THIS ASSIGNMENT IN THE ATTACHED READING MATERIALS PLEASE GO THERE AND READ BEFORE TRYING TO COMPLETE THIS ASSIGNMENT SO YOU WILL UNDERSTAND WHAT IS NEEDED TO COMPLETE THE WORK….
Post a response to the following:
When conducting surveillance, explain how to balance an expectation of citizen privacy with legitimate investigative procedure that has public safety as its goal.
Explain whether citizens should differentiate between government intrusion and private companies who use citizens’ online data to surveil their movements and activity.
.
Interviews and Eyewitness Identifications AP PhotoMat.docx
Interviews and
Eyewitness
Identifications
AP Photo/Matthew Apgar
OBJECTIVES
After reading this chapter you will be able to:
• Identify the evidence collected
by investigators in the BP
gas station robbery and
discuss its role in the
identification and apprehension
of the perpetrator.
• Discuss the advantages and
disadvantages of using facial
identification software and
forensic sketches to create
composite pictures of
suspects.
• Identify and discuss the
rationale of the recommended
lineup procedures.
• Discuss the research that
has been conducted on the
accuracy of hypnotically elicited
testimony. • Identify the difference between
primary and secondary
witnesses and give an example
of each.
• Discuss the value of eyewitness
identifications in establishing
proof. • Compare and contrast the
cognitive interviewing approach
with standard police interviews.
• Identify and discuss the
methods of eyewitness
identifications.
• Identify the three phases of
human memory and discuss
how factors at each phase
may affect the retrieval of
information from witnesses.
• Discuss the contributions
of cognitive interviewing in
enhancing memory recall.
From the CASE FILE
BP Gas Station Robbery
The introduction to this chapter consists of a police
report (edited for length) of the investigation of an
armed robbery of a British Petroleum (BP) gas station
that occurred on August 22, 2011, in Germantown,
Wisconsin (a suburb of Milwaukee). The report serves
as an example of a criminal investigation case report
and also highlights issues discussed in this chapter,
such as the value of eyewitness identification. Issues
discussed in other chapters, including the important
role of patrol officers in investigations, crime scene
photographs, investigation of robbery and auto theft,
and the value of DNA, are also present in this report.
Incident Report Number: 11-014277,
Report of Officer Toni Olson
On Monday, August 22, 2011, I, Officer Olson, was
assigned to investigate and respond to a robbery, which
had just occurred at the County Line BP, located at 21962
County Line Road. Officers were advised that the c I erk at
the BP gas station had called the non-emergency number
reporting that a younger wh ite male came into the store and
hit him over the head with an unknown object before taking
money out of his cash drawer and leaving in a red SUV or
truck, northbound on Bell Road. A possible registration
of 583RIB was given out for the suspect vehicle. I, along
with Lt. Huesemann, Officer Brian Ball, and Officer Daniel
Moschea of the Germantown Police Department responded.
Upon arriving on scene, officers were advised that witnesses
reported the suspect veh icle leaving the scene of the
robbery northbound on Bell Road into a subdivision. The
witnesses also stated that they had not seen the suspect
vehicle leave the subdivision, which only has two ways to get
in and.
Interview Presentation QuestionsTo prepare · I.docx
Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural background than you.
· Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.
During the interview, ask the individual the following interview questions:
· Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family and community?
· What are the important events, traditions, celebrations, and practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status
· Disability status
· How well do you fit within your family or community based on these other identities you hold?
· How do you think others outside your community view your culture?
· Have you experienced prejudice or discrimination? Please describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the MSW program and the social
work profession; therefore, behavior on social media will be held to the same professional
standards and student code of conduct expectations. Social Work professionals, including
students, are expected to adhere to the NASW Code of Ethics related to virtual communications.
Students should use social work values and principles, as well as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own social media use, as well as use
of social media in practice. Be aware of and follow agency policies regarding the use of social
media. Before using social media communication tools on behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need to understand and manage when
utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected information when using social
media. Be cautious when posting information about an agency. Never post confidential or
private information about clients or colleagues, even using pseudonyms.
Students need to remain aware of professional boundaries even when participating in social
media in their personal time. Managing “friend” requests and maintaining privacy settings is
critical regardless of whether a student uses social me.
INT 220 Business Brief Template Course Project.docx
INT 220 Business Brief Template
Course Project
Section One: Drivers for Global Entry
Going global would afford the company many benefits including increased sales and revenues. Japan is a developed market and thus the purchasing power of the consumers is high, which implies that many consumers will be able to purchase our products. Expanding to Japan will enable increased profits that can be reinvested in research and development of new technology and innovation that will create a competitive advantage for both domestic and international market. In addition, entering the foreign market will help the business to tap into new market segment. According to International Data Corporation (IDC), Apple was the largest smartphone brand in 2020 in Japan with a 47.3 percent market share (Sudarshan, 2021). The data shows that Japan would be an ideal market for quality phone cell cases due to high purchase of smartphones. Therefore, the company will benefit from increased sales and profits.
Section Two: Market Profile
Cultural Profile
CategoryUnited StatesJapan
Commonly Spoken Languages
English
Japanese
Commonly Practiced Religions
Christianity
Shinto
Power Distance Index (PDI)
40
54
Individualism Versus Collectivism (IDV)
91
46
Masculinity Versus Femininity (MAS)
95
62
Uncertainty Avoidance Index (UAI)
92
46
Long-Term Orientation Versus Short-Term Normative Orientation (LTO)
88
26
Indulgence Versus Restraint (IVR)
42
68
Political and Economic Profile
CategoryUnited StatesJapan
Political System
Representative democracy
Constitutional monarchy
Current Leaders
Joseph Biden president
Fumio Kishida prime minister
Economic Classification
Developed
Developed
Economic Blocs Impacting Trade
World trade organization
World trade organization
Gross Domestic Product
23 trillion USD
4.9 trillion USD
Purchasing Power Parity
22,996.08
100.412
Gross Domestic Product Per Capita
69,287.54 USD
39,285.16 USD
Human Development Index
Very high 0.921
0.919
Human Poverty Index
$26,246 for a family of four
Poverty headcount ratio at $5.50 a day
In terms of economic development, both countries have developed economy, thus making them ideal for business. Consumers have high purchasing power which means that they are able to purchase new products. US has a higher GPD compared to Japan, however, this can be attributed to the size and population of U.S. compared to that of Japan. Furthermore, both countries are members of World Trade Organization, which means that their trade operations with other nations are regulated and subject to WTO regulations. The culture in Japan is hugely different then the culture in America. Americans are self-motivated while the Japanese culture embraces more of a group mentality and looks for approval from their superiors before making big decision. Both cultures work long hours and take very little breaks. For the most part Japanese culture is more formal in the work place then in the U.S.
Section Three: Market Consideratio.
Instructor Name Point Value 30Student NameCATEGORY .docx
Instructor Name: Point Value: 30
Student Name:
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Content Quality
40% of total Discussion
grade
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Student enhanced
points with examples and
questions that helped further
discussion. Discussion is well
organized, uses scholarly tone,
follows APA style, uses original
writing and proper paraphrasing,
contains very few or no writing
and/or spelling errors, and is fully
consistent with graduate-level
writing style. Discussion contains
multiple, appropriate and
exemplary sources
expected/required for the
assignment.
Student participated in the
Discussion about the presented
topic with detailed, relevant,
supported initial posts and
responses. Discussion is mostly
consistent with graduate level
writing style. Discussion may have
some small or infrequent
organization, scholarly tone, or
APA style issues, and/or may
contain a few writing and spelling
errors, and/or somewhat less than
the expected number of or type of
sources.
Student participated in the
Discussion about the presented
topic with adequate content but
the content lacked either detail,
relevancy, or support. Discussion
is somewhat below graduate level
writing style, with multiple smaller
or a few major problems.
Discussion may be lacking in
organization, scholarly tone, APA
style, and/or contain many writing
and/or spelling errors, or shows
moderate reliance on quoting vs.
original writing and paraphrasing.
Discussion may contain inferior
resources (number or quality).
Content of student's post and
responses was not clear, relevant,
or supported. Discussion is well
below graduate level writing style
expectations for organization,
scholarly tone, APA style, and
writing, or relies excessively on
quoting. Discussion may contain
few or no quality resources.
Student did not submit a post or
response.
CATEGORY Excellent (12–11 points) Good (10–9 points) Fair (8–7 points) Poor (6–1 points) Did Not Complete (0 points) # of points
Engagement
40% of total Discussion
grade
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates' posts.
Student response participation
exceeded the stated minimum
requirements.
Student participated actively as
evidenced by strong reflective
thought in both the initial post and
in responses to classmates'
posts.Student responses
contributed to classmates'
experience.
Student participated somewhat
actively as evidenced by posts
and responses that were adequate
but lacking strong reflective
thought.
Student did not participate actively
as evidenced by little reflective
thought in i.
InstructionsThere are two high-level types of distribution cha.docx
Instructions
There are two high-level types of distribution channels, direct and indirect. In the direct distribution channel, goods are moved directly from the Producer to the Consumer. In the indirect distribution channel, the producer will meet consumer demand through third -party wholesalers and/or retailers. Direct channels produce short supply chains, indirect channels produce long chains.
Research and report on two large producers, Costco and Apple, and describe in detail which distribution approach each company uses -- direct, indirect, or mixed – for at least two products in each company.
Your APA paper should be at least 1,000 words in length.
.
InstructionsNOTE If you have already reviewed this presentation.docx
Instructions
NOTE: If you have already reviewed this presentation in a different class please enter class number and instructor’s name in the submission text box below.
____________________________________________________________________
If you have not reviewed this presentation in a previous class, please proceed.
Please review the curated presentations below. These presentations will prepare you for writing deliverables that meet the expectations of this course. We want you to be successful in all your courses so please refer back to this tool often. This presentation is located in the library and the Student Center. To view an presentation, please click on the button below. Be sure to review all five presentations for this week!
Presentation Four: The Research Process & Choosing a Topic
Presentation Five: Types of Sources
Presentation Six: Search Strategies & Techniques
Presentation Seven: Evaluating Information
Presentation Eight: Ready to Shine!
When you have finished reviewing all five presentations, please copy and paste the following statement into the submission box below:
STATEMENT: I HAVE REVIEWED WEEK TWO INFORMATIONAL PRESENTATION. I UNDERSTAND THIS PRESENTATION IS ALSO LOCATED IN THE LIBRARY AND STUDENT CENTER FOR FUTURE REFERENCE.
.
InstructionsA SWOT analysis is used as a strategic planning tech.docx
Instructions
A SWOT analysis is used as a strategic planning technique by businesses and/or individuals to identify
strengths, weaknesses, opportunities, and threats to a planned project. It identifies conditions that are favorable or unfavorable to achieving the goal of the project by grouping them into categories:
Strengths and Weakness are frequently internally related, while Opportunities and Threats commonly focus on environmental factors.
·
Strengths: characteristics of the projected solution that give it an advantage over others.
·
Weaknesses: characteristics that place the projected solution at a disadvantage relative to others.
·
Opportunities: elements in the environment that the projected solution could exploit to its advantage.
·
Threats: elements in the environment that could cause trouble for the projected solution.
Instructions:
1. Download the worksheet attached to this assignment below.
2. Based on what you found in your annotated bibliography, identify a plan that you could propose/implement that addresses your health issue.
3. Be specific and list the objectives and the interventions needed on the worksheet.
4. Then list 3 each of the strengths, weaknesses, opportunities, and threats to your proposed solution.
5. Finally, list ways you can capitalize on the strengths and opportunities, and ways you can mitigate the weaknesses and threats, when thinking about your plan.
Complete this SWOT Analysis and upload it to this assignment dropbox. This assignment is due by Sunday at 11:59 pm CT.
INTRODUCTION TO DATA MINING
INTRODUCTION TO DATA MINING
SECOND EDITION
PANG-NING TAN
Michigan State Universit
MICHAEL STEINBACH
University of Minnesota
ANUJ KARPATNE
University of Minnesota
VIPIN KUMAR
University of Minnesota
330 Hudson Street, NY NY 10013
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Product Marketing Manager: Yvonne Vannatta
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Marketing Assistant: Jon Bryant
Cover Designer: Joyce Wells, jWellsDesign
Full-Service Project Management: Chandrasekar Subramanian, SPi Global
Copyright ©2019 Pearson Education, Inc. All rights reserved. Manufactured in
the United States of America. This publication is protected by Copyright, and
permission should be obtained from the publisher prior to any prohibited
reproduction, storage in a retrieval system, or transmission in any form or by
any means, electronic, mechanical, photocopying, recording, or like.
InstructionsRead two of your colleagues’ postings from the Di.docx
Instructions:
Read two of your colleagues’ postings from the Discussion question.
Respond with a comment that asks for clarification, provides support for, or contributes additional information to two of your colleagues.
Timia Brown (
She/Her)
In healthcare, whether long-term or acute care, interdisciplinary communication is necessary to provide patient-centered care. The two scenarios provided both effective and ineffective communication.
Scenario 1
Assuming the leader for the interdisciplinary rounds was the case manager, she introduced the nursing student, who was not paying attention. The case manager did not present other team members, so the student was left guessing. The pharmacist and the physical therapist were laughing and talking during the discussion. There was no engagement; the MD was on her phone, and everyone was preoccupied. Each team member individually knew the patient and his shortcomings, yet there was no preparation for the actual engagement with each other. Each team member projected issues onto the next member, using terms such as "somebody" or "someone" needed to do this. There was no responsibility for care. The team spoke unprofessionally to each other, using words like "yep" and "umm." In the end, the case manager assigned responsibility; however, the disciplines accepted the responsibility grudgingly. The team's disrespect for each other was portrayed to the student, who was disengaged throughout the meeting. The patient was not ready to be discharged from the sound of this scenario. The patient's pain was not controlled, nor was his anxiety; no equipment had been ordered for discharge. The patient's safety was not a priority in this meeting, which could lead to readmission or fall risk at home.
In scenario two, the team all appeared happy to be there, with smiling faces and excellent eye contact. The leader engaged the nursing student immediately by having the team introduce themself. The team was much more prepared and engaged. Each member respected the other's role in providing care and a safe, patient-centered discharge. The team took responsibility for what was needed from each of them now and at the time of release. The communication was more two-way communication. They did a recap of what was discussed, and everyone willingly took part in making sure the patient went home safely and confidently.
Effective communication between interdisciplinary teams must be present to provide the care needed for each patient. It starts with respecting each other's role in the patient's care and remembering the patient is the priority. The
Journal of Communication in Healthcare stated the leading cause of all sentinel events from 1995 to 2004 was ineffective communication. (2019, Altabba) Therefore effective communication could decrease the number of incidents, and lead to proper care.
References
Altabbaa G, Kaba A, Beran TN. Moving from structure.
InstructionsRespond to your colleagues. Respond with a comment .docx
Instructions:
Respond to your colleagues. Respond with a comment that asks for clarification, supports, or contributes additional information to two or more of your colleagues.
Reynaldo Guerra
As influencers in our society, that bring about social change in healthcare as all those we contact, the type of agent I would align with is a Purposeful Participant. Where "School or work are the primary motivations for involvement in positive social change." (
What kind of social change agent are you? n.d.) are what defines greatly the type of agent I am. Due to my desire to expand my education and grow, I have been allowed to not just see but know that I can contribute to various aspects of healthcare. At the hospital I currently am employed, many principles are introduced to us and help us with making a difference for our patients as all professionals alike by the way we interact and the relationship we create with everyone. Even if driven by these two motivators, they have opened my eyes and expanded my limitations in the change we can bring about.
This eye-opening experience has changed my perspective on how I can make a social change with all those around me. I now feel that a cascade effect comes from my changes as little as it might seem, it gets passed down and impact larger changes in the long run. How I speak with my patients and show the advocate I am for them in addressing their healthcare issues with importance, to the trust and relationship I have created with the primary care providers, goes to show these small social changes can in the end bring a great change for all. This has shown me that social change has a larger purpose in the end and even as small of a change we bring about, if we all come together and do the same, the results would be even more significant than what we perceived as a small change in the beginning. From our professional interactions with one another to our desire to help and better our care with all patients alike, these changes have a great purpose and impact on our future as everyone else.
Apart from that, social change has influenced my education by motivating me to seek ways to make a difference in a community project presented by my university. It has ignited a flame in me, so to speak, and piqued my interest in seeing what my university has to offer in making a social change. Whether this is by being part of projects, joining a committee, or being part of future alumni programs to help others. Also, being able to refine my nursing practice in our community as in the hospital has been a change for me. This, in turn, will be put forth in the interactions and relationships I create with my patients, colleagues, peers, and others I come in contact with, hopefully, bringing a social change in the end. This is what the principles of social change will bring about for me.
References
Walden University. (n.d.).
What kind of social change agent are you? Lin.
InstructionsProcurement Outsourcing (PO) StrategiesPO strat.docx
Instructions
Procurement Outsourcing (PO) Strategies:
PO strategies at the highest level involve either materials or traditional business processes such as HR, IT, Finance, Accounting, Travel/Entertainment services, Marketing/Print/Advertising, or Customer Relationship Management (CRM). Your task here is to choose a public business organization and report on what direct materials are being outsourced. Direct materials are categorized as strategic (high-impact), bottleneck items (low-profit impact and high-supply risk), leverage items (high-profit items and low-supply risk), or non-critical (low-profit impact and low-supply risk). Describe the outsource process in detail, who provided the outsourced services, and what direct materials were involved.
You are to prepare a PowerPoint presentation, with a minimum of twelve (12) slides, to include inline citations, a cover slide, and a slide of references. Your citations and references should be APA-compliant.
Level of writing: Exemplary
.
InstructionsPart Four of Applied Final Project,Playing with Ge.docx
Instructions
Part Four of Applied Final Project,Playing with Gender: Understanding Our Gendered Selves:
"Understanding My Playing-with-Gender Act" (20% of course grade; due end of Week 7) Five (5) pages (1200-1500 words)
All parts of this project should be formatted in APA style (follow for both essay and citation styles):https://libguides.umgc.edu/c.php?g=1003870
Purpose: Act Analysis
In this part of the assignment, you will perform, describe, and analyze your act. After you perform your act, compose a 5-page (1200-1500 words) task specifying your experiences. The first section (one-third to one-half of your paper) should describe your act and your responses to it, and the second section should analyze your act in terms of the scholarship on gender:
Section One (minimum 500 words):
1. Describe your act:
2. What did you do?
3. Where did you do it?
4. How did you prepare for it?
5. What responses did you get while performing your act?
6. How did you feel while performing your act?
7. What would you do differently if you had to perform this same act again? Would you perform the act in the same location and at same time? Would you change your appearance during the act? Would you do anything else differently?
8. Please refer directly to the required reading on Participant Observation (Mack et al., 2005) in this section of the paper (Mack et al., 2005) (
PLEASE see attached for document):
Mack et al. (2005). "Module Two: Participant Observation," from
Qualitative Research Methods: A Data Collector's Field Guide, Family Health International. Read Module 2, pages 13-27. Retrieved from
https://www.fhi360.org/sites/default/files/media/documents/Qualitative%20Research%20Methods%20-%20A%20Data%20Collector's%20Field%20Guide.pdf
Section Two: (minimum 700 words):
(Please see attached for document listing the sources)
Referring directly to at least three academic sources for support (these may be pulled from the sources you identified and discussed in your Annotated Bibliography for Part 3
and/or the readings for this class), consider the potential impact of your act. Here are some questions to consider (you do not have to answer all of these questions; they are provided to help you to think about ways your act may have impact on society):
· Can you explain the range of reactions to your act? Did those reactions reflect any of the sociological scholarship found in the course readings or in your research? Did any of the reactions challenge that research?
· How do you think class, race, age, and sexuality came into play during the conception and performance of the act?
· Was performing this act an act of feminism? Why? and, if so, what type(s) of feminism?
· Was your act an act of activism? That is, could it help to create social change? If so, how?
Please see attached for Project 1, 2 & 3 for information and assistance.
Qualitative
Research
Methods:
A DATA CO L L E.
InstructionsClients come to MFTs because they want to change, .docx
Instructions
Clients come to MFTs because they want to change, whether the change is in cognitions, structure, insight, or something else. Therefore, it is important for you to understanding why, when, and how people change. This week, you will continue the exploration of core concepts related to systems theory and its application to MFT field concepts. You will review several concepts associated with change including homeostasis, first-order change, second-order change, continuous change, and discontinuous change.
Complete the provided worksheet template located in this week’s resources. Note: You will use the worksheet you complete this week as part of your work in Week 4.
For each item, be sure to address the following:
· Record a direct quotation that defines the concept or describes the assumption.
· Paraphrase the definition or description by explaining the information in your own words. As you are paraphrasing, keep in mind that concepts often involve several interrelated ideas. When you are paraphrasing, be sure to not oversimplify the concept.
· Provide an original example (not one you read about in the course resources) of the concept or assumption.
· Explain how your example reflects the definition. Refer to your paraphrased definition in order to compare the example to the concept.
Should you have questions or need clarification on any items, please contact your professor to discuss it.
Length: 1-2 pages (completed template). Additional resources/reference page is not required.
Your cheat sheet should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Upload your document, and then click the
Submit to Dropbox button.
Building Blocks to Conceptualizing Family: A Family System’s Perspective Valerie Q. Glass, PhD, LMFT
Background of Systemic Thinking
Systemic thinking, for some, means trying on a new and unique lens when considering “presenting problems” that arise in therapeutic settings. Most mental and emotional health backgrounds study individual cognitive and emotional processes, systemic thinking means a shift in looking at one person to looking at a whole system. Keeney (1983) calls this change in professional theory an epistemological shift. Epistemology, most basically, is the way one understands what is in front of them, and the root with which decisions are made. Helping fields all develop from different epistemologies. Psychiatry views medicine and biology as their epistemological construct of how or why people act the way they do. Much of the epistemological focus of social work fields embraces the necessity or connecting to resources and social support as a catalyst for change. Psychology explores the make-up of the individual’s mind and develops steps for change. Family systems, and.
INST560, Internet of Things (IoT)UNIVERSITY OF NORTH AMERICA.docx
INST560, Internet of Things (IoT)
UNIVERSITY OF NORTH AMERICA
Lecture 3: Fall 2022
Professor Aliakbar Jalali
[email protected]
1
Internet of Things Enabling Technologies
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Overview
Introduction
Evolution of the Technology
Some significant statistics
IoT Technology
Risks of IoT Technologies
Use Cases of IoT Technology!
What are IoT Enabling Technology
Conclusion
References
2
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Because of technological changes taking place in the world, IoT is gradually taking over all the fields, and the future of the IoT applications are increasing day by day.
Technological advances are fueling the growth of IoT.
Technology improved communications and network, new sensors of various kinds; cheaper, denser, more reliable, and power efficient storage both in the cloud and locally are converging to enable new types of IoT based products that were not possible a few years ago.
IoT technology will further develop to make our day-to-day operations much easier and more remotely controlled in the days to come.
3
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
Businesses need to constantly explore IoT applications within their domain to stay ahead in competitiveness and implementation.
The competition will primarily define in the coming decade as how companies take advantage of innovative technology.
However, it is the dominant technology that determines the future of many businesses attached to the future of the internet of things (IoT).
4
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction
The emerging trends in IoT are majorly driven by technologies like artificial intelligence, blockchain, 5G and edge computing.
We need to know more in detail about the elements that make up broad spectrum of technologies, we know as the Internet of Things.
Technological advances lies in the business value of IoT applications like smart wearables, smart homes and buildings, smart cities, autonomous cars, smart factories, location trackers, wireless sensors and much more.
5
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Technology is changing the world!
Technology is changing the world.
It is changing the way we communicate, shop, learn, travel, play and of course the way we work.
http://www.telegraph.co.uk/technology/2017/05/06/internet-things-could-really-change-way-live/
6
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
6
Introduction: Technology is changing the world!
7
Global gigabit subscriptions are expected to jump to 50 million in 2022, more than doubling from 24 million at the end of 2020, according to a new report from analyst firm Omdia.
High Speed Internet!
/59
UoNA-ST560-FALL-2022, Internet of Things (IoT)
Introduction: Social Media is Changing societies!
8
Are you on social media a lot? When is the last time you checked Twitter, Facebook, or Instagram? Last n.
Insert Prename, Surname of all studentsWinter Term 202223Theo.docx
Insert Prename, Surname of all students
Winter Term 2022/23
Theory Factsheet: Insert name of theory
Level of analysis
Insert levels of analysis, e.g., organisation, individual, social
Dependent construct(s)
Please insert the dependent construct(s) of the theory
Independent construct(s)
Please insert the independent construct(s) of the theory
Short description of the theory
Please describe the theory in full sentences.
Cause-Effect Model
Please insert a visual diagram of the cause-effect relationships or factor model of the theory (if available).
Applications of the theory
Please describe for which purposes / in which fields the theory has been applied.
Which relevance does the theory have for digitalization in organizations?
Criticism
Describe alternative views, potential critique, and open discussion on the theory.
References
Insert sources and references used in this factsheet in APA 7th style.
Students will write a 2-3 pages essay analyzing one of the topics addressed during the semester under the section of Contemporary Issues: Human Rights. The student will be free to choose any of the topics discussed during class as well as his/her opinion about it.
1. Choose a topic (death penalty, assisted suicide, abortion, death by euthanasia, bioethics… etc.)
2. First page: description of the problem (is is here Fl, or national or worlwide, statistics, etc)
Second page: YOUR ETHICAL POSITION ABOUT IT (why is this an ethical issue, where your argument os coming from, etc)
3. REFERENCES (could be ppt, movie, article, web, book)
The writing will be evaluated for clarity and proper handling of terms, phrases, and concepts addressed up to this date. APA or MLA style will be required
https://owl.english.purdue.edu/owl/section/2/10/.
Reading listWinter semester 2022/23
Version 24.09.2022
Reading
Package
No.
Theories Papers
Information Systems Foundational Theories
Structuration Theory Orlikowski, W.J. (1992). The Duality of Technology: Rethinking the Concept of Technology in Organizations. Organization Science, 3 (3), 398-
427.
Structuration Theory Orlikowski, W.J. and Robey, D. (1991). Information Technology and the Structuring of Organizations. Information Systems Research, 2 (2),
143-169.
Structuration Theory Walsham, G. and Han, C.K. (1991) Structuration theory and information systems research. Journal of Applied Systems Analysis 17: 77-85.
Institutional Theory Barley, S.R and Tolbert, P.S. (1997). Institutionalization and structuration: studying the links between action and institution. Organization
Studies 18 (1): 93-118.
Institutional Theory Orlikowski, W. J., & Barley, S. R. (2001). Technology and institutions: What can research on information technology and research on
organizations learn from each other? MIS Quarterly, 25(2), 145.
Design Science Hevner, A. R., March, S. T., Park, J., & Ram, S. (2004). Design science in information systems research. MIS Quarterly, 28 (1), 75.
Informative SpeechCourse COM103 Public SpeakingCriteria.docx
Informative Speech
Course: COM103 Public Speaking
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Introduction / 10
Material / 8
Transitions / 10
10 points
Introduction
contained a
strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
7 points
Introduction
contained 3 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
4 points
Introduction
contained 2 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
0 points
Introduction
contained 1 of
the following:
a strong
attention
getter,
introduction of
the topic,
credibility
statement, and
previewed the
speech.
8 points
Material was
clear AND
well organized
5.6 points
Material was
either clear
OR well
organized
3.2 points
NA
0 points
Material was
neither clear
and well
organized
10 points
Transitions
were clear and
used after the
intro, between
each main idea
and before the
conclusion
7 points
Transitions
were clear, but
were not used
in all areas:
after the intro,
between each
main idea and
before the
conclusion
4 points
Transitions
used after the
intro, between
each main idea
and before the
conclusion,
but were not
effective
0 points
Transitions
were not used.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
1 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Conclusion / 8
Time limit / 8
Preparation
outline
uploaded
/ 8
8 points
The
conclusion
contained a
strong closing
AND the
speaker
signaled the
end of the
speech
5.6 points
The
conclusion
contained a
strong closing
OR the
speaker
signaled the
end of the
speech
3.2 points
The speaker
needs
improvement
signalling the
end of the
speech and a
stronger
closing.
0 points
The
conclusion
neither
contained a
strong closing
and the
speaker did
not signal the
end of the
speech
8 points
The length of
the speech
was between
5 and 6
minutes
5.6 points
NA
3.2 points
The length of
the speech
was shorter
than 5 minutes
or longer than
6 minutes
0 points
NA
8 points
The
preparation
outline was
uploaded with
the speech
5.6 points
The
preparation
outline was
uploaded after
delivering the
speech
3.2 points
The
preparation
outline was
not in a
preparation
outline format
0 points
The
preparation
outline was
not uploaded.
Rubric Assessment - COM103 Public Speaking - National University https://nationalu.brightspace.com/d2l/lms/competencies/rubric/rubrics_a...
2 of 4 12/6/22, 5:38 PM
Criteria Level 4 Level 3 Level 2 Level 1 Criterion Score
Eye Contact / 10
Delivery / 10
Non verbals / 10
Overall
preparation
/ 8
10 points
The speaker
had strong eye
contac.
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- 1. Professional development Darius Washington Grand Canyon EAD December 2, 2022 Introduction Hello everyone and welcome to today’s presentation. An outline of what is to be covered is as follows; Learning objective Agenda for the session Activities aligned to mission and vision of school Techniques for incorporating state and district standards Accountability plan Gagné’s 9 Events of Instruction 2 Outline Learning objective Agenda for the session Activities aligned to mission and vision of school
- 2. Techniques for incorporating state and district standards Accountability plan Gagné’s 9 Events of Instruction Learning objective Learning objectives Objective 1: To provide teachers with an opportunity to maximize time spent on quality instruction related to effective classroom engagement. Objective 2: To provide teachers with an opportunity to discuss how to maximize time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission. Objective 3: To provide teachers with the tools necessary for maximizing time spent on quality instruction related to effective classroom engagement that aligns with the school's vision and mission. 3 Objective 1 Providing teaches with an opportunity for maximizing time spent on quality instruction for effective classroom engagement Objective 2
- 3. Providing teachers with an opportunity for discussing how they can maximize time spend on quality instruction in relation to effective classroom engagement Objective 3 Providing teachers with tools necessary for maximizing time spend on quality instruction Agenda for session The topics that will form the agenda is as follows; Introductions Objectives of the PD Purpose of PD sessions Discussion 4 Introductions Objectives of the PD Purpose of PD sessions
- 4. Discussion Closing Schedule The schedule for the items t be discussed is as follows; Introductions 8:30 am- 8:40 am Objectives of the PD 8:40 am- 8:45 am Purpose of PD sessions 8:45- 8:50 am Discussion 8:50- 9:20 Closure 9:20 – 9:30 5 Introductions 8:30 am- 8:40 am Objectives of the PD 8:40 am- 8:45 am
- 5. Purpose of PD sessions 8:45- 8:50 am Discussion 8:50- 9:20 Closure 9:20 – 9:30 Activities aligned to mission and vision of school Through engaging activities that encourage student participation, teachers play a crucial part in determining how students learn. This involves giving students the chance to practice skills and show mastery of subject matter through assessment activities, as well as employing guided discovery to encourage students to explore new ideas or concepts. In establishing standards for student performance on exams and utilizing the results of those exams as data points to judge how well students are progressing toward certain goals and objectives within their subject areas, teachers also play a crucial role. Teachers must be dedicated to establishing successful learning environments in the classroom that promote student
- 6. learning in order to optimize the time spent on high-quality education. 6 Exploring new topics and concepts Provision of opportunities for students to practices their skills Assessment activities Creating effective classroom environments (Adams, 2020) Theories The ARCS Model of Motivational Design Theories—or any motivation theory of choice—will be introduced, and the presenter will utilize it to create suitable professional development opportunities for educators. The speaker will discuss how to arrange professional development sessions using this methodology. The purpose, as the presenter will first state, is to assist instructors in comprehending how to optimize time spent on high-quality education connected to productive classroom participation that is consistent with their institution's vision and mission. The first part of the presentation will show how much time teachers spend on specific tasks during professional development using data from previous sessions (Monaco, 2020).Following that, they will talk about how to make the most of the time spent on those activities to improve the learning environment for their students. After giving examples of how these activities meet the requirements, the
- 7. presenter will explore why they are crucial to students' learning. The presenter will also give examples of student engagement techniques that have been shown particularly effective for improving students' learning outcomes through data analysis. They consist of exchanging observations and contrasting what occurs in my classroom with that in other classes. 7 Theory to be introduced by presenter ARCS Model of Motivational Design Theories Presenter will outline how he model can be used in planning PDs Past data will be used to demonstrate time spent on activities (Monaco, 2020) Techniques for incorporating state and district standards Some of the techniques that can be used to incorporated both state and district standards include; Accurate assessment of learners- this can be achieved by leveraging technological tools in creating learner profiles for enhanced accuracy. The key concepts of each standard need to be broken down. In order for the student to achieve the standard, what are the fundamental abilities that they need to possess? After you have determined the main points, the next step is to create lesson plans. Categorizing standards to identify the most essential can also be a helpful strategy.
- 8. 8 Accurate assessment of learners Turning standards into simple objectives Proficiency mapping Categorizing standards to identify the most essential (Adams, 2020) Accountability plan Accountability plan to ensure that participants make data- driven, student-centered instructional decisions and implement in their classroom what was presented in the session. After the presentation, I will ask the students what they thought about what we discussed and what kind of changes would help improve their learning environment at school .How does this type of learning environment benefit them? What are some things that could be done differently or better? Then we'll break up into groups and each group will choose one specific change they think would. 9 Accountability plan
- 9. Asking questions at the end of the presentation Gagné’s 9 Events of Instruction Gagne proposed nine instructional events that could potentially improve student learning, including: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimulus, providing learner guidance, eliciting performance, providing feedback, assessing performance, and improving retention and transfer. 10 Survey The survey will be administered anonymously and the following questions will be administered; How would you rate the session? Did you find the session beneficial? What areas of the session did you like? What areas of the session did you not like? What can be done to improve the session? 11 Survey questions How would you rate the session?
- 10. Did you find the session beneficial? What areas of the session did you like? What areas of the session did you not like? What can be done to improve the session? Survey to be administered anonymously References Adams, J. P. (2020). Review of improving instruction through supervision, evaluation, and professional development. Education Review // Reseñas Educativas, 23. doi:10.14507/er.v23.1898 DiPaola, M., & Wagner, C. A. (2020). Maximize Instruction Through Professional Development and sustsinability (2nd ed.). IAP. Monaco, S. A. (2020). Improving reading instruction through data-driven professional development within the response to intervention model. doi:10.17760/d20002388 image2.jpg image3.png