Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should include topics and should be complex-split and well developed.
Should answer your purpose points
Recommendations on Managing Virtual Teams
· Develop a team web page where virtual team members can share information and get to know one another.
· Create ways for team members to interact and communicate informally. Use real-time communication tools like Instant Messaging or social media sites such as Facebook or Twitter to create a virtual water cooler of sorts that allows people on virtual teams to communicate more spontaneously.
· Build a collective online "resource bank" to share information and experiences.
· Find ways to "spotlight" team members.
· Send electronic newsletters or updates to the team.
· Create ways to virtually celebrate successes as a team.
· Partner team members at different locations on projects and rotate these periodically.
· Make sure teams meet face-to-face at least once early on in the team's formation. Spend some part of the meeting focused on building relationships and learning about team members' capabilities.
· Be sure team members feel empowered to make and act on decisions. Because virtual leaders do not have "face time" with team members to check in, leaders are more likely to micromanage team members without realizing it.
· Help people manage conflicts, not avoid them. Conflict is likely to be ignored or may escalate quickly in a virtual setting. Therefore, leaders need to more proactively manage conflict.
· The team leader should model and reinforce these positive behaviors.
· Use criteria and/or assessments when selecting individuals for virtual teams.
· Use team-building sessions – ideally conducted at an initial or subsequent face-to-face team meeting – to help team members strengthen working relationships and create team momentum that can enhance team effectiveness.
· Assess development needs for team members and team leaders and conduct skill-building focused on these areas.
· Reassess ...
Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr. Dr. John Persico
If you want a great program for training the trainers in your organization, here it is. I also have the trainee workbooks in Word if you are interested. Send me an email and let me know if you would also to receive the trainee and facilitator workbooks for a small fee. persico.john@gmail.com or call me at 612-310-3803 for a custom made program for your organization.
The document provides tips and guidelines for various types of assignments in an online course, including class participation, discussion boards, group activities, journal entries, writing assignments, exams, and project-based learning. For each assignment type, 3-4 tips are given to help students succeed, such as demonstrating preparation, contributing meaningful insights, posting consistently, respecting others, and communicating effectively. Project-based learning is defined as involving students investigating real-world problems over an extended period through exploring, experimenting, and presenting solutions.
This document provides an overview for Week 5 of an instructional design course. It outlines the required readings, discussion topics on motivation and e-learning environments, and a final paper assignment. For the final paper, students must create a learning scenario applying instructional design strategies covered in the course and reflect on their choices. They are assessed on the content and mechanics of the paper. The document also shares a recommendation to watch a Dan Pink TED Talk on motivation, which discusses using intrinsic rather than extrinsic rewards to motivate learners through autonomy, mastery, and purpose.
This document provides guidelines for a reflection paper on teaming experiences in a computer science course. It emphasizes using the Kolb Learning Style Inventory model learned in previous courses. The paper should critically reflect on contributions to the team based on learning style strengths and weaknesses, how roles were determined, obstacles overcome, and insights gained regarding teamwork, conflict resolution, and cultural differences. Incorporating the Kolb model demonstrates connecting principles of teaming to the specific course experience.
The document provides guidelines for a reflection paper on teaming experiences in a computer science course. It instructs students to use Kolb's Learning Style Inventory to analyze their own and teammates' contributions to the team. Students are prompted to discuss their preferred roles, how roles were determined, examples of obstacles overcome, and insights gained regarding conflict resolution, cultural differences, and future applications of teamwork skills. The document emphasizes using learning style preferences to improve understanding of individual strengths and areas for development within teams.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Action learning is an approach to problem solving that involves teams working on real problems or challenges while also focusing on learning. It has four key stages: planning, acting, observing, and reflecting. The process is cyclical, with teams continually refining their approach based on observations and reflections. Action learning aims to simultaneously solve problems while developing leadership skills and enabling lifelong learning through a process of questioning assumptions and considering different perspectives.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
Slides for a fantastic Train the Trainer Program by Dr. John Persico Jr. Dr. John Persico
If you want a great program for training the trainers in your organization, here it is. I also have the trainee workbooks in Word if you are interested. Send me an email and let me know if you would also to receive the trainee and facilitator workbooks for a small fee. persico.john@gmail.com or call me at 612-310-3803 for a custom made program for your organization.
The document provides tips and guidelines for various types of assignments in an online course, including class participation, discussion boards, group activities, journal entries, writing assignments, exams, and project-based learning. For each assignment type, 3-4 tips are given to help students succeed, such as demonstrating preparation, contributing meaningful insights, posting consistently, respecting others, and communicating effectively. Project-based learning is defined as involving students investigating real-world problems over an extended period through exploring, experimenting, and presenting solutions.
This document provides an overview for Week 5 of an instructional design course. It outlines the required readings, discussion topics on motivation and e-learning environments, and a final paper assignment. For the final paper, students must create a learning scenario applying instructional design strategies covered in the course and reflect on their choices. They are assessed on the content and mechanics of the paper. The document also shares a recommendation to watch a Dan Pink TED Talk on motivation, which discusses using intrinsic rather than extrinsic rewards to motivate learners through autonomy, mastery, and purpose.
This document provides guidelines for a reflection paper on teaming experiences in a computer science course. It emphasizes using the Kolb Learning Style Inventory model learned in previous courses. The paper should critically reflect on contributions to the team based on learning style strengths and weaknesses, how roles were determined, obstacles overcome, and insights gained regarding teamwork, conflict resolution, and cultural differences. Incorporating the Kolb model demonstrates connecting principles of teaming to the specific course experience.
The document provides guidelines for a reflection paper on teaming experiences in a computer science course. It instructs students to use Kolb's Learning Style Inventory to analyze their own and teammates' contributions to the team. Students are prompted to discuss their preferred roles, how roles were determined, examples of obstacles overcome, and insights gained regarding conflict resolution, cultural differences, and future applications of teamwork skills. The document emphasizes using learning style preferences to improve understanding of individual strengths and areas for development within teams.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
Action learning is an approach to problem solving that involves teams working on real problems or challenges while also focusing on learning. It has four key stages: planning, acting, observing, and reflecting. The process is cyclical, with teams continually refining their approach based on observations and reflections. Action learning aims to simultaneously solve problems while developing leadership skills and enabling lifelong learning through a process of questioning assumptions and considering different perspectives.
Dr. Gerri Spinella Time Management and Enhanced Approaches for Instructors an...Gerri Spinella
This document summarizes an intellectual discussion meeting focused on time management and enhanced discussion approaches for instructors and students. It discusses five assumptions of online learners related to self-direction, experience, readiness to learn, orientation to learning, and motivation to learn. It poses questions for teachers about their motivation to learn and apply new technologies. The document provides essential questions and strategies for managing time when teaching online, such as developing weekly announcements and instructor templates for discussion responses. It discusses building a learning community and the roles of different discussion areas. Finally, it shares eight lessons from teaching online and discusses receiving gifts from discussions.
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Aligning ATL skills with MYP projects achievement levelsalisonyangkis
The document describes achievement levels for research, planning, thinking, communication and social skills related to completing a project. It provides descriptors for limited, adequate, substantial and excellent skills at each level. For each skill level, examples of possible demonstrations of applied thinking and learning skills are given. The skills cover areas like investigating and finding information, self-management, problem solving, communicating with others, and working with a supervisor.
Based on a development plan developed by B. Mitchell, CEOFoun.docxjasoninnes20
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot problems
Has credibility because of in-depth knowledge of issues or problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment
Encourages alternative approaches and new ideas
Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to problems
Consistently challenges the usual approach of doing things and find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual development
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them
Encourages people to find innovative ways to accomplish their goals
Practicing self-development
Makes constructive efforts to change and improve based on feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and others in the workgroup
Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and purpose
Helps people unde ...
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
The document discusses key aspects of designing an effective training and development program. It emphasizes the importance of defining clear objectives that specify what is to be accomplished by the training. Other important considerations include deciding whether to use an internal or external trainer, selecting appropriate training methods based on the goals and audience, and developing lesson plans and materials. Effective trainers require both subject matter expertise as well as interpersonal skills. Sequencing and scheduling models like topical vs. spiral sequencing and Gagne and Briggs theory provide guidance on organizing training content and activities. The output of the training design process should include identifying factors to facilitate learning transfer and evaluating training objectives.
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Assignment #2 Persuasive Paper (20)Purpose You will learn h.docxdavezstarr61655
Assignment #2: Persuasive Paper (20%)
Purpose: You will learn how to write a persuasive argument regarding an ethical issue.
Outcome Met by Completing This Assignment:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
2. develop and evaluate alternatives to, and recommend solutions for, ethical dilemmas, taking into account ethical and legal requirements and the essential mission of the business enterprise
3. effectively communicate to internal and external business stakeholders the complexities of ethical issues, suggesting and analyzing various solutions in order to ensure appropriate business practices and accountability
Step 1: Preparation for Writing the Assignment
Before you begin writing the paper, you will read the following requirements that will help meet the writing and APA requirements. Not reading this information will lead to a lower grade:
Task 1: Read the grading rubric for the assignment. Use the grading rubric while writing the paper to ensure all requirements are met that will lead to the highest possible points.
Task 2: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.
Task 3: Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment.
Task 4: You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.
Task 5: You are responsible for APA only for in-text citations and a reference list. However, all source material must be cited and referenced.
Task 6: You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than three (3) external resources can be used in completing the assignment. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 2: How to Set Up the Paper
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page. You may not exceed six (6) pages so it is important to write clearly and concisely.
· Create a title page with title, your name, the course, the instructor’s name and date
Step 3: In this assignment, you will wri.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
This document outlines strategies for effective professional conversations and protocols to improve teaching and learning. It discusses how protocols can provide structure for collaborative analysis and planning to develop understanding of different perspectives. Specific protocols described include microlab, consultancy, and instructional rounds, which involves teachers visiting classrooms to investigate teaching practices and identify impacts on student learning. The document emphasizes that protocols must be chosen carefully and with a specific purpose in mind, and that it takes practice to use them effectively.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
Jobcircuit IO4 manual train the trainers on job circuit model final version_enEducation PowerPoints
This manual provides guidance for trainers on how to train career guidance professionals on implementing the JobCircuit model for integrating people with disabilities into the European labor market. It covers exploring training needs, developing objectives and content, organizing training sessions, techniques for facilitating sessions, monitoring and evaluation, and creating awareness of attitudes and behaviors. The goal is for trainees to gain experience planning, preparing, and facilitating training sessions while developing skills for promoting a positive learning environment.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
1. The document discusses training delivery modes and methods recommended for competency-based training, including dualized mode training, modular/self-paced learning, peer teaching/mentoring, supervised industry training, and distance learning.
2. Various training methods are described, such as lectures, role playing, group discussion, case studies, demonstrations, and field trips. Factors like group size and the purpose of each method are provided.
3. Guiding principles for selecting appropriate training methods are outlined, and a research on perceived effectiveness of different methods is summarized. Enactive learning strategies like role playing and self-experiential work are seen as most effective.
The document provides an overview of a professional development workshop on project-based learning. It discusses essential project design elements and teaching practices. It also addresses how to manage projects through establishing systems for teams, leadership, and classroom environment. Teachers are encouraged to share management tasks with students. The document demonstrates how to assess student learning and critical thinking in projects through techniques like process checks and student-created rubrics.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
APA, The assignment require a contemporary approach addressing Race,.docxamrit47
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docxamrit47
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
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This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Aligning ATL skills with MYP projects achievement levelsalisonyangkis
The document describes achievement levels for research, planning, thinking, communication and social skills related to completing a project. It provides descriptors for limited, adequate, substantial and excellent skills at each level. For each skill level, examples of possible demonstrations of applied thinking and learning skills are given. The skills cover areas like investigating and finding information, self-management, problem solving, communicating with others, and working with a supervisor.
Based on a development plan developed by B. Mitchell, CEOFoun.docxjasoninnes20
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Self-Assessment on Leadership Competencies
Directions: Please review the competencies listed below and rate your skills. The scale is:
Needs
Development Strength
1 2 3 4 5
Character:
Displaying high integrity and honesty
Avoids saying one thing and doing another (i.e., “walk the talk”)
Acts consistently with their words
Follows through on promises and commitments
Models the core values
Leads by example
Personal Capability:
Technical and professional expertise
Is sought by others for advice and counsel
Uses technical knowledge to help team members troubleshoot problems
Has credibility because of in-depth knowledge of issues or problems
Solving problems and analyzing issues
Exercises a high level of professional judgment
Makes good decisions based on a mixture of analysis, wisdom, experience, and judgment
Encourages alternative approaches and new ideas
Innovation
Encourages alternative approaches and new ideas
Consistently generates creative, resourceful solutions to problems
Consistently challenges the usual approach of doing things and find new and better ways to do
the job
Resilience
Creates a culture of learning that drives individual development
Based on a development plan developed by B. Mitchell, CEO/Founder Partners4Results; Faculty, Northeastern
University. This information will be included in a forthcoming book. It is copyrighted and cannot be further
used without permission.
Works to improve new ideas rather than discouraging them
Encourages people to find innovative ways to accomplish their goals
Practicing self-development
Makes constructive efforts to change and improve based on feedback from others
Seeks feedback from other to improve and develop themselves
Consistently looks for developmental opportunities (excited to learn)
Focus on Results:
Focus on Results
Aggressively pursues all assignments and projects until completion
Does everything possible to meet goals or deadlines
Establish stretch goals
Maintains high standards of performance
Sets measurable standards of excellence for themselves and others in the workgroup
Promotes a spirit of continuous improvement
Takes responsibility for outcomes/initiatives
Takes personal responsibility for outcomes
Can be counted on to follow through on commitments
Goes above and beyond what needs to be done without being told
Interpersonal Skills:
Communicating powerfully and prolifically
Is skillful at communicating new insights
Provides the work group with a definite sense of direction and purpose
Helps people unde ...
This ePortfolio documents Shavon Terrell's work in the Successful Teaching Online Mentoring Program (STOMP) at Harper College. It includes a community-building activity, time management tips, and a final project demonstrating backwards design principles. For the final project, Shavon created an assessment, rubric, and lesson plan aligned to learning outcomes for a Human Resources Management course. The lesson focuses on the SHRM competency model and has students identify their strengths/weaknesses, share best practices, and reflect on their learning experience.
The document discusses key aspects of designing an effective training and development program. It emphasizes the importance of defining clear objectives that specify what is to be accomplished by the training. Other important considerations include deciding whether to use an internal or external trainer, selecting appropriate training methods based on the goals and audience, and developing lesson plans and materials. Effective trainers require both subject matter expertise as well as interpersonal skills. Sequencing and scheduling models like topical vs. spiral sequencing and Gagne and Briggs theory provide guidance on organizing training content and activities. The output of the training design process should include identifying factors to facilitate learning transfer and evaluating training objectives.
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
Assignment #2 Persuasive Paper (20)Purpose You will learn h.docxdavezstarr61655
Assignment #2: Persuasive Paper (20%)
Purpose: You will learn how to write a persuasive argument regarding an ethical issue.
Outcome Met by Completing This Assignment:
1. identify ethical issues that arise in domestic and global business environments using an understanding of ethical concepts and of legal and business principles
2. develop and evaluate alternatives to, and recommend solutions for, ethical dilemmas, taking into account ethical and legal requirements and the essential mission of the business enterprise
3. effectively communicate to internal and external business stakeholders the complexities of ethical issues, suggesting and analyzing various solutions in order to ensure appropriate business practices and accountability
Step 1: Preparation for Writing the Assignment
Before you begin writing the paper, you will read the following requirements that will help meet the writing and APA requirements. Not reading this information will lead to a lower grade:
Task 1: Read the grading rubric for the assignment. Use the grading rubric while writing the paper to ensure all requirements are met that will lead to the highest possible points.
Task 2: Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.
Task 3: Contractions are not used in business writing, so you are expected NOT to use contraction in writing this assignment.
Task 4: You are expected to paraphrase and are NOT to use direct quotes. You are expected to paraphrase, which can be learned by reviewing this link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.
Task 5: You are responsible for APA only for in-text citations and a reference list. However, all source material must be cited and referenced.
Task 6: You are expected to use the facts from the case scenario paired with the weekly courses readings to develop the analysis and support the reasoning. No more than three (3) external resources can be used in completing the assignment. The expectation is that you provide a robust use of the course readings. If any material is used from a source document, it must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 2: How to Set Up the Paper
Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point font. The final product will be between 4-6 pages in length excluding the title page and reference page. You may not exceed six (6) pages so it is important to write clearly and concisely.
· Create a title page with title, your name, the course, the instructor’s name and date
Step 3: In this assignment, you will wri.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
This document outlines strategies for effective professional conversations and protocols to improve teaching and learning. It discusses how protocols can provide structure for collaborative analysis and planning to develop understanding of different perspectives. Specific protocols described include microlab, consultancy, and instructional rounds, which involves teachers visiting classrooms to investigate teaching practices and identify impacts on student learning. The document emphasizes that protocols must be chosen carefully and with a specific purpose in mind, and that it takes practice to use them effectively.
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
UNDERSTANDING BY DESIGN. module 5.. aj. :)Jinwei Segundo
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
Jobcircuit IO4 manual train the trainers on job circuit model final version_enEducation PowerPoints
This manual provides guidance for trainers on how to train career guidance professionals on implementing the JobCircuit model for integrating people with disabilities into the European labor market. It covers exploring training needs, developing objectives and content, organizing training sessions, techniques for facilitating sessions, monitoring and evaluation, and creating awareness of attitudes and behaviors. The goal is for trainees to gain experience planning, preparing, and facilitating training sessions while developing skills for promoting a positive learning environment.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning. Pre, during, and post listening activities are outlined.
For speaking, it discusses the three components of speaking ability and notes the goal is communicative efficiency. A balanced approach combining input, practice, and communication is recommended.
For reading, it describes pre, during, and post reading strategies such as previewing, questioning, and summarizing.
The document discusses strategies for teaching the four language skills: listening, speaking, reading, and writing.
For listening, it describes top-down and bottom-up strategies, as well as metacognitive strategies. Top-down strategies use background knowledge while bottom-up strategies rely on the language itself. Metacognitive strategies involve self-management of learning.
For speaking, it discusses the importance of mechanics, functions, and social/cultural rules. The goal is communicative efficiency through a balanced activities approach.
For reading, it outlines pre-reading, while-reading, and post-reading strategies like previewing, questioning, and summarizing.
For writing, it discusses strategies like pre
1. The document discusses training delivery modes and methods recommended for competency-based training, including dualized mode training, modular/self-paced learning, peer teaching/mentoring, supervised industry training, and distance learning.
2. Various training methods are described, such as lectures, role playing, group discussion, case studies, demonstrations, and field trips. Factors like group size and the purpose of each method are provided.
3. Guiding principles for selecting appropriate training methods are outlined, and a research on perceived effectiveness of different methods is summarized. Enactive learning strategies like role playing and self-experiential work are seen as most effective.
The document provides an overview of a professional development workshop on project-based learning. It discusses essential project design elements and teaching practices. It also addresses how to manage projects through establishing systems for teams, leadership, and classroom environment. Teachers are encouraged to share management tasks with students. The document demonstrates how to assess student learning and critical thinking in projects through techniques like process checks and student-created rubrics.
This document provides guidance on planning effective training programs. It discusses assessing needs, designing objectives and outcomes, developing content and activities, implementing engagement strategies, and evaluating impact. Key points include:
- Training objectives should be specific, measurable, achievable, realistic and time-bound (SMART) to clearly define expected outcomes.
- Needs assessment identifies gaps in knowledge and skills to address. Pre- and post-training evaluations measure effectiveness.
- Lesson plans map the design, including introduction, activities, and assessment of learning objectives.
- Engaging learners through interaction, examples, and questioning helps apply material in a job context. Feedback further improves training quality.
Similar to Purpose Reading StepsHistoryStep 1Preview Identify Au.docx (20)
APA, The assignment require a contemporary approach addressing Race,.docxamrit47
APA, The assignment require a contemporary approach addressing Race, Gender, and Crime. All work will include an introduction and a cogent thesis. The literature review will include a body of knowledge inclusive of in text citations, and supporting relevant references. The paper should end with discussions that highlight the future of the CJS. A conclusion of the literature review will end the written assignment. The assignment will consist of 2000 words. Reference page along with 6 peer reviewed references and course textbook.
.
APA style and all questions answered ( no min page requirements) .docxamrit47
APA style and all questions answered ( no min page requirements)
Diagnostic Techniques -
Pick any two diseases that require diagnostic tests to identify them from the body system. Use one of the body systems: cardiovascular, respiratory, renal, hepatobiliary, lymphatic, reproductive or nervous systems. For each of the diseases, explain:
Why is a particular test recommended?
How does the test work?
What information is obtained from the diagnostic test regarding the disease?
Does the diagnosis need confirmation with another diagnostic test?
.
Apa format1-2 paragraphsreferences It is often said th.docxamrit47
Apa format
1-2 paragraphs
references
It is often said that people today are no longer loyal to organizations. Yet employees are loyal to their direct supervisor. This discussion question asks you to evaluate and apply your understanding of followership theory. Reflect on any techniques for understanding, achieving, and positively applying organizational and personal power and influence as a follower.
When effective leaders leave an organization to move on to another organization, they often take at least one or two employees. Employees who respect a leader and have generated a relationship and bond want to work under that leader. One indicator of effective leaders is communication skills in which a leader is attuned to the needs of each employee.
REAL-LIFE APPLICATION: Discuss a leader with whom you are familiar and who has the loyalty of his or her direct reports. Alternatively, you might interview a friend or family member about their experiences or you may research a well-known leader. Address the following in your response.
Evaluate how this leader earns respect and loyalty from his or her employees.
If you were in a leadership position, what methods would you implement to inspire, motivate, and empower your employees?
Support your discussion with at least one scholarly article and, if relevant, credible media reports, and cite each source using APA style.
.
APA format2-3 pages, double-spaced1. Choose a speech to review. It.docxamrit47
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA format httpsapastyle.apa.orghttpsowl.purd.docxamrit47
APA format
https://apastyle.apa.org/
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
Min number of pages are 30 pages
Must have
Contents with page numbers
Abstract
Introduction
The problem
Are there any sub-problems?
Is there any issue need to be present in relation to the problem?
The solutions
Steps of the solutions
Compare the solution to other solution
Any suggestion to improve the solution
Conclusion
References
Research Paper topic:
Computer Security Objects Register
https://csrc.nist.gov/Projects/Computer-Security-Objects-Register
The Computer Security Objects Register (CSOR) specifies names that uniquely identify CSOs. These unique names are used to reference these objects in abstract specifications and during the negotiation of security services for a transaction or application.
The studies must look at different algorithms used CSOR and the benefits of using CSOR
.
APA format2-3 pages, double-spaced1. Choose a speech to review. .docxamrit47
APA format2-3 pages, double-spaced
1. Choose a speech to review. It can be any type (informative, persuasive, special occasion). It should be between 7-20 minutes. You may search Youtube for videos of speeches (TED talks, commencement speeches, public addresses by government etc).
Copy the link of the video you've chosen to your submission form.
2. Analyze the speech content and speaker delivery, paying attention to:
what the message is
how the message is organized
nonverbal cues (tone, pitch, pauses, gestures etc)
the context in which the message is being delivered
3. Provide your opinion on the speech and speaker delivery.
What do you think the intention of the speaker is?
Does the effect on the audience seem to follow that intention?
What did you like about the speech?
Is it appropriate for the context; why?
Be sure to attach your essay as a .doc or .rtf file and make sure to proofread for spelling and grammar errors.
.
APA Formatting AssignmentUse the information below to create.docxamrit47
APA Formatting Assignment
Use the information below to create a reference list using proper APA formatting
1)
Authors: Christina Jane Jones, Helen Smith and Carrie Llewellyn
Title: Evaluating the effectiveness of health belief model interventions in improving adherence: a
systematic review
Publication Year: 2014
Journal: Health Psychology Review, Vol. 8, No. 3, 253_269
DOI: 10.1080/17437199.2013.802623
2)
Authors: Mohammad Bagherniya, Ali Taghipour, Manoj Sharma, Amirhossein Sahebkar, Isobel R.
Contento, Seyed Ali Keshavarz, Firoozeh Mostafavi Darani and Mohammad Safarian
Title: Obesity intervention programs among adolescents using social cognitive theory: a systematic
literature review
Publication Year: 2018
Journal: Health Education Research, Vol. 33, No. 1, 26_39
3)
Authors: Christine Y. K. Lau, Kris Y. W. Lok, Marie Tarrant
Title: Breastfeeding Duration and the Theory of Planned Behavior and Breastfeeding Self-Efficacy
Framework: A Systematic Review of Observational Studies
Publication Year: 2018
Journal: Maternal and Child Health Journal, Vol. 22, 327_342
DOI: 10.1007/s10995-018-2453-x
4)
Authors: Amy E. Bodde, Dong-Chul Seo
Title: A review of social and environmental barriers to physical activity for adults with intellectual
disabilities
Publication Year: 2009
Journal: Disability and Health Journal, Vol. 2, 57_66
5)
Authors: Linda Irvine, Ambrose J. Melson, Brian Williams, Falko F. Sniehotta, Gerry Humphris, Iain K.
Crombie
Title: Design and development of a complex narrative intervention delivered by text messages to reduce
binge drinking among socially disadvantaged men
Publication Year: 2018
Journal: Pilot and Feasibility Studies, Vol. 4, No.105, 1_11
.
APA style300 words10 maximum plagiarism Mrs. Smith was.docxamrit47
APA style
300 words
10% maximum plagiarism
Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.
The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.
Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the qualit.
APA format1. What are the three most important takeawayslessons.docxamrit47
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this module? (150 words or more)
2. Drawing on the material that was provided what else would like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more)
3. What is lobbying? What role does it play in the relationship between government and business? (100 words or more)
.
APA General Format Summary APA (American Psychological.docxamrit47
APA General Format
Summary
APA (American Psychological Association) style is most commonly used to cite sources within
the social sciences. This resource, revised according to the 6th edition, second printing of the
APA manual, offers examples for the general format of APA research papers, in-text citations,
endnotes/footnotes, and the reference page. For more information, please consult the Publication
Manual of the American Psychological Association, (6th ed., 2nd printing).
Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore,
Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck
Last Edited: 2016-05-13 12:06:24
Please use the example at the bottom of this page to cite the Purdue OWL in APA.
To see a side-by-side comparison of the three most widely used citation styles, including a chart
of all APA citation guidelines, see the Citation Style Chart.
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel.
General APA Guidelines
Your essay should be typed, double-spaced on standard-sized paper (8.5" x 11") with 1" margins
on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt.
Times New Roman font.
Include a page header (also known as the "running head") at the top of every page. To create
a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR
PAPER" in the header flush left using all capital letters. The running head is a shortened
version of your paper's title and cannot exceed 50 characters including spacing and punctuation.
Major Paper Sections
Your essay should include four major sections: The Title Page, Abstract, Main Body,
and References.
Title Page
The title page should contain the title of the paper, the author's name, and the institutional
affiliation. Include the page header (described above) flush left with the page number flush right
at the top of the page. Please note that on the title page, your page header/running head should
look like this:
Running head: TITLE OF YOUR PAPER
Pages after the title page should have a running head that looks like this:
TITLE OF YOUR PAPER
http://owl.english.purdue.edu/owl/resource/949/01/
http://www.youtube.com/playlist?list=PL8F43A67F38DE3D5D&feature=edit_ok
http://www.youtube.com/user/OWLPurdue
After consulting with publication specialists at the APA, OWL staff learned that the APA 6th
edition, first printing sample papers have incorrect examples of Running heads on pages after
the title page. This link will take you to the APA site where you can find a complete list of all the
errors in the APA's 6th edition style guide.
Type your title in upper and lowercase letters centered in the upper half of the page. APA
recommends that your title be no more than 12 words in length and that it should not contain
abbreviations or words that serve no purpose. Your title may take up one or two l.
Appearance When I watched the video of myself, I felt that my b.docxamrit47
Appearance
When I watched the video of myself, I felt that my black straight skirt, closed toed shoes and white collared shirt gave a professional appearance and more credibility with the audience. My hair was a little too casual. I wished I had that one strand tacked back so it would have stayed out of my eyes. This made it hard for the audience to see my face and was distracting when I had to keep tucking it back. My earrings were small so the audience would watch me and not my jewelry. I wasn’t standing up straight and it made me look less confident. I need to remember to have better posture when speaking.Organizational Pattern
My introduction was slow and clear and the story was suspenseful enough to grab their attention. It was a little confusing at the beginning because I didn’t preview the main points but because I transitioned well between the steps by saying, “Now that you have completed step 1, selecting the pattern, you are ready to move to step two, preparing the wood” the audience was able to follow. I remembered to state my research source for two of the steps but forgot the third. It made the third step seem shallower and I think I lost credibility. My word choice was good. I made sure to use a variety of descriptive words for the types of wood, explained new vocabulary and repeated phrases to help the audience remember the steps. For some reason the ending was weak. I didn’t tie it to the introduction or have a good ending sentence. It would have been a good idea to remind them of the beginning story and how woodworking affects their everyday life.Vocal Qualities
During my speech I had such a dry mouth that I messed up on the pronunciation of some of the words like saying “exspecially” instead of “especially.” This sounded less professional to the audience. I had good projection so that even the back row could hear without straining. My pitch variation is getting better but I still keep using the same rhythm with my pauses. This make me sound more monotone, like I’m reading the speech rather than just having a conversation. I’ll need to practice changing my rate and pauses. I also noticed many of my sentences end in an up-pitch, like I’m asking a question. If I bring some of those down it will make me appear more confident rather than questioning. It is hard to get rid of those filler words. “Like” and “so” are two of my favorites but it does make me sound like a teenager. I had no idea I said them so much.Delivery
There weren’t many gestures, which made me look stiff and nervous. I just held my note cards and stood in one spot the whole time. I need to do more with my hands and maybe move a little more in the space. I really admire the people in class who have such a good flow with their delivery from gestures to using the space around them purposefully. I felt I held my note cards too close to my face and had my head down most of the time. While watching the video, I noticed I looked at my cards and the poster a l.
apa format1-2 paragraphsreferencesFor this week’s .docxamrit47
apa format
1-2 paragraphs
references
For this week’s discussion, choose a current social movement from anywhere in the world. Then, using the required readings, videos, and your own research, discuss the “role these leaders” play in your chosen social movement. In addition, describe any group or collective processes that you discovered. Use specific examples to make major points.
Support your writing with at least two scholarly sources that are
in addition
to required reading.
.
APA Format, with 2 references for each question and an assignment..docxamrit47
APA Format, with 2 references for each question and an assignment.
1. Some say that analytics in general dehumanize managerial
activities, and others say they do not. Discuss arguments
for both points of view.
3. What are some of the major privacy concerns in employing
intelligent systems on mobile data?
4. Identify some cases of violations of user privacy from
current literature and their impact on data science as a
profession.
Ex.2. Search the Internet to find examples of how intelligent
systems can facilitate activities such as empowerment,
mass customization, and teamwork.
Reflective Assignment:
What has been significant about this course that will help you perform data science tasks in the future.
.
APA-formatted 8-10 page research paper which examines the potential .docxamrit47
APA-formatted 8-10 page research paper which examines the potential psychological impact of long-term exposure to mass media messages on the major issues surrounding political advertising and political campaigns in the United States and why it is currently relevant and impacts society.
12 Point Times New Roman Font
Double Spaced
Please include research that supports ideas and topics related to political advertising and political campaigns in the United States.
.
APA STYLE 1.Define the terms multiple disabilities and .docxamrit47
APA STYLE
1.Define the terms
multiple disabilities
and
deaf-blindness
as described in the Individuals with Disabilities Act (IDEA)
2.Identify three types of educational assessments for students with severe and multiple disabilities.
3.Identify the features of effective services and supports for children with severe and multiple disabilities during a) early childhood years and b) elementary school years.
4. Distinguish between the term
deaf
and
hard of hearing
5.
Identify 4 approaches to teaching communication skills to people with a hearing loss.
6.
What are the distinctive features of refractive eye problems, muscle disorders of the eye and receptive eye problems?
7.Describe two content areas that should be included in educational programs for students with vision loss.
8. Identify several disabilities that may accompany cerebral palsy.
9.What is spina bifida myelomeningocele?
10.Describe the physical limitations associated with muscular distrophy
11.Describe the AIDS disease stages through which individuals with the syndrome move
12.Identify present and future interventions for the treatment of children and youth with cystic fibrosis.
.
APA STYLE follow this textbook answer should be summarize for t.docxamrit47
APA STYLE
follow this textbook answer should be summarize for this below text
Study all types of Distributive Justice (6 or 7 total)
Summarize each in
one sentence
. Produce examples for each.
Don't use
any other text or article except this one.
There are different theories of how to make the basic distribution. Among them are:
1. Scope and Role of Distributive Principles
2. Strict Egalitarianism
3. The Difference Principle
4. Equality of Opportunity and Luck Egalitarianism
5. Welfare-Based Principles
6. Desert-Based Principles
7. Libertarian Principles
8. Feminist Principles
There are different theories of how to make the basic distribution. Among them are:
Strict Egalitarianism
One of the simplest principles of distributive justice is that of strict, or radical, equality. The principle says that every person should have the same level of material goods and services. The principle is most commonly justified on the grounds that people are morally equal and that equality in material goods and services is the best way to give effect to this moral ideal.
The Difference Principle
The most widely discussed theory of distributive justice in the past four decades has been that proposed by John Rawls in
A Theory of Justice
, (Rawls 1971), and
Political Liberalism
, (Rawls 1993). Rawls proposes the following two principles of justice:
· 1. Each person has an equal claim to a fully adequate scheme of equal basic rights and liberties, which scheme is compatible with the same scheme for all; and in this scheme the equal political liberties, and only those liberties, are to be guaranteed their fair value.
· 2. Social and economic inequalities are to satisfy two conditions: (a) They are to be attached to positions and offices open to all under conditions of fair equality of opportunity; and (b), they are to be to the greatest benefit of the least advantaged members of society. (Rawls 1993, pp. 5–6. The principles are numbered as they were in Rawls' original
A Theory of Justice
.)
Equality of Opportunity and Luck Egalitarianism
Dworkin proposed that people begin with equal resources but be allowed to end up with unequal economic benefits as a result of their own choices. What constitutes a just material distribution is to be determined by the result of a thought experiment designed to model fair distribution. Suppose that everyone is given the same purchasing power and each uses that purchasing power to bid, in a fair auction, for resources best suited to their life plans. They are then permitted to use those resources as they see fit. Although people may end up with different economic benefits, none of them is given less consideration than another in the sense that if they wanted somebody else's resource bundle they could have bid for it instead.
In Dworkin's proposal we see his attitudes to ‘ambitions’ and ‘endowments’ which have become a central feature of luck egalitarianism (though under a wide variety of al.
APA7Page length 3-4, including Title Page and Reference Pag.docxamrit47
APA7
Page length: 3-4, including Title Page and Reference Page.
Discuss and explore the synergy that RFID technology & Time Based Competition has had on the grocery retail industry. Are the two concepts compatible? And then explain. Provide real-world scenarios, which reflect Time Base Competition.
video on
RFID in Logistics
.
APA format, 2 pagesThree general sections 1. an article s.docxamrit47
This document outlines the three main sections required for an APA format summary of a research article that is 2 pages in length: 1) A summary of the article, 2) An explanation of how the article relates to psychology and human behavior, specifically discussing the meaning and implications of the results, 3) A reaction to the article providing thoughts on whether the results were interesting, surprising, or common sense.
APA Style with minimum of 450 words, with annotations, quotation.docxamrit47
APA Style with minimum of 450 words, with annotations, quotations and 3 references.
. Mass vaccination after a disaster:
There was a natural disaster that occurred and has led to an infectious disease outbreak (your choice of one that is vaccine-preventable). Those affected by the disaster are settled in temporary locations with high population densities, inadequate food and shelter, unsafe water, poor sanitation and infrastructure that has been compromised or destroyed. There is a vaccine available for the infectious disease but there are not enough doses to give to all who are at-risk due to the natural disaster.
You are the public health official in charge of infectious disease prevention. Devise a plan to administer the vaccine to the population. Will you use a lottery system or target specific sub-populations? How will you track and monitor those who are vaccinated? Use the attributes of the infectious disease to provide reasoning behind your plan. What other prevention techniques that can be used to supplement the vaccination plan?
.
APA FORMAT1. What are the three most important takeawayslesson.docxamrit47
APA FORMAT
1. What are the three most important takeaways/lessons from the material provided in this online course (the entire quarter) and why? (150 words or more)
2. How did the material provided in this course assist your growth as a student and as an individual, in general? (150 words or more).
.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals.
Think about the possible argument or information within the
reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that
will identify what content/argument you are to get from the
reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or
statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which
purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being
used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the
content you have read.
These similarities should be things you have learned in the past
or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
2. Should include topics and should be complex-split and well
developed.
Should answer your purpose points
Recommendations on Managing Virtual Teams
· Develop a team web page where virtual team members can
share information and get to know one another.
· Create ways for team members to interact and communicate
informally. Use real-time communication tools like Instant
Messaging or social media sites such as Facebook or Twitter to
create a virtual water cooler of sorts that allows people on
virtual teams to communicate more spontaneously.
· Build a collective online "resource bank" to share information
and experiences.
· Find ways to "spotlight" team members.
· Send electronic newsletters or updates to the team.
· Create ways to virtually celebrate successes as a team.
· Partner team members at different locations on projects and
rotate these periodically.
· Make sure teams meet face-to-face at least once early on in
the team's formation. Spend some part of the meeting focused
on building relationships and learning about team members'
capabilities.
· Be sure team members feel empowered to make and act on
decisions. Because virtual leaders do not have "face time" with
team members to check in, leaders are more likely to
3. micromanage team members without realizing it.
· Help people manage conflicts, not avoid them. Conflict is
likely to be ignored or may escalate quickly in a virtual setting.
Therefore, leaders need to more proactively manage conflict.
· The team leader should model and reinforce these positive
behaviors.
· Use criteria and/or assessments when selecting individuals for
virtual teams.
· Use team-building sessions – ideally conducted at an initial or
subsequent face-to-face team meeting – to help team members
strengthen working relationships and create team momentum
that can enhance team effectiveness.
· Assess development needs for team members and team leaders
and conduct skill-building focused on these areas.
· Reassess needs over time.
· Clearly define team roles and accountabilities to minimize
frustration and misunderstandings that can damage morale and
derail productivity.
· Review and refine team processes regularly.
· Periodically examine the level of team performance. Collect
feedback from various stakeholders to assess the team's
performance.
· Based on the outcomes, identify barriers to high performance,
as well as steps that can be taken to overcome these barriers.
· Leverage synchronous tools (e.g., Instant Messaging) to
4. increase spontaneous communication.
· Use tools such as electronic bulletin boards to create a sense
of shared space.
· Carefully choose communication technologies that are most
appropriate to the specific task. For instance, email is good for
simple information sharing, while conference calls are better
suited for interactive sharing of ideas or plans.
· Make wider use of videoconferencing.
· Set clear goals and direction and revisit these as priorities
shift.
· Engage team members in the development of team strategy.
· Provide time for team building through periodic face-to-face
meetings.
· Provide timely feedback to team members. Be responsive and
accessible.
· Emphasize common interests and values and reinforce
cooperation and trust.
· Create a system to easily integrate new team members.
· Teach the importance of conflict resolution.
· Celebrate team achievements and successes.
5. Priestley Purpose Reading Rubric
Student Name:
________________________________________
CATEGORY 3 2 1 0
Purpose Provides insightful
purpose questions or
points (2 total)
Provides basic
purpose points or
questions (1 total).
Does not provide
useful purpose points
or questions(1 or
fewer)
N/A
Connections Connections
consistently stays
focused on
highlighted points
and provides a
specific link to other
topics.
6. Connections stays
focused on
highlighted points
and provides a link to
other topics most of
the time.
Connections do not
stay focused on
highlighted points
and do not provide a
link to other topics
most of the time.
N/A
Comprehension Comprehension is
very evident
throughout reading
as evidence by a
valid highlighted
items, connections,
and summarization.
Comprehension is
evident throughout
reading as evidence
by highlighted items,
connections, and
summarization.
Comprehension is
not evident
throughout reading.
Lack of highlighted
items, connections,
7. and summarization.
N/A
Highlighting/
Content
Students accurately
highlighted items
pertaining to their
purpose points and
readings main ideas.
Students
demonstrate basic
highlighted items
pertaining to their
purpose points and
readings main ideas.
Students
demonstrate a lack of
highlighted items
pertaining to their
purpose points and
readings main ideas.
N/A
Summarization/
Position/
Thesis
Student develops a
well reasoned and
analytical summary
8. statement that
includes a variety of
focused
adj.,examples from
reading, and
inferences.
Student develops a
basic summary
statement that
includes some
focused
adj.,examples from
reading, and
inferences.
Student develops a
summary statement
that does not include
some focused
adj.,examples from
reading, and
inferences.
N/A
Priestley Assessment Rubric
9. Knowledge of evidence from
the lesson/topic: includes
facts/supporting details;
themes/issues; and
concepts/ideas
Analysis: Evaluation, application and
synthesis of evidence.
Includes a thesis and
demonstration of higher level
analysis
Effort/Organization/Creativity
: Demonstrates clear use of class
time working on assessment
with maximum effort
5 • Significant
facts/supporting details are
included and accurately
described
10. • Has little or no factual
inaccuracies
• Identifies and logically
organizes almost all relevant
evidence
4-5 Items of Content
Present
•Complex Thesis is present and uses
appropriate and
comprehensive critical
thinking skills and habits of
mind to analyze, evaluate, and
synthesize evidence
• Reaches informed
conclusions based on the
evidence
• Almost all ideas in the presentation
are expressed in a way that provides
evidence of the student's knowledge
and reasoning processes
11. • The assessment is well focused
with a well defined
Thesis or position
• Assessment shows substantial
evidence of
Organization/effort
• Assessment shows attention to
the details and great effort
Assessment demonstrates
that time was used well on
task and more than just the
minimum was done for
project
3 • Facts/supporting details
are included
• May have a major factual
inaccuracy, but most
information is correct
• Identifies and organizes
most of the relevant evidence
12. 2-3 Items of Content
Present
• Simple Thesis is present and
uses partial critical
thinking skills and habits of
mind to analyze, evaluate, and
synthesize evidence
• Reaches informed
conclusions based on the
evidence
• Most ideas in the presentation are
expressed
in a way that provides evidence of the
student's
knowledge and reasoning processes
• The assessment demonstrates a
focus and
thesis with several narrative
gaps and minimal effort
13. • assessment demonstrates
adequate evidence
of organization
Assessment demonstrates
the adequate time was
spent on task
1 • Some facts/supporting
details are included
• Has some correct and
some incorrect information
• Identifies some relevant
evidence and omits most of
the other evidence
1-0 Items Present
• No Thesis present and
uses unclear,
inappropriate, or incomplete
critical thinking skills and
habits of mind to analyze,
14. evaluate, and synthesize
evidence
• Reaches incomplete or
inaccurate conclusions based
on the evidence
• Some ideas in the presentation are
expressed
in a way that provides evidence of the
student's
knowledge and reasoning processes
• Few or no facts/supporting
details are included and lack of
effort
• Information is largely
inaccurate, absent or irrelevant
• Important evidence
relevant to the problem is not
identified
Assessment demonstrates
15. the below average time was
spent on task
� Exceeds standard (total points 11 - 15)
� Meets standard (total points 8 - 10)
� Approaches standard (total points 5 -7)
� Begins standard or absent (total points 1 -4)
Score
A Social Science Rubric
This model is an analytic rubric. It separates the skills a student
possesses into three
dimensions:
knowledge, reasoning, and communication. The three
dimensions are interrelated. They
overlap
to show what students know and what they can do. Each
dimension of the rubric is
divided into
16. four levels. Each level is defined by several criteria, which
reflect a student's abilities and
skills.
Collectively, Levels 4 and 3 are designed to differentiate among
students whose
knowledge,
reasoning, and communication skills are developed.
Collectively, Levels 2 and 1
represent a
student's knowledge, reasoning, and communication skills that
are still developing. Level
4
represents work of a student who exhibits the most developed
skills; Level 1 represents
the work
of a student with the lowest level of developing skills.
The gap between Level 3 and Level 2 is wider than the gap
between any of the other levels
because it
differentiates between a student whose skills are still
developing and a student whose skills are
developed.
An analytic rubric is especially appropriate and useful for
17. assessment in the social sciences. Teachers know
that
their students may perform at a more or less developed level in
one dimension than in another. For
example, a
student may perform at Level 4 in knowledge, at Level 3 in
reasoning, and at Level 2 in communication.
An analytic
rubric allows teachers to take these differences into account
when assessing their students.
RATIONALE FOR
A SOCIAL SCIENCE RUBRIC
KNOWLEDGE - REASONING - COMMUNICATION
Dimension 1: Knowledge
Knowledge of evidence from the social sciences:
facts/supporting details; themes/issues; and
concepts/ideas
Knowledge of evidence is basic to the social sciences. Students
who have developed knowledge -
- Levels
4 and 3-- are able to demonstrate their ability to identify,
define, and describe key concepts,
themes,
18. issues, and ideas; they show their awareness of the connection
between key facts and supporting
details;
and they are accurate in their use of facts and details. The levels
are differentiated by the degree
to which
students can demonstrate their knowledge, that is, by being
thorough, inclusive, and accurate.
Similarly, students who are developing knowledge -- Levels 2
and 1 --- are unable to demonstrate
their
ability to identify, define, and describe key concepts, themes,
issues, and ideas; they show an
inadequate
awareness of the connection between key facts and supporting
details; and they are largely
inaccurate in
their use of facts and details.
Dimension 2: Reasoning
Analysis, evaluation, and synthesis of evidence.
While facts are the essential starting point for demonstrating
19. ability in the social sciences, a
student must
also be able to demonstrate the ability to reason. Reasoning
makes facts, issues, and concepts
meaningful.
When reasoning occurs, a student is engaged in the content and
develops a deeper understanding
of the
subject. Reasoning involves translation, interpretation,
application, analysis, synthesis, and
evaluation of
information. These reasoning processes require students to
discover relationships among facts and
generalizations, values and opinions. Reasoning abilities and
skills also include accessing,
classifying,
and applying information to provide a solution to a problem, to
make a judgment, or reach a
logical
conclusion.
A student with developed reasoning ability must be able to
organize evidence and select and
20. apply an
appropriate method for analysis, evaluation, and synthesis. To
analyze and evaluate evidence
effectively,
whether that evidence is presented in a printed document, a
song, poem, picture, or statistical
table, a
student must ask relevant questions.
These questions encompass the traditional five questions: who,
what, where, when, and why.
A student with developed reasoning abilities also uses critical
thinking skills and habits of mind
to
evaluate evidence. These thinking skills and habits of mind
include comparing and contrasting,
identifying causes and effects, developing and recognizing
alternative solutions, showing
relationships
among concepts, recognizing bias, separating fact from opinion,
identifying inconsistencies in
logic,
21. avoiding present-mindedness, and maintaining an empathetic
attitude toward the people under
study.
These habits of mind and thinking skills demonstrate not only
what students know; they also
reveal
aspects of the student's intellectual character. Students who
possess habits of mind display self-
discipline
as a thinker. They help students acquire the habit of inquiring
into social science content and
engaging in
discourse about their inquiry. Students with well developed
thinking skills and habits of mind
create
projects with care and thoroughness.
While all developed students must be able to reach an informed
conclusion, there are several
ways to
differentiate between students' reasoning skills at Levels 4 and
3. Differentiation among these
22. higher
levels is a matter of the degree to which a student can identify
and logically organize evidence
and then
select and apply an appropriate method for analyzing,
evaluating, and synthesizing evidence.
Students can
also be differentiated by their ability to incorporate critical
thinking skills and habits of mind in
their
process of reasoning. For example, a student at Level 4 will
analyze and evaluate the evidence
from a
variety of perspectives; a student at Level 3 will use only one
perspective, but one that is still
sufficient to
evaluate the evidence.
Students who are developing their ability in reasoning show
important deficiencies. They fail to
organize
information for proper analysis and may omit evidence. A
23. developing student may also select an
inappropriate method for analyzing, evaluating, and
synthesizing evidence. Students who are in
the
process of developing reasoning skills have difficulty thinking
critically. For example, they may
accept
evidence at face value without subjecting it to any critical
analysis or evaluation. Finally, the
inability to
reach a reasonable, informed conclusion is indicative of a
student who is still in the developing
stage.
Dimension 3: Communication
Demonstrate knowledge and reasoning through oral, written,
visual, dramatic, or mixed media
presentations
To be useful, a student's knowledge and reasoning must be
communicated to a wider audience.
Effective
communication requires focus and organization. For example, in
history, a student must have a
24. clearly
defined thesis and an organized narrative that tells what
happened in an interesting and informed
way. In
the other social sciences, a student must be able to identify
issues and concepts clearly, explain
the
various parts of a problem, and present possible resolutions.
The most important aspect of communication is the student's
ability to express clearly his or her
ideas.
Clarity depends upon organization. A well-organized
presentation includes a focus statement,
supplies
relevant examples to support main ideas, and offers conclusions
based on evidence. Furthermore,
an
effective presentation, regardless of its type, provides evidence
of a student's knowledge and
reasoning
processes.
25. The teacher, sometimes in conjunction with the student,
establishes the context, or audience, for a
student's presentation: an oral report presented to his or her
classmates, a letter written to the
newspaper,
or an exhibit or model placed on display at a local business or
historical society.
A student can select a variety of techniques to communicate his
or her knowledge and reasoning
skills.
Each communication technique has its own conventions which
teachers should take into account.
For
example, assessing an oral report may include such conventions
as effective use of voice,
gestures, eye
contact, and use of visual aids. Assessing a student-made
exhibit might include such conventions
as the
use of color, neatness, captions, and the selection of appropriate
pictures, photographs, maps, and
26. other
materials.
A student who has developed ability in communication
demonstrates knowledge and reasoning
skills in a
clear and organized fashion. The presentation will also take into
account the appropriate
conventions for
the selected activity. A higher assessment, Levels 4 and 3 is
determined by the degree of clarity
and
organization, the quality of illustrations and supporting
examples, and the power of the
conclusion. That
is, the main ideas and reasoning processes are focused, well
developed, and clearly articulated in
the
student's presentation. Finally, a presentation at the highest
level of development meets all the
convention
standards for the type of activity the teacher assigns or the
student selects.
27. A student who is developing his or her communication skills
lacks the ability to present
knowledge and
reasoning clearly and effectively in an organized presentation.
That is, a student who is still
developing
cannot successfully provide a thesis or a focus statement, or
convey information through
examples that
support and elaborate a main idea, or present an informed
conclusion. Lastly, a developing
student
neglects the details of the performance convention that he or
she has selected as a means to
communicate
knowledge and reasoning. The difference between students
performing at Levels 2, or 1 is a
matter of
degree in each of the criteria.
Critical Thinking Skills
• Identifying central issues
28. • Making comparisons
• Determining relevant information
• Formulating appropriate questions
• Expressing problems
• Distinguishing fact from opinion
• Recognizing bias
• Distinguishing false from accurate images.
• Analyzing cause and effect
• Drawing conclusions
• Identifying alternatives
• Testing conclusions
• Predicting consequences
• Demonstrating reasoned judgment
Habits Of Mind For Knowledge, Reasoning, And
Communication
• Understand the significance of the past and the present to their
own lives and to the lives of
others
• Distinguish between the important and the inconsequential
29. • Perceive events and issues as they were experienced by people
at the time
• Understand how human intentions matter
• Comprehend the interplay of change and continuity
• Realize that all problems may not have solutions
• Appreciate the often tentative nature of judgments
• Recognize the importance of individuals who have made a
difference
• Appreciate the force of the non-rational, the irrational, and the
accidental in human efforts
• Understand the relationship between people, time, and place as
the context for events
• Recognize the difference between fact and conjecture
• Use evidence to frame useful questions
Adapted from Alternative Assessment in the Social Sciences:
AUTHORS
Lawrence W. McBride
Frederick D. Drake
Marcel Lewinski
Illinois State University
30. John C. Craig
Illinois State Board of Education
Priestley reading/note taking organizer
Title/Purpose Points (3 Points)
Topics
32. To what extent did WWI alter the status of Americans between
1914-1920
For 15 points (daily rubric) Task and assessment: Read chapter
19-3 in your text: Include all aspects of the Priestley
reading/note organizer.Be content specific, write in complete
sentences, and your summary should be a claim that directly
answers the prompt