Reflection Paper
The programs at the University of North America are designed to help our students integrate classroom learning with real-world work environments. To ensure we are serving our students and that students are achieving the outcomes for their program, we ask students to reflect on the experiences of the term as part of the final course assessment.
In a short paper (2-3 pages), please address each of the topics below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this course for you with respect to the content that was covered or activities in which you participated. Discuss the relevance and value or the practicum assignment with respect to your knowledge acquisition.
2. Application of Course Content: Describe how you applied what you learned in this course at your workplace. Discuss how this course may have impacted your specific job, techniques you used at work, or other relevant aspects that show how what you learned was linked to your job.
3. Job Experience Integration: Describe how your work experiences were used in the classroom and attributed to your performance in the course. Discuss how integrating your work experiences in class activities assisted in understanding topics discussed within the course.
Complete this assignment and submit it to the appropriate dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Ap ...
Chapter 6 — Appendix Planning Form to Guide the Process of Conn.docxketurahhazelhurst
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Appropriate Practice in ECE Programs Serving Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
A. Specific Teacher Objective
B. Specific Child(ren’s) Objective
1. What will I (the teacher) eventually be able to do consistently?
Examples: Promote a positive climate in my preschool classroom community, establish a classroom routine, facilitate problem solving between preschoolers, have guidance talks with individual children, etc.
Source:
Use a child guidance reference or classroom evaluation tool with specific teacher interaction suggestions, (e.g., Gartrell, 2011; Pianta et al, 2008)
2. What do I (the teacher) need to understand and be able to do to be more effective?
Examples: Ways to . . .
build supportive relationships by encouraging children with specific feedback;
model respectful interactions by using culturally relevant greetings and social interactions;
use proactive child guidance by clearly communicating expectations.
3. What am I especially wondering about, or what misunderstandings do have?
Developmentally appropriate limits vs. punishment
Preventing conflict by establishing classroom agreements vs. reacting to challenging behavior
Importance of modeling positive behavior vs. talking to children about class rules
Differences between expectations in school and in a child’s home
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support ...
The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
This document discusses various instructional strategies for teaching and learning, including direct instruction, indirect instruction, and independent instruction. It provides details on five key principles:
1) Education for learners with special needs which focuses on including students with disabilities.
2) Foundations for effective instruction which emphasizes respecting students, getting to know them, being fair and consistent, and making learning fun.
3) Strategies for collaboration focusing on results, relationships, and resilience to enable collaboration.
4) Various direct instruction strategies like explaining goals, demonstrations, questions, and practice.
5) Indirect instruction strategies including discovery learning, group work, analyzing concepts, and problem solving.
This document summarizes the agenda and activities for the first Teacher CONNECT session. The session focused on:
1. Introductions and name tag activity to get to know participants.
2. Overview of the daily schedule, norms, and goals of the Teacher CONNECT program to provide support for new teachers.
3. Activities in groups to discuss topics like assessment, classroom management, differentiation and building relationships with students and parents.
4. Presentations and discussions around establishing effective learning communities, assessment for learning, developing student profiles and differentiated instructional strategies.
Successful strategies for social studies teaching and learningKarylle Honeybee Ako
This document discusses various strategies for effective teaching and learning in social studies. It covers five principles: education for learners with special needs, foundations for effective instruction, strategies for collaboration, written language, and study skills. It also discusses direct instruction strategies like setting clear goals, explanations and illustrations, questions, and practice. Indirect instruction strategies include inductive approaches like concept attainment and inquiry lessons. Social instructional approaches incorporate discussions, cooperative learning, panels, debates, role playing, and simulations/games. Independent approaches use learning centers and contracts. Flexible grouping and roles in groups help keep students accountable.
This document provides an overview of character development initiatives in the Greater Essex County District School Board. It discusses that character development is about more than academics and involves developing the whole person through engagement. Teachers play a key role in modeling behaviors and integrating character traits into lessons. Sample lessons show how to teach character traits like conflict resolution through historical examples.
Action research is an iterative process of planning, acting, observing, and reflecting on a problem or issue in an educational setting. A team of teachers work collaboratively to identify an issue, develop and implement a plan to address it, collect and analyze data on the results, and reflect on what was learned in order to plan next steps if needed. The goal is to not only improve outcomes but also increase the teachers' repertoire of effective practices and help resolve workplace challenges.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
Chapter 6 — Appendix Planning Form to Guide the Process of Conn.docxketurahhazelhurst
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum, Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching Strategies
Coaches may want to use this form to document and guide their support of teachers in connecting curriculum goals, assessment, and teaching strategies. The form is too complex to give to a teacher to use alone. It may be used either with collaborative support to work through each section or as a tool for only the Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard, competency, or other desired and appropriate child outcome. The form can be used with any curriculum approach and professional resource to guide goals, assessment, and teaching strategies. In the beginning, using a commonly available curriculum-based tool, such as Teaching Strategies GOLD (2010), will scaffold teacher learning by suggesting ways to link documented milestones to planning for learning experiences.
I. Section One - Begin with the end in mind, and plan for preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject area, or “big idea” of:
Example: Promote social–emotional development or have warm, supportive relationships in a caring community of learners.
My goal relates to a professional value, standard, or competency, or is influenced by this professional source or reference:
Example of source: “Create a caring community of learners,” Developmentally Appropriate Practice in ECE Programs Serving Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
A. Specific Teacher Objective
B. Specific Child(ren’s) Objective
1. What will I (the teacher) eventually be able to do consistently?
Examples: Promote a positive climate in my preschool classroom community, establish a classroom routine, facilitate problem solving between preschoolers, have guidance talks with individual children, etc.
Source:
Use a child guidance reference or classroom evaluation tool with specific teacher interaction suggestions, (e.g., Gartrell, 2011; Pianta et al, 2008)
2. What do I (the teacher) need to understand and be able to do to be more effective?
Examples: Ways to . . .
build supportive relationships by encouraging children with specific feedback;
model respectful interactions by using culturally relevant greetings and social interactions;
use proactive child guidance by clearly communicating expectations.
3. What am I especially wondering about, or what misunderstandings do have?
Developmentally appropriate limits vs. punishment
Preventing conflict by establishing classroom agreements vs. reacting to challenging behavior
Importance of modeling positive behavior vs. talking to children about class rules
Differences between expectations in school and in a child’s home
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support ...
The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
This document discusses various instructional strategies for teaching and learning, including direct instruction, indirect instruction, and independent instruction. It provides details on five key principles:
1) Education for learners with special needs which focuses on including students with disabilities.
2) Foundations for effective instruction which emphasizes respecting students, getting to know them, being fair and consistent, and making learning fun.
3) Strategies for collaboration focusing on results, relationships, and resilience to enable collaboration.
4) Various direct instruction strategies like explaining goals, demonstrations, questions, and practice.
5) Indirect instruction strategies including discovery learning, group work, analyzing concepts, and problem solving.
This document summarizes the agenda and activities for the first Teacher CONNECT session. The session focused on:
1. Introductions and name tag activity to get to know participants.
2. Overview of the daily schedule, norms, and goals of the Teacher CONNECT program to provide support for new teachers.
3. Activities in groups to discuss topics like assessment, classroom management, differentiation and building relationships with students and parents.
4. Presentations and discussions around establishing effective learning communities, assessment for learning, developing student profiles and differentiated instructional strategies.
Successful strategies for social studies teaching and learningKarylle Honeybee Ako
This document discusses various strategies for effective teaching and learning in social studies. It covers five principles: education for learners with special needs, foundations for effective instruction, strategies for collaboration, written language, and study skills. It also discusses direct instruction strategies like setting clear goals, explanations and illustrations, questions, and practice. Indirect instruction strategies include inductive approaches like concept attainment and inquiry lessons. Social instructional approaches incorporate discussions, cooperative learning, panels, debates, role playing, and simulations/games. Independent approaches use learning centers and contracts. Flexible grouping and roles in groups help keep students accountable.
This document provides an overview of character development initiatives in the Greater Essex County District School Board. It discusses that character development is about more than academics and involves developing the whole person through engagement. Teachers play a key role in modeling behaviors and integrating character traits into lessons. Sample lessons show how to teach character traits like conflict resolution through historical examples.
Action research is an iterative process of planning, acting, observing, and reflecting on a problem or issue in an educational setting. A team of teachers work collaboratively to identify an issue, develop and implement a plan to address it, collect and analyze data on the results, and reflect on what was learned in order to plan next steps if needed. The goal is to not only improve outcomes but also increase the teachers' repertoire of effective practices and help resolve workplace challenges.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
Robert Marzano is an educational researcher known for his work identifying instructional strategies that have significant impacts on student achievement. His research found 9 categories of instructional strategies that positively influence student learning, including identifying similarities and differences, summarizing and note-taking, cooperative learning, setting objectives and providing feedback, and others. Marzano's research challenged earlier findings that student achievement was mostly determined by factors outside of schools' control, such as socioeconomic status.
This document discusses working in teams as educators. It covers consultation, which involves sharing knowledge to define needs and plan for student learning. Collaboration involves co-educators like teachers and support staff working as a team to provide appropriate learning. Teamwork refers to groups of educators addressing common goals and striving for student success. The document emphasizes effective communication, using technology, and maintaining an ethical approach when working together.
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This document discusses maximizing student impact in the classroom. It begins by establishing the learning intentions of identifying high-impact teaching practices, reflecting on the teacher's role, and using technology. It then asks teachers to consider where the greatest factors influencing student achievement are located - at home, with the teacher, at school, or with the student. Research is presented showing the top ten factors, with collective teacher efficacy and feedback having the largest effect sizes. Teachers are asked to reflect on their own practices and research new high-impact strategies to improve teaching. The conclusion emphasizes that teaching practices should be focused on maximizing, rather than just enhancing, student achievement.
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...stellams
This document outlines an agenda for a series of teacher training meetings on using homework as an educational strategy. The objectives of the first meeting are to define homework, reflect on its impact on English learning, and design homework tasks according to the proposed taxonomy. Teachers will discuss definitions of homework, its purposes and types. They will also complete reflection activities in groups. Subsequent meetings focus on designing differentiated homework for heterogeneous classes, selecting materials for language skills, and evaluating the implemented strategies. The meetings model instructional strategies like collaborative work and use of online resources to support differentiated homework planning.
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
The ASSURE model is a six step process for planning instruction that uses media:
1. Analyze learners to understand their characteristics, competencies, and learning styles
2. State objectives by describing what learners will be able to do as a result of instruction
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials by preparing equipment and the learning environment
5. Require learner participation through active involvement like questions, discussions, and hands-on activities
6. Evaluate and revise the instructional process by determining if objectives and methods need to be changed
The teacher candidate analyzed student responses and learning from two lessons. Most students responded as predicted and were engaged. For the second lesson, the teacher will add an introductory icebreaker activity to build confidence and community. Assessments found students were motivated and interested. One high-achieving student used strategies well while a low-achieving student improved with extra tutorials. The teacher believes promoting independent work and active participation contributed most to learning. The teacher will reflect on lesson planning and assessments to continue improving instruction.
The document provides guidance on developing effective lesson plans by addressing key components such as learning objectives, learning activities, and assessment. It emphasizes that a lesson plan should:
1) Identify clear and measurable learning objectives that are aligned with the overall course goals.
2) Include different activity types to engage students and help them practice and develop skills related to the objectives.
3) Plan assessments that allow students to demonstrate their understanding and provide instructors feedback to improve teaching.
4) Sequence the lesson using a framework like Gagne's nine events of instruction to maintain student engagement and facilitate learning.
Planning Digital Learning for K-12 ClassroomMagic Software
Digital learning for K-12 is effective as it aims at meeting learning objectives and the learning skills are designed around skills such as cognitive skills, interpersonal skills and psychomotor skills. The following presentation will help you understand the learning objectives and instructional methods of e-learning programs in more details.
1) The document describes a classroom strategy where students work in groups to create posters explaining key course topics. On the day of presentations, the class is divided with half the students staying by their posters to explain and answer questions while the other half circulates to view other posters.
2) Creating effective posters requires engaging classmates in discussion through visual elements and being free of errors. It shows concepts graphically rather than just describing them.
3) Best practices for this strategy include planning the poster theme, format, and due dates in advance and setting small group goals to stay on schedule.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
More Related Content
Similar to Reflection PaperThe programs at the University of North America .docx
Robert Marzano is an educational researcher known for his work identifying instructional strategies that have significant impacts on student achievement. His research found 9 categories of instructional strategies that positively influence student learning, including identifying similarities and differences, summarizing and note-taking, cooperative learning, setting objectives and providing feedback, and others. Marzano's research challenged earlier findings that student achievement was mostly determined by factors outside of schools' control, such as socioeconomic status.
This document discusses working in teams as educators. It covers consultation, which involves sharing knowledge to define needs and plan for student learning. Collaboration involves co-educators like teachers and support staff working as a team to provide appropriate learning. Teamwork refers to groups of educators addressing common goals and striving for student success. The document emphasizes effective communication, using technology, and maintaining an ethical approach when working together.
The document discusses assessment and evaluation in education. It distinguishes between assessment for learning (formative assessment) and assessment of learning (summative assessment), noting that the primary purpose of assessment is to improve student learning. It provides examples of different assessment strategies and tools that can be used, including rubrics, to support teachers and engage students.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This document discusses maximizing student impact in the classroom. It begins by establishing the learning intentions of identifying high-impact teaching practices, reflecting on the teacher's role, and using technology. It then asks teachers to consider where the greatest factors influencing student achievement are located - at home, with the teacher, at school, or with the student. Research is presented showing the top ten factors, with collective teacher efficacy and feedback having the largest effect sizes. Teachers are asked to reflect on their own practices and research new high-impact strategies to improve teaching. The conclusion emphasizes that teaching practices should be focused on maximizing, rather than just enhancing, student achievement.
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...stellams
This document outlines an agenda for a series of teacher training meetings on using homework as an educational strategy. The objectives of the first meeting are to define homework, reflect on its impact on English learning, and design homework tasks according to the proposed taxonomy. Teachers will discuss definitions of homework, its purposes and types. They will also complete reflection activities in groups. Subsequent meetings focus on designing differentiated homework for heterogeneous classes, selecting materials for language skills, and evaluating the implemented strategies. The meetings model instructional strategies like collaborative work and use of online resources to support differentiated homework planning.
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
The ASSURE model is a six step process for planning instruction that uses media:
1. Analyze learners to understand their characteristics, competencies, and learning styles
2. State objectives by describing what learners will be able to do as a result of instruction
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials by preparing equipment and the learning environment
5. Require learner participation through active involvement like questions, discussions, and hands-on activities
6. Evaluate and revise the instructional process by determining if objectives and methods need to be changed
The teacher candidate analyzed student responses and learning from two lessons. Most students responded as predicted and were engaged. For the second lesson, the teacher will add an introductory icebreaker activity to build confidence and community. Assessments found students were motivated and interested. One high-achieving student used strategies well while a low-achieving student improved with extra tutorials. The teacher believes promoting independent work and active participation contributed most to learning. The teacher will reflect on lesson planning and assessments to continue improving instruction.
The document provides guidance on developing effective lesson plans by addressing key components such as learning objectives, learning activities, and assessment. It emphasizes that a lesson plan should:
1) Identify clear and measurable learning objectives that are aligned with the overall course goals.
2) Include different activity types to engage students and help them practice and develop skills related to the objectives.
3) Plan assessments that allow students to demonstrate their understanding and provide instructors feedback to improve teaching.
4) Sequence the lesson using a framework like Gagne's nine events of instruction to maintain student engagement and facilitate learning.
Planning Digital Learning for K-12 ClassroomMagic Software
Digital learning for K-12 is effective as it aims at meeting learning objectives and the learning skills are designed around skills such as cognitive skills, interpersonal skills and psychomotor skills. The following presentation will help you understand the learning objectives and instructional methods of e-learning programs in more details.
1) The document describes a classroom strategy where students work in groups to create posters explaining key course topics. On the day of presentations, the class is divided with half the students staying by their posters to explain and answer questions while the other half circulates to view other posters.
2) Creating effective posters requires engaging classmates in discussion through visual elements and being free of errors. It shows concepts graphically rather than just describing them.
3) Best practices for this strategy include planning the poster theme, format, and due dates in advance and setting small group goals to stay on schedule.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
Motivation and Retention Discuss the specific strategies you pl.docxaudeleypearl
Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
population to participate in your program and continue working on their behavior change.
You can refer to information you obtained from the Potential Participant Interviews. You
also can search the literature for strategies that have been successfully used in similar
situations; be sure to cite references in APA format.
.
Mother of the Year In recognition of superlative paren.docxaudeleypearl
The document discusses Facebook's decision in 2015 to change the "like" button on the platform. It describes how Chris Cox, Facebook's chief product officer, led discussions about overhauling the button. The like button had become a blunt tool, and Cox wanted to expand the range of emotions that users could express beyond just "liking" something. This would become the "Reactions" feature, allowing responses like love, haha, wow, sad, and angry. The change took over a year to develop and test before being publicly launched.
Mrs. G, a 55 year old Hispanic female, presents to the office for he.docxaudeleypearl
Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
Mr. Rivera is a 72-year-old patient with end stage COPD who is in th.docxaudeleypearl
Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
concept map
form provided.
.
Mr. B, a 40-year-old avid long-distance runner previously in goo.docxaudeleypearl
Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically.
Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma.
1. How is Stage II melanoma treated and according to the research how effective is this treatment?
250 words.
.
Moving members of the organization through the change process ca.docxaudeleypearl
Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
Grand City School District Administration Offices
. Revie.
Mr. Friend is acrime analystwith the SantaCruz, Califo.docxaudeleypearl
Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
Featured Articles
- IAFIS Identifies Suspect from 1978 Murder Case
- Predictive Policing: Using Technology to Reduce
Crime
- Legal Digest Part 1 - Part 2
Search Warrant Execution: When Does Detention Rise to
Custody?
- Perspective
Public Safety Consolidation: Does it Make Sense?
- Leadership Spotlight
Leadership Lessons from Home
Archive
- Web and Print
Departments
- Bulletin Notes - Bulletin Honors
- ViCAP Alerts - Unusual Weapons
- Bulletin Reports
Topics in the News
See previous LEB content on:
- Hostage Situations - Crisis Management
- School Violence - Psychopathy
About LEB
- History - Author Guidelines (pdf)
- Editorial Staff - Editorial Release Form (pdf)
Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docxaudeleypearl
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
Motor Milestones occur in a predictable developmental progression in.docxaudeleypearl
Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
.
Most women experience their closest friendships with those of th.docxaudeleypearl
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Most patients with mental health disorders are not aggressive. Howev.docxaudeleypearl
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
.
Most of our class readings and discussions to date have dealt wi.docxaudeleypearl
Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docxaudeleypearl
Stress may contribute to illness according to some research cited in textbooks. The question asks whether stress and reactions to stress can lead to health issues, and opinions should be supported by evidence from course materials. References in APA format are required.
Most of the ethical prescriptions of normative moral philosophy .docxaudeleypearl
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docxaudeleypearl
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docxaudeleypearl
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docxaudeleypearl
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docxaudeleypearl
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Reflection PaperThe programs at the University of North America .docx
1. Reflection Paper
The programs at the University of North America are designed
to help our students integrate classroom learning with real-
world work environments. To ensure we are serving our
students and that students are achieving the outcomes for their
program, we ask students to reflect on the experiences of the
term as part of the final course assessment.
In a short paper (2-3 pages), please address each of the topics
below with a 2-3 paragraph narrative for each section.
1. Course Content: Describe the most important aspects of this
course for you with respect to the content that was covered or
activities in which you participated. Discuss the relevance and
value or the practicum assignment with respect to your
knowledge acquisition.
2. Application of Course Content: Describe how you applied
what you learned in this course at your workplace. Discuss how
this course may have impacted your specific job, techniques you
used at work, or other relevant aspects that show how what you
learned was linked to your job.
3. Job Experience Integration: Describe how your work
experiences were used in the classroom and attributed to your
performance in the course. Discuss how integrating your work
experiences in class activities assisted in understanding topics
discussed within the course.
Complete this assignment and submit it to the appropriate
dropbox prior to the end of the course.
PLEASE PUT YOUR NAME AND COURSE # IN THE
HEADER OF THE PAPER.
"Chapter 6 — Appendix
Planning Form to Guide the Process of Connecting Curriculum,
Assessment and Teaching
Curriculum Goals and Plans, Assessment, and Teaching
Strategies
2. Coaches may want to use this form to document and guide their
support of teachers in connecting curriculum goals, assessment,
and teaching strategies. The form is too complex to give to a
teacher to use alone. It may be used either with collaborative
support to work through each section or as a tool for only the
Coach to use, which will serve to guide the Coaching process.
A teacher’s focus or goal may be related to a standard,
competency, or other desired and appropriate child outcome.
The form can be used with any curriculum approach and
professional resource to guide goals, assessment, and teaching
strategies. In the beginning, using a commonly available
curriculum-based tool, such as Teaching Strategies GOLD
(2010), will scaffold teacher learning by suggesting ways to
link documented milestones to planning for learning
experiences.
I. Section One - Begin with the end in mind, and plan for
preferred results. Write one phrase.
My broad goal is to explore the developmental domain, subject
area, or “big idea” of:
Example: Promote social–emotional development or have
warm, supportive relationships in a caring community of
learners.
My goal relates to a professional value, standard, or
competency, or is influenced by this professional source or
reference:
Example of source: “Create a caring community of learners,”
Developmentally Appropriate Practice in ECE Programs Serving
Children Birth to 8 (Copple & Bredekamp, 2009, pp. 16–17).
A. Specific Teacher Objective
B. Specific Child(ren’s) Objective
1. What will I (the teacher) eventually be able to do
consistently?
Examples: Promote a positive climate in my preschool
classroom community, establish a classroom routine, facilitate
problem solving between preschoolers, have guidance talks with
individual children, etc.
3. Source:
Use a child guidance reference or classroom evaluation tool
with specific teacher interaction suggestions, (e.g., Gartrell,
2011; Pianta et al, 2008)
2. What do I (the teacher) need to understand and be able to do
to be more effective?
Examples: Ways to . . .
build supportive relationships by encouraging children with
specific feedback;
model respectful interactions by using culturally relevant
greetings and social interactions;
use proactive child guidance by clearly communicating
expectations.
3. What am I especially wondering about, or what
misunderstandings do have?
Developmentally appropriate limits vs. punishment
Preventing conflict by establishing classroom agreements vs.
reacting to challenging behavior
Importance of modeling positive behavior vs. talking to children
about class rules
Differences between expectations in school and in a child’s
home
1. What will the child(ren) eventually be able to do?
Examples: Problem-solve social conflicts with support from the
teacher, follow a daily routine, ask for help, understand
classroom rules, show empathy for others, etc.
Source:
Use social–emotional development milestones or other child
standards or curriculum objectives, such as Head Start Child
Outcomes or Teaching Strategies GOLD (2010).
2. What specific issues or content do the children need to learn?
Examples:
What rules are there in my classroom community, and why do
we have them?
How can I work with my classmates?
What is a friend?
4. 3. What skills do the children need to practice in their everyday
interactions? Use verbs to describe what you hope to see or to
discuss with the children.
Examples: Children will be able to . . .
Give examples of . . . how to share materials with their friends.
Describe . . .how to play on the playground so that everyone is
safe.
Observe . . . the feelings that another person is
Expressing, and react in a caring way.
Compare and contrast . . .
Draw . . .
Play the roles . . .
Examine the similarities and differences . . . .
II. Section Two—Assessment Evidence:
How will I document what I (the teacher) and the children
already know?
What do I already know about . . . ?
What will I document, take anecdotal notes about, videotape,
collect, etc.?
What resources do I need in order to interpret the interactions
that I describe or the information that I collect?
How will I compare and contrast what happened before and
after my planned changes?
A. Teacher Evidence
B. Child(ren)’s Evidence
BEFORE
Examples:
In previous interactions . . .
I tried before . . .
Another teacher suggested based on . . .
I noticed . . .
5. I videotaped myself . . .
Another teacher observed me . . .
My supervisor used a checklist of “best practices” and noted my
strengths and areas for growth are . . .
BEFORE
Examples:
My summary of anecdotal notes on children’s behaviors,
comments is . . .
I have noticed . . .
Checklists of participation indicated . . .
Video and audio recordings show . . .
The parents of this child have noticed . . .
Another teacher gave me her notes about . . .
Work samples of drawings show . . .
AFTER Reflect on the teacher–child interactions in the areas of
planned activities or planned changes to achieve both the
teacher and child goals and objectives. What other evidence
(e.g., work samples, observations, journals, pictures) will be
used to demonstrate achievement of desired goals for both the
teacher and child(ren)?
Cite Sources used to interpret the meaning of the results after
examining evidence. For example:
Gartrell, D. (2011). A Guidance Approach for the Encouraging
Classroom. Belmont, CA: Wadsworth, Cengage Learning.
Teaching Strategies (2010). Teaching Strategies GOLD.
Washington DC: Teaching Strategies, Inc.
Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom
assessment scoring system (CLASS) manual K–3. Baltimore:
Paul H. Brookes Publishing Co.
III. Learning Experience:
What strategies did I use in the past?
6. How will I teach, facilitate, or alter the environment to support
planned learning?
What strategies and child experiences do I anticipate will
happen? What are my alternative plans?
A. Teacher Strategies
B. Child(ren)’s Experiences
BEFORE: Describe one or more strategies that you plan to use?
AFTER: What strategies were used? How did you demonstrate
the desired understandings? How will reflection and self-
assessment occur?
BEFORE: Describe what you anticipate the children doing.
AFTER: Describe what happened. What other evidence (e.g.,
work samples, observations, journals, pictures) demonstrated
achievements and other outcomes related to the desired goals?
Learning Activities/Instructional Strategies:
What learning experiences and instruction will enable the
teacher and children to achieve the desired results?
How will the design support the the teacher and children to . . .?
(Use action words such as observe, attempt, practice, refine,
listen, watch, question, take notes, answer, give a response,
construct, examine, compare, classify, collaborate, connect,
brainstorm, explain, argue, revise, and reflect.)
Resources:
What materials do you need?
Final Reflection:
How did you (the teacher) use what you knew about the children
(assessment) to support and monitor their learning goal?
Compare and contrast your teaching strategies used before this
learning experience and after. Have you changed anything?
What was especially effective that you want to continue? If you
were to do this over, what would you do more of, or less of, or
differently?
7. Concepts based on: McTighe, J., & Wiggins, G. (2004).
Understanding by design: Professional development workbook.
Alexandria, VA: Association for Supervision and Curriculum
Development (p. 30).
Alternate - Short Planning Form to Connect Goals, Evidence
and Learning Experience Use this simplified form with a
teacher just beginning to learn about planning.
One: Teacher and Child Goals: What will we be able to do if we
are successful?
Teacher Goal: What will teacher eventually be able to do
consistently?
Child(ren’s) Goal: What will the child(ren) eventually be able
to do?
Two: Evidence: What will I observe, videotape, collect, etc.?
What does it mean?
Teacher Evidence
BEFORE: In previous interactions or I tried before….
Child(ren’s) Evidence
BEFORE: Brief summary of anecdotal notes, or what you
noticed previously.
AFTER: Reflect on the teacher-child interactions. I noticed
that……
Three: Learning Experience: What will happen? What did
happen? Next steps are…
Teacher Strategies
BEFORE: Describe one or more strategies the teacher plans to
use.
AFTER: What strategies did you use? Next time I will…..
Child(ren’s) Experiences
8. BEFORE: Describe what you anticipate the child(ren) will do.
AFTER: Describe what happened."
Child(ren’s) Experiences BEFORE: Describe what you
anticipate the child(ren) will do. AFTER: Describe what
happened."
"Figure 6.1 Coaching to Understand the Needs and Strengths of
Teachers
Complete responses to these questions during a coaching
session with a teacher.
What is the content about which the teacher is interested in
learning?
How will the coaching process link a teacher’s specific interest
to the importance of aligning observation, curriculum planning,
and teaching strategies?
What authentic (naturalistic) assessment or curriculum-based
assessment tools does the teacher and program understand and
use?
Do the teacher’s skills need strengthening in order for the use of
this tool to be more effective?
What program and child observation tools do the teacher or
other program staff use and understand?
What is the overall quality of the classroom? of the program?
Does the coaching process involve observing the program to
give the mentor a baseline of information about the quality of
the program?
Which program evaluation tool will be used (e.g., CLASS,
ELLCO, ECERS**, etc.)?
After observing a teacher, does the coach consider and share
with the teacher what the mentor believes is especially
9. effective?
What professional-development needs have been identified by
the coach and by the teacher? Do the two align?
Is the coach modeling informed-consent practices by obtaining
permission from the program for use of any evaluation tools?
*A Short List of Frequently Used Early Childhood Instructional
(authentic curriculum-based) Instruments
Assessment, Evaluation, and Programming System (AEPS), Paul
H. Brookes Publishing Co.
Carolina Curriculum for Infants and Toddlers, Paul H. Brookes
Publishing Co.
Carolina Curriculum for Preschoolers, Paul H. Brookes
Publishing Co.
Teaching Strategies GOLD, Teaching Strategies, Inc.
Dynamic Indicators of Basic Early Literacy Skills (DIBELS),
University of Oregon Center on Teaching and Learning.
Hawaii Early Learning Profile (HELP), VORT.
High Scope Infant Toddler COR, High/Scope Press. High Scope
Preschool COR, High/Scope Press, The Work Sampling System,
Pearson Early Learning.
**A Short List of Frequently Used Early Childhood Program
Evaluation Tools and Resources
Classroom Assessment Scoring System (CLASS), University of
Virginia Press.
Early Childhood Environmental Rating Scale Revised Edition
(ECERS-R), Teachers College Press.
Early Childhood Classroom Observation Measure (ECCOM), D.
Stipek & P. Byler, Stanford University School of Education.
Early Language and Literacy Classroom Observation Tool
(ELLCO), Paul H. Brookes Publishing Co.
Family Child Care Environmental Rating Scale—Revised
Edition (FCCERS-R), Teachers College Press.
Infant Toddler Environment Rating Scale Revised Edition
(ITERS-R), Teachers College Press.
School Age Care Environment Rating Scale (SACERS),
Teachers College Press.
10. Supports for Early Literacy Assessment (SELA)."
University of North America
Course Syllabus
INST 522: Database Design and Processing
This course is delivered ONLINE Fall Quarter 2019, Sep 30,
2019 – Dec 14, 2019
Professor: Ms. Betty Koo
E-Mail: [email protected]
Course Description:
In this course, students gain a solid understanding of data base
system concepts and architecture; data models, schema, and
instances; data independence and data base language and
interface; data definition languages; and overall data base
structures. Students will explore relational data model
concepts, integrity constraints, data manipulation, functional
dependencies, transaction processing concepts and concurrency
control techniques.
Credit Hours: 4.5
Class Instruction: 45 Hours
No prerequisites.
Course Objectives:
At the conclusion of this course students will be able to:
· Demonstrate the design methodology for databases and verify
11. their structural correctness.
· Evaluate databases and applications software in relational
models.
· Apply normalization steps in database design and removal of
data anomalies.
· Develop applications using querying languages such as SQl
and other database supporting software.
· Transform various database models into database designs.
· Analyze database processing principles in business
intelligence systems.
Course Text and Supporting Materials:
Database Systems: Design, Implementation, and Management,
13th Edition Coronel; Morris. ISBN-10: 1-337-62790-9; ISBN-
13: 978-1-337-62790-0
Course Outline
The outline provides a weekly overview for the term. Carefully
review the instructional methods and course grading, late
assignment, plagiarism, and other policies provided on the
subsequent pages.
For courses delivered online all lessons, assignments, and
assignment due dates are posted on the Moodle platform; for
courses delivered on campus specific guidelines will be
distributed by the instructor at the initial class session.
Email/contact the course instructor if further clarification is
needed.
Week
Lecture
Time
Topics/Discussions
Readings/ Assignments
1
09/30/19-10/05/19
Online
Database Systems
Data Models
Read Chapters 1 and 2
12. Moodle Discussion 1
2
10/06/19-10/12/19
Online
Relational Database Model
ER Modeling
Read Chapters 3 and 4
Moodle Discussion 2
Homework 1 due on 10/26/2019
3
10/13/19-10/19/19
Online
Advanced Data Modeling
Normalization of Database Tables
Read Chapters 5 and 6
Moodle Discussion 3
Practicum 1 due on 11/02/2019
4
10/20/19-10/26/19
Online
Introduction to Structured Query Language (SQL)
Advanced SQL
Read Chapters 7 and 8
Moodle Discussion 4
5
10/27/19-11/02/19
Online
Database Design
Read Chapter 9
Moodle Discussion 5
Homework 2 due on 11/16/2019
6
11/03/19-11/09/19
Online
Transaction Management and Concurrency Control
13. Database Performance Tuning and Query Optimization
Read Chapters 10 and 11
Moodle Discussion 6
Practicum 2 due on 11/23/2019
7
11/10/19-11/16/19
Online
Distributed Database Management Systems
Business Intelligence and Data Warehouses
Read Chapters 12 and 13
Moodle Discussion 7
8
11/17/19-11/23/19
Online
Big Data Analytics and NoSQL
Read Chapter 14
Moodle Discussion 8
Homework 3 due on 12/07/2019
11/24/19-11/30/19
Thanksgiving Holiday
(No Class)
9
12/01/19-12/07/19
Online
Database Connectivity and Web Technologies
Database Administration and Security
Read Chapters 15 and 16
Moodle Discussion 9
10
12/08/19-12/14/19
Online
14. Final presentation and Reflection
Presentation due on 12/14/2019
Reflection Paper due on 12/14/2019
Course Grade and Deliverables:
The grade for this course is based on multiple exercises,
assignments, and interactions with your peers and the instructor,
which are referred to as “deliverables.” The deliverables are
assigned the following percentage of the course grade:
COMPONENT
% OF GRADE
Moodle Discussions
25
Homework Assignments (3 @ 10% each)
30
Practicum Project Deliverable 1
10
Practicum Project Deliverable 2
15
Presentation
15
Reflection Paper
5
Total
100
Timely submission of assignments
· Submission of in-class and out-of-class work by the due date
are critical to the UoNA applied learning / curricular practical
training approach whether assigned in on campus or online
courses.
· Assignments throughout each course increase in depth and
15. breadth as students becomes more familiar with the topics and
rely on reinforcement of recently acquired knowledge with
applications, and individual and team exercises.
· Weekly peer and faculty feedback support each student’s
achievement of course objectives.
Make-up work
If an on-campus class session is missed, all work for the missed
session made up prior to the next class session will result in no
point loss OR if an online posted DUE date is missed, all work
uploaded within the week of when the online assignment was
due will result in no point loss.
Late assignments submitted Weeks 2 – 7
· Beyond 7 but within 14 days on campus OR beyond the week
but within 2 weeks of when the assignment was due online will
receive a reduction of 10% of the assignment’s points
· Beyond 14 days on campus OR beyond 2 weeks when the
assignment was due online will receive a reduction of 20% of
the assignment’s points
Late assignments submitted Weeks 8, 9, or 10 on campus /
onlinewill receive a reduction of 25% of the assignment’s
points. Noassignments will be accepted after the last day of the
quarter.
The following Grading Scale, based on the percentage of total
points earned, is used to calculate the course grade:
Letter Grade
Range
A
93.00 – 100.00 %
A-
90.00 – 92.99 %
B+
87.00 – 89.99 %
16. B
83.00 – 86.99 %
B-
80.00 – 82.99 %
C+
77.00 – 79.99 %
C
70.00 – 76.99 %
F
< 70.00 %Course delivery and Instructional Strategies
Each course is developed to be delivered on campus or online.
The campus is approved to deliver up to 50 percent of each
program's sequence of courses or course online.
The instructional / learning approach includes a variety of
strategies including, but not limited to, the following: (1)
synchronous/asynchronous lectures; (2) in-class or online
presentations, oral, visual, video, and audio; (3) real / simulated
exercises; (4) small and large group discussions, which may be
held in-class or via online forums; (5) practice sets; (6) quizzes
and exams; (7) team or individual case study analyses; and (8)
modeling.
For every hour of on campus or directed online instruction,
students can expect to spend 2 hours outside of instructor-led
lectures/presentations on homework assignments, projects, and
preparation, which includes reading, writing, and research.
Course Methodology
Online coursesinclude 10 scheduled weeks of delivery using the
Moodle platform. An online course has the same content and
student learning outcomes as when the course is delivered in an
on-campus modality.
On-campus courses include 10 scheduled weeks of on-campus
class sessions. On-campus courses may be supplemented with
online activities using the Moodleplatform allowing students to
maximize their time during the scheduled class sessions and to
17. support collaborative activities outside of the class sessions.
Moodle Learning Management Platform (LMS):
Each course has a web page in Moodle referred to as a course
shell. The course shell allows students to:
· review the course syllabus; resources, including the virtual
library; instructor/peer email links; and UoNA announcements
for both online and on-campus courses
· access all reading lists; weekly schedules; assignments;
assignment submission links and due dates; instructor-directed
presentations and related resources; and instructor postings,
notes, and feedback for allonline courses
All students are assigned a University of North America email
account for their use. It is critical for students to use their
UoNA student email account for all course and campus
communications.
Instructor Availability:
Responsive communication is a key objective of delivering
quality service to our students. As your instructor, I will make
every attempt to deliver a level of service within the following
guidelines:
· Respond to emails within 48 hours
· Post feedback online for “progressive” assignments (those that
subsequent assignments are reliant on) within 5 days of
assignment submission (provided it is submitted on time)
· Post grades for online course assignments or return graded
assignments in on-campus class sessions no later than the
deadline of the following assignment.
In addition, I am available to support you in your efforts to
succeed. You may contact me:
· On campus, during weekly scheduled on-campus class sessions
if applicable or posted office hours
· Online via the Open Forum discussion board in Moodle
· Via my UoNA e-mail (preferred for individual
questions).Applied Learning Strategies
The methods provided below outline the strategies utilized in
18. this course. the strategies utilized in this course. Carefully
review the course grading, late assignment, attendance,
plagiarism, and other policies stated on this syllabus.
For courses delivered online refer to the posted announcements,
materials, and assignment due dates on the Moodle platform; for
courses delivered on campus refer to the guides/handouts
distributed during the initial class session and throughout the
course. Email/contact the course instructor if further
clarification is needed.Moodle Discussion Forums
Student participation in a Moodle Discussion Forum or
interactive exercise is required for each week of the term for all
courses delivered online. Students in online courses are required
to participate in the discussion within the week it is posted by
responding to the instructor-posted directive and responding to
posts from their peers as specified by the course instructor.
Substantive and relevant responses are expected to earn
substantial points for discussion forum participation.
A non-graded “Open Forum” discussion is also available in all
courses delivered online for students to post inquiries for their
instructor or peers.
On campus course instructors may utilize Moodle Discussion
Forums to supplement on-site learning; refer to the course
outline or instructor directives if this optional feature will be
utilized.
Homework
Homework assignments for all courses delivered online are
posted in the Moodle course shell and must be submitted via the
Moodle dropbox by the due date. Any assignments submitted
via email will not be accepted.
On campus course instructors may utilize the Moodle dropbox
or accept assignments submitted each week during the
scheduled class sessions; refer to the course outline or
19. instructor directives to ensure the timely submission of
assignments in on-campus courses.
Project Guidelines
Practicum projects are group or individual activities which
directly relate the course materials to work environments and
real-world situations. Students may be assigned to work in
groups or individually, draw from the experiences of their
colleagues and associates, and incorporate meaningful examples
and strategies that can be applied within their own work
environment.
Project Presentation Guidelines
PowerPoint presentations of projects or project reports may be a
required course deliverable. If a group project is assigned, each
group will prepare one PowerPoint presentation/report that
includes contributions from each group member. The major
components of the project should be presented in the PPTs or
report.
Reflection Paper
Students are required to submit a short reflection paper at the
end of the course in which they identify the relevance of the
course materials and their learning to the workplace. Students
are encouraged to identify direct links between course topics to
specific work situations or experiences occurring during the
academic term or recent employment.Academic Integrity Policy
At UoNA, academic integrity helps to ensure learning in an
atmosphere that is free of intellectual dishonesty including, but
not limited to, the following elements:
a. Plagiarism -
i. deliberate submission or representation of the thoughts, ideas,
or words of another as a student’s own work for any assignment
or component of an assignment;
ii. quoting or paraphrasing another’s words or ideas without
properly citing the source for any assignment or component of
an assignment; and
iii. re-submitting a verbatim copy of my own work from a
20. previous course, assignment, or publication.
b. Cheating - giving or receiving assistance or resources to and
from peers for assignments and during exams that are not
authorized in advance by the instructor.
c. Unauthorized collaboration - work that has been completed
by more than one individual student for an assignment that has
not been designated or authorized as a team assignment, in
advance by the instructor.
d. Fabrication - intentional creation or falsification of data or
information for inclusion in an assignment.
e. Copyright infringement – submitting assignments that include
copyright materials or ideas, or file sharing networks, which
make copyright material or ideas available, without the
expressed consent of the author.
Academic integrityincludes plagiarism and all elements as
defined above. Faculty are required to submit a record of all
violations and penalties to the VP of Academic Affairs.
Violations of academic integrity will result in the following
consequences, which impact assignment grades and, ultimately,
the course grade:
Academic Integrity Violation Consequences
1st violation of policy - The course faculty will choose to allow
the student to resubmit the assignment (to be used as a
“teaching opportunity”) or after consultation with the VP of
Academic Affairs assign a reduced grade for the re-submission.
Follow-up may include required outside of class session
tutorials with an academic staff member or faculty.
2nd violation of policy - The course faculty will choose to allow
the student to resubmit the assignment with a reduced grade of
20% assigned or after consultation with the VP of Academic
Affairs assign an “F” for the assignment. Follow-up will include
required outside of class session tutorials.
3rd violation of policy - After consultation with the VP of
Academic Affairs and course faculty, the student may be
allowed to resubmit the assignment with a reduced grade of 30%
21. or be assigned an “F” for the assignment or for the course.
Follow-up will include placing the student on academic warning
and fulfillment of required remedial actions as determined by
VP of Academic Affairs.
Further or continued intentional violations of policy may result
in dismissal from the university.
Attendance and Class Participation
Attendance is critical to the applied learning / curricular
practical training approach. Attendance includes presence and
participation in scheduled class sessions and online activities
for distance education courses, and engagement in individual /
group presentations, exercises, or projects.
Attendance Policy and Consequences
There are no excused absences; a student is either present or
absent from a class session. Students are expected to attend and
actively engage in all class sessions and/or online activities as
assigned throughout each 11-week term. Students who do not
complete a minimum of 70% of all course requirements will
receive a failing grade (F) for the course whether delivered on
campus or through distance education.
If a student must miss a class session or is unable to participate
for an entire week in an online course, they are required to
contact their professor or UoNA via email prior to the
beginning of the class session or at the beginning of the week in
an online course.
Students will be issued a warning from the academic department
in the following circumstances:
· After 2 consecutive absences (two class sessions or two weeks
in a row online).
· After 3 non-consecutive absences in a course.
Students will be issued a failing grade (F) for the course in the
following circumstances:
· After 3consecutiveabsences (three class sessions or three
22. weeks in a row online).
· After 4 non-consecutive absences.
Students who earn a failing grade will be required to repeat the
course if the course is required for graduation. International
students on an F1 Visa are required to continue attending
classes for the remainder of the term in order to maintain their
enrollment status with the University.
Students with excessive absences may face additional
consequences, including withdrawal from UoNA as required by
the university’s regulatory agency requirements.
Appeals Process
Students may submit a written request and supporting
documentation to the university’s administration if they feel
they have extenuating circumstances for not adhering to the
academic integrity, late assignment, grading, or attendance
policies within two weeks of the occurrence. The request will be
reviewed by a committee that includes a minimum of one
academic representative, one administrator, and the university’s
president, who will determine the best option for the student
while still maintaining compliance with all regulatory agencies.
In addition, if a student thinks the request has not been
satisfactorily resolved by the committee, they may follow the
UoNA Grievance Policy as published in the current catalog to
address their dispute.
6
1
INST 522 Last Comprehensive Update: June 2019