RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any e.
Ashford edu 692 week 3 assignment analyzing cultural relevance in instructionuopassignment
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For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
For more course tutorials visit
www.newtonhelp.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
Ashford edu 692 week 3 assignment analyzing cultural relevance in instructionuopassignment
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Ashford edu 692 week 3 assignment analyzing cultural relevance in instructionchrishjennies
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Ashford edu 692 week 3 assignment analyzing cultural relevance in instructionvindaniel123
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For this assignment, you need to assume the role of a classroom educ.docxevonnehoggarth79783
For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets.
You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project.
In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.
View the video,
problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site.
, Create a general plan that includes the following six components:
Overview of the general problem you will establish related to the topic, including the following:
A brief description of the grade, subject, and demographics of the class.
An overview of how student groups will be assigned and monitored.
A description of the project that will need to be developed by the group and presented to the class.
Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).
An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.
An explanation of how culturally relevant strategies are included/applied within the project.
(9 points)
**
Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.**
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.
For more course tutorials visit
www.newtonhelp.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
Review this week’s Instructor Guidance for additional informatioDioneWang844
Review this week’s Instructor Guidance for additional information about completing this assignment. Contact your instructor for clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your performance on this assignment, construct your assignment to meet each of the content and written communication expectations.
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion and submit the assignment for evaluation no later than Day 7.
Analyzing Cultural Relevance in Instruction In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class.
Student “Jeff Bliss” Mad at Teacher at Duncanville High
Links to an external site.
(Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.
Review the Instructor Guidance before this task. In your paper, include the following:
· Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)
o Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.
o Explain what probably caused it.
o Identify who benefits and who loses.
o Indicate your position on this issue.
o Discuss how a more equitable, culturally relevant approach to the class could improve the situation.
o Express how Ms. Phung might respond differently to Jeff’s concerns.
o Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)
o Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion:
§ Instruction
§ Classroom Environment
§ Student Grouping
§ Student Recognition/leadership
o Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)
o List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas:
§ Maximizing academic success through relevant instructional experiences
§ Addressing c ...
Edu 692 Enhance teaching / snaptutorial.comDavis118a
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
Edu 692 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
Edu 692 Education Organization / snaptutorial.comBaileya96
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
It can be difficult for students in any class to understand the mariuse18nolet
It can be difficult for students in any class to understand the importance of equity in their classroom. “It’s not fair!” is a common reaction from students who observe other students getting benefits that they did not receive. For example, some students with specific learning disabilities may receive additional time to complete assignments. Wardle (2013) points out a clear distinction between equality and equity noting that “Equal education is providing equal resources and opportunities for all students to succeed in education” (p. 51). On the other hand, according to Banks (2013), equitable education “goes beyond equal, and to some extent contradicts it, in that it requires tailoring the educational approach… to each student, based on the student’s individual and cultural characteristics, so the student can achieve to his or her full potential,” (as cited in Wardle, 2013, p. 51).
Initial Post:
This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (i.e., pictures), song lyrics, or commercials (e.g., linked from YouTube.com). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality and by explaining why equity is more important in the classroom. Feel free to refer back to the rubric you created (and those of your colleagues) in the Creating an Evaluation Instrument for Cultural Relevance in the Classroom discussion to help decide how these might inform your students about equality and equity.
Instructor Guidance
Week 3
Week Overview
“We hold these truths to be self-evident, that all men are created equal…”
U.S. Declaration of Independence
Have you ever thought for a moment about the level of truth in this famous line from the U.S. Declaration of Independence? Granted, the authors did not consider gender or race as equal in 1776, but in reality all people enter this world unequal to everybody else, identical twins notwithstanding. Gender, race, ethnicity, social status, wealth, height, weight, intelligence, predisposition to health-related issues, geography, and any number of personality characteristics collectively consign each one of us to a unique, singular, unequal life.
But so what? From an educational perspective, the fact that every learner is unique can be seen as a real problem. Classes would be much easier to teach if everybody possessed the exact same previous experiences, intellectual qualities and dispositions, and family structures. But this will never be the case, and in fact the diversity of learner ...
Running head 2.3 - CASE ANALYSIS FUNDING THE RAILROADS 1 .docxtoddr4
Running head: 2.3 - CASE ANALYSIS: FUNDING THE RAILROADS 1
2.3 - Case Analysis: Funding the Railroads
Susan A. Student
Embry-Riddle Aeronautical University
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
2
Abstract
Funding the Transcontinental Railroad in the 19th century was a major issue for the United States
Government. There were several possible courses of action. Two of these are included here as
well as the problems and advantages of each. In conclusion, the rationale for government funding
is presented.
Keywords: railroads, intercontinental, funding, entrepreneur
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
3
2.3 - Case Analysis: Funding the Railroads
I. Summary
The speculative benefits of a transcontinental railroad were easy enough to articulate:
there was fertile land out west for migrants to farm, gold and silver to be mined in California,
and of course it was a matter of national pride (Ambrose, 2000). According to Ambrose (2000),
the whole country was clamoring for it to be done, yet few were crazy enough to invest as “the
risks of financial failure and ruin were huge” (Union Pacific, n.d. para. 3). Ultimately, funding
was provided by the United States government via the Pacific Railroad Act of 1862, “mostly in
the form of land grants to the railroads; the railroads would sell the unused land to fund the
construction” (Ambrose, 2000, p. 47). Much of the land was all but worthless at the time, but it
was assumed that as transportation cost were reduced, the land would become more valuable
(Garrison & Levinson, 2014; Ambrose, 2000).
II. Problem
The problem is multifaceted. Unfortunately for the railroad companies, they could not
sell most of the land until after the railroad was built, and they could not build the railroad
without the proceeds of the land sales (Ambrose, 2000). Some relief came with the Pacific
Railroad Act of 1864 which doubled land grants and (more importantly) provided the ability to
borrow against the land grants by issuing bonds (Union Pacific, n.d.). However, even with
doubled bonds and the ability to borrow against them, the transcontinental railroad had major
financing difficulties (Ambrose, 2000; Union Pacific, n.d.).
On the other hand, Illinois representative E.B. Washburn (as quoted in Ambrose, 2000)
called the 1864 bill “the most monstrous and flagrant attempt to overreach the government and
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
4
the people…” (p. 94), charging that the Wall Street elites pushing for funding were only out to
profit off the public (Ambrose, 2000). Eglin Air Force Base Archaeologist Benjamin Aubuchon
(personal communication, August 17, 2016) affirms that while the Pacific Railroad Acts were
instrumental in building the transcontinental railroad, many railroad corporations in the
Southeastern U.S. were formed with no intention of following through.
Running head 50 CHARACTER VERSION OF TITLE IN CAPS 1 .docxtoddr4
Running head: 50 CHARACTER VERSION OF TITLE IN CAPS 1
Title of Paper (up to 12 words)
Your Name, Including Middle Initial
School
50 CHARACTER VERSION OF TITLE IN CAPS 2
Abstract
A concise summary of each section of your paper, using up to 250 words. Note that you do not
indent the first line.
50 CHARACTER VERSION OF TITLE IN CAPS 3
Title of Paper
Your first paragraph (or two) should be an introduction to the broad topic of your paper.
Many people write the introduction after writing the rest of the paper! Information in your
introduction should provide a foundation for the hypotheses of your experiment. In your
introduction, your goal is to convince readers that your research topic is (a) interesting and (b)
important. You may choose to begin your paper with a story, quotation, or relevant statistics
about your topic. You can think of your paper as a story about your dependent variable.
You generally will present broad background information about the topic in the first
paragraph of so. You will include at least two sections in the body of your paper. You will
summarize relevant information from prior research studies in the first section, which we refer to
as the “literature review” portion of a paper. You will present your detailed research proposal in
the second section (details are provided below). Some overall formatting rules to keep in mind
are: (a) use Times New Roman font, size 12; and (b) double-space the entire paper.
Information about the Literature-review Section
Content. In the first section of your paper, you should provide a literature review of prior
research and theory that relates to your experiment. The information you present should be from
diverse sources (e.g., journal articles, book chapters, web sites). Make sure it is clear to the
reader how information is related to your experimental hypotheses or procedure. So, if you are
using their method, then talk about their method; if they found similar results, talk about their
results; if they operationally defined their DV like you want to, then talk about that, etc. To make
this section of your paper effective, you should explicitly relate information from various sources
to each other and to your proposed research. After you discuss past research, you should make it
50 CHARACTER VERSION OF TITLE IN CAPS 4
clear how your study is the next logical one, that your study improves upon past studies, that
your study fills obvious holes left by the others.
Citation of sources. You should cite references throughout the body of your paper.
There are two ways to cite a source. The authors can be listed in the sentence, with the year in
parentheses: “The Davis (2001) web site presents information about American Psychological
Association (APA) style rules.” Alternatively, the citation can be entirely in parentheses: “The
web site presents information about American Psychological Association (A.
Running Head YOUTH IN THE CRIMINAL JUSTICE SYSTEMYOUTH IN TH.docxtoddr4
Running Head: YOUTH IN THE CRIMINAL JUSTICE SYSTEM
YOUTH IN THE CRIMINAL JUSTICE SYSTEM 2
Introduction
Biblical point of view relies on the scriptures of God. The bible is a Christian holy book that gives the moral compass for what Christians engage in, whether in action or utterances. Through modern technologies and other methods, the secularized view of the criminal justice system in America has been influenced by the biblical concept.
Gaps and Omissions
Comprehending juvenile criminal justice, according to the biblical worldview, is to understand the leading cause of crime and human iniquities. Sin is a component of a biblical worldview. All crimes are treated as a sin, but not all sins are viewed as crimes. The juvenile criminal justice system would not exist if there were no crimes (Laurence, 2012). According to sinful human nature, crime always exists; hence the juvenile criminal justice system should be established to help in curbing crime.
The literature is mainly focused on the need to have a separate criminal justice system for juveniles but does not justify the punishment that juveniles ought to receive for crimes they commit. The literature gives detailed views on the topic, but it fails to conclusively articulate what should be done to reprimand crimes committed by youth. The bible is the book of Deuteronomy chapter 16:19 “do not pervert justice or show partiality ...” God is expecting impartiality those who serve distributive justice regardless of age, social status, or gender.
The biblical aim of justice is restoration, as illustrated in the stories such as Jacob and Esau. Human beings are equal in the eyes of the lord, meaning that justice has to be severed equally, although the literature focuses on separate justice for juveniles and adults. God created all human beings with equal value, but the literature seems to favor and try to treat juveniles who have committed similar crimes with adults differently. The literature does not mention that committing crimes against other people is committing a crime against God’s greatest creation.
Biblical Integration
Today youth are facing various risks of being involved in many forms of crimes that end up exposing them to the criminal justice system. Therefore, Christian adults are called upon to guide and bring significant transformation in the lives of the youth. Christians are called upon by God to exhibit unconditional love for juveniles. The church should advocate for fairness and justice for the young. Although some youth have a criminal record, the juvenile justice system's main goal should be to rehabilitate them. These youth can learn and grow from their mistakes. For Christians to create a just society, they should always restore a convicted offender back to society so that they can be integrat.
Running head TITLE1TITLE2Research QuestionHow doe.docxtoddr4
Running head: TITLE 1
TITLE 2
Research Question:
How does critical thinking help in the development of information literacy among youths?
.
Scholarly Article 1
Reference:
Abunadi, I. (2018). A Technology-Dependent Information Literacy Model within the Confines of a Limited Resources Environment. Information Technology & Libraries, 37(4), 119. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=133718516&site=eds-live&scope=site
Annotation: Write annotation in two paragraphs using your own words about the scholarly article above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
· What other important claims does the source make?
Paragraph 2: Evaluate
· How adequately does the source support its thesis?
· How current is the information in the source relative to your research question?
· How credible and authoritative is the source for your research question?
· What limitations, if any, did you note in the source?
· How does the source help answer your research question?
Scholarly Article 2
Reference:
Rivano Eckerdal, J. (2017). Libraries, democracy, information literacy, and citizenship. Journal of Documentation, 73(5), 1010. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=125679440&site=eds-live&scope=site
Annotation:
Write annotation in two paragraphs using your own words about the scholarly article 2 above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
· What other important claims does the source make?
Paragraph 2: Evaluate
· How adequately does the source support its thesis?
· How current is the information in the source relative to your research question?
· How credible and authoritative is the source for your research question?
· What limitations, if any, did you note in the source?
· How does the source help answer your research question?
EBook
Reference:
Crawford, J., & Irving, C. (2013). Information literacy and lifelong learning : Policy issues, the workplace, health and public libraries. Retrieved from https://ebookcentral-proquest-com.proxy-library.ashford.edu
Annotation:
Write annotation in two paragraphs using your own words about the ebook above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the sourc.
Running Head VULNERABILITY ASSESSMENT1VULNERABILITY ASSESSMEN.docxtoddr4
Running Head: VULNERABILITY ASSESSMENT 1
VULNERABILITY ASSESSMENT 2
Jane Q. Student
(Submission Date)
CJMS 630 90XX
Seminar in Security Management (2XXX)
Vulnerability Assessment: Era Church, City, State
Site Selection and Rationale
This vulnerability assessment was conducted at Era Church (“Era”), 429 State Street, City, State 90909, on the dates of September 25 - 28, 2017, and was followed up with subsequent interviews of relevant church personnel. The site was chosen for multiple reasons including the potential for a violent incident such as a mass shooting, and the potential for fraud or other financial crime. A vulnerability is defined as “weakness[ ] or gap[ ] in a security program that can be exploited by threats to gain unauthorized access to an asset” (Threat Analysis Group, 2017). Threats are events or persons, such as a natural disaster, fire, criminal act, or terrorist incident, that can exploit a vulnerability (Threat Analysis Group, 2017). A vulnerability assessment “evaluates all opportunities that may be exploited by a threat” and through a detailed process identifies areas where vulnerabilities can be mitigated to lower the risk (DiMarino, 2017). Risk is defined as “the potential for loss, damage or destruction of an asset as a result of a threat exploiting a vulnerability” (Threat Analysis Group, 2017). The vulnerability assessment at Era Church covers multiple areas to include physical, operational, technological, and financial vulnerabilities. While Era has taken measures to mitigate vulnerabilities, there are some recommendations in each area that could further mitigate risk.
Religion is a contentious and polarizing topic in the United States, which makes churches prime targets for groups or individuals who want to make a statement. Perhaps the most infamous church shooting in recent memory is when white supremacist Dylann Roof shot and killed nine African-American church members of Emanuel African Methodist Episcopal Church in Charleston, SC, on June 17, 2015 (Blinder & Sack, 2017). Roof brought a .45-caliber semiautomatic handgun into the church in a waist pouch, and attended the Bible study for approximately 40 minutes before he shot and killed the members using seven magazines and over 70 rounds (Blinder & Sack, 2017). This incident is just one of many violent incidents at places of worship. There is no sure-fire way to completely avoid incidents such as this shooting, but there are steps that can be taken to help minimize or avoid a large-scale incident.
In addition to the threat of violence, churches are also prime targets for fraud, both from internal and external threats. For instance, the Center for the Study of Global Christianity reports that in 2014 churches lost an estimated $39 billion to internal financial fraud (Thomason, 2016). Theft and embezzlement of church funds are two significant risks faced by faith-based institutions. (Thomason, 2016). In addition to an ins.
Running head STARBUCKS’ STRATEGY 1 Starbuc.docxtoddr4
Running head: STARBUCKS’ STRATEGY 1
Starbucks’ Strategy
Your Name
Course Name; Number
Dr. Laura Jones
University Name
Date Submitted
STARBUCKS’ STRATEGY 2
Starbucks’ Strategy
Place the title of the paper on the first line. Tab to the .5-inch mark to begin your
introductory paragraph. To develop an introduction, begin with some interesting facts about the
topic and then narrow the focus to the specific topics for discussion. This could include an
overview of the company. An overview could include, but not limited to the products or services
the company offers, the company size, customers, and the countries in which the company
operates. Include relevant information about the CEO. Include in-text citations to support the
information you present in the paper. An example of an in-text citation that you place at the end
of the information you paraphrased is (Boone, 2012). The introduction should include a thesis
statement and succinctly describe the order in which you organize the body of the paper. Please
provide in-text citations for the information you provide.
Elements of Starbucks’ Organizational Culture
Chapter 3 provides a discussion on different types of organizational cultures. Clearly
discuss the organizational culture for this company. Be sure to identify the specific type of
organizational culture. Provide in-text citations for the information presented in the paper.
Another approach to using in-text citation is to include the citation at the beginning of the
sentence as follows: According to Boone (2012), then present the information. Please note the
above heading is bold and the major words begin with capital letters.
Suggest some key elements of the company’s organizational culture that contribute to its
success in a global economy. Review the elements discussed at the two levels of a corporate
culture shown in Exhibit 3.6. Clearly link those key elements to the global success of the
company.
STARBUCKS’ STRATEGY 3
Consider Exhibit 4.4: Key factors in the International Environment, in making the link.
Provide in-text citations for the information presented in the paper. If there are two authors for
the source you are using, an example of the in-text citation that comes at the end of the
information you paraphrased is as follows: (Boone & Kurtz 2012).
Suggest as many key elements of the company’s organizational culture you believe
contribute to its success in a global economy. Clearly discuss the ways in which each element
contributes to the success.
Management’s Role in the Organizational Culture
Indicate the management role with creating and sustaining the organizational culture.
Exhibit 1.7 lists ten managerial roles and activities involve in management. Clearly link activities
within the management’s role to relevant aspects of creating and sustaining the organizational
culture. Provide in-text .
Running head SHORTENED VERSION OF TITLE1Title of Your Rese.docxtoddr4
Running head: SHORTENED VERSION OF TITLE
1
Title of Your Research Study
Author(s) First, Middle Initial (if applicable) and Last Name(s) in Starting with the
Individual who Made the Biggest Contribution (not alphabetical)
Institutional Affiliation(s)
Author Note
The author note is typically used in manuscripts that will be submitted for publication. The author note may provide additional information regarding the affiliations of the authors. It is also used to acknowledge those who contributed to the study, but not at the level of authorship. Lastly, the author note typically includes contact information for at least one author (see APA guide p. 24, section 2.03 & sample paper on p. 41.)
Remember to format the author note using block format (no indents, left or right justification).
Abstract
The abstract is a brief (usually 100-150 words) summary of your experiment. What was your question? What did you do? What did you find? What is your conclusion/interpretation? Try taking the lead sentence or two (but not word-for-word) from your introduction, results and discussion and integrate them into your abstract. Additionally, add a sentence or two describing your procedure, especially if it differs from those typically used to study the phenomenon.
The abstract is page two. Nothing goes on this page except the abstract. Center the word "Abstract" on the page and format in bold-face type. Do not put the title of your paper on this page. Begin typing the abstract on the line directly below the heading.
Notice that the abstract is not indented, and is written in block format. It is also double-spaced. Typically, the abstract is one paragraph in length.
Keywords: type a few words (or phrases) that would be useful if someone was searching for a study similar to this one. For example, if you studied reaction time in a card sorting task your key words might be “card sorting,” “response time” and decision making. (Note: the word “keyword” is italicized and indented.)
Title
On the third page, you typically begin your introduction. Notice that the word "INTRODUCTION" does not appear at the top of the page as many of the other headings do. The title used is the same one that appears on the cover page.
The first paragraph should contain a description of the phenomena that you are studying. Make a general statement about the phenomenon and how it is typically measured. Also, talk about how one might manipulate or influence the outcome (i.e, what variables could potentially influence the results).
Subsequent research should describe previous research that examined the phenomena. These studies serve to provide the rationale for your study. What did the researchers do? What did they find? What did they conclude?
Do this for each study cited. Typically, one or more paragraphs are necessary to explain each study. Try to make the transition smooth from one paragraph to the next. Use transition words (see SIGNAL WORDS hand.
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Review this week’s Instructor Guidance for additional informatioDioneWang844
Review this week’s Instructor Guidance for additional information about completing this assignment. Contact your instructor for clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your performance on this assignment, construct your assignment to meet each of the content and written communication expectations.
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion and submit the assignment for evaluation no later than Day 7.
Analyzing Cultural Relevance in Instruction In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class.
Student “Jeff Bliss” Mad at Teacher at Duncanville High
Links to an external site.
(Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas.
Review the Instructor Guidance before this task. In your paper, include the following:
· Address the items below based on your inferences and ideas after viewing the events captured in the cellphone video. (2 points)
o Describe the problem from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective.
o Explain what probably caused it.
o Identify who benefits and who loses.
o Indicate your position on this issue.
o Discuss how a more equitable, culturally relevant approach to the class could improve the situation.
o Express how Ms. Phung might respond differently to Jeff’s concerns.
o Describe any equity strategies you noticed or inferred being implemented in the video. (2.5 points)
o Suggest at least one strategy for each of the following four categories that the teacher could have utilized to help meet student needs in a more equitable fashion:
§ Instruction
§ Classroom Environment
§ Student Grouping
§ Student Recognition/leadership
o Describe evidence of any culturally relevant pedagogy in action in the cellphone video. (2.5. points)
o List at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas:
§ Maximizing academic success through relevant instructional experiences
§ Addressing c ...
Edu 692 Enhance teaching / snaptutorial.comDavis118a
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
Edu 692 Education Redefined - snaptutorial.comDavisMurphyC89
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
EDU 692 Week 2 Discussion 2 Outside Challenges
Edu 692 Education Organization / snaptutorial.comBaileya96
For more classes visit
www.snaptutorial.com
EDU 692 Week 1 Assignment My School and Its Culture
EDU 692 Week 1 Discussion Caine's Arcade
EDU 692 Week 2 Assignment Cultural Competence in the Classroom
EDU 692 Week 2 Discussion 1 Landfill Harmonics and 21st Century Skills
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
It can be difficult for students in any class to understand the mariuse18nolet
It can be difficult for students in any class to understand the importance of equity in their classroom. “It’s not fair!” is a common reaction from students who observe other students getting benefits that they did not receive. For example, some students with specific learning disabilities may receive additional time to complete assignments. Wardle (2013) points out a clear distinction between equality and equity noting that “Equal education is providing equal resources and opportunities for all students to succeed in education” (p. 51). On the other hand, according to Banks (2013), equitable education “goes beyond equal, and to some extent contradicts it, in that it requires tailoring the educational approach… to each student, based on the student’s individual and cultural characteristics, so the student can achieve to his or her full potential,” (as cited in Wardle, 2013, p. 51).
Initial Post:
This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (i.e., pictures), song lyrics, or commercials (e.g., linked from YouTube.com). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality and by explaining why equity is more important in the classroom. Feel free to refer back to the rubric you created (and those of your colleagues) in the Creating an Evaluation Instrument for Cultural Relevance in the Classroom discussion to help decide how these might inform your students about equality and equity.
Instructor Guidance
Week 3
Week Overview
“We hold these truths to be self-evident, that all men are created equal…”
U.S. Declaration of Independence
Have you ever thought for a moment about the level of truth in this famous line from the U.S. Declaration of Independence? Granted, the authors did not consider gender or race as equal in 1776, but in reality all people enter this world unequal to everybody else, identical twins notwithstanding. Gender, race, ethnicity, social status, wealth, height, weight, intelligence, predisposition to health-related issues, geography, and any number of personality characteristics collectively consign each one of us to a unique, singular, unequal life.
But so what? From an educational perspective, the fact that every learner is unique can be seen as a real problem. Classes would be much easier to teach if everybody possessed the exact same previous experiences, intellectual qualities and dispositions, and family structures. But this will never be the case, and in fact the diversity of learner ...
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Running head 2.3 - CASE ANALYSIS FUNDING THE RAILROADS 1 .docxtoddr4
Running head: 2.3 - CASE ANALYSIS: FUNDING THE RAILROADS 1
2.3 - Case Analysis: Funding the Railroads
Susan A. Student
Embry-Riddle Aeronautical University
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
2
Abstract
Funding the Transcontinental Railroad in the 19th century was a major issue for the United States
Government. There were several possible courses of action. Two of these are included here as
well as the problems and advantages of each. In conclusion, the rationale for government funding
is presented.
Keywords: railroads, intercontinental, funding, entrepreneur
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
3
2.3 - Case Analysis: Funding the Railroads
I. Summary
The speculative benefits of a transcontinental railroad were easy enough to articulate:
there was fertile land out west for migrants to farm, gold and silver to be mined in California,
and of course it was a matter of national pride (Ambrose, 2000). According to Ambrose (2000),
the whole country was clamoring for it to be done, yet few were crazy enough to invest as “the
risks of financial failure and ruin were huge” (Union Pacific, n.d. para. 3). Ultimately, funding
was provided by the United States government via the Pacific Railroad Act of 1862, “mostly in
the form of land grants to the railroads; the railroads would sell the unused land to fund the
construction” (Ambrose, 2000, p. 47). Much of the land was all but worthless at the time, but it
was assumed that as transportation cost were reduced, the land would become more valuable
(Garrison & Levinson, 2014; Ambrose, 2000).
II. Problem
The problem is multifaceted. Unfortunately for the railroad companies, they could not
sell most of the land until after the railroad was built, and they could not build the railroad
without the proceeds of the land sales (Ambrose, 2000). Some relief came with the Pacific
Railroad Act of 1864 which doubled land grants and (more importantly) provided the ability to
borrow against the land grants by issuing bonds (Union Pacific, n.d.). However, even with
doubled bonds and the ability to borrow against them, the transcontinental railroad had major
financing difficulties (Ambrose, 2000; Union Pacific, n.d.).
On the other hand, Illinois representative E.B. Washburn (as quoted in Ambrose, 2000)
called the 1864 bill “the most monstrous and flagrant attempt to overreach the government and
2.3 - CASE ANALYSIS: FUNDING THE RAILROADS
4
the people…” (p. 94), charging that the Wall Street elites pushing for funding were only out to
profit off the public (Ambrose, 2000). Eglin Air Force Base Archaeologist Benjamin Aubuchon
(personal communication, August 17, 2016) affirms that while the Pacific Railroad Acts were
instrumental in building the transcontinental railroad, many railroad corporations in the
Southeastern U.S. were formed with no intention of following through.
Running head 50 CHARACTER VERSION OF TITLE IN CAPS 1 .docxtoddr4
Running head: 50 CHARACTER VERSION OF TITLE IN CAPS 1
Title of Paper (up to 12 words)
Your Name, Including Middle Initial
School
50 CHARACTER VERSION OF TITLE IN CAPS 2
Abstract
A concise summary of each section of your paper, using up to 250 words. Note that you do not
indent the first line.
50 CHARACTER VERSION OF TITLE IN CAPS 3
Title of Paper
Your first paragraph (or two) should be an introduction to the broad topic of your paper.
Many people write the introduction after writing the rest of the paper! Information in your
introduction should provide a foundation for the hypotheses of your experiment. In your
introduction, your goal is to convince readers that your research topic is (a) interesting and (b)
important. You may choose to begin your paper with a story, quotation, or relevant statistics
about your topic. You can think of your paper as a story about your dependent variable.
You generally will present broad background information about the topic in the first
paragraph of so. You will include at least two sections in the body of your paper. You will
summarize relevant information from prior research studies in the first section, which we refer to
as the “literature review” portion of a paper. You will present your detailed research proposal in
the second section (details are provided below). Some overall formatting rules to keep in mind
are: (a) use Times New Roman font, size 12; and (b) double-space the entire paper.
Information about the Literature-review Section
Content. In the first section of your paper, you should provide a literature review of prior
research and theory that relates to your experiment. The information you present should be from
diverse sources (e.g., journal articles, book chapters, web sites). Make sure it is clear to the
reader how information is related to your experimental hypotheses or procedure. So, if you are
using their method, then talk about their method; if they found similar results, talk about their
results; if they operationally defined their DV like you want to, then talk about that, etc. To make
this section of your paper effective, you should explicitly relate information from various sources
to each other and to your proposed research. After you discuss past research, you should make it
50 CHARACTER VERSION OF TITLE IN CAPS 4
clear how your study is the next logical one, that your study improves upon past studies, that
your study fills obvious holes left by the others.
Citation of sources. You should cite references throughout the body of your paper.
There are two ways to cite a source. The authors can be listed in the sentence, with the year in
parentheses: “The Davis (2001) web site presents information about American Psychological
Association (APA) style rules.” Alternatively, the citation can be entirely in parentheses: “The
web site presents information about American Psychological Association (A.
Running Head YOUTH IN THE CRIMINAL JUSTICE SYSTEMYOUTH IN TH.docxtoddr4
Running Head: YOUTH IN THE CRIMINAL JUSTICE SYSTEM
YOUTH IN THE CRIMINAL JUSTICE SYSTEM 2
Introduction
Biblical point of view relies on the scriptures of God. The bible is a Christian holy book that gives the moral compass for what Christians engage in, whether in action or utterances. Through modern technologies and other methods, the secularized view of the criminal justice system in America has been influenced by the biblical concept.
Gaps and Omissions
Comprehending juvenile criminal justice, according to the biblical worldview, is to understand the leading cause of crime and human iniquities. Sin is a component of a biblical worldview. All crimes are treated as a sin, but not all sins are viewed as crimes. The juvenile criminal justice system would not exist if there were no crimes (Laurence, 2012). According to sinful human nature, crime always exists; hence the juvenile criminal justice system should be established to help in curbing crime.
The literature is mainly focused on the need to have a separate criminal justice system for juveniles but does not justify the punishment that juveniles ought to receive for crimes they commit. The literature gives detailed views on the topic, but it fails to conclusively articulate what should be done to reprimand crimes committed by youth. The bible is the book of Deuteronomy chapter 16:19 “do not pervert justice or show partiality ...” God is expecting impartiality those who serve distributive justice regardless of age, social status, or gender.
The biblical aim of justice is restoration, as illustrated in the stories such as Jacob and Esau. Human beings are equal in the eyes of the lord, meaning that justice has to be severed equally, although the literature focuses on separate justice for juveniles and adults. God created all human beings with equal value, but the literature seems to favor and try to treat juveniles who have committed similar crimes with adults differently. The literature does not mention that committing crimes against other people is committing a crime against God’s greatest creation.
Biblical Integration
Today youth are facing various risks of being involved in many forms of crimes that end up exposing them to the criminal justice system. Therefore, Christian adults are called upon to guide and bring significant transformation in the lives of the youth. Christians are called upon by God to exhibit unconditional love for juveniles. The church should advocate for fairness and justice for the young. Although some youth have a criminal record, the juvenile justice system's main goal should be to rehabilitate them. These youth can learn and grow from their mistakes. For Christians to create a just society, they should always restore a convicted offender back to society so that they can be integrat.
Running head TITLE1TITLE2Research QuestionHow doe.docxtoddr4
Running head: TITLE 1
TITLE 2
Research Question:
How does critical thinking help in the development of information literacy among youths?
.
Scholarly Article 1
Reference:
Abunadi, I. (2018). A Technology-Dependent Information Literacy Model within the Confines of a Limited Resources Environment. Information Technology & Libraries, 37(4), 119. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=133718516&site=eds-live&scope=site
Annotation: Write annotation in two paragraphs using your own words about the scholarly article above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
· What other important claims does the source make?
Paragraph 2: Evaluate
· How adequately does the source support its thesis?
· How current is the information in the source relative to your research question?
· How credible and authoritative is the source for your research question?
· What limitations, if any, did you note in the source?
· How does the source help answer your research question?
Scholarly Article 2
Reference:
Rivano Eckerdal, J. (2017). Libraries, democracy, information literacy, and citizenship. Journal of Documentation, 73(5), 1010. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true&db=edb&AN=125679440&site=eds-live&scope=site
Annotation:
Write annotation in two paragraphs using your own words about the scholarly article 2 above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
· What other important claims does the source make?
Paragraph 2: Evaluate
· How adequately does the source support its thesis?
· How current is the information in the source relative to your research question?
· How credible and authoritative is the source for your research question?
· What limitations, if any, did you note in the source?
· How does the source help answer your research question?
EBook
Reference:
Crawford, J., & Irving, C. (2013). Information literacy and lifelong learning : Policy issues, the workplace, health and public libraries. Retrieved from https://ebookcentral-proquest-com.proxy-library.ashford.edu
Annotation:
Write annotation in two paragraphs using your own words about the ebook above. I have provided the questions you should be answering.
Paragraph 1: Summarize
· What kind of source is this?
· What is the thesis or main claim of the source?
· What evidence or claims does the source present in support of the thesis? Present at least two examples of support the sourc.
Running Head VULNERABILITY ASSESSMENT1VULNERABILITY ASSESSMEN.docxtoddr4
Running Head: VULNERABILITY ASSESSMENT 1
VULNERABILITY ASSESSMENT 2
Jane Q. Student
(Submission Date)
CJMS 630 90XX
Seminar in Security Management (2XXX)
Vulnerability Assessment: Era Church, City, State
Site Selection and Rationale
This vulnerability assessment was conducted at Era Church (“Era”), 429 State Street, City, State 90909, on the dates of September 25 - 28, 2017, and was followed up with subsequent interviews of relevant church personnel. The site was chosen for multiple reasons including the potential for a violent incident such as a mass shooting, and the potential for fraud or other financial crime. A vulnerability is defined as “weakness[ ] or gap[ ] in a security program that can be exploited by threats to gain unauthorized access to an asset” (Threat Analysis Group, 2017). Threats are events or persons, such as a natural disaster, fire, criminal act, or terrorist incident, that can exploit a vulnerability (Threat Analysis Group, 2017). A vulnerability assessment “evaluates all opportunities that may be exploited by a threat” and through a detailed process identifies areas where vulnerabilities can be mitigated to lower the risk (DiMarino, 2017). Risk is defined as “the potential for loss, damage or destruction of an asset as a result of a threat exploiting a vulnerability” (Threat Analysis Group, 2017). The vulnerability assessment at Era Church covers multiple areas to include physical, operational, technological, and financial vulnerabilities. While Era has taken measures to mitigate vulnerabilities, there are some recommendations in each area that could further mitigate risk.
Religion is a contentious and polarizing topic in the United States, which makes churches prime targets for groups or individuals who want to make a statement. Perhaps the most infamous church shooting in recent memory is when white supremacist Dylann Roof shot and killed nine African-American church members of Emanuel African Methodist Episcopal Church in Charleston, SC, on June 17, 2015 (Blinder & Sack, 2017). Roof brought a .45-caliber semiautomatic handgun into the church in a waist pouch, and attended the Bible study for approximately 40 minutes before he shot and killed the members using seven magazines and over 70 rounds (Blinder & Sack, 2017). This incident is just one of many violent incidents at places of worship. There is no sure-fire way to completely avoid incidents such as this shooting, but there are steps that can be taken to help minimize or avoid a large-scale incident.
In addition to the threat of violence, churches are also prime targets for fraud, both from internal and external threats. For instance, the Center for the Study of Global Christianity reports that in 2014 churches lost an estimated $39 billion to internal financial fraud (Thomason, 2016). Theft and embezzlement of church funds are two significant risks faced by faith-based institutions. (Thomason, 2016). In addition to an ins.
Running head STARBUCKS’ STRATEGY 1 Starbuc.docxtoddr4
Running head: STARBUCKS’ STRATEGY 1
Starbucks’ Strategy
Your Name
Course Name; Number
Dr. Laura Jones
University Name
Date Submitted
STARBUCKS’ STRATEGY 2
Starbucks’ Strategy
Place the title of the paper on the first line. Tab to the .5-inch mark to begin your
introductory paragraph. To develop an introduction, begin with some interesting facts about the
topic and then narrow the focus to the specific topics for discussion. This could include an
overview of the company. An overview could include, but not limited to the products or services
the company offers, the company size, customers, and the countries in which the company
operates. Include relevant information about the CEO. Include in-text citations to support the
information you present in the paper. An example of an in-text citation that you place at the end
of the information you paraphrased is (Boone, 2012). The introduction should include a thesis
statement and succinctly describe the order in which you organize the body of the paper. Please
provide in-text citations for the information you provide.
Elements of Starbucks’ Organizational Culture
Chapter 3 provides a discussion on different types of organizational cultures. Clearly
discuss the organizational culture for this company. Be sure to identify the specific type of
organizational culture. Provide in-text citations for the information presented in the paper.
Another approach to using in-text citation is to include the citation at the beginning of the
sentence as follows: According to Boone (2012), then present the information. Please note the
above heading is bold and the major words begin with capital letters.
Suggest some key elements of the company’s organizational culture that contribute to its
success in a global economy. Review the elements discussed at the two levels of a corporate
culture shown in Exhibit 3.6. Clearly link those key elements to the global success of the
company.
STARBUCKS’ STRATEGY 3
Consider Exhibit 4.4: Key factors in the International Environment, in making the link.
Provide in-text citations for the information presented in the paper. If there are two authors for
the source you are using, an example of the in-text citation that comes at the end of the
information you paraphrased is as follows: (Boone & Kurtz 2012).
Suggest as many key elements of the company’s organizational culture you believe
contribute to its success in a global economy. Clearly discuss the ways in which each element
contributes to the success.
Management’s Role in the Organizational Culture
Indicate the management role with creating and sustaining the organizational culture.
Exhibit 1.7 lists ten managerial roles and activities involve in management. Clearly link activities
within the management’s role to relevant aspects of creating and sustaining the organizational
culture. Provide in-text .
Running head SHORTENED VERSION OF TITLE1Title of Your Rese.docxtoddr4
Running head: SHORTENED VERSION OF TITLE
1
Title of Your Research Study
Author(s) First, Middle Initial (if applicable) and Last Name(s) in Starting with the
Individual who Made the Biggest Contribution (not alphabetical)
Institutional Affiliation(s)
Author Note
The author note is typically used in manuscripts that will be submitted for publication. The author note may provide additional information regarding the affiliations of the authors. It is also used to acknowledge those who contributed to the study, but not at the level of authorship. Lastly, the author note typically includes contact information for at least one author (see APA guide p. 24, section 2.03 & sample paper on p. 41.)
Remember to format the author note using block format (no indents, left or right justification).
Abstract
The abstract is a brief (usually 100-150 words) summary of your experiment. What was your question? What did you do? What did you find? What is your conclusion/interpretation? Try taking the lead sentence or two (but not word-for-word) from your introduction, results and discussion and integrate them into your abstract. Additionally, add a sentence or two describing your procedure, especially if it differs from those typically used to study the phenomenon.
The abstract is page two. Nothing goes on this page except the abstract. Center the word "Abstract" on the page and format in bold-face type. Do not put the title of your paper on this page. Begin typing the abstract on the line directly below the heading.
Notice that the abstract is not indented, and is written in block format. It is also double-spaced. Typically, the abstract is one paragraph in length.
Keywords: type a few words (or phrases) that would be useful if someone was searching for a study similar to this one. For example, if you studied reaction time in a card sorting task your key words might be “card sorting,” “response time” and decision making. (Note: the word “keyword” is italicized and indented.)
Title
On the third page, you typically begin your introduction. Notice that the word "INTRODUCTION" does not appear at the top of the page as many of the other headings do. The title used is the same one that appears on the cover page.
The first paragraph should contain a description of the phenomena that you are studying. Make a general statement about the phenomenon and how it is typically measured. Also, talk about how one might manipulate or influence the outcome (i.e, what variables could potentially influence the results).
Subsequent research should describe previous research that examined the phenomena. These studies serve to provide the rationale for your study. What did the researchers do? What did they find? What did they conclude?
Do this for each study cited. Typically, one or more paragraphs are necessary to explain each study. Try to make the transition smooth from one paragraph to the next. Use transition words (see SIGNAL WORDS hand.
Running Head: THEMATIC OUTLINE 1
Thematic Outline
Your Name
Institution
Exploring Research
Professor
Date
THEMATIC OUTLINE 2
Abstract
This thematic outline is designed to…………….
*Don’t forget to put your Keywords: List just a few keywords.
THEMATIC OUTLINE 3
Article
Theme
1.
A
2.
A, B
3.
D
4.
B
5.
A, D
6.
A, C
7.
B, C
8.
A, B, C
9.
A, B, C, D
10
B, C
THEMATIC OUTLINE 4
Theme
Articles Cited
A-
B-
C-
D-
E-
THEMATIC OUTLINE 5
References
Running head: RESEARCH PAPER 1
Research Paper
Your Name
Institution
Exploring Research
Professor
Date
RESEARCH PAPER 2
Abstract
Do not indent the first line of the Abstract Paragraph. Follow the guidelines in the Sample APA Formatted Abstract t.
· Keywords: Don’t forget to include the Keywords at the bottom of the Abstract.
RESEARCH PAPER 3
RESEARCH PAPER 4
.
Running head: TOPIC RESEARCH PROPOSAL 1
TOPIC RESEARCH PROPOSAL 3
Topic Research Proposal
Insert the Student’s Name
Instructor’s Name
Course
Date
Section 1: Topic/Central Idea
The key emphasis or the central idea lies on persuasion of people to participate in tree planting exercise in the United States. Tree planting has been emphasized by many governmental and non-governmental organizations in the United States and even outside the country. Planting of tress has many benefits both to the human beings and the environment. The general purpose is to persuade and motivate people to take part during the tree planting day in the United States. The specific purpose is to ensure that people are aware about the importance of tree planting. The central idea is to ensure that people are aware with the benefits which come with tree planting.
Section 2: Annotated Bibliography
· Nguyen, Nowak, D. J., Hirabayashi, S., Bodine, A., & Greenfield, E. (2014). Tree and forest effects on air quality and human health in the United States. Environmental pollution, 193, 119-129.
This particular presents unbiased information regarding tree planting. The authors found out that tress had some positive effect on quality of air. The data from the targeted individuals was taken. In this particular manner, biases were removed. The article was published in 2010 therefore it is up to date. The data was collected using various instruments of data collection. The researchers conducted various scientific studies and the data was obtained from the field. The data was therefore collected from primary sources. This particular article highlights the importance of tress. It will therefore be useful in my speech since it contains valuable information.
· Pincetl, S. (2010). Implementing municipal tree planting: Los Angeles million-tree initiative. Environmental management, 45(2), 227-238.
The key message in this particular revolves around implementation of Municipal tree planting policy in Los Angeles. (Pincetl, 2010) examined the initiative which was aimed at planting about a million tress in Los Angeles. The article is not biased because it involved conducting empirical study. The author is well conversant with the tree planting initiatives. The data was collected from both primary and secondary sources. The article is up to date on the issues of tree planting. The purpose of this article is to keep the reader well informed on the tree planting initiatives. This information will be useful in my speech because it outlines an example of an initiative of tree planting.
Section 3: Talking with the audience
There are various considerations I will need to make with regard to my topic and evidence to connect with my audience. I will demonstrate to them and table evidence of benefits of tree planting. I will also.
Running Head: VIRTUAL ORGANIZATION 1
VIRTUAL ORGANIZATION 3
Virtual Organization
Institution
Professor
Course
Date
Virtual organizations refer to organizations whose employees are geographically spread and connect through phone, internet or email (Hebert, 2017). The concept of a virtual organization utilizes technology from a management perspective in which employees engage in different tasks to achieve the organization’s objectives. There are various benefits associated with virtual organizations. First, the owner of the business incurs lower overhead costs because a virtual organization needs no office space, furniture or paying for utilities (Shamsuzzoha & Helo, 2017). For example, an online education business only needs tutors and students. Secondly, employees are more satisfied due to the comfort of working from their own houses, for instance, tutors in a virtual institution can lecture students at the comfort of their homes. Lastly, the owner of the business can expand the business without having to worry about moving the many employees to a larger office.
However, a virtual organization is prone to many risks that hinder its effectiveness in terms of achieving its objectives. One of the risks is lack of cohesiveness in the organization. This is brought by the fact that the employees are spread and thus difficult to call for an emergency meeting in case an urgent need arises (Wohlers & Hertel, 2017). Secondly, there is a risk to reputation for customers may not perceive a virtual organization as a real company. Lastly, lack of social interaction discourages teamwork. Despite all these, there are various opportunities associated with virtual organizations such as the opportunity to reach the vast majority of the customers as well as an opportunity to change the strategy used by the business easily and for less cost.
References
Hebert, J. L. (2017). The Identification of Leadership Competencies within a Global Virtual Organization (Doctoral dissertation, The Chicago School of Professional Psychology).
Shamsuzzoha, A., & Helo, P. (2017). Virtual supply chain–event handling and risks management in collaborative networks. International Journal of Advanced Logistics, 6(1), 1-13.
Wohlers, C., & Hertel, G. (2017). Choosing where to work at work–towards a theoretical model of benefits and risks of activity-based flexible offices. Ergonomics, 60(4), 467-486.
Friend discussion 1 ( noura)
When independent firms join together and create a network, it is called a virtual organization. Firms with different characters joined temporarily to construct services or products. Virtual organization represent a different organizational form but cannot be considered as a firm's attribute (Cunha & Putnik, 2006). Firms in this type of organization.
Running Head: THE MARKETING PLAN 1
5
Natasha McClarin
October 6, 2018:
INTRODUCTION
Women on the Go is a start-up company that has over many years targeted women who cannot do clothing purchasing. The target is because there are women out there who do not know how to purchase their clothing and accessories. Therefore, assistance will be given by women on the go since that is the main aim of the company. This specific service will be aimed at rich customer who simply do not have much knowledge of the clothing industry and time to visit clothing stores in town. Despite all of these, such kind of people they have social obligation that they are supposed to meet, therefore Women on the go is there for me.
The business model for women on the go is the franchise business model, here the company has reach agreement with other clothing manufacturing companies that we will sell products to women on their behalf. It will be done in a percentage of the invoicing or sometimes a fixed fee depending on the particular agreement. The product line of the company will be women right casual, semi-formal look and gym wear and accessories.
Mission: Traditional, ethnic products creating sustainable employment for craftsmen and
artisans in rural India.
Target Segment: Focusing on women who are in need of dressing assistance for social occasions and are willing to have an organization which can style up their quotient.
Life Style: Affluent women who are rich of upper middle class or who are on business and corporate class.
Age group: 23 years and above
Geography: Anyone with any color, culture or Origin.
Geographical Places: Metros, tier 2 & tier 3 cities.
Product line: Dedication to dress women in formal and semi-formal look, right casual look, teamed with right accessories.
Tag line: Women on the go dresses you up.
Below is a market Research
1. Our company has decided to follow a mixed strategy here by combining both deductive and an inductive approach, using ethnographic research and a case study method.
We have decided that we will study the target section that the company has indicated above by initiating online programs where we will be able to know how many women want to up their dressing style quotient, idea to convert women to be buying our services, this will definitely create an idea in their mind that image and personal branding will make them in profession and person life.
2. We will also conduct online surveys of the targeted group in association with the lead up market brands like Dolce & Gabbana, Gucci and Louis Vuitton. With no doubt is that they will support us since they will be sure to be our future suppliers.
3. We conduct ground discussions with our own sales teams which is down on the market floor of leading garment accessories and shoe brands.
4. We will also have a promotion strategy, where we will be able to sit in promotions with a woman working in.
Running head TITLE OF ESSAY1TITLE OF ESSAY 2Title .docxtoddr4
Running head: TITLE OF ESSAY
1
TITLE OF ESSAY
2
Title of Essay
Author’s Name
University of the Cumberlands
Abstract
Abstracts are research tools that can help you readers determine if the scope of your article/essay will help them in their own research. In APA, abstracts are typically 150-250 words in length and provide an evaluative summary of the essay to follow. The personal opinion of the author is strictly prohibited in abstracts. Unlike a body paragraph, the first line of an abstract is not tabbed-in. For many student essays, especially in lower-numbers courses, an abstract will not be required; still, it is good to practice this skill.
Title of Essay
In APA style, the introduction of the essay should begin here, followed by the body paragraphs. APA is typically a more formal style than most students are accustomed to using in a writing course. For the purposes of this course, the level of formality should be based on the assignment. For example: APA asks that students always write in third person (avoiding words such as I, me, we, our(s), you, your(s), etc). Certain rhetorical modes, however, don’t cater well to third person (narrative and reflection writing are two such examples). In these situations, first person (I, me, we, our(s)) may be, and should be employed; second person (you, your(s)) should be avoided in all academic writing unless an essay is specifically designed to relay instructions (there are few assignments that will employ second person).
Like any essay, students should make sure their essays are formatted with one inch margins, with their text exclusively in Times New Roman 12-point font, and students should double space their lines. This document can be downloaded and used as a template wherein students may simply replace names, titles, dates, and so on with their own information.
The final page of this document will demonstrate a References page. If a student uses information from any source, that source must be identified within the text and listed on a References page. These citations should be listed in alphabetical order and, opposite to the way a normal paragraph works, the first line should be flush left and each following line should be tabbed in. Though there is really no substitute for a good APA Style Manual, students can refer to a citation generator such as www.citationmachine.net to ensure proper formatting. Any further questions should be directed to the instructor of the course.
References
Badley, G. (2009). A place from where to speak: The university and academic freedom. British
Journal of Educational Studies, 57(2), 146-163. doi:10.1111/j.1467-
8527.2009.00429.x
Baumanns, M., Biedenkopf, K., Cole, J. R., Kerrey, B., & Lee, B. (2009). The future of
universities and the fate of free inquiry and academic freedom: Question and answer
session. Social Research, 76(3), 867-886. Retrieved from EBSCOhost.
Berthoff, A. E. (2009). Learning the uses of chaos. In S. M.
Running head Project Type Unit 5 Individual Project3Ty.docxtoddr4
Running head: Project Type: Unit 5 Individual Project 3
Type your Name Here
MGMT412 – Project Management
Date of Submission
Unit 5 Individual Project
Introduction
Provide a brief introduction (2-3 sentences) for the purposes of previewing what will be covered. Remember to always indent the first line of a paragraph (use the tab key). The margins, font size, spacing, and font type (italics or plain) are set in APA format. Please do not change the names of the headings and subheadings, and do not change the font or style of font.
(Delete the information provided in the instructions.)
Time Required to Complete Jobs
Mike was hired as a project manager to install hardwood floors for the company Awesome Floor and Tile. They will be installing new flooring into a local office building. Mike comes up with the list of work and estimates the time. A list of activities and their optimistic completion time, the most likely completion time, and the pessimistic completion time (all in days) are estimated in the table.
Activities
OT
MT
PT
Activity 1
2
3
4
Activity 2
3
6
9
Activity 3
4
8
12
Activity 4
6
8
10
Activity 5
8
10
12
Activity 6
10
14
18
Activity 7
4
6
8
Activity 2 starts immediately after Activity 1.
Activity 3, Activity 4, and Activity 5 start concurrently after Activity 2.
Activity 6 does not start until after Activity 3, Activity 4, and Activity 5 are completed.
The carpet installation project is complete after Activity 7 is completed.
Determine and Explain Key Calculations
Determine and explain the expected completion time and the variance for each activity. Determine and explain the total project completion time and the critical path for the project. Determine and explain Early Start (ES), Early Finish (EF), Late Start (LS), and slack for each activity. What is the probability that this project will be finished in 40 days or less?
This should be 1-2 paragraphs in length. (Delete the information provided in the instructions.)
Benefits of Using Project Management Techniques
Define how to gather the project requirements. Analyze whether there are any potential changes that could impact overall project schedule and project finishing times. Explain the best methods for managing the change requests and what kind of process this project should involve. Analyze implications of changes in project scheduling. How do changes impact the calculations and the critical path? Evaluate applications of project management techniques in terms of the firm's business operational goals and requirements.
This should be 2-3 paragraphs in length. (Delete the information provided in the instructions.)
Conclusion
Add some concluding remarks in a sentence or two.
This should be 1-2 sentences. (Delete the information provided in the instructions.)
References
NOTE: The reference list starts on a new page after your conclusion.
(Edit these references, add additional ones you used and delete the references you did not use.)
eBook - AIU Course.
Rubric: Writing Assignment Rubric
Criteria Level 3 Level 2 Level 1
Criterion 1 -
Topic
selection &
approval
(20 pts)
Proposed topic submitted on time and
covered one of the assigned issues:
description of a current issue, its solution, its
economic implications, or impact on
ecosystems.
(20-18 pts)
Proposed topic submitted on time but weak coverage of
the assigned issues: description of a current issue, its
solution, its economic implications, or impact on
ecosystems.
(17-14 pts)
Proposed topic submitted late and/or and weak
coverage of the assigned issues: description of a
current issue, its solution, its economic
implications, or impact on ecosystems.
(13-0 pts)
Criterion 2 -
Scientific
Content and
Synthesis
(100 pts)
Facts, organization, and conclusions follow
a clear, logical sequence that supports the
thesis statement. Citations of scholarly
references support scientific content.
Accurate scientific information. No text has
been copied verbatim without proper source
recognition. Outstanding treatment of
applicable course outcome.
(100-90 pts)
Nearly all directions followed. Although the writing is
essentially well organized, the audience analysis, the
statement of purpose, or the handling of the content is
flawed. Occasional vague wording hinders precise
communication. Contains one to two science content
errors. One to two statements (or significant phrases)
have been copied verbatim without proper source
recognition. Superior treatment of applicable course
outcome.
(89-70 pts)
Unsatisfactory or incorrect content. Many content
errors; content is largely unsupported generalities.
Points are inadequately developed; few specifics.
Poorly organized; difficult to follow. Substantial
text (e.g., more than six statements or significant
phrases) has been copied verbatim without proper
source recognition. Significant overdependence on
one to two references. Did not satisfy applicable
course outcome.
(69-0 pts)
Criterion 3 -
Scholarly
APA
References (40
pts)
All references were in APA-style and were
properly cited using in-text and reference
listings. Used 6 or more references. Many
different, reputable types of references are
used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(40-36 pts)
Most references were in APA-style and were properly
cited using in-text and reference listings. Used 3-5
references. Many different, reputable types of
references are used (e.g., textbook, scientific articles,
encyclopedia, reputable Internet sources).
(35-25 pts)
Improper use of APA-style and/or in-text citations.
Used 3 or fewer references and/or consulted
unreliable resources (blogs, Wikipedia, etc.).
(24-0 pts)
Criterion 4 -
Effective
Writing
(30 pts)
No writing or grammatical errors. Words are
chosen and sentences are constructed to
make the information u.
Running Head: ON-BOARDING 1
Running Head: ON-BOARDING 4
On-Boarding
Felicia Griffin
Professor Keith Lipscomb
BUS 325: Global Human Resource Management
February 13, 2019
Onboarding process is a usual process in the recent past in many business organizations. Onboarding seeks to ensure that new employees are easily embedded into the systems as fast as possible. New employees can adjust much more comfortable when they have better employees to ease them in. It helps new employee recruits to adjust to the social and performances. It is mainly aimed at maximizing success. Various vital steps need to be followed in ensuring that new recruits are effectively realigned into the organizational structure.
This is an essential procedure in organizational performances it ensures that new recruits take the shortest time possible to settle and establish better relations with other employees. It is the best way that a business organization can ensure that new recruits concentrate on the primary purpose of the organization rather than focus on how they can settle in their new working environment and social environment.
The onboarding process is an exceptionally chronological process where a beginner follows a given order of events in the organization. The first step is to study the new employee characteristics. It involves understanding their character and their ability to be integrated into the company operations smoothly. This process is very significant because the company can know quite earlier the behavioral adjustment that a given new employee can make to become successful.
The next step in the process is the deployment of newcomer tactics. Within this stage, the new employee develops a relationship with the existing employees within the organization to have a conducive business environment. The next step in the onboarding process is the readjustment of new employee tactics and behavior to conform to organizational culture and be in a position to work effectively towards the achievement of the set organizational goals.
One of the most critical elements of onboarding in a global environment is studying and understanding the characteristics of the new hire to be in a position to know how easy the new recruit will be able to adjust to the organizational culture and its operations. Another vital element in onboarding is the creation of an understanding between new recruits and the already existing employees within the organization to formulate a formidable team that can propel the organization to new heights.
References
Carter, T. (2015). Hire right: the first time: how to improve your recruitment & onboarding process. Journal of Property Management, 80(3), 26-30.
Stephenson, J. (2015). Improve Your Employee Onboarding Process With Seven Storytelling T.
Running head PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH .docxtoddr4
Running head: PERSPECTIVE ON INTEGRATION BETWEEN CHRISTIAN FAITH AND PSYCHOLOGY 1
Integration Between Christian Faith and Psychology 7
Integration Between Christian Faith and Psychology
Liberty University
PSYC-420
Abstract
This paper will discuss psychology and Christianity: Two disciplines that seem to be difficult subjects when discussing an integrated approach. There are some people who believe that, psychology has become one completely different subject than Christianity and both at times have lost all connection with the other. In addition, there are integrative models of disciplinary that think psychology is strictly a science and Christianity is solely based on faith and religion and the two cannot be integrated together. After further review of evidence, it seems that the integration approach for both disciplines are given by God and that they both should be integrated to create a more understanding of humanity. The focus of this paper is to describe the Allies” model and how it relates to integrating two disciplines; psychology and Christian faith. In addition, the strengths and limitations of the Allies model will be discussed. Also included are definitions of both subjects and views on different approaches towards this matter. Scriptures will be added that correspond with this approach, as well as, several factors that lead to the integration process of both disciplines. After further studies of the evidence of various disciplines, it seems like the “Allies” model best fits the relationship between psychology method and Christianity.
Integration between Christian faith and Psychology
Webster dictionary states that psychology is, “The science of mind and behavior and the study of mind and behavior in relation to a particular field of knowledge or activity” (Merriam-Webster, 2017). Whereas, Christianity is defined, “A religion based on the person and teachings of Jesus of Nazareth, or its beliefs and practices” (Merriam-Webster, 2017). After the evidence from various disciplines of study, it seems that a person’s foundation is based on what we see and how we know. This leads a person to believe that it is crucial for Christian counseling to use both psychology and Christianity. There are several different methods that psychological theory and science use to gain knowledge. These are: “Logic,” “Empiricism,” “Revelation,” and “Hermeneutic” (Entwistle, 2015. P. 97). Whereas, experiments in psychology use deductive logic when testing a hypothesis. Inductive reasoning uses experiments that show a correlation by manipulating the variables. For instance, we use science to find out if a statement is true or false. An idea is a suggestion upon which an argument is based or from which a conclusion is drawn. For.
RubricThe final for this course is a paper titled Improvement Proj.docxtoddr4
RubricThe final for this course is a paper titled Improvement Project Report. Below is the rubric for this that details the expectations.Well developedEssentially DevelopedPartially DevelopedMarginally developedUnaccep-tableThis is how your final paper will be graded15-1312-109-76-43-0“Plan” Stage: Paper clearly addresses the goal or overall aim of what the Improvement Project is trying to accomplish; details objectives; identifies evidence-based research. Includes introduction, review of literature, “Do” Stage: Paper describes what the intervention was and what was done; details changes made; describes how actions were based on research; details how the data was collected and by whom. Includes aim statement, changes implemented, how will you know if improvement has been made“Study” Stage: Paper describes how the change is an improvement; details what data was collected; displays data in an appropriate format; details what went right, wrong, and what changes can be made that will result in improvement. Includes Likert scale and run chart (required)“Act” Stage and Summary of Learning: Paper describes how student will use what has been learned to make more improvements; provides a detailed summary of learning from the project; provides a summary of learning regarding the PDSA Improvement model and how to apply it in the future; details how to sustain improvement and if any more changes will need to be made. Includes lessons learned from project and use of PDSA in the futureResearch and Documentation: Synthesizes in-depth information from relevant sources representing various points of view/approaches; APA format and style of citation used appropriately throughout the paper; adequate number of sources referenced. Paper length 8-10 pages NOT including title and reference page. Four references: at least 3 scholarly, 2 reliable Websites. APA formatMechanics: Word choice, sentence structure, spelling, and punctuation; evidence of proofreading for sentence errors. Includes use of Arial or Times New Roman Font of 12, margins one inch, at least 1.5 or double spaced, OVERALL SCORE: WRITING 5 Title page, reference page, use of spell check, grammar proofing, proper capitalization and punctuation, avoiding use of "second person"OVERALL SCORE: CRITICAL THINKING 5 Includes: integration of research and learning into projectBuilt-in Points50Total50ABCDF135-150120-134105-11990-104below 90
Running head: Self-Improvement 2
Self-Improvement 2
Self-Improvement Project Update
Tamara Giebler
National American University
Quality and Risk Management
Ruth Vivian Derby
December 25, 2018
Comparing my data and seeing how it relates to my expectations from the beginning of the class. We have developed a tool to record all expenditures for a week, using checking, cash receipts, credit card statements. For week one to week four was two to four, I thought that I would have had my record keeping better by now, but if I keep working at it, it will get b.
Running Head: LETTER OF ADVICE 1
Letter of Advice
Student’s Full Name
COM 200: Interpersonal Communications
Instructor:1
Use Full Date – September 24, 2015
1 Please use your instructor’s full name.
Purpose: Use this sample Final Paper for a better understanding of what is present in a high
quality Final Paper: Letter of Advice. We’ve included these elements of constructive criticism to
demonstrate that even “A” quality work still receives comments to improve the student’s thinking
and writing on the topic. Please note that this paper was written when a slightly different set of
learning objectives were being used in this class. Be sure you use the learning objectives listed in
the final paper prompt.
See the footnotes at the bottom of each page for information about what the student has done well
in this assignment and also some areas for improvement.
LETTER OF ADVICE 2
Dear Cassy and Jeremy,
Congratulations on your recent engagement. It’s such a great time in your life. My wife
and I have been married almost 8 years. I also just took a class on interpersonal communications
and would love to share with you some of what I learned in addition to some personal
experiences.2 Knowing how your partner communicates and uses verbal and non-verbal
communication is important in a relationship and will help in reducing miscommunications.
Know going in to your marriage that there will be conflict but learning how to manage or resolve
those conflicts will help in a successful marriage. I know you both love each other very much
and that will help get you through those difficult times.3
Interpersonal Relationships4
Interpersonal relationships are part of our everyday life. Getting married forms one of
the most important interpersonal relationships you will ever have. But with any relationship there
are barriers to effectively maintain those interactions. Our self-concept is developed through our
interpersonal relationships and changes over time. Emotional intelligence also has a great impact
on how effective a relationship will be. The amount an individual discloses of themselves in a
relationship can vary depending on the type of relationship and can have both negative and
positive effects. Interpersonal conflict is probably one of the most challenging aspects of a
relationship and managing these conflicts effectively is important to the relationship’s wellbeing.
2 While we usually discourage people from using the first person, this essay asks that the student write a personal
letter, so it is okay to be more casual here
3 This is a good introduction. It would be even stronger with a more definitive thesis statement. The Writing Center
has a great “Thesi.
Running head LEADERSHIP PORTFOLIO1LEADERSHIP PORTFOLIO4.docxtoddr4
Running head: LEADERSHIP PORTFOLIO 1
LEADERSHIP PORTFOLIO 4
Leadership Portfolio
Your Name
Southern States University
Abstract
You will write a 150-word overview of your leadership style and techniques here.
Keywords: Leadership Portfolio
Write a 5-10 sentence explanation of your leadership style to introduce your paper.
Leadership Potential Assessment
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Managerial Leadership Skills
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Big Five Personality Profile
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Motive Profile
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Motive Profile with Socialized Power
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Leadership Interest
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Theory X and Theory Y Attitudes
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
How Ethical is Your Behavior
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Strategic Management Assessment
You should write 3-5 sentences about the assessment including your score and how you can apply that information as a leader.
Personal Vision Statement
You will include the personal vision statement from your week 7 paper here. This information will come from your week 7 paper.
Personal Mission Statement
You will include the personal mission statement from your week 7 paper here. This information will come from your week 7 paper.
Personal SWOT Analysis
You will include the SWOT Analysis from your week 7 paper here. If you did not properly quote things and use in text citations for your original paper, you should update that for this submission. This information will come from your week 7 paper.
Motivational Theory
You will include at least 1-2 pages of information from your motivational theory paper here. You should include a minimum of three references in this section. If you did not properly quote things and use in text citations for your original paper, you should update that for this submission. This information will come from your week 2 paper.
Communication, Conflict, and Power
You will include at least 1-2 pages of information from your communication, conflict, and power paper here. You should include a minimum of three references in this section. If you did not properly quote things and use in text citations for your original paper, you should up.
Running Head: LAB 5 1
LAB 5 7
Lab 5
Gretchen Greene
Nathan Stewart, PhD
May 8, 2017
Executive Summary
As with any new technology, risks can arise in e-commerce that is not common to those traditional “brick-and-mortar” stores. A huge concern for e-commerce applications is credit/debit card use. Major damage can be done to an organization if the credit/debit card transactions are not secured in terms of financial fraud, loss of consumer confidence, identity theft, or legal regulations.
Online Goodies provides custom promotional gifts to corporate customers and is an Internet-based company. Some of their products include mugs, computer accessories, t-shirts, and office décor. The majority of its income comes from online credit card purchase. They give their repeat customers a discount based on their annual purchase amount.
This report is to create a test plan for Online Goodies based on the OWASP standards. The report includes an overview and rationale of all of the tests performed including a brute force test, an authentication test, privilege escalation test, code injection test, and web application fingerprint test.
Table of Contents
Executive Summary……………………………………………………………………………….2
Table of Contents………………………………………………………………………………….3
Types of Test Being Performed…………………………………………………………………...4
Test Plan for Online Goodies Site According to OWASP Standards……………………………..4
Rationale for Testing Used………………………………………………………………………..4
References…………………………………………………………………………………………7
Types of Tests Performed
The least expensive way to reduce costs and risks and improve software quality is to catch deficiencies as early as possible. To understand the guidelines for testing the OWASP Testing Guide was used. The tests used in this plan are: Usability Testing, Unit Testing, Interface Testing, Integration Testing, Functionality Testing, Performance Testing, Security Testing, Authentication and Authorization Testing, Privilege Escalation Testing, and Web Application Fingerprint Testing.
Test Plan for Online Goodies Site
The purpose of his test plan is to ensure the Goodies site meets all of its business, functional, and technical requirements. The test plan describes the schedule of test activities, test plan strategy, activities, resources, and scope. This document will identify the features on the site to be tested, the testing tasks, the user assigned to each task, each testing environment, techniques, explanation of options, and risks.
Before actually testing the site, you have to create test cases. This is the sample data which will be used to go through the system. These can be created as soon as the requirements are received. Additional test cases should be created to test other aspects of the system due to its complexity.
Explanation of Testing
Usability testing is one of the most important aspects of building a website. Users are not going to take the time to try to use a website that is poorly designed. We are used.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docx
1. RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions
provided within the assignment instructions based on inferences
and ideas about how things could have been improved in the
events captured in the video.
Proficient - Addresses the questions provided within the
assignment instructions based on inferences and ideas about
how things could have been improved in the events captured in
the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the
assignment instructions based on inferences and ideas about
how things could have been improved in the events captured in
the video. Relevant details are missing.
Below Expectations - Attempts to address the questions
provided within the assignment instructions based on inferences
and ideas about how things could have been improved in the
events captured in the video; however, significant details are
missing.
Non-Performance – The address of the questions provided
within the assignment instructions is either nonexistent or lacks
the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity
strategies, and suggests at least one equity strategy for each of
the four categories that the teacher could have utilized:
instruction, classroom environment, student grouping, and
student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at
least one equity strategy for each of the four categories that the
2. teacher could have utilized: instruction, classroom environment,
student grouping, and student leadership/recognition. Minor
details are missing.
Basic - Minimally describes existing equity strategies, and
suggests at least one equity strategy for each of the four
categories that the teacher could have utilized: instruction,
classroom environment, student grouping, and student
leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity
strategies and suggest at least one equity strategy for each of
the four categories that the teacher could have utilized:
instruction, classroom environment, student grouping, and
student leadership/recognition; however, significant details are
missing.
Non-Performance - The description of equity strategies is either
nonexistent or lacks the components described in the assignment
instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of
culturally relevant pedagogy in action in the video, and suggests
at least three strategies that could be used to create a more
culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant
pedagogy in action in the video, and suggests at least three
strategies that could be used to create a more culturally relevant
classroom. Minor details are missing.
Basic - Minimally describes any evidence of culturally relevant
pedagogy in action in the video, and suggests at least three
strategies that could be used to create a more culturally relevant
classroom. Relevant details are missing.
Below Expectations - Attempts to describe any evidence of
culturally relevant pedagogy in action in the video and suggest
at least three strategies that could be used to create a more
culturally relevant classroom; however, significant details are
3. missing.
Non-Performance - The description of culturally relevant
strategies is either nonexistent or lacks the components
described in the assignment instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Written work contains no errors and is very easy to
understand.
Week 3 Discussion 1 Creating an evaluation instruments for
cultural relevance in the classroom
In this discussion, you will apply your knowledge of culturally
relevant pedagogy to examine the degree to which a specific
place-based experience implements culturally relevant
strategies. Please review this week’s Instructor Guidance for
detailed assistance on preparing for and completing this
discussion.
Initial Post: For this post, you will complete a rubric to
determine the degree to which an instructional experience
incorporates culturally relevant pedagogical principles. Based
on your knowledge about culturally relevant teaching, you will
add two more criteria to the rubric below and then use it to
evaluate one of the place-based lesson stories shared on the
Case Studies: Shared Stories on Place-Based EducationLinks to
an external site. web page. Then, using the rubric below, with
your results from your evaluation, summarize how well you
think your selected place-based experience addresses cultural
relevance.
You can copy the rubric below into a Word document, complete
the rubric, and then copy and paste it into the discussion forum
along with your summary. You can also save your Word
4. document with your completed rubric to your computer and
attach it into the discussion forum.
Culturally Relevant Practices
Basic
Proficient
Advanced
Exudes high expectations
Connected to students’ existing mental schemes, prior
knowledge, and cultural perspectives
Connected to learning standards (state or national)
Based on issues and ideas that the students find meaningful
Instructor Guidance
Week 3
Week Overview
5. “We hold these truths to be self-evident, that all men are
created equal…”
U.S. Declaration of Independence
Have you ever thought for a moment about the level of truth in
this famous line from the U.S. Declaration of Independence?
Granted, the authors did not consider gender or race as equal in
1776, but in reality all people enter this world unequal to
everybody else, identical twins notwithstanding. Gender, race,
ethnicity, social status, wealth, height, weight, intelligence,
predisposition to health-related issues, geography, and any
number of personality characteristics collectively consign each
one of us to a unique, singular, unequal life.
But so what? From an educational perspective, the fact that
every learner is unique can be seen as a real problem. Classes
would be much easier to teach if everybody possessed the exact
same previous experiences, intellectual qualities and
dispositions, and family structures. But this will never be the
case, and in fact the diversity of learners in a classroom
provides many more opportunities for dynamic interactions and
multiple perspectives. And because no two students are alike, it
is most appropriate to NOT treat them equally when it comes to
their instruction. It is best to treat students equitably, not
equally. This is an important component of culturally relevant
pedagogy and something you will learn more about this week as
you identify examples of equity versus equality in pop culture.
Last week you began considering how culturally relevant
pedagogy is realized in diverse classrooms. This week, you will
be learning more specific skills associated with the design of
culturally relevant instruction. You will describe the
characteristics of culturally relevant pedagogy in detail, and you
will analyze common elements among culturally relevant
instruction place-based educational approaches. Examining
6. specific examples of place-based instruction will help you see
how culturally relevant pedagogy can be applied in a variety of
settings, with impressive results. And you will finish the week
suggesting how culturally relevant instructional strategies might
have improve the quality of instruction for a very specific, very
public case of bad instruction captured on cell phone video.
Finally, similar to last week, the skills facilitated this week
support your ability to successfully address two key components
of the final project.
Intellectual Elaboration
Culturally relevant teachers recognize that they do not instruct
culturally homogenized, generic students in generic school
settings. Teachers armed with a repertoire of generic teaching
skills often find themselves ineffective and illprepared when
faced with a classroom of culturally diverse students…
A culturally relevant pedagogy builds on the premise that
learning may differ across cultures and teachers can enhance
students’ success by acquiring knowledge of their cultural
backgrounds and translating this knowledge into instructional
practice” (Irvine, 2009)
This quote by Irvine (2009) does an excellent job of
summarizing the nature of culturally relevant teachers and the
pedagogy that defines them.
Last week, you spent some time identifying strategies
represented in culturally relevant instruction. This week you
are going to put this knowledge together with some of the
concepts presented in the first week regarding culture to help
you learn the following important skills:
· Explain how the underlying principles of culturally relevant
instruction contribute to equity in the classroom.
· Recommend strategies for supporting students’ cultural
identity through equitable learning opportunities.
Equity v. Equality
One important characteristic of culturally relevant instruction is
7. that is contributes to an equity in the classroom, as opposed to
equality. This is in keeping with the personalized nature of the
instruction. To help you understand the difference between
efficacy and equality, you are asked to identify examples from
popular culture and media. A couple of good examples are
shown here:
Equity might be described as having enough, whether or not we
have as much as someone else. It can also be described as
thinking about how to provide enough to others.
In addition to equity in the classroom, you will be evaluating a
learning experience this week using a rubric to measure how
well the instructional program seems to adhere to culturally
relevant guidelines. This activity supports two important skill
areas. First, it helps you better understanding culturally
relevant instruction in action, which is something you will need
to apply in the final project. And second, it allows you to
identify and examine specific examples of learning experience
that pursue active connections between what goes on in the
classroom to issues grounded in the local community. Such
environments naturally support culturally relevant strategies
similar to the project-based and problem-based approaches
discussed later in the course. In fact, the “place-based”
instructional programs are a form of project-based or problem-
based learning. The distinction is simply that they use problems
that really exist in the community as the context for learning
important academic and 21st century skills.
And to help you better understand the foundation of culturally
relevant instruction that will be evaluated by the instrument you
develop this week, read the following article by Irvine (2009)
published in Tolerance.org's Teaching Tolerance magazineLinks
to an external site..
Culturally Relevant Pedagogy
8. Consider the quotes below from Irvine (2009) and Wardle
(2013) about culturally relevant pedagogy:
Culturally relevant teachers recognize that they do not instruct
culturally homogenized, generic students in generic school
settings. Teachers armed with a repertoire of generic teaching
skills often find themselves ineffective and ill-prepared when
faced with a classroom of culturally diverse students. (Irvine,
2009)
Culturally responsive [relevant] pedagogy focuses on the
learning strengths of students, including students from a variety
of backgrounds, and provides various means by which diverse
students’ cultures and learning styles can be connected to the
school’s understanding of teaching, learning, academics, and
accepted behaviors. (Wardle, 2013, Chapter 4)
Further, consider the above descriptions of culturally relevant
pedagogy in relation to the work of Gloria Ladson-Billings
(1995), who noted that...
Culturally relevant pedagogy rests on three criteria or
propositions: (a) Students must experience academic success;
(b) students must develop and/or maintain cultural competence;
and (c) students must develop a critical consciousness through
which they challenge the status quo of the current social order.
(Ladson-Billing, 1995, p. 160).
Put more succinctly, “A culturally relevant pedagogy builds on
the premise that learning may differ across cultures and teachers
can enhance students’ success by acquiring knowledge of their
cultural backgrounds and translating this knowledge into
instructional practice” (Irvine, 2009).
In addition, read Developing Culturally Relevant Pedagogy
(Chapter 4.3) and Approaches to Educational Equality that
Acknowledge Student Differences (Chapter 4.4) in the Wardle
(2013) course text, as well as the Equity Pedagogy section of
Chapter 10.1. Pay special attention to the Analyzing
Curriculum and Pedagogy for Cultural Responsiveness
suggestions presented near the end of the chapter.
9. Some of the key terms introduced and applied this week
include:
· Efficacy
· Equity
· Equality
· Place-based instruction/education
Discussion Response Expectations
Discussion 1: The first discussion this week; Creating an
Evaluation Instrument for Cultural Relevance in the Classroom
involves developing an instrument that you will use to evaluate
the quality of culturally relevant approaches observed within
place-based educational programs.
Reflect on the readings for this week, including Wardle (2013)
Chapter 4, and the Ladson-Billings (1995) article, the video
overview of culturally relevant pedagogyLinks to an external
site. (Tolerance.Org, 2010), and the Irvine (2009) Relevant:
Beyond the Basics article from this week’s required resources
list. In Wardle (2013), pay particular attention to the Analyzing
Curriculum and Pedagogy for Cultural Responsiveness
suggestions included near the end of the chapter prior to the
chapter summary. Next, recall that an effective example of
culturally relevant approaches to instructional experiences can
be found in place-based education, which is grounded in
structuring learning experiences designed to actually help
communities by using students and school staff to identify
solutions to community problems. Place-based education
recognizes that local communities are one of the primary
resources for learning. If needed, review Promise of Place’s
(n.d.) overview of place-based education.Links to an external
site.
Links to an external site.For example, one evaluation question
might address equity: “How well does the lesson implement
strategies to promote equitable experiences for a diverse
10. population of students?” Three criteria that might be used as
possible answers to this question might include the following:
· Advanced: The approach supports multiple learning styles, a
combination of cooperative group and individual activities, and
multiple means of expressing learning within the assessments.
· Proficient: The approach does allow for some individual
choices and/or means of assessment, but more could be done to
support individual learning styles.
· Basic: The approach is homogenous, expecting all students to
experience the same instructional material without personal
input in the experience from start to finish (including
assessment).
Discussion Two: The Equal versus Equitable post asks you to
locate and identify examples of equity versus equality in pop
culture. Such distinctions help develop classroom strategies
designed to meet the individual needs of diverse members of a
student population. As you will see exemplified in the
elaboration section of this Instructor Guidance, examples of
equality include any depiction of an attitude that it is only
“fair” if everybody gets the same. The same style, type, amount,
opportunity etc. Advertisements, song lyrics, and political
messages are some excellent sources of the concept of equality.
Equity is very different, and you may have to really hunt for
examples of this concept. Basically, equity refers to “fairness”
measured not by how equal the portions, but by how equal needs
are met. Since everybody has different needs, the amount and
type of resources (money, food, housing, love, support, help
etc.) available to people will differ…which is another way to
look at “fairness.” Again, examples of these ideas can be found
in popular culture.
Assignment: This week’s assignment focuses on your analysis
and evaluation of an actual problem observed in a Texas high
school social studies classroom. Video footage was captured
from a cell phone that depicts a very brief, heated interchange
between a student and his teacher. Closer examination of the
11. classroom environment and the student’s complaints reveal
quite a bit about the nature of the instructional experiences
designed. You will analyze the situation and submit a brief
evaluation for other students in the class to review.
This two-minute video Links to an external site.was recorded by
a student in a Texas high school social studies class. It depicts a
student, Jeff Bliss, being asked to leave the class because he
was apparently disruptive in some way. Watch the video several
times and carefully observe what the student is saying, how the
teacher responds, and what the other students seem to be doing
within the class. A transcript of the short video is provided
below.
Jeff Bliss: [I’m tired of] hearing this freakin’ lady go off on
kids because they don’t get this crap. If you can just get up and
teach them instead of handing them a freakin’ packet, yo. There
are kids in here who don’t learn like that, they need to learn
face-to-face. You’re just getting mad because I’m pointing out
the obvious. [Teacher says "Bye" throughout...]
Teacher Julie Phung: (mumbling) No. 'Cause you’re wasting my
time.
Jeff Bliss: I’m not wasting your time. I’m telling you what you
need to do. You want kids to come in your class, you want them
to get excited for this? You gotta' come in here and you gotta'
make 'em excited. You want a kid to change and start doing
better? You gotta' touch his freakin’ heart! Can’t expect a kid to
change if all you do is just tell him. You gotta' take this job
serious. This is the future of this nation. And when you come in
here like you did last time and make a statement about "This is
my paycheck..." indeed it is, but this is my country’s future and
my education.
Teacher Julie Phung: I respect that. Could you go outside
please?
12. Jeff Bliss: But there’s a limit. When I’m not bitching, but
simply making an observation. And now I will leave.
Teacher Julie Phung: (mumbling) OK.
Jeff Bliss: You’re welcome. And if you would like, I’ll teach
you a little more so you can learn how to teach a freakin’ class.
Because since I’ve got here I’ve done nothing but read packets.
So don’t try and take credibility for teaching me jack! [Teacher:
"Go, go, go, just go."]
It is difficult to generalize about Ms. Phung’s professional
practice based on one very short peek into her classroom. But
there is no arguing that the experience could have been used as
a teachable moment, and if Jeff Bliss’s claims about
“completing packets” and the lack of interaction are believable,
then much can be inferred about the general nature of the class
and how it is structured and facilitated. In fact, such inferences
can also be made by examining how the room is set up and how
the other students react to the conflict.
The video made national news because the student being
recorded is very articulate about his feelings regarding the
inadequacy of the instruction, and the teacher does not do a
very good job of using the experience as a teachable moment. It
is impossible to generalize about a teacher’s practice from such
a short video, but you will make some inferences based on what
is presented and analyze the manner in which you feel the
teacher addresses the issues raised by the student. You will
imagine how the situation might have been different if the
teacher incorporated more equitable, culturally relevant
practices, and you will recommend specific strategies for
improving her practice in this area. It might be useful to use
the evaluation instrument you designed this week to help
evaluate the teacher and offer suggestions for improvement.
13. As you develop a culturally relevant alternate ending to the
story of Jeff Bliss and Mrs. Phung in an assignment for the
week, you will once again apply the criteria for effective
culturally relevant instruction. This provides another
opportunity to practice skills needed to successfully complete
the final course project in Week Six.
If you are enrolled in the MAED Program, it is imperative that
you keep copies of all assignments completed in this course.
You will return to them for the portfolio that you will create in
your final MAED course. This portfolio is a culminating project
that will demonstrate that you have met program outcomes.
References
Bliss, J. (2013, May 8). Student "Jeff Bliss" mad at teacher at
Duncanville HighLinks to an external site. [Video file].
Retrieved
from https://www.youtube.com/watch?v=8jsUj4DqWfU
C.K.. L. (Writer), and C.K., L. (Director). (2011, June 30).
Bummer/Blueberry [Television series episode]. In L. C.K.
(Producer), Louis. New York, NY: FX.
Irvine, J. (2009). Relevant: Beyond the basics. Teaching
Tolerance Magazine. Retrieved from
http://www.tolerance.org/magazine/number-36-fall-
2009/feature/relevant-beyond-basics.
Ladson-Billings, G. (1995). But that's just good teaching! The
case for culturally relevant pedagogy. Theory into Practice,
34(3), 159-195.
Promise of Place (n.d.). Principles of place-based
educationLinks to an external site.. Retrieved from:
https://www.promiseofplace.org/what-is-pbe/principles-of-
place-based-education
14. Tolerance.org (2010). Introduction to culturally relevant
pedagogy. Retrieved from
http://www.tolerance.orgblogintroduction-culturally-relevant-
pedagogy
Wardle, F. (2013). Human relationships and learning in the
multicultural environment. San Diego, CA: Bridgepoint
Education, Inc.