Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have encouraged me to take a deep learning approach. They include group discussions, multimedia presentations, and simulations among others. Group discussions allow students to interact with each other that have helped us to tap into our interpersonal intelligence a skill that is important beyond the classroom. Multimedia presentations such as PowerPoint presentation enables those of us who are better at learning visually understand a topic better. Our instructors provide us with choices by allowing us to choose a topic of discussion for our essay writing assignments. For instance, they allow us to choose an organization of our interest for certain assignments then discuss the assignment using this organization. They also provide us with a selection of books and materials to use in our assignments. They allow us to complete research on a topic of their choice within our area of study and report back to the class. By actively engaging us in the learning process using the above practices and many more, I am able to take a deep learning approach.
Most of my instructors use deep learning approaches. However, some surface learning approaches noted include; assessing our assignments for independent facts using short answer questions, emphasizing coverage of a topic at the expense of depth, and having a short assessment cycle.
The online surveys tell me that I can use several methods to enhance learning among my students. For instance, I should engage my students in the learning process as it increases their attention and focus. It also motivates them to engage in higher level of critical thinking as well as promote meaningful learning experiences. A student-centered approach increases opportunities for student engagement that results to achieving of course learning objectives for both the instructor and the students. Teachers should prepare ahead for classroom discussions in order to have a clear focus for the discussion and address important topics from a number of perspectives. They should also design effective evaluation strategies for their students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not value their education. I belive that students interested in learning are easy to handle since most of them have some focus on the learning process in order to achieve their personal and professional goals. However, those not interested in learning and have just been pushed by their parents to obtain degrees are a difficult lot to handle. I may be willing to help them but as long as they are not interested in the learning process and have no set goals it remains a challenge for me as a teacher who wants to see all her students achieve academic success and obtain careers of their choice. ...
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
Formative Assessment TemplateInformational Text Reading I.docxhanneloremccaffery
Formative Assessment Template
Informational Text:
Reading Informational (RI) Standard: Jason Duesler
ELM- 210
10-30-17
Mr. Cochran
DOK Level
Three Questions from DOK Level
Possible Student Responses/Misunderstandings
Rationale of Why Question Meets DOK Level
Level 1: Recall
1. What can students learn from formative assessment?
Through formative assessment students can learn on how to improve their learning ability
It uses facts for students to recall what they learn from the articles.
2. what role do instructors play in formative assessment
Teachers has a big role in making sure students improve their learning skills
It uses facts for students to recall what they learn from the articles.
3. can you identify the characteristics of formative assessment
Characteristics of formative assessment are dialogue and varying in deferent discipline
Focus on basic initial comprehension
Level 2: Skill/Concept
1. Describe the effect of formative assessment
Formative assessment is very important as it helped students to be able to improve their studies
The response involves initial comprehension and subsequent processing
2.summarize the major events in formative assessments
Formative assessment helps in monitoring how the students in progressing in their learning and help the teachers improve their teaching skills to be able to improve the students learning abilities
It include the summary of events
3. explain the meaning of the word formative assessment
Formative assessments can be defined as informal or formal assessments that are done by teachers to improve the students’ attainment during learning and also to modify the teachers learning process
Includes definition of unfamiliar words
Level 3: Strategic Thinking
1.how do formative assessments vary
Vary within disciplines although at times the methods used in formative assessment can be similar, the use of formative feedback vary between different disciplines. Students have the ability to activate and practice self reflective strategies in the formative feedback loop therefore they have to be given an opportunity in every classroom to be able to develop the skills. Although methods may be similar across disciplines, the precise use of formative feedback will naturally vary between disciplines (Black & William, 2014)
Supports ideas with details
2.Importance of dialogue in formative assessment
The instructor uses dialogue with students to create an opportunity for a feedback loop which help student to be able to shape and improve their performance in learning. This includes the stage where students’ improvement and progress is able to shape the instruction and formative feedback becomes formative assessment benefiting and improving students’ ability to learning.
Supporting the ideas and thinking.
3. what is the purpose of the author
The authors’ purpose is to make one understand the importance of formative assessment and ...
Effective instruction requires clear goals and measurable objectives to focus learning. Having goals and objectives helps instructors design appropriate instruction and assessments, and informs students of expectations. While there are different approaches to writing goals and objectives, they generally involve stating what learners will know and be able to do using active verbs. Goals are broader statements of outcomes while objectives specify expected student performance. Developing goals and objectives depends on the instructional context and purpose.
This document discusses assessment in lifelong learning. It explains the different types of assessment, including formative and summative assessment. Formative assessment takes place continuously throughout a learner's time to provide ongoing feedback, while summative assessment typically occurs at the end of a program or qualification. The document also examines different assessment methods like observation, questioning, assignments, and examinations. It notes the pros and cons of each method and provides examples of how they could be used.
The document discusses the functions of assessment in learning and development. It explains that initial assessment ensures the assessor understands the learner's knowledge, skills, and performance. The assessor must also ensure the learner understands the course units and support them in choosing appropriate units. The assessor and learner then decide on an assessment plan, including dates, times to meet, and assessment methods. Assessments provide measurements of a learner's achievements and identify areas for development.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
The document summarizes Katrin B. Lutao's reflections on various activities related to curriculum development. For activity 4 on tertiary education curriculum, Lutao prefers a learner-centered design as it prioritizes students' needs, styles, and development. For modifications, Lutao suggests balancing poetry with other forms of writing in the college curriculum. Lutao also notes that curriculum design impacts teaching and learning approaches.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
Formative Assessment TemplateInformational Text Reading I.docxhanneloremccaffery
Formative Assessment Template
Informational Text:
Reading Informational (RI) Standard: Jason Duesler
ELM- 210
10-30-17
Mr. Cochran
DOK Level
Three Questions from DOK Level
Possible Student Responses/Misunderstandings
Rationale of Why Question Meets DOK Level
Level 1: Recall
1. What can students learn from formative assessment?
Through formative assessment students can learn on how to improve their learning ability
It uses facts for students to recall what they learn from the articles.
2. what role do instructors play in formative assessment
Teachers has a big role in making sure students improve their learning skills
It uses facts for students to recall what they learn from the articles.
3. can you identify the characteristics of formative assessment
Characteristics of formative assessment are dialogue and varying in deferent discipline
Focus on basic initial comprehension
Level 2: Skill/Concept
1. Describe the effect of formative assessment
Formative assessment is very important as it helped students to be able to improve their studies
The response involves initial comprehension and subsequent processing
2.summarize the major events in formative assessments
Formative assessment helps in monitoring how the students in progressing in their learning and help the teachers improve their teaching skills to be able to improve the students learning abilities
It include the summary of events
3. explain the meaning of the word formative assessment
Formative assessments can be defined as informal or formal assessments that are done by teachers to improve the students’ attainment during learning and also to modify the teachers learning process
Includes definition of unfamiliar words
Level 3: Strategic Thinking
1.how do formative assessments vary
Vary within disciplines although at times the methods used in formative assessment can be similar, the use of formative feedback vary between different disciplines. Students have the ability to activate and practice self reflective strategies in the formative feedback loop therefore they have to be given an opportunity in every classroom to be able to develop the skills. Although methods may be similar across disciplines, the precise use of formative feedback will naturally vary between disciplines (Black & William, 2014)
Supports ideas with details
2.Importance of dialogue in formative assessment
The instructor uses dialogue with students to create an opportunity for a feedback loop which help student to be able to shape and improve their performance in learning. This includes the stage where students’ improvement and progress is able to shape the instruction and formative feedback becomes formative assessment benefiting and improving students’ ability to learning.
Supporting the ideas and thinking.
3. what is the purpose of the author
The authors’ purpose is to make one understand the importance of formative assessment and ...
Effective instruction requires clear goals and measurable objectives to focus learning. Having goals and objectives helps instructors design appropriate instruction and assessments, and informs students of expectations. While there are different approaches to writing goals and objectives, they generally involve stating what learners will know and be able to do using active verbs. Goals are broader statements of outcomes while objectives specify expected student performance. Developing goals and objectives depends on the instructional context and purpose.
This document discusses assessment in lifelong learning. It explains the different types of assessment, including formative and summative assessment. Formative assessment takes place continuously throughout a learner's time to provide ongoing feedback, while summative assessment typically occurs at the end of a program or qualification. The document also examines different assessment methods like observation, questioning, assignments, and examinations. It notes the pros and cons of each method and provides examples of how they could be used.
The document discusses the functions of assessment in learning and development. It explains that initial assessment ensures the assessor understands the learner's knowledge, skills, and performance. The assessor must also ensure the learner understands the course units and support them in choosing appropriate units. The assessor and learner then decide on an assessment plan, including dates, times to meet, and assessment methods. Assessments provide measurements of a learner's achievements and identify areas for development.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
The document summarizes Katrin B. Lutao's reflections on various activities related to curriculum development. For activity 4 on tertiary education curriculum, Lutao prefers a learner-centered design as it prioritizes students' needs, styles, and development. For modifications, Lutao suggests balancing poetry with other forms of writing in the college curriculum. Lutao also notes that curriculum design impacts teaching and learning approaches.
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
M.Ed Teacher Education's Topic-Steps to enhance Teacher effectivenessfatima roshan
The document provides guidance on effective teaching practices. It recommends that teachers 1) acquire knowledge about students to inform course design, 2) align learning objectives, assessments and instructional activities, and 3) articulate explicit expectations. Additional recommendations include prioritizing content, overcoming expert blind spots, adopting appropriate teaching roles, and continually refining courses based on reflection and feedback.
This document provides an analysis of training programs at the retail company Marks & Spencer. It discusses learning styles and theories that influence training design. Marks & Spencer uses a variety of training methods tailored to different employee levels, including workshops, performance reviews, and attachments to managers. The document evaluates a sample training event involving management, employees, and external experts developing solutions. It also explores how evaluating training events can identify successes and areas for improvement.
Your role as an educator. Suggested timeline: countdown to course start. Pedagogical phases. The paradigm shift: migrating from teacher-centered to student-centered learning. What is student-centered learning? What's affected in the shift? Strategies for the shift. A word on using taxonomies. Instructional strategies for adult learners. Experiential learning. Assessments. The importance of feedback. Teaching in the diverse classroom. Ethics and protocol.
The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
Assessment is a key element of any learning program; it is through assessment that we know our students, and know what they have learnt; it is the quality control mechanism for our graduates; it is an important feedback loop on the effectiveness of our teaching. Assessment is central to learning design, and yet it is often the thing we think of last. This presentation highlights some of the key ideas driving assessment practice, and raise questions regarding assessment strategy and design such as:
What makes good assessment?
What are some principles of a sound assessment strategy, and why
Some new ways forward – what will you do differently?
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
The document discusses a project at Macomb Community College that aims to increase the number and types of classes offered to students in both online and in-person formats. It provides details on the stakeholders involved, including students, professors, and administrators. It also outlines the goals of providing more flexible scheduling options and real-world learning experiences to better prepare students for their careers. A work breakdown structure is presented as a framework to organize the tasks required to implement an online enrollment system to support these goals.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
The document discusses the influence of philosophy, psychology, history and society on curriculum development, and how the processes of planning, implementing, and evaluating are used. It also discusses issues with the deterioration of Philippine education at different levels and subjects. Assessment and evaluation are differentiated, and the strengths and weaknesses of curriculum assessment in public schools are outlined.
The document provides information about a project on analyzing certified recruitment in the education sector for management faculty. It discusses the growing demand for management education in India and provides statistics on the increase in business schools. It then outlines the global trends seen in business school platforms, including an emphasis on real-world experience, specialized curricula with a global focus, and outcome-based pedagogical approaches. Finally, it describes the job responsibilities and requirements for three key roles: Program Director, Head of Department, and Placements and Corporate Relations Officer.
The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
This document discusses assessment strategies for enquiry and problem-based learning. It begins by noting that assessment is often the most challenging part of curriculum changes for teachers. It then provides several principles for assessment in enquiry and problem-based learning, including aligning learning outcomes, teaching, and assessment; assessing how students can apply knowledge to complex situations; and involving self-assessment and peer assessment. Finally, it suggests strategically planning assessment by considering why, what, when, who, and how students will be assessed. The overall message is that assessment needs as much thought and care as other aspects of teaching for enquiry and problem-based models to be effective.
This document discusses self-assessment and peer assessment. It defines self-assessment as allowing learners to reflect on and evaluate their own work, and peer assessment as requiring learners to provide feedback on classmates' work. The document outlines the importance, best practices, examples, benefits, and pitfalls of self-assessment and peer assessment. It emphasizes establishing clear criteria, teaching assessment skills, and using assessment formatively rather than summatively.
The document outlines a learning team's presentation on developing professional knowledge, critical thinking, problem solving, communication, information utilization, and collaboration skills which are important for students' education and careers. Examples are provided of how these skills help students comprehend material, work in teams, make decisions, and develop leadership abilities. The presentation cites sources on critical thinking, problem solving, and comprehensive planning to support the importance of these skills.
Case Study 1 Applying Theory to PracticeSocial scientists hav.docxcowinhelen
Case Study 1: Applying Theory to Practice
Social scientists have proposed a number of theories to explain juvenile delinquency. Each has its own strengths and weaknesses. For this assignment, go to the following Website, located at http://listverse.com/2011/05/14/top-10-young-killers/ and select one of the juvenile case studies.
After reading the case, select one (1) of the psychological theories discussed in Chapter 4 of the text.
Write a two to three (2-3) page paper in which you:
1. Summarize three (3) key aspects of the juvenile case study that you selected.
2. Highlight at least three (3) factors that you believe are important for one to understand the origins of the juvenile’s delinquent behavior.
3. Apply at least two (2) concepts from the theory that you chose from the text that would help explain the juvenile’s behavior.
4. Identify one (1) appropriate strategy geared toward preventing delinquency that is consistent with the theory you chose.
5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Discussion-
"The Changing Family System"
Using what you’ve learned this week, respond to the following prompts in your post:
· Explain at least two (2) roles that different parenting styles play in shaping the overall behavior of children. Next, indicate the significant impacts that each role has in contributing to delinquent behavior among juveniles.
· Think about the following question: Should juvenile delinquents be removed from their home and parent(s) and placed in a foster home or group home if the child continues to commit criminal acts after repeated attempts at treatment and confinement? Based on this question, discuss your thoughts on this subject. Provide support for your response.
Discussion-
"Exploring Monopolies and Oligopolies"
Watch this video, Oligopolies and Monopolistic Competition, to help you prepare for this week’s discussion.
Reply to these prompts by using the company for which you currently work, a business with which your familiar, or a dream business you want to start:
· With your selected business in mind, determine if it is competitive, monopolistic competitive, an oligopoly, or pure monopoly. Explain how you drew your conclusion about its market structure.
· How does the business/firm in this industry determine the price it will charge for the products or services it sells?
Discussion-
"Considering Tradeoffs You Make Every Day"
Let's talk about two tradeoffs we face every day: how we spend our time and money.
We can only do two things with income: spend it or save it. Time is the ultimate resource. We can choose to spend time working to earn an income or we can do other things, broadly classified as leisure. Reply to these prompts to start your discussion:
· How does a change in interest rate affect your decision to spend or save? How would a change in the interest rate affect a firm's decision to invest or save?
· How might an increas.
Case Study - Option 3 BarbaraBarbara is a 22 year old woman who h.docxcowinhelen
Case Study - Option 3: Barbara
Barbara is a 22 year old woman who has recently graduated from college with a psychology degree. She is currently working as a waitress at a popular restaurant near campus, and says she has always planned to attend law school. Barbara was born in a New Orleans, Louisiana. Her mother is an African American who is an assistant manager at a grocery store. Her father is Caucasian and works at a department store. Barbara reports that she was a shy, unattractive child, but that in general her early childhood was "pretty happy." Barbara says that during elementary school, she was constantly harassed by classmates about being of mixed race. Still, she says that she felt very close to her family during this period. She now insists that "I am not black or white, I am me."
Barbara is sexually active and engages in sexual activity with different men at least 1 time a week. Barbara indicates that she does not need protection because she is on the pill. She says she is simply too young to settle down. During her junior year of high school, Barbara had her first serious boyfriend, Morris, who was a high school classmate. She describes the relationship as warm and supportive and they became sexually active during her senior year of high school. They broke up soon after the first sexual interaction. In college, Barbara has dated and she acknowledges some bisexual experimentation. Barbara says that she prefers heterosexual relationships, however.
Although Barbara appears to be a natural athlete, she leads a relatively sedentary lifestyle. She does not exercise regularly and indicates that it is just not enjoyable.
Barbara does not like her job at the restaurant, but seems unwilling to look for other employment. She says that she feels "very jittery" whenever she gets ready for work, and she uses any excuse to take days off. She also refuses to associate with fellow employees, and reports getting very anxious when she was given a surprise birthday party. Recently, she has lost interest in cleaning her house and seldom cooks for herself. She also attends less to her personal grooming.
Diagnosis – Social Anxiety Disorder/Minor Depression
DSM-5 – Diagnostic Criteria for Social Anxiety Disorder
1. Fear or anxiety specific to social settings, in which a person feels noticed, observed, or scrutinized.
2. Typically the individual will fear that they will display their anxiety and experience social rejection,
3. Social interaction will consistently provoke distress,
4. Social interactions are either avoided, or painfully and reluctantly endured,
5. The fear and anxiety will be grossly disproportionate to the actual situation,
6. The fear, anxiety or other distress around social situations will persist for six months or longer and
7. Cause personal distress and impairment of functioning in one or more domains, such as interpersonal or occupational functioning,
8. The fear or anxiety cannot be attributed to a medical disorder, s.
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Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
M.Ed Teacher Education's Topic-Steps to enhance Teacher effectivenessfatima roshan
The document provides guidance on effective teaching practices. It recommends that teachers 1) acquire knowledge about students to inform course design, 2) align learning objectives, assessments and instructional activities, and 3) articulate explicit expectations. Additional recommendations include prioritizing content, overcoming expert blind spots, adopting appropriate teaching roles, and continually refining courses based on reflection and feedback.
This document provides an analysis of training programs at the retail company Marks & Spencer. It discusses learning styles and theories that influence training design. Marks & Spencer uses a variety of training methods tailored to different employee levels, including workshops, performance reviews, and attachments to managers. The document evaluates a sample training event involving management, employees, and external experts developing solutions. It also explores how evaluating training events can identify successes and areas for improvement.
Your role as an educator. Suggested timeline: countdown to course start. Pedagogical phases. The paradigm shift: migrating from teacher-centered to student-centered learning. What is student-centered learning? What's affected in the shift? Strategies for the shift. A word on using taxonomies. Instructional strategies for adult learners. Experiential learning. Assessments. The importance of feedback. Teaching in the diverse classroom. Ethics and protocol.
The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
Learningoutcomesandlearningexperiencesfortechnicallydevelopedcurriculumprojec...Ching Nemis
The document discusses curriculum design and the development of learning outcomes and experiences. It defines key terms like intended learning outcomes, aims, goals, and objectives. Intended learning outcomes represent what learners are expected to be able to do with curriculum content. Aims are general statements of purpose, goals are more measurable but still broad, and objectives are narrow and specific. Objectives provide direction for instruction and assessment. Effective learning experiences are determined by outlining the purpose, outcomes, assessment, content, and resources. The document also discusses alternative approaches to local curriculum decision making, with examples of school-based and district-level processes.
The document discusses instructional planning models and their importance for school districts. It defines instructional planning models as frameworks that guide curriculum, instruction, assessment, and school organization to increase student achievement. The document reviews several specific models, including Understanding by Design (UBD), Dimensions of Learning (DOL), and Learning Focused Schools (LFS). It discusses establishing a committee to review models and determine the best approach for the Methacton School District.
Assessment is a key element of any learning program; it is through assessment that we know our students, and know what they have learnt; it is the quality control mechanism for our graduates; it is an important feedback loop on the effectiveness of our teaching. Assessment is central to learning design, and yet it is often the thing we think of last. This presentation highlights some of the key ideas driving assessment practice, and raise questions regarding assessment strategy and design such as:
What makes good assessment?
What are some principles of a sound assessment strategy, and why
Some new ways forward – what will you do differently?
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
The document discusses a project at Macomb Community College that aims to increase the number and types of classes offered to students in both online and in-person formats. It provides details on the stakeholders involved, including students, professors, and administrators. It also outlines the goals of providing more flexible scheduling options and real-world learning experiences to better prepare students for their careers. A work breakdown structure is presented as a framework to organize the tasks required to implement an online enrollment system to support these goals.
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
The document discusses the influence of philosophy, psychology, history and society on curriculum development, and how the processes of planning, implementing, and evaluating are used. It also discusses issues with the deterioration of Philippine education at different levels and subjects. Assessment and evaluation are differentiated, and the strengths and weaknesses of curriculum assessment in public schools are outlined.
The document provides information about a project on analyzing certified recruitment in the education sector for management faculty. It discusses the growing demand for management education in India and provides statistics on the increase in business schools. It then outlines the global trends seen in business school platforms, including an emphasis on real-world experience, specialized curricula with a global focus, and outcome-based pedagogical approaches. Finally, it describes the job responsibilities and requirements for three key roles: Program Director, Head of Department, and Placements and Corporate Relations Officer.
The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
This document discusses assessment strategies for enquiry and problem-based learning. It begins by noting that assessment is often the most challenging part of curriculum changes for teachers. It then provides several principles for assessment in enquiry and problem-based learning, including aligning learning outcomes, teaching, and assessment; assessing how students can apply knowledge to complex situations; and involving self-assessment and peer assessment. Finally, it suggests strategically planning assessment by considering why, what, when, who, and how students will be assessed. The overall message is that assessment needs as much thought and care as other aspects of teaching for enquiry and problem-based models to be effective.
This document discusses self-assessment and peer assessment. It defines self-assessment as allowing learners to reflect on and evaluate their own work, and peer assessment as requiring learners to provide feedback on classmates' work. The document outlines the importance, best practices, examples, benefits, and pitfalls of self-assessment and peer assessment. It emphasizes establishing clear criteria, teaching assessment skills, and using assessment formatively rather than summatively.
The document outlines a learning team's presentation on developing professional knowledge, critical thinking, problem solving, communication, information utilization, and collaboration skills which are important for students' education and careers. Examples are provided of how these skills help students comprehend material, work in teams, make decisions, and develop leadership abilities. The presentation cites sources on critical thinking, problem solving, and comprehensive planning to support the importance of these skills.
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Case Study 1 Applying Theory to PracticeSocial scientists hav.docxcowinhelen
Case Study 1: Applying Theory to Practice
Social scientists have proposed a number of theories to explain juvenile delinquency. Each has its own strengths and weaknesses. For this assignment, go to the following Website, located at http://listverse.com/2011/05/14/top-10-young-killers/ and select one of the juvenile case studies.
After reading the case, select one (1) of the psychological theories discussed in Chapter 4 of the text.
Write a two to three (2-3) page paper in which you:
1. Summarize three (3) key aspects of the juvenile case study that you selected.
2. Highlight at least three (3) factors that you believe are important for one to understand the origins of the juvenile’s delinquent behavior.
3. Apply at least two (2) concepts from the theory that you chose from the text that would help explain the juvenile’s behavior.
4. Identify one (1) appropriate strategy geared toward preventing delinquency that is consistent with the theory you chose.
5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Discussion-
"The Changing Family System"
Using what you’ve learned this week, respond to the following prompts in your post:
· Explain at least two (2) roles that different parenting styles play in shaping the overall behavior of children. Next, indicate the significant impacts that each role has in contributing to delinquent behavior among juveniles.
· Think about the following question: Should juvenile delinquents be removed from their home and parent(s) and placed in a foster home or group home if the child continues to commit criminal acts after repeated attempts at treatment and confinement? Based on this question, discuss your thoughts on this subject. Provide support for your response.
Discussion-
"Exploring Monopolies and Oligopolies"
Watch this video, Oligopolies and Monopolistic Competition, to help you prepare for this week’s discussion.
Reply to these prompts by using the company for which you currently work, a business with which your familiar, or a dream business you want to start:
· With your selected business in mind, determine if it is competitive, monopolistic competitive, an oligopoly, or pure monopoly. Explain how you drew your conclusion about its market structure.
· How does the business/firm in this industry determine the price it will charge for the products or services it sells?
Discussion-
"Considering Tradeoffs You Make Every Day"
Let's talk about two tradeoffs we face every day: how we spend our time and money.
We can only do two things with income: spend it or save it. Time is the ultimate resource. We can choose to spend time working to earn an income or we can do other things, broadly classified as leisure. Reply to these prompts to start your discussion:
· How does a change in interest rate affect your decision to spend or save? How would a change in the interest rate affect a firm's decision to invest or save?
· How might an increas.
Case Study - Option 3 BarbaraBarbara is a 22 year old woman who h.docxcowinhelen
Case Study - Option 3: Barbara
Barbara is a 22 year old woman who has recently graduated from college with a psychology degree. She is currently working as a waitress at a popular restaurant near campus, and says she has always planned to attend law school. Barbara was born in a New Orleans, Louisiana. Her mother is an African American who is an assistant manager at a grocery store. Her father is Caucasian and works at a department store. Barbara reports that she was a shy, unattractive child, but that in general her early childhood was "pretty happy." Barbara says that during elementary school, she was constantly harassed by classmates about being of mixed race. Still, she says that she felt very close to her family during this period. She now insists that "I am not black or white, I am me."
Barbara is sexually active and engages in sexual activity with different men at least 1 time a week. Barbara indicates that she does not need protection because she is on the pill. She says she is simply too young to settle down. During her junior year of high school, Barbara had her first serious boyfriend, Morris, who was a high school classmate. She describes the relationship as warm and supportive and they became sexually active during her senior year of high school. They broke up soon after the first sexual interaction. In college, Barbara has dated and she acknowledges some bisexual experimentation. Barbara says that she prefers heterosexual relationships, however.
Although Barbara appears to be a natural athlete, she leads a relatively sedentary lifestyle. She does not exercise regularly and indicates that it is just not enjoyable.
Barbara does not like her job at the restaurant, but seems unwilling to look for other employment. She says that she feels "very jittery" whenever she gets ready for work, and she uses any excuse to take days off. She also refuses to associate with fellow employees, and reports getting very anxious when she was given a surprise birthday party. Recently, she has lost interest in cleaning her house and seldom cooks for herself. She also attends less to her personal grooming.
Diagnosis – Social Anxiety Disorder/Minor Depression
DSM-5 – Diagnostic Criteria for Social Anxiety Disorder
1. Fear or anxiety specific to social settings, in which a person feels noticed, observed, or scrutinized.
2. Typically the individual will fear that they will display their anxiety and experience social rejection,
3. Social interaction will consistently provoke distress,
4. Social interactions are either avoided, or painfully and reluctantly endured,
5. The fear and anxiety will be grossly disproportionate to the actual situation,
6. The fear, anxiety or other distress around social situations will persist for six months or longer and
7. Cause personal distress and impairment of functioning in one or more domains, such as interpersonal or occupational functioning,
8. The fear or anxiety cannot be attributed to a medical disorder, s.
Case Study - Cyberterrorism—A New RealityWhen hackers claiming .docxcowinhelen
Case Study - Cyberterrorism—A New Reality:
When hackers claiming to support the Syrian regime of Bashar Al-Assad attacked and disabled the website of Al Jazeera, the Qatar-based satellite news channel, in September 2012, the act was another act of hacktivism, purporting to promote a specific political agenda over another. Hacktivism has become a very visible form of expressing dissent. Even though there have been numerous incidents reported by the media, the first case of hacktivism was documented in 1989 when a member of the Cult of the Dead Cow hacker collective named Omega coined the term in 1996. However, hacktivism is not the only form of cyber protest and conflict that has everyone from ICT professionals to governments scrambling for solutions. Individuals, enterprises, and governments alike rely in many instances almost completely on network computing technologies, including cloud computing. The international and ever-evolving nature of the Internet along with inadequate law enforcement and the anonymity the global architecture offers creates opportunities for hackers to attack vulnerable nodes for personal, financial, or political gain.
The Internet is also rapidly becoming the political and advocacy platform of choice, bringing with it both positive and negative consequences. Increasingly sophisticated off-the-shelf technologies and easy access to the Internet are significantly increasing incidents of cyberterrorism, netwars, and cyberwarfare. The following are a few examples.
• According to The Israel Electric Company, Israel is attacked 1,000 times a minute by cyberterrorists targeting the country’s infrastructure—water, electricity, communications, and other services.• The New York Times, quoting military officials, said there was a seventeen-fold increase in cyberattacks targeting the US critical infrastructure between 2009 and 2011.• The 2010 Data Breach Investigations Report has data recording more than 900 instances of computer hacking and other data breaches in the past seven years, resulting in some 900 million compromised records. In 2012, the same study listed 855 breaches, resulting in 174 million compromised records in 2011 alone, up from 4 million in 2010.• Another study of 49 breaches in 2011 reported that the average organizational cost of a data breach (including detection, internal response, notification, post notification cost) was $5.5 million. This number was down from $7.2 million in 2010.14 The Telegraph (London) reported that “India blamed a new ‘cyber-jihad’ by Pakistani militant groups for the exodus of thousands of people from India’s north-eastern minorities from its main southern cities in August after text messages warning them to flee went viral.”
There have been recorded instances of nations allegedly engaging in cyberwarfare. The Center for the Study of Technology and Society has identified five methods by which cyberwarfare can be used as a means of military action. These include defacing or di.
Case Study - APA paper with min 4 page content Review the Blai.docxcowinhelen
Case Study - APA paper with min 4 page content
Review the
Blaine
case on the capital structure by understanding the case well enough to help the CEO make informed analysis and decisions on the issues listed in the second paragraph.
I want you to, of course, show me that you understand the situation but then to add the
.
Case Study - Global Mobile Corporation Damn it, .docxcowinhelen
Case Study - Global Mobile Corporation
“Damn it, he's done it again!”
Charlie Newburg had to get up and walk around his office, he was so frustrated. He had been
reviewing the most recent design, parts, and assembly specifications for Global Mobile's latest
smart phone (code named: Nonphixhun) that had been released for production the previous
Thursday. The files had just come back to Charlie's engineering services department with a
caustic note that began, “This one can't be produced, either…” It was the fourth time production
had returned the design.
Newburg, director of engineering for the Global Mobile Corporation, was normally a quiet
person. But the Nonphixhun project was stretching his patience; it was beginning to appear like
several other new products that had hit delays and problems in the transition from design to
production during the eight months Charlie had worked for Global Mobile. These problems were
nothing new at Global Mobile's Asian factory; Charlie's predecessor in the engineering job had
run afoul of them, too, and had finally been fired for protesting too vehemently about the other
departments. But the Nonphixhun phone should have been different. Charlie and the firm's
president, Hannah Hoover, had video-conferenced two months earlier (on July 3, 2006) with the
factory superintendent, Tyson Wang, to smooth the way for the new phone's design. He thought
back to the meeting …
• “Now, we all know there's a tight deadline on the Nonphixhun,” Hannah Hoover said, “and
Charlie's done well to ask us to talk about its introduction. I'm counting on both of you to find
any snags in the system, and to work together to get that first production run out by October
2. Can you do it?” “We can do it in production if we get a clean design two weeks from
now, as scheduled,” answered Tyson Wang, the factory manager. “Charlie and I have already
talked about that, of course. I've spoken with our circuit board and other parts suppliers and
scheduled assembly capacity, and we'll be ready. If the design goes over schedule, though, I'll
have to fill in with other runs, and it will cost us a bundle to break in for the Nonphixhun.
How does it look in engineering, Charlie?” “I've just reviewed the design for the second
time,” Charlie replied. “If Marianne Price can keep the salespeople out of our hair, and avoid
any more last minute changes, we've got a shot. I've pulled my technical support people off of
three other overdue jobs to get this one out. But, Tyson, that means we can't spring engineers
loose to confer with your production people on other manufacturing problems.” “Well
Charlie, most of those problems are caused by the engineers, and we need them to resolve the
difficulties. We've all agreed that production problems come from both of us bowing to sales
pressure, and putting equipment into production before the designs are really ready. That's
just wh.
Case Study #3Apple Suppliers & Labor PracticesWith its h.docxcowinhelen
Case Study #3
Apple Suppliers & Labor Practices
With its highly coveted line of consumer electronics, Apple has a cult following among loyal consumers. During the 2014 holiday season, 74.5 million iPhones were sold. Demand like this meant that Apple was in line to make over $52 billion in profits in 2015, the largest annual profit ever generated from a company’s operations. Despite its consistent financial performance year over year, Apple’s robust profit margin hides a more complicated set of business ethics. Similar to many products sold in the U.S., Apple does not manufacture most its goods domestically. Most of the component sourcing and factory production is done overseas in conditions that critics have argued are dangerous to workers and harmful to the environment.
For example, tin is a major component in Apple’s products and much of it is sourced in Indonesia. Although there are mines that source tin ethically, there are also many that do not. One study found workers—many of them children—working in unsafe conditions, digging tin out by hand in mines prone to landslides that could bury workers alive. About 70% of the tin used in electronic devices such as smartphones and tablets comes from these more dangerous, small-scale mines. An investigation by the BBC revealed how perilous these working conditions can be. In interviews with miners, a 12-yearold working at the bottom of a 70-foot cliff of sand said: “I worry about landslides. The earth slipping from up there to the bottom. It could happen.”
Apple defends its practices by saying it only has so much control over monitoring and regulating its component sources. The company justifies its sourcing practices by saying that it is a complex process, with tens of thousands of miners selling tin, many of them through middle-men. In a statement to the BBC, Apple said “the simplest course of action would be for Apple to unilaterally refuse any tin from Indonesian mines. That would be easy for us to do and would certainly shield us from criticism. But that would also be the lazy and cowardly path, since it would do nothing to improve the situation. We have chosen to stay engaged and attempt to drive changes on the ground.”
In an effort for greater transparency, Apple has released annual reports detailing their work with suppliers and labor practices. While more recent investigations have shown some improvements to suppliers’ working conditions, Apple continues to face criticism as consumer demand for iPhones and other products continues to grow.
Essay directions –
Students will have to identify and analyze the above ethical dilemma. Write a 750 – 1000 word, double-spaced paper, and APA style.
Students are expected to identify the key stakeholders, discussion of the implications of the ethical dilemma, and answer the case study questions. Each paper should have the following sections: • Introduction of the case• The ethical dilemma • Stakeholders • Questions • Conclusions • References .
CASE STUDY (Individual) Scotland In terms of its physical l.docxcowinhelen
CASE STUDY (Individual): Scotland
* In terms of its physical landscape, where is the region that is experiencing a devolutionary process located and what type of climate is prevalent? (use Figure 2.5 and 2.4 of the textbook).
* According to the sources you have consulted, do these physical/natural characteristics have played any role in the historical background for this devolutionary process? How?
* How do the people that inhabit the region you are studying speak about their relationship to the land and the environment? Do they express any ideas on biodiversity conservation?
* Do they say anything about their homeland? If the region you are studying has a website (official or not), what role do maps play on their web site/s?
* Is this region located close to or far from the center of power of the country (the national capital city)?
* Does this condition have any impact on the reasons why they would like to gain at-least more autonomy to make their own decisions?
* According to the source/s you have consulted, what are the main reason/s why this population would like to break-up from the country in which they live in?
Do this/these source/s mention any explanation/s based on cultural or ethnic characteristics? For example, speaking a different language? Which one? Professing a different religion? Which one? Economic disparities
.
Case Study #2 T.D. enjoys caring for the children and young peop.docxcowinhelen
Case Study #2
T.D. enjoys caring for the children and young people in the schools where she works, but sometimes she is faced with tough situations such as suspected child abuse and neglect, teen pregnancy, and alcohol and drug use among teenagers. She works hard to ensure that the children in her schools receive the best care possible.
Question:
Several third graders reports having received no breakfast at home for more than a week. T.D. is exercising Advocacy for the students under her care. What type of actions she might be doing to exercise advocacy for the students?
Discuss this:
Moral distress is a frequent situation where health care providers should face. Please define and discuss a personal experience where you have faced Moral distress in your practice.
Discuss how health promotion relates to morality.
Discuss your insights about your own communication strengths and weaknesses. Identify situations in which it may be difficult for you to establish or terminate a therapeutic relationship.
*
formatted and cited in current APA style with support from at least 2 academic sources.
.
CASE STUDY #2 Chief Complaint I have pain in my belly”.docxcowinhelen
CASE STUDY #2
Chief Complaint:
“I have pain in my belly”
History of Present Illness (HPI):
A 25-year-old female presents to the emergency room (ER) with complaints of severe abdominal pain for 2 weeks . The pain is sharp and crampy It hurts if I run, sit down hard, or if I have sex
PMH:
Patient denies
Drug Hx:
Birth control
Allergies:
NKA
Subjective:
Nausea and vomiting, Last menstrual period 5 days ago, New sexual partner about 2 months ago, No condoms, he hates them No pain, blood or difficulty with urination
Objective Data:
PE:
B/P 138/90; temperature 99°F; (RR) 20; (HR) 110, regular; oxygen saturation (PO2) 96%; pain 5/10
General:
acute distress and severe pain
HEENT:
Atraumatic, normocephalic, PERRLA, EOMI, conjunctiva and sclera clear; nares patent, nasopharynx clear, good dentition. Piercing in her right nostril and lower lip.
Lungs:
CTA AP&L
Card:
S1S2 without rub or gallop
Abd:
INSPECTION: no masses or thrills noted; no discoloration and skin is warm to; no tattoos or piercings; abdomen is nondistended and round
• AUSCULTATION: bowel sounds (BS) are normal in all four quadrants, no bruits noted
• PALPATION: on palpation, abdomen is tender to touch in four quadrants; tenderness noted on light palpation, deep palpation reveals no masses, spleen and liver unremarkable
• PERCUSSION: tympany heard in all quadrants, no dullness noted in abdominal area
GU:
• EXTERNAL: mature hair distribution; no external lesions on labia
• INTROITUS: slight green-gray discharge, no lesions
• VAGINAL: normal rugae; moderate amount of green discharge on vaginal walls
• CERVIX: nulliparous os with small amount of purulent discharge from os with positive cervical motion tenderness (CMT)
• UTERUS: ante-flexed, normal size, shape, and position
• ADNEXA: bilateral tenderness with fullness; both ovaries without masses
• RECTAL: deferred
• VAGINAL DISCHARGE: green in color
Ext:
no cyanosis, clubbing or edema
Integument:
intact without lesions masses or rashes
Neuro:
No obvious deficits and CN grossly intact II-XII
Then answer the following questions:
What other subjective data would you obtain?
What other objective findings would you look for?
What diagnostic exams do you want to order?
Name 3 differential diagnoses based on this patient presenting symptoms?
Give rationales for your each differential diagnosis.
-
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
.
Case Study #1Jennifer is a 29-year-old administrative assistan.docxcowinhelen
Case Study #1
Jennifer is a 29-year-old administrative assistant married to Antonio, an Italian engineer, whom Jennifer met four years earlier while on a business trip for her marketing company. The couple now lives in Nebraska, where Antonio works for the county's transportation department and Jennifer commutes an hour each way to her marketing office. They have been trying to start a family for over a year. Eight months ago, Jennifer miscarried in her second month of pregnancy. Antonio's parents love Jennifer and often ask her if she is expecting again, hoping to encourage her to focus on her next baby. Jennifer's mother passed away two years ago and her father's health is rapidly deteriorating. Jennifer faces the probability of placing her father in a skilled nursing care facility within the next few months, against his wishes.
At work, Jennifer runs a tight ship. She is organized and prepares lists to assure that everything is done according to schedule. Everyone counts on Jennifer and she takes pride in never letting people down.
Jennifer has visited her physician numerous times in the last six months, complaining of headaches, backaches, and indigestion. Jennifer insists that she is happy and is not feeling stressed, yet she finds herself making more mistakes at work, unable to keep up with housework, and feeling tired and overwhelmed; she has begun to question her effectiveness as an employee, wife, daughter, and potential mother. Her pains seem to be increasing, but her doctor cannot find a physical cause for her discomfort.
Case Study #2
Michael is a 40-year-old airline pilot who has recently begun to experience chest pains. The chest pains began when Michael signed his final divorce papers, ending his 15-year marriage. He fought for joint custody of his two children, ages 12 and 10, but although he wants to be with them more frequently, he only sees them every two weeks. This schedule is, in great part, a result of his employer's announcement that budget constraints would result in layoffs. Michael worries that without his job he will be unable to support his children and lose the new townhouse that he purchased. Michael's chest pains are becoming more frequent and he fears that he may be dying.
Review case studies 1 and 2.
Choose one case study.
Complete the following questions in 150 to 200 words each. Be as detailed as possible and use the information you have learned throughout this course.
• What are the causes of stress in Michael’s or Jennifer’s life? How is stress affecting Michael’s or Jennifer’s health?
• How are these stressors affecting Michael’s or Jennifer’s self-concept and self-esteem?
• How might Michael’s or Jennifer’s situation illustrate adjustment? How might this situation become an opportunity for personal growth?
• What defensive coping methods is Michael or Jennifer using? What active coping methods might be healthier for Michael or Jennifer to use? Explain why you would recom.
Case Study # 2 –Danny’s Unhappy DutyEmployee ProfilesCaro.docxcowinhelen
Case Study # 2 –Danny’s Unhappy Duty
Employee Profiles
:
Carol Brown, Danny Winthrop, Thomas Fletcher
Carol, the Department Secretary for Purchasing and General Stores, has been
working at St. Louis Memorial Hospital for sixteen years, four of which have
been for the present Manager, Dan Winthrop. Carol likes her Boss, who gives
his employees more leeway than most. Carol’s main interests are her work and
her home—traits also typical of the other people who work in the Department.
Carol feels she is part of a close, cooperative group of employees.
Dan, or Danny, as he likes to be called, arrived at St. Louis Memorial four years
ago as a replacement for a Department manager who had been at the Hospital
for a number of years. Danny’s predecessor, Bill Taylor, was very strict in
everything from insisting that employees take exactly one-half hour for lunch
breaks to not having a coffee pot in the Department. When Danny came on
board as a Department Manager, his management style was much less strict.
The result was that Danny’s employees were much happier, and began to meet
and exceed expectations in getting their work done. St. Louis Memorial’s
previous CEO was a good friend and frequently complimented Danny on his
efficient and effective staff. Now a new CEO, Thomas Fletcher, has been hired
by the Hospital’s Board of Directors. Things are about to change.
Thomas Fletcher, new CEO and a recent graduate from a superior school of
hospital management, has always believed in “doing things by the book”.
Thomas originally had wanted to become a doctor, but decided two years into
the process that it was going to take him too long, and that he would be better
off becoming an administrator. He likes the idea of being an administrator,
and wants to be a good one. He has decided to start out his career at St. Louis
Memorial, of the smaller hospitals in the St. Louis area, but hopes to progress to a
a much larger facility in about four years, once he develops a track record at
St. Louis Memorial.
The Challenge: Communication, Criticism and Discipline, Leadership, Motivation,
Rules and Policies
Danny knows his employees quite well. They are generally a happy, cohesive, and cooperative group. They joke around a lot among themselves, but get the work done more than satisfactorily. All of them seem to give a
gr.
Case Study – Multicultural ParadeRead the Case below, and answe.docxcowinhelen
This document provides a case study about a school's multicultural day celebration that resulted in confusion and exclusion. The school encouraged students to participate in a culture parade by wearing clothing representing their ethnic heritage. However, when two students - an African American girl and a white girl - brought everyday clothing, they were not allowed to participate. The teacher was worried others would be confused by their inclusion or that the girls would be ridiculed for misunderstanding the instructions. This highlighted differences between concepts like culture, ethnicity, and nationality.
Case Study THE INVISIBLE SPONSOR1BackgroundSome execut.docxcowinhelen
Case Study : THE INVISIBLE SPONSOR1
Background
Some executives prefer to micromanage projects whereas other executives
are fearful of making a decision because, if they were to make the wrong
decision, it could impact their career. In this case study, the president of the company assigned one of the vice presidents to act as the project sponsor on a project designed to build tooling for a client. The sponsor, however, was reluctant to make any decisions.
Assigning the VP
Moreland Company was well-respected as a tooling design-and-build
company. Moreland was project-driven because all of its income came
from projects. Moreland was also reasonably mature in project management.
When the previous VP for engineering retired, Moreland hired an executive from a manufacturing company to replace him. The new VP for engineering, Al Zink, had excellent engineering knowledge about tooling but had worked for companies that were not project-driven. Al had very little knowledge about project management and had never functioned as a project sponsor. Because of Al’s lack of experience as a sponsor, the president decided that Al should “get his feet wet” as quickly as possible and assigned him as the project sponsor on a mediumsized project. The project manager on this project was Fred Cutler. Fred was an engineer with more than twenty years of experience in tooling design and manufacturing. Fred reported directly to Al Zink administratively.
Fred's Dilemma
Fred understood the situation; he would have to train Al Zink on how to
function as a project sponsor. This was a new experience for Fred because subordinates usually do not train senior personnel on how to do their job. Would Al Zink be receptive?
Fred explained the role of the sponsor and how there are certain project documents that require the signatures of both the project manager and the project sponsor. Everything seemed to be going well until Fred informed Al that the project sponsor is the person that the president eventually holds accountable for the success or failure of the project. Fred could tell that Al was
quite upset over this statement.
Al realized that the failure of a project where he was the sponsor could damage his reputation and career. Al was now uncomfortable about having to act as a sponsor but knew that he might eventually be assigned as a sponsor on other projects. Al also knew that this project was somewhat of a high risk. If Al could function as an invisible sponsor, he could avoid making any critical decisions.
In the first meeting between Fred and Al where Al was the sponsor, Al asked Fred for a copy of the schedule for the project. Fred responded: I’m working on the schedule right now. I cannot finish the schedule until you tell me whether you want me to lay out the schedule based upon best time, least cost, or least risk.
Al stated that he would think about it and get back to Fred as soon as possible.
During the middle of the next week, Fred and Al m.
CASE STUDY Experiential training encourages changes in work beha.docxcowinhelen
CASE STUDY: Experiential training encourages changes in work behavior and growth in one’s abilities, which is accomplished through a multitude of methods. Experiential training has proven to be cost-effective while motivating employees as well as improving self-awareness, personal accountability, teamwork skills, and communication skills (Ritchie, 2011). Additionally, the training methods provide trainees with direct experience, the opportunity to reflect on that experience, and share models to help trainees to deduce using both present and past experience, while accommodating learning styles and strengths (Ritchie, 2011). Valkanos and Fragoulis identify several reasons why experiential training provides value:
1. Ongoing advances in technology requiring changes in knowledge, skills, and abilities
2. Divergence between theory and practice
3. Mergers and acquisitions of enterprises which tend to bring new jobs, organizational culture, and work content
4. Constant environment of change, from working conditions to processes and procedures relating to organizational issues, quality, and new products or services, and requiring new competencies, duties, or work content (Valkanos & Fragoulis, 2007, p. 22).
Method
Description
On-the-job Training
Receives instructions on the functions of their job in their assigned workplace.
Simulators
Teaches employees on how to operate equipment in a given context
Role Playing
Developing interpersonal and business skills, such as decision-making, communication, conflict resolution, and solving complex problems.
Case Study
Develops critical thinking skills to include analytical, higher-level skills, and exploring and resolving complex problems.
Games
Develops general business and organizational principles addressing application in a variety of situations.
Behavior Modeling
Used when learning goals are a rule and inflexible procedures. Provides skills and practice to modify and model behavior.
In-basket Techniques
A variety of items placed in an envelope that reflects what might be found in an inbox. This activity is used to assist trainees in developing and applying their strategic and operational skills.
(Blanchard & Thacker, 2013, pp. 222-223)
References:
· Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Valkanos, E., & Fragoulis, I. (2007). Experiential learning – its place in in‐house education and training. Development and Learning in Organizations: An International Journal, 21(5), 21-23. doi:10.1108/14777280710779454
Discussion Question--Choose one perspective in which to respond.
Non-HR Perspective: Your department is not meeting performance expectations. What steps do you take to resolve the issue? Is training a possible solution; if so, which of the above training methods would be the most effective in addressing the issue? Would you, at any point, involve HR--if so, at what point and why?.
Case Study Hereditary AngioedemaAll responses must be in your .docxcowinhelen
Case Study: Hereditary Angioedema
All responses must be in your own words. Answers that have been copied and pasted will not receive credit.
1. Translate “angioedema”. [Note: I am not looking for a description of the disorder. Rather, I would like you to translate the medical term itself.]
2. The complement system is described as a ‘cascade system’. How does the system fit into this description of being a cascade? [Suggestion: Google the definition of cascade, then think about the complement system in light of the definition]
3. Is complement involved in the innate, or the adaptive immune system, or both? Please explain you answer.
4. What role does C1INH play in the complement system? Why is it so important?
5. What was the physiologic cause of Richard’s abdominal pain?
6. How can one distinguish the swelling of HAE from the swelling of allergic angioedema?
7. What is bradykinin’s role in HA?
8. Do you think Richard’s infancy colic was related to his HA? No need to research this. Just use your intuition. Explain your thinking.
9. What is typically used to treat attacks of HAE?
10. Swelling in the extremities is not dangerous. What other areas of the body are subject to swelling? What is the most dangerous location for swelling to occur and why is it the most dangerous?
2018
BUS 308 Week 2 Lecture 1
Examining Differences - overview
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The importance of random sampling.
2. The meaning of statistical significance.
3. The basic approach to determining statistical significance.
4. The meaning of the null and alternate hypothesis statements.
5. The hypothesis testing process.
6. The purpose of the F-test and the T-test.
Overview
Last week we collected clues and evidence to help us answer our case question about
males and females getting equal pay for equal work. As we looked at the clues presented by the
salary and comp-ratio measures of pay, things got a bit confusing with results that did not see to
be consistent. We found, among other things, that the male and female compa-ratios were fairly
close together with the female mean being slightly larger. The salary analysis showed a different
view; here we noticed that the averages were apparently quite different with the males, on
average, earning more. Contradictory findings such as this are not all that uncommon when
examining data in the “real world.”
One issue that we could not fully address last week was how meaningful were the
differences? That is, would a different sample have results that might be completely different, or
can we be fairly sure that the observed differences are real and show up in the population as
well? This issue, often referred to as sampling error, deals with the fact that random samples
taken from a population will generally be a bit different than the actual population parameters,
but will be “close” enough to the actual.
case studieson Gentrification and Displacement in the Sa.docxcowinhelen
case studies
on Gentrification and Displacement
in the San Francisco Bay Area
Authors:
Miriam Zuk and Karen Chapple
Chapter 3: Nicole Montojo
Chapter 4: Sydney Cespedes, Mitchell Crispell, Christina Blackston, Jonathan Plowman, and
Edward Graves
Chapter 5: Logan Rockefeller Harris, Mitchell Crispell, Fern Uennatornwaranggoon, and Hannah Clark
Chapter 6: Nicole Montojo and Beki McElvain
Chapter 7: Celina Chan, Viviana Lopez, Sydney Céspedes, and Nicole Montojo
Chapter 8: Alexander Kowalski, Julia Ehrman, Mitchell Crispell and Fern Uennatornwaranggoon
Chapter 9: Mitchell Crispell
Chapter 10: Logan Rockefeller Harris and Sydney Cespedes
Chapter 11: Mitchell Crispell
Partner Organizations:
Causa Justa :: Just Cause, Chinatown Community Development Center, Marin Grassroots, Monument
Impact, People Organizing to Demand Environmental & Economic Rights (PODER), San Francisco
Organizing Project / Peninsula Interfaith Action , Working Partnerships USA
Acknowledgements:
Research support was provided by Maura Baldiga, Julian Collins, Mitchell Crispell, Julia Ehrman, Alex
Kowalski, Jenn Liu, Beki McElvain, Carlos Recarte, Maira Sanchez, Mar Velez, David Von Stroh, and
Teo Wickland. Report layout and design was done by Somaya Abdelgany.
Additional advisory support was provided by Carlos Romero. This case study was funded in part by
the Regional Prosperity Plan1 of the Metropolitan Transportation Commission as part of the “Regional
Early Warning System for Displacement” project and from the California Air Resources Board2 as part
of the project “Developing a New Methodology for Analyzing Potential Displacement.”
The Center for Community Innovation (CCI) at UC-Berkeley nurtures effective solutions that expand
economic opportunity, diversify housing options, and strengthen connection to place. The Center
builds the capacity of nonprofits and government by convening practitioner leaders, providing techni-
cal assistance and student interns, interpreting academic research, and developing new research out
of practitioner needs.
communityinnovation.berkeley.edu
July 2015
Cover Photographs: Robert Campbell, Ricardo Sanchez, David Monniaux, sanmateorealestateonline.com/Redwood-City, marinretail-
buzz.blogspot.com, trulia.com/homes/California/Oakland , bloomingrock.com, sharks.nhl.com/club/gallery, panoramio.com
1 The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Hous-
ing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely
responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not neces-
sarily reflect the views of the Government.
2 The statements and conclusions in this report are those of the authors and not necessarily those of the California Air Resources
Board. The mention of commercial products, their source, or their u.
Case Studt on KFC Introduction1) Identify the type of .docxcowinhelen
Case Studt on KFC
Introduction
1) Identify the type of business organization and strategies
2) Key players
Body
1. Opportunities
2. Threats
Closing/Conclusion
1. Make recommendations
2. Offer a plan for implementation
.
Case Study Crocs Revolutionizing an Industry’s Supply Chain .docxcowinhelen
Case Study Crocs: Revolutionizing an Industry’s Supply Chain Model for
Competitive Advantage
If the products sell extremely well, we will
build more in season, and will be back on the
shelves in a few weeks. And we’ll build even
more, and even more, and even more, in that
same season. We’re not going to wait with a
hot new product until next year, when hope-
fully the same trend is alive.
—Ronald Snyder, CEO of Crocs, Inc.1
On May 3, 2007, Crocs, Inc. released its results for the
first quarter of the year. The footwear company,
which had sold its first shoes in 2003, reported reve-
nues of $142 million for the quarter, more than three
times its sales for the first quarter of 2006. Net in-
come, at $0.61 per share was more than 17 percent
of sales, nearly four times higher than the previous
year.2 These results far exceeded market expecta-
tions, which had been for earnings of $0.49 per share
on $114 million of revenue.3 As part of the earnings
release, the company announced a two-for-one stock
split. Immediately after the announcement, the stock
price jumped 15 percent.
The growth and profitability of Crocs, which made
funky, brightly colored shoes using an extremely com-
fortable plastic material, had been astounding. Much
of this growth had been made possible by a highly
flexible supply chain which enabled the company to
build additional product to fulfill new orders quickly
within the selling season, allowing it to respond to un-
expectedly high demand—a capability that was previ-
ously unheard of in the footwear industry. This ability
to fulfill the needs of retailers also made the company
a very popular supplier to shoe sellers.
This success also raised questions about how
the company should grow in the future. Should it
vertically integrate or grow through product line
extension? Should it grow organically or through ac-
quisition? Would potential growth paths exploit
Crocs’ core competencies or defocus them?
CROCS, INC.
In 2002, three friends from Boulder, Colorado went
sailing in the Caribbean. One brought a pair of foam
clog shoes that he had bought from a company in
Canada. The clogs were made from a special mate-
rial that did not slip on wet boat decks, was easy
to wash, prevented odor, and was extremely com-
fortable. The three, Lyndon “Duke” Hanson, Scott
Seamans, and George Boedecker, decided to start a
business selling these Canadian shoes to sailing en-
thusiasts out of a leased warehouse in Florida, as
Hanson said, “so we could work when we went on
sailing trips there.”4 The founders wanted to name
the shoes something that captured the amphibious
nature of the product. Since “Alligator” had already
been taken, they chose to name the shoes “Crocs.”
The shoes were an immediate success, and word
of mouth expanded the customer base to a wide
range of people who spent much of their days stand-
ing, such as doctors and gardeners. In October 2003,
as the business began to grow, th.
Case Studies Student must complete 5 case studies as instructed.docxcowinhelen
Case Studies: Student must
complete 5 case studies
as instructed by course
materials. Fill out form below for 5 different people (imaginary is okay).
Master Herbalist Questionnaire
Date: _____________________
Name: _________________________________ Age: ______ Birth date:_____________
Address: ________________________________________________________________
Home Phone: _________________________ Work Phone:________________________
Height: _________ Weight: _________ 1 year ago:__________ 5 years ago:_________
Occupation: _______________________________________ Full Time Part Time
Living situation: Alone Friends Partner Spouse Parents Children Pets
What are your major health concerns and intentions for your visit today?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please list any other health care providers or consultants you are currently working with:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please list any current health conditions diagnosed by a medical doctor:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please use this form
as a source of
reference when
conducting your
Case-Studies.
Treat this part as information only as you are not to treat or prescribe treatment for any specific diseases
It is important to know if the client is receiving treatment from other practitioners and what these entail
Since legally you are not allowed to diagnose disease, it is helpful to get one from an MD
When was your last physical exam?
________________________________________________________________________
Please list all herbs, vitamins, and dietary supplements you are currently taking, includingdosage and frequency:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
List all medication.
Case Studies in Telehealth AdoptionThe mission of The Comm.docxcowinhelen
Case Studies in Telehealth Adoption
The mission of The Commonwealth
Fund is to promote a high performance
health care system. The Fund carries
out this mandate by supporting
independent research on health care
issues and making grants to improve
health care practice and policy. Support
for this research was provided by
The Commonwealth Fund. The views
presented here are those of the author
and not necessarily those of The
Commonwealth Fund or its directors,
officers, or staff.
For more information about this study,
please contact:
Andrew Broderick, M.A., M.B.A.
Codirector, Center for Innovation
and Technology in Public Health
Public Health Institute
[email protected]
The Veterans Health Administration:
Taking Home Telehealth Services to
Scale Nationally
Andrew Broderick
ABSTRACT: Since the 1990s, the Veterans Health Administration (VHA) has used infor-
mation and communications technologies to provide high-quality, coordinated, and com-
prehensive primary and specialist care services to its veteran population. Within the VHA,
the Office of Telehealth Services offers veterans a program called Care Coordination/
Home Telehealth (CCHT) to provide routine noninstitutional care and targeted care man-
agement and case management services to veterans with diabetes, congestive heart fail-
ure, hypertension, post-traumatic stress disorder, and other conditions. The program uses
remote monitoring devices in veterans’ homes to communicate health status and to cap-
ture and transmit biometric data that are monitored remotely by care coordinators. CCHT
has shown promising results: fewer bed days of care, reduced hospital admissions, and
high rates of patient satisfaction. This issue brief highlights factors critical to the VHA’s
success—like the organization’s leadership, culture, and existing information technology
infrastructure—as well as opportunities and challenges.
OVERVIEW
Since the 1990s, information and communications technologies—including tele-
health—have been at the core of the Veterans Health Administration’s (VHA’s)
successful system-level transformation toward providing continuous, coordinated,
and comprehensive primary and specialist care services. The VHA’s leadership
and culture; underlying health information technology infrastructure; and strong
commitment to standardized work processes, policies, and training have all con-
tributed to the home telehealth program’s success in meeting the chronic care
needs of a population of aging veterans and reducing their use of institutional
care and its associated costs. The home teleheath model also encourages patient
activation, self-management, and helps in the early detection of complications.
To learn more about new publications
when they become available, visit the
Fund's website and register to receive
Fund email alerts.
Commonwealth Fund pub. 1657
Vol. 4
January 2013
www.commonwealthfund.org
www.commonwealthfund.org
mailto:[email pro.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Running head INITIAL REFLECTIONMays1INITIAL REFLECTIONMay.docx
1. Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have
encouraged me to take a deep learning approach. They include
group discussions, multimedia presentations, and simulations
among others. Group discussions allow students to interact with
each other that have helped us to tap into our interpersonal
intelligence a skill that is important beyond the classroom.
Multimedia presentations such as PowerPoint presentation
enables those of us who are better at learning visually
understand a topic better. Our instructors provide us with
choices by allowing us to choose a topic of discussion for our
essay writing assignments. For instance, they allow us to choose
an organization of our interest for certain assignments then
discuss the assignment using this organization. They also
2. provide us with a selection of books and materials to use in our
assignments. They allow us to complete research on a topic of
their choice within our area of study and report back to the
class. By actively engaging us in the learning process using the
above practices and many more, I am able to take a deep
learning approach.
Most of my instructors use deep learning approaches. However,
some surface learning approaches noted include; assessing our
assignments for independent facts using short answer questions,
emphasizing coverage of a topic at the expense of depth, and
having a short assessment cycle.
The online surveys tell me that I can use several methods to
enhance learning among my students. For instance, I should
engage my students in the learning process as it increases their
attention and focus. It also motivates them to engage in higher
level of critical thinking as well as promote meaningful learning
experiences. A student-centered approach increases
opportunities for student engagement that results to achieving
of course learning objectives for both the instructor and the
students. Teachers should prepare ahead for classroom
discussions in order to have a clear focus for the discussion and
address important topics from a number of perspectives. They
should also design effective evaluation strategies for their
students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not
value their education. I belive that students interested in
learning are easy to handle since most of them have some focus
on the learning process in order to achieve their personal and
professional goals. However, those not interested in learning
and have just been pushed by their parents to obtain degrees are
a difficult lot to handle. I may be willing to help them but as
long as they are not interested in the learning process and have
no set goals it remains a challenge for me as a teacher who
wants to see all her students achieve academic success and
obtain careers of their choice.
My desire is to change the lives of as many students as I can
3. and help them lead a better life through their academic success.
I desire to use different teaching practices just to ensure that
most if not all of my students have a better understanding of the
topic of discussion and can apply the skills and knowledge
acquired to improve their daily lives. In order to achieve this, I
must ensure that I have the skills, experience, and knowledge to
enhance the learning process. Additionally, I need to practice
patience, perseverance, and hard work. I have to keep doing
what I believe will be meaningful to my students to help them
attain personal and professional goals.
1. Divest or Hold onto these bank investments?
2. If hold, what are the options?
a. Attract more bank deposits
b. Raise debt
c. Seasoned offering
3. How viable (in terms of the banks ability as well as success
in fixing the capital ratio issue) are these options?
a. Attract more bank deposits?
b. Raise debt?
c. Seasoned offering?
4. What are the impacts (both direct and indirect) of the
4. alternative financing options?
a. Liquidity
b. Growth (incl. attracting more depositers)
c. Short-term/Long-term
5. What is (the most) suitable on how to raise funds – taking
into consideration the valuation results?
GOAL: Increase Tier One Capital Ratio
= Core equity capital [RE + common stock] / risk-weighted
assets
1. Increase Numerator
a. Increase retained earnings
i. Sell PPE
· That is, if they own it. And this would only raise retained
earnings IF it produces an accounting gain on sale. Unable to
know for certainty success.
ii.
b. Increase common stock
i.
2. Decrease Denominator
a. Decrease risk-weighted assets
Things that would not work, and why:
1. Issue preferred shares
a. This does not increase core equity capital, therefore it does
not affect the tier one capital ratio
Dividing work:
1. Question 1
2. Question 5
3. Increase Numerator -- retained earnings
4. Increase Numerator -- common stock
5. 5. Decrease Denominator -- decrease risk-weighted-assets
6. Concatenate all the things :)
divided work #3, 4, & 5 will be required to answer Q#2, 3, & 4
in document
PAGE
Running head: LEARNING PLAN
1
Learning Plan for Leadership through Coaching Seminar
William Castro
Walden University
June 25, 2017
Learning Plan for Leadership through Coaching Seminar
Analysis of Learning Context
Student Population
The key characteristics of the student population for this class
are first diverse learners. These students will represent a diverse
community of key employees who have displayed leadership
qualities and expressed the willingness to grow within the
company hierarchy. They will be women and men from diverse
backgrounds and ethnicities. They will vary in age from
eighteen to forty. They will represent different levels of
education from high school, some college, and undergraduate
degrees from various disciplines.
Subject Matter
The subject matter will be broken down into four parts A:
Beginning the Coaching Dialogue, B: Rewiring the Brain, C:
Single Conversation, and D: Understanding and Selecting
Coaching Models. Part A will be the introduction and parts B
through C will discuss the how, when and whys coaching should
6. be used. Part B will be introducing, as the title suggests, a new
way of thinking for most if not all of the students. This will be
difficult for some to adjust to. Part D will be the lengthiest part
that will give an overview of popular coaching models and how
to apply each.
Part C will require some skills not all students will process.
This would be a good opportunity to present role-playing
exercises or short case studies to solidify learning. Part D could
present some confusion, as there will be four models selected
for the learning. The opportunity here would be to present case
studies and ask students to choose a model then present to the
class why they chose that particular model. This would allow
for discussion and comparison as well as give the students an
opportunity to consider not only their point of view but also
critique, defend and consider other options.
Goals
Laureate Education (n.d.) presents examples of good and not so
good statements of learning goals. “6. Students will critically
reflect on their role as a leader in specific leadership
situations.” was presented as a good example of a learning goal
statement. Diamond (2008) stated competencies should be
described in terms that are measurable and demonstrable. My
wish as instructor would be that the students understand the
value of coaching as a useful tool in leadership. The goal for
this seminar would be: Students will be able to evaluate a
leadership situation and ascribe a coaching model for desired
results.
Relevance
Coaching is an integral part of leadership in today’s modern
business climate. Indeed coaching is far more complex than a
first glance offers. The understanding of coaching starts with
beginning the coaching dialogue, rewiring the brain, single
conversation, and understanding and selecting coaching models.
Assessment Strategies
7. Diamond (2008) stated development of assessments should
include more complex goals of your course and that data should
be collected throughout the course to include: identifying
students for remedial and exemption, determining whether the
learning outcomes are being met by measuring students
performance, determine whether students attitudes toward the
course and discipline have changed, and determine whether
overall course design, materials and procedures are efficient and
effective. Students for this seminar would be selected before
hand by superiors and go through an evaluation effectively
using a prerequisite qualification standard. Diamond (2008)
stated learning outcome statements presented to students, the
content of the course, and the questions asked on tests and
examinations must be aligned. A learning statement for the
seminar would be a great way to prepare the student for
intended outcomes. The outcome statement will be directly
related to the course content. The evaluation would be taken
from examinations of how well the students absorbed the
material either in discussion participation or tests. To determine
how students’ attitude will changes toward the subject would be
evaluated with a before and after test on basic knowledge and
value of the subject. These tests could also include questions to
determine whether design, materials, and procedures are
effective.
Rubric
Laureate Education (n.d.) Discussion board rubric provided an
excellent example for the use of evaluating discussions in the
seminar. It is presented below with some changes to reflect the
potential learning that would be provided in the proposed
seminar.Model Choice with Discussion Rubric
Quality of Work Submitted
A: Exemplary Work
8. B: Graduate-Level Work
C: Minimal Work
D: Work Submitted but Unacceptable
Contribution to the Learning Community
The student’s contribution exceeds assigned criteria and
frequently prompts further discussion of a topic.
The student takes a leadership role in discussions and actively
contributes to collaborative learning.
The student demonstrates awareness of the community’s needs.
The student’s contribution meets the assigned criteria for
contributions to the discussions.
The student interacts freely and encourages others in the
community.
The student demonstrates some awareness of the community’s
needs.
The student’s contribution is perfunctory to the posting and
response deadlines.
Occasionally, the student makes an additional comment.
The student makes minimal effort to become involved with the
community.
The student’s contribution does not meet the assigned criteria.
The student does not respond to postings until after the due
date.
9. The student does not make an effort to participate in the
community as it develops.
Initial Presentation: Critical Analysis of Issues
Demonstrates critical thinking to analyze and relate key points.
Supports content with course videos or required readings and
may use credible sources in addition to course videos or
required readings.
Relates to the assigned discussion topic with evidence of
critical thinking.
Summarizes but does not support content using information
from course videos or required readings.
Summarizes or restates discussion topic components without
evidence of higher order thinking skills.
Post is off topic.
Post has little connection to course materials.
Does not relate to the assigned Discussion topic.
Post contains no connection to course videos or required
readings.
Responses: Quality of Learning for Colleagues and Self
Provides specific, constructive, and supportive feedback to
extend colleagues’ thinking.
Encourages continued and deeper discussion.
10. Offers additional resources or experiences.
Provides specific, constructive, and supportive feedback to
colleagues.
Refers to sources from course videos or required readings.
Demonstrates evidence of personal learning as a result of
interaction with colleagues.
Provides general feedback with little or no connection to course
videos or required readings.
Demonstrates little evidence of personal learning as a result of
interaction with colleagues.
Provides agreement without substance or connection to course
videos or required reading.
Demonstrates no evidence of personal learning as a result of
interaction with colleagues.
Expression
Provides clear, concise opinions and ideas effectively written in
standard edited English.
Provides clear opinions and ideas written in standard edited
English.
Expression is unclear or interrupted by errors.
Unacceptable written expression.
Learning Activities
Fink (2013) stated the research on college teaching suggested
that students will learn and retain more learning if more active
methods of teaching and learning are used. Active learning
11. includes doing, observing, and reflection on what and how one
is learning alone and with others.
Part A will consist of lecture supported by power point. This
part will incorporate passive learning as explained in Fink
(2013). Fink stated this is an important part of learning but by
itself it is limited and limiting. Part A will also include a
questionnaire establishing students’ current understanding of
leadership and coaching. Part B will consist first part lecture
supported by power point explaining the five point process for
rewiring the brain towards more emotionally intelligent
behaviors explained in Goleman et al. (2001) followed by an
assignment that puts these concepts into practice on a personal
basis in the form of a paper. Part C will consist first of lecture
followed by role playing exercises to include a critique session
at the end of the role play for all students (participating and
observing) to offer input. Part C will be graded in two parts,
first on role playing involvement and use of material presented
then for discussion input in the critique sessions. Part D will
consist first of lecture supported by power point to explain four
coaching models: Developmental Coaching Model, The GROW
Model, The Flow Model, and The Mineral Rights Model to
include supporting references. The last portion of this part
would be case studies presented in discussion form to allow
students to consider a case and suggest a coaching model with
explanation as to why they chose a particular model then allow
critique and discussion from the class offing support or
differing viewpoints. The final piece, offered in Part D, will be
an after class questionnaire to compare responses to the initial
questionnaire taken in Part A. A final assignment paper will be
assigned as a reflection for students to compose to be discussed
with the instructor at a later date after the course has been
completed. The students will be encouraged to reach out to
other members of the seminar to discuss their reactions and
conclusions that will be included in their reflection. This will
12. give the students the opportunity to reflect alone and with
others before final reflection with the instructor.
Alignment
Part D directly aligns with the goal statement: Students will be
able to evaluate a leadership situation and ascribe a coaching
model for desired results. Understanding must first be
established before students can ascribe coaching models and
change behavior, for this reason Parts A through C will provide
foundation that will lend understanding as to how and why. The
initial (Part A) and final (Part D) questionnaire will provide
information as to how the students’ understanding grew through
the seminar along with the value they attribute to the material.
Part B that includes an evaluated assignment that applies the
knowledge presented to personal experience, Part C that
includes evaluated role playing exercises and discussion will
show how well the information was absorbed. The final
reflection allowed to be made outside and after the course along
with a follow up meeting with the instructor will provide
information that the instructor can use to determine whether the
design, materials, and procedures were effective.
Syllabus
Fink (2013) stated once the course is designed and ready to go
the information about the course needs to be communicated to
the students. This syllabus needs to contain enough information
so students can do what you want them to do along with ground
rules and policies for the course operation. Fink provided
general guidelines that include: general management
information, course goals, structure and sequence of course
activities, reference materials, grading procedures, and course
policies.
Seminar Syllabus
13. Seminar Title
Leadership through Coaching
Instructor
Bill Castro, [email protected], 434.987.6621, office address: 8
East Lakeshore Dr. Hampton, VA 23666.
Course Description
Coaching is an integral part of leadership in today’s modern
business climate. Indeed coaching is far more complex than a
first glance offers. The understanding of coaching starts with
beginning the coaching dialogue, rewiring the brain, single
conversation, and understanding and selecting coaching models.
Through this seminar the student will learn to identify where
and when a particular model would be most useful in achieving
desired results and most importantly how to apply it.
Goal
Students will be able to evaluate a leadership situation and
ascribe a coaching model for desired results.
Seminar Outline
Class 1: Beginning the Coaching Dialogue
Initial Knowledge Assessment; not graded
Lecture: Hunt and Weintraub (2011); Mentors and Coaches.
Class 2: Rewiring the Brain
Lecture: Goleman et al. (2001); The five step process to rewire
the brain toward emotionally intelligent behaviors.
Assignment: applying Goleman et al. to an attitude the student
would like to change; graded
Class 3: Single Conversations
Lecture: Flaherty (2010); Five steps to single conversation.
14. Role Play: two way behavior modification role play, coach and
coachee; graded.
Discussion: group evaluation and feedback of each role play
activity; graded.
Class 4: Understanding and Selecting Coaching Models.
Lecture: Four coaching models: Developmental Coaching
Model, The Grow Model, The Flow Model, and The Mineral
Rights Model.
Case Studies: chose which coaching model is used and assess
effectiveness in discussion format; graded.
Final Knowledge Assessment; not graded.
Take Home Assignment: Write a reflection on your learning in
the seminar within one week of completing the seminar; use
other students’ input. This reflection will be discussed with
your instructor or trainer no later than two weeks from
completion date of seminar; graded.
Required Reading
Flaherty, J. (2010). Coaching: Evoking excellence in others
(2nd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal
leadership: The hidden drivers of great. Harvard Business
Review, 79(11), 43-51.
Guide staffers with the GROW model. (2015). Executive
Leadership, 30(5), 4. Retrieved from
http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfvie
wer/pdfviewer?vid=28&sid=6e8d2e93-0127-45de-86c8-
a8083ae21e6f%40sessionmgr4004&hid=4101
Hunt, J. M., & Weintraub, J. R. (2011). The coaching manager:
Developing top talent in business (2nd ed.). Thousand Oaks,
CA: Sage Publications.
McPhedran, A. (2009). Turning ideas into reality. Training
15. Journal, 63-66.
Scott, S. (2004). Fierce conversations: Achieving success at
work & in life, one conversation at a time. New York, NY: The
Berkley Publishing Group.
Grading
Submitting assignments will be assessed according to discussion
and assignment rubrics.
Quality of Work
Letter Grade
Percent Range
Exemplary
A
90%–100%
Graduate-level work
B
80%–89%
Minimal
(needs improvement)
C
70%–79%
Poor
(attempted and submitted)
Fail
D
F
60%–69%
Less than 59%
Seminar Policies
This seminar is required for advancement to the next level of
management.
Attendance is required for every class. One missed class will
16. result in failure of seminar.
On time attendance is required. Time management is of the
utmost importance to complete all requirements of each class.
Tardiness will result in significant grade reduction per
occurrence.
Assignments must be turned in on time. Late assignments will
result in significant grade reduction.
A “C” grade is required to pass the seminar.
Cheating or plagiarism will result in a fail grade.
Implementation
The implementation of the learning plan will require the
instructor to be prepared by reading all of the required reading
and familiarize themselves with the concepts to be presented.
The learning experience will allow students to become more
effective leaders using a new paradigm for leadership; not
telling/ordering subordinates but teaching and coaching them to
become more productive. The time required to complete this
seminar will be allowed within the constraints of the students
work schedule. They will be allowed time off from regular
duties to attend the seminar and allowed time at their place of
work to complete the last assignment as part of their scheduled
work day. The final discussion of the students’ reflection will
be scheduled ahead of time to allow the student and trainer
sufficient time for preparation and fulfilling the final
requirement to pass the course.
References
Diamond, R. M. (2008). Designing and assessing courses and
curricula: A practical guide (3rd ed). San Francisco, CA:
Jossey-Bass.
17. Fink, L. D. (2013). Creating significant learning experiences:
An integrated approach to designing college courses. (Rev.).
San Francisco, CA: Jossey-Bass.
Flaherty, J. (2010). Coaching: Evoking excellence in others
(2nd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal
leadership: The hidden drivers of great. Harvard Business
Review, 79(11), 43-51.
Hunt, J. M., & Weintraub, J. R. (2011). The coaching manager:
Developing top talent in business (2nd ed.). Thousand Oaks,
CA: Sage Publications.
Laureate Education, Inc. (Producer). (n.d.). Evaluating
statements of learning goals [Multimedia]. Retrieved from
http://mym.cdn.laureate-
media.com/2dett4d/Walden/EDUC/6757/04/mm/quiz/index.html
Laureate Education, Inc. (Producer). (n.d.). Discussion board
rubric. Retrieved from
https://class.waldenu.edu/webapps/blackboard/execute/content/b
lankPage?cmd=view&content_id=_41055418_1&course_id=_16
272835_1&mode=reset
Criminal Justice courses have specific course outcomes that
are measured through various tools and strategies such as
exams, presentations, class discussions, papers, and projects.
These tools are designed to examine the depth of learning,
modify and/or reinforce information learned and to encourage a
deeper learning of the course material. The outline below will
chronicle the assessment strategies designed for the Criminal
Justice/Law Enforcement Course that will promote an in-depth
understanding of the course and expected outcome because
effective assessment and learning arise from the classroom.
18. Learning Plan
Topic: Criminal Justice: Law Enforcement
Key characteristics of student population
· Devotion to specialized educational and physical training
· Ability to handle stress and difficult situations
· Ability to develop a set of core attributes to adapt to evolving
challenges for law enforcement
· Students must have personal traits such as honest, integrity,
ethics and tolerance
· Students must possess leadership skills and an inner sense of
right and wrong because officers are considered role models and
trusted within the community
· Students must have a calm demeanor and a well-developed
sense of ethics to succeed in criminal justice.
· Criminal justice is a physically demanding career; therefore,
students are required to have a great deal of physical strength in
order to fulfill the role of police officer because their potential
of having to run, climb, and jump to apprehend offenders.
Characteristics of the subject matter that may present special
challenges
· Students’ inability to learn the course material
· Teacher’s inability to effectively create a learning plan that is
conducive to students’ academic success
· Teacher’s inability to engage the students
· Teacher’s methods of teaching are not innovative and doesn’t
incorporate/cover today’s law enforcement issues and learning
material.
Learning Goals and Outcomes
Upon successful completion of the Criminal Justice: Law
Enforcement course students should be able to:
· Demonstrate an understanding of the nature, function, and
score of criminal justice ideas, issues and programs.
· Understand the issues and component parts of a police
organization.
· Understand criminal laws and procedures and comprehend the
19. nature and scope of the American court system.
· Evaluate situations and determine sound moral, ethical, and
legal implications.
· Produce competent, honest, well-rounded officers
Assessment Strategies Outline
I. Introduction to Law Enforcement-Week 1
a. Familiarize students with basic law enforcement terms
b. Establish foundation of law enforcement practices
c. Familiarize students with the core missions and values of law
enforcement
d. Test student’s knowledge through weekly discussion boards
and papers to determine if students understand the concept of
the basic principles of law enforcement.
II. Police Administration and Operations-Week2
a. Focuses on uniformed police operations of both patrol and
traffic
b. Discusses the principles of organization, management,
planning, and crime prevention.
III. Criminal Procedure-Week 3
a. Course emphasizes criminal procedure, including the laws of
arrest and search and seizure
b. Focuses on the rights of the accused
c. Focuses on the roles of the prosecutor, judge, jury and
defense counsel in the judicial process.
IV. Criminal Law-Week 4
a. Study of the basic elements of criminal law
b. Purpose of course is to identify and describe the various
relationships between the criminal law and the needs of society.
c. Students learn the basic principles of the criminal law in
various categories, definition of criminal offense, defenses,
standards of use.
d. Course explains the relationship of knowledge of the criminal
20. law as a vital part of professional law enforcement.
e. Course develops the thought-process of critical thinking
problem-solving in criminal law situations.
V. Topics in Criminal Justice/Law Enforcement-Week 5
a. Introduces a series of critical issues facing law enforcement
personnel.
b. Examines the diverse roles of the public police and how to
achieve effective community policing.
c. Focuses on the evolution of community policing
d. Implements community policing and communicating with a
diverse population
e. Building partnerships in the community
VI. Criminal Justice Internship-Week 6
a. Aninternship program that provides the student with field
experience with municipal, county, state, and local criminal
justice agencies.
b. Internship allows students to perform the duties of law
enforcement professionals at the staff level.
c. Students receives hands on experience in their chosen field
working with and performing the duties of criminal justice
professionals.
Course Assessments: Exercises that aids in identifying the
aspects of critical thinking through emphasis on clarity of
thought and objective evaluation to support conclusions such as
weekly discussion boards. Other effective assessments utilized
in this course will consist of written multiple choice exams and
end of course projects that will be comprised of critical thinking
scenario-based assignments and/or oral presentations.
Outcome: Upon successful completion of this course, students
should be able to:
characterize the importance of ethics and ethical decisions at all
levels and processes within the criminal justice system.
Students should be able to demonstrate an understanding of the
function, issues and ideas of the program. Students should also
be able to apply case law, criminal procedure, and custodial law
21. by analyzing fact patterns and situations, as well as analyze
critical issues in law enforcement and their impact on day to
day operations of police departments.
Criminal Justice: Law Enforcement Syllabus
Course Description: This course provides an introduction to law
enforcement practices, policies and procedures as well as its
establishment. It also focuses on the criminal justice system and
its basic components. The primary goal of this course is to
develop an in-depth understanding of the criminal justice
system as it applies to law enforcement and the primary roles
and responsibilities of law enforcement officers.
Course Objectives: Upon completion of this course students
should be able to
· define and discuss criminal behavior
· define and identify the various law enforcement agencies
· Know common law enforcement practices as well as
expectations
· know the Constitutional Rights of the people
· articulate the reason for public concern
· Understand the criminal justice system and criminal trial
process
Desired Learning Outcome:
· Each student will fully understand the practices of law
enforcement officers as well as due process
· Students will gain an understanding of the critical role police
play in today’s society as well as understand how police
departments function.
· Students will gain an understanding of how the police
departments are structured and their strategies in combating
crime.
· Students will learn how modern police departments function;
understand their structure, and their strategies used in
combating crime.
22. · Students will also get an insight on how police are hired and
also their rights as police officers.
Through thorough and strategic planning students will gain
insight and knowledge of law enforcement procedures and
operations. Class assignments and exams are designed to engage
the students and to promote “deeper learning” of the material.
As learned this semester, creating innovative ways to engage
students in the learning process motivates students to learn and
they are more susceptible to learn. It is also important to
evaluate or measure students’ learning through various
assessments. To ensure a successful learning outcome, it is
important to effectively and efficiently plan each course with
goals and a desired outcome so teachers can track students
learning process while students are engaged in the learning
process.
Criminal Justice Syllabus
Weekly Course Topics
Rationale
Week 1
Introduction to Law Enforcement
Introduce students to law enforcement operations, policies and
practices
Week 2
Police Administration and Operations
Familiarize students with the principles of organization,
management, planning, and crime prevention.
Week 3
Criminal Procedure
Emphasizes criminal procedure, including the laws of arrest and
search and seizure
Week 4
Criminal Law
Students learn the basic principles of the criminal law in
various categories, definition of criminal offense, defenses, and
standards of use.
23. Week 5
Topics in Criminal Justice/Law Enforcement
Examines the diverse roles of the public police and how to
achieve effective community policing.
Week 6
Criminal Justice Internship
An internship program that provides the student with field of
law enforcement professionals
Weekly Assessment Methods
Assignments
Total Grade Percentage
Weekly Discussion Boards
6 Discussions: 5% each
30%
Weekly Quizzes
6 Quizzes: 2% each
12%
Written/Oral Presentations:
6 Presentations: 2% each
12%
Weekly Exams
6 Exams: 3%
18%
Final Project:
28%
Total
100%
24. Students who score 90%-100% are considered to demonstrate
exceptional knowledge of the material and able to demonstrate
this knowledge through various exercises.
Students who score 71%-89% are considered to demonstrate
mediocre knowledge of the material demonstrate this knowledge
through various exercises. However, student may need more
guidance or additional learning mechanisms to become
exceptional in the course.
Students who score 71%-79% are considered to demonstrate
marginal or little knowledge of the material and may need more
instruction and better understanding of the material in order to
excel in the course.
Below 70% the student demonstrate little to no knowledge of
the material