Running Head: OBSERVATIONAL LEARNING THROUGH PEER MODELS 1
OBSERVATIONAL LEARNING THROUGH PEER MODELS 11
Observational Learning through Peer Models
Observational Learning through Peer ModelsIntroduction
Children with and without special needs have been seen to have the abilities to learn new skills in different ways. For instance, children can learn through explicit instruction, prompting as well as reinforcement (Charlop et al., 2018). Learning can be divided into two categories. These are instructive feedback and observational learning. In instructive feedback, children gain knowledge of new information that is not directly taught tor reinforced into them (Henderson et al., 2018). On the other hand, observational learning involves learning skills by observing other people, usually their peers (Grenner et al., 2019). This proposal aims to evaluate ways in which pre-school children with special needs can learn in an inclusive classroom and achieve their potentials. This can be achieved through observational learning (Spriggs, 2016).
Children with such developmental disabilities as autism have more trouble learning in classrooms compared to their peers. As such, it is necessary to encourage and support them with proper learning environments. More specifically, tailoring a classroom to be inclusive of them goes a long way in supporting their education endeavor. This support can be offered in three different ways (Lanter& Singer-Dudek, 2020). One, the children should be able to interact with their peers, friends as well as adults in their community. Two, their environments should be constructed in a manner that the impact of their impairment or disability is effectively reduced. This means that buildings and other facilities in the learning environment must be able to be accommodative of these children with special needs (Foti et al., 2018). Third, these children need to be taught by teachers and parents who help them gain new skills. Fourth, they should be able to meet other people with similar special needs to learn from and act as role models. All these are aspects of observational learning (Byers, 2016, Stone et al., 2018).
Werts et al. (2010) assert that observational learning is a major prerequisite for inclusive learning. Students with peer models, or classmates that have no disabilities, can observe what these peer models do and try to replicate these skills. Most of the studies carried regarding observational learning have been done in highly controlled environments. The students have been seen to acquire the expressive language used by their peers albeit not comprehensively. Egel et al. established that students with autism can learn from models and were seen o imitate discrete responses. The discrete responses that were studied included naming pictures, giving answers to questions, and reading words. Students were made to observe a different stimulus for each of them, and then prompted to respond correctly as per .
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
I have an a reflection assignment on professional issue, what Ive.docxwilcockiris
I have an a reflection assignment on professional issue, what I've learned from it
Reflect on all the material covered (e.g. readings, learning activities, etc.) throughout this module. Explain your thoughts on which learning experiences influenced your perspectives on IT and why. Additionally, explain what achievements you accomplished in this module and explain which learning experiences facilitated that/those accomplishment(s). Lastly, describe how you intend to apply your learning and experiences in this module to other modules in the Information Technology programme and/or your professional work.
The module is called professional issues and all the topics we covered around 8 topics they are and it’s based on professional issues in I.T such as plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing. They are the main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT 1
POSITIVE AND NEGATIVE REINFORCEMENT 30
Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral response or action. According to Berger (2014), Reinforcement is a stimulus or event that increases the frequency of response it follows. To increase the frequency of the desired behavior, positive or negative reinforcement must be used. Positive reinforcement works by establishing a motivating stimulus after the desired behavioral response. For example, when a child completes their homework and receives a reward like candy. Negative reinforcement is when a particular stimulus is removed when a particular behavior is displayed. By removing a negative stimulus, it is less likely to occur again. For example, a driver follows the speed limit to avoid receiving a ticket. Keep in mind negative reinforcement is not a punishment because it increases a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Downing and colleagues describe the results of an experiment that examined the ability to shape behavior to student to be teachable. The authors hypothesized that reinforcement, the stimulus is far more effective than the traditional punishment. Positive and negative reinforcement is never to be looked at as a punishment; it is a corrective action to change a specific behavior. The aut.
Running Head; DEVELOPING A UNIT PLAN 1.docxjeffsrosalyn
Running Head; DEVELOPING A UNIT PLAN 1
DEVELOPING A UNIT PLAN 2
Developing a Unit Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Instructor:
Dr. Antony Jacob
Developing a Unit Plan
1. Unit Topic/Title: Non-verbal Communication
2. Grade Level: 8
3. Course/Discipline: Diploma in Education
4. Time to Complete Unit: Week 12
5. Main Purpose of the Unit Study: This unit will familiarize students with the different instructional methods which they can interchangeably use to ensure the effective transfer of skills.
6. Instructional Resources or Technology: The unit will employ the use of a black board, chalks, class text books, a projector and videos on learning.
7. Evaluation of Unit: The learning exercise will involve three continuous assessments and a final comprehensive test. Additionally, I will observe the understanding of each student and emphasize on multiple exercises.
Lesson One: Introduction to non-verbal communication
Introduction of the topic: The teacher will introduce the lesson by helping students basically grasp the nature and importance of non-verbal communication.
Reading of Course content in class: The student will instruct students to read through class text as they pause and get an easier explanation of the same.
Group discussions and real life experience narration: The teacher will guide students in identifying the various means of non-verbal communication. Additionally, the teacher will guide students in class discussion. His will help students to grasp class content.
Assessment of students: The teacher will observe whether students have understood through random class questions and answer and through simplistic observation. Secondly, the teacher will assign presentation assignments to students. Additionally, the teacher will give assignment to students to be worked on individually and in groups.
Lesson Two: Gestures and body movement
A recap of the previous lesson: The teacher will guide students in identifying the key lessons of the previous class works, most of which will help build on the next class lessons.
Introduction of the lesson: The teacher will try and relate new class content with hat was learnt in the previous class. New concepts will be read aloud from the class course books and later discussed in class. Students will also understand the basic concepts of gestures and body movements.
Class activities: While the teacher will help students understand abstract concepts, students will discuss amongst themselves, and even role play to communicate meaning through the newly learnt body movements and gestures. The instructor will also help students watch videos that will help visual learners as well as create pleasant learning experiences.
Lesson assessment: The teacher will assess on the understanding of students through class questions and answers and class presentations. The teacher will also assess on given assignments and even t.
Philosophy of Student Discipline
School Discipline Essay
Essay On Classroom Discipline
Essay On School Discipline
Discipline Is a Must at Home and in School
The Importance Of Discipline In Schools
Career Prep Level 1
Students Disrespectful In Schools
The Importance Of School Discipline Policy
Discipline In Schools
Persuasive Essay On School Discipline
The Meaning Of Discipline In School
Speech On Discipline In School
Discipline In Private Schools Essay
Exclusionary Discipline Cases
Running head PHD IT 1PHD IT 5Written Interview Qu.docxtodd581
Running head: PHD IT 1
PHD IT 5
Written Interview Questions: PhD IT
Student’s name
Professor’s name
Course title
Date
Phd IT
Q 1: Information technology research interests, importance, and inspiration
Information technology must not be underestimated. Organizations now recognize information technology as a first mover advantage over the competitors. The increased desire for smart cities, sophisticated robotics, and now that the society is in the information age requires technology wizards to help in the transition. Notably, increased cyber attacks reports need more research. I am interested in finding out the emerging threats and safety precautions to lend a hand in reducing losses as a result the threats. The other is data breaching. The wide embrace of electronic commerce and storage of information electronically has led to the breach of sensitive information. Studying information technology in-depth will grant insights on how to govern information. Big data is common today. I would wish to know about the analytics of big data and its applications to make sound decisions. Risk is a fact. Knowledge on enterprise risk management is essential for the management of risks. Information technology varieties reflect the need to research about the technologies for a global world. Data is becoming more complex, calling for data science knowledge.
Q 2: Reasons for selecting PhD in information technology including University of the Cumberlands
Now that the world is driven by information technology is a sign of growth. To a student, this implies increased job opportunities which is a plus if one has a doctorate degree. A doctorate person can fit in careers that require high technology such as information technology consultant, strategist, architect, director, and chief information officer over a master’s person. A PhD will therefore, grant me the theories and strategies important to become a leader in technology management. University of the Cumberlands was chosen because it has been certified by the National Security Agency as well as Homeland Security as a center of excellence in the prevention of cyber threats (University of the Cumberlands, 2018). The university also offers the chance to study online and takes into account the student’s schedule to have time for work and home.
Q 3: Strengths verses weaknesses including impacts
More research is expected of a PhD student. The ability to research and write well will be beneficial in delivering the needed content. A thinker is also required to present substantive knowledge. Sacrifice in terms of time and effort is a must to graduate within the allocated duration. I am well-prepared to pursue this study because of the focus that I have. Additionally, I have shared about my interests and goals with my mentor therefore, assured that I am in the correct field. The selected mentor is knowledgeable about information technology and will get to this person when faced by any challenge. I a.
Running head PERSONALITY INVENTORIES1PERSONALITY INVENTORIE.docxtodd581
Running head: PERSONALITY INVENTORIES 1
PERSONALITY INVENTORIES 9
Personality Inventories as Evidence of Personality
Matthew M. Rosario
University of the Rookies
May 15, 2018
Abstract
It can be difficult to understand law in relations to psychology and the way behavior can be explained in a more practical application. Unfortunately, the advancement of psychology and the perception of law are at a constant struggle with each other because law is specific and psychology is changing. Understanding how juror verdict come to be not from a lawyer standpoint by a psychological one can be beneficial as far a juror selection. Juror selection is the most important part during pre-trial services. Being able to use science to investigate juror personality in regards to personality evidence can create a new theory in psychology and law once the research begins and the length and understanding of the topic is better. This paper will outline information of my research topic.
Personality Inventories as Evidence of Personality
It can be difficult to understand law in relations to psychology and the way behavior can be explained in a more practical application. Unfortunately, the advancement of psychology and the perception of law are at a constant struggle with each other because law is specific and psychology is changing. Law does not change in theory, but psychology does which enhances psychological understanding of the world. Being able to identify juror in favor of a particlar postion during “Voir Dire” can be beneficial during legal preceedings. Voir dire is the ability to rehabilitate the jury by allowing the judge and attorney to observe and ask questions to eliminate bias jurors before selecting the final 12 jurors who will preside over the case (Erik, Marek, 2016). Unfortunately, this method can be used in order to evaluate which juror would be most benefical for a particlar lawyer during a trial. In other words, lawyers have the ability to munapluate the selction process in order to gain juror in their favor. According to Schuller, Erentzen, Vo, and Li (2015) it is the right for one to be tried by an impartial and independent jury from one’s peers, but this can be difficult when peers can be prejudice or possibly chosen by attorneys to benefit their position. At this time there is mininal psychological assessement being conducted in order to understand the jurors position outside of their biases. Because this is a new topic emerging in studies, more research needs to be conducted in order to understand the bases of trial science and the annotation of using trial consultant to create mock trials for juror selection for their advantage. Due to trial science being a new specialty this lead to the research topic can personality inventories indicate a juror verdict during trial? Many researchers concluded that juror background demographic information, education and personality could influence a juror verdict, but did not con.
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I have an a reflection assignment on professional issue, what Ive.docxwilcockiris
I have an a reflection assignment on professional issue, what I've learned from it
Reflect on all the material covered (e.g. readings, learning activities, etc.) throughout this module. Explain your thoughts on which learning experiences influenced your perspectives on IT and why. Additionally, explain what achievements you accomplished in this module and explain which learning experiences facilitated that/those accomplishment(s). Lastly, describe how you intend to apply your learning and experiences in this module to other modules in the Information Technology programme and/or your professional work.
The module is called professional issues and all the topics we covered around 8 topics they are and it’s based on professional issues in I.T such as plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing. They are the main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT 1
POSITIVE AND NEGATIVE REINFORCEMENT 30
Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral response or action. According to Berger (2014), Reinforcement is a stimulus or event that increases the frequency of response it follows. To increase the frequency of the desired behavior, positive or negative reinforcement must be used. Positive reinforcement works by establishing a motivating stimulus after the desired behavioral response. For example, when a child completes their homework and receives a reward like candy. Negative reinforcement is when a particular stimulus is removed when a particular behavior is displayed. By removing a negative stimulus, it is less likely to occur again. For example, a driver follows the speed limit to avoid receiving a ticket. Keep in mind negative reinforcement is not a punishment because it increases a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing misbehavior is critical to teaching and learning in physical education. The scientific principles that affect student learning in the gymnasium also apply to the methods teachers use to influence social behaviors. Downing and colleagues describe the results of an experiment that examined the ability to shape behavior to student to be teachable. The authors hypothesized that reinforcement, the stimulus is far more effective than the traditional punishment. Positive and negative reinforcement is never to be looked at as a punishment; it is a corrective action to change a specific behavior. The aut.
Running Head; DEVELOPING A UNIT PLAN 1.docxjeffsrosalyn
Running Head; DEVELOPING A UNIT PLAN 1
DEVELOPING A UNIT PLAN 2
Developing a Unit Plan
Name:
Tanisha Hannah
Institution:
Strayer University
Instructor:
Dr. Antony Jacob
Developing a Unit Plan
1. Unit Topic/Title: Non-verbal Communication
2. Grade Level: 8
3. Course/Discipline: Diploma in Education
4. Time to Complete Unit: Week 12
5. Main Purpose of the Unit Study: This unit will familiarize students with the different instructional methods which they can interchangeably use to ensure the effective transfer of skills.
6. Instructional Resources or Technology: The unit will employ the use of a black board, chalks, class text books, a projector and videos on learning.
7. Evaluation of Unit: The learning exercise will involve three continuous assessments and a final comprehensive test. Additionally, I will observe the understanding of each student and emphasize on multiple exercises.
Lesson One: Introduction to non-verbal communication
Introduction of the topic: The teacher will introduce the lesson by helping students basically grasp the nature and importance of non-verbal communication.
Reading of Course content in class: The student will instruct students to read through class text as they pause and get an easier explanation of the same.
Group discussions and real life experience narration: The teacher will guide students in identifying the various means of non-verbal communication. Additionally, the teacher will guide students in class discussion. His will help students to grasp class content.
Assessment of students: The teacher will observe whether students have understood through random class questions and answer and through simplistic observation. Secondly, the teacher will assign presentation assignments to students. Additionally, the teacher will give assignment to students to be worked on individually and in groups.
Lesson Two: Gestures and body movement
A recap of the previous lesson: The teacher will guide students in identifying the key lessons of the previous class works, most of which will help build on the next class lessons.
Introduction of the lesson: The teacher will try and relate new class content with hat was learnt in the previous class. New concepts will be read aloud from the class course books and later discussed in class. Students will also understand the basic concepts of gestures and body movements.
Class activities: While the teacher will help students understand abstract concepts, students will discuss amongst themselves, and even role play to communicate meaning through the newly learnt body movements and gestures. The instructor will also help students watch videos that will help visual learners as well as create pleasant learning experiences.
Lesson assessment: The teacher will assess on the understanding of students through class questions and answers and class presentations. The teacher will also assess on given assignments and even t.
Philosophy of Student Discipline
School Discipline Essay
Essay On Classroom Discipline
Essay On School Discipline
Discipline Is a Must at Home and in School
The Importance Of Discipline In Schools
Career Prep Level 1
Students Disrespectful In Schools
The Importance Of School Discipline Policy
Discipline In Schools
Persuasive Essay On School Discipline
The Meaning Of Discipline In School
Speech On Discipline In School
Discipline In Private Schools Essay
Exclusionary Discipline Cases
Running head PHD IT 1PHD IT 5Written Interview Qu.docxtodd581
Running head: PHD IT 1
PHD IT 5
Written Interview Questions: PhD IT
Student’s name
Professor’s name
Course title
Date
Phd IT
Q 1: Information technology research interests, importance, and inspiration
Information technology must not be underestimated. Organizations now recognize information technology as a first mover advantage over the competitors. The increased desire for smart cities, sophisticated robotics, and now that the society is in the information age requires technology wizards to help in the transition. Notably, increased cyber attacks reports need more research. I am interested in finding out the emerging threats and safety precautions to lend a hand in reducing losses as a result the threats. The other is data breaching. The wide embrace of electronic commerce and storage of information electronically has led to the breach of sensitive information. Studying information technology in-depth will grant insights on how to govern information. Big data is common today. I would wish to know about the analytics of big data and its applications to make sound decisions. Risk is a fact. Knowledge on enterprise risk management is essential for the management of risks. Information technology varieties reflect the need to research about the technologies for a global world. Data is becoming more complex, calling for data science knowledge.
Q 2: Reasons for selecting PhD in information technology including University of the Cumberlands
Now that the world is driven by information technology is a sign of growth. To a student, this implies increased job opportunities which is a plus if one has a doctorate degree. A doctorate person can fit in careers that require high technology such as information technology consultant, strategist, architect, director, and chief information officer over a master’s person. A PhD will therefore, grant me the theories and strategies important to become a leader in technology management. University of the Cumberlands was chosen because it has been certified by the National Security Agency as well as Homeland Security as a center of excellence in the prevention of cyber threats (University of the Cumberlands, 2018). The university also offers the chance to study online and takes into account the student’s schedule to have time for work and home.
Q 3: Strengths verses weaknesses including impacts
More research is expected of a PhD student. The ability to research and write well will be beneficial in delivering the needed content. A thinker is also required to present substantive knowledge. Sacrifice in terms of time and effort is a must to graduate within the allocated duration. I am well-prepared to pursue this study because of the focus that I have. Additionally, I have shared about my interests and goals with my mentor therefore, assured that I am in the correct field. The selected mentor is knowledgeable about information technology and will get to this person when faced by any challenge. I a.
Running head PERSONALITY INVENTORIES1PERSONALITY INVENTORIE.docxtodd581
Running head: PERSONALITY INVENTORIES 1
PERSONALITY INVENTORIES 9
Personality Inventories as Evidence of Personality
Matthew M. Rosario
University of the Rookies
May 15, 2018
Abstract
It can be difficult to understand law in relations to psychology and the way behavior can be explained in a more practical application. Unfortunately, the advancement of psychology and the perception of law are at a constant struggle with each other because law is specific and psychology is changing. Understanding how juror verdict come to be not from a lawyer standpoint by a psychological one can be beneficial as far a juror selection. Juror selection is the most important part during pre-trial services. Being able to use science to investigate juror personality in regards to personality evidence can create a new theory in psychology and law once the research begins and the length and understanding of the topic is better. This paper will outline information of my research topic.
Personality Inventories as Evidence of Personality
It can be difficult to understand law in relations to psychology and the way behavior can be explained in a more practical application. Unfortunately, the advancement of psychology and the perception of law are at a constant struggle with each other because law is specific and psychology is changing. Law does not change in theory, but psychology does which enhances psychological understanding of the world. Being able to identify juror in favor of a particlar postion during “Voir Dire” can be beneficial during legal preceedings. Voir dire is the ability to rehabilitate the jury by allowing the judge and attorney to observe and ask questions to eliminate bias jurors before selecting the final 12 jurors who will preside over the case (Erik, Marek, 2016). Unfortunately, this method can be used in order to evaluate which juror would be most benefical for a particlar lawyer during a trial. In other words, lawyers have the ability to munapluate the selction process in order to gain juror in their favor. According to Schuller, Erentzen, Vo, and Li (2015) it is the right for one to be tried by an impartial and independent jury from one’s peers, but this can be difficult when peers can be prejudice or possibly chosen by attorneys to benefit their position. At this time there is mininal psychological assessement being conducted in order to understand the jurors position outside of their biases. Because this is a new topic emerging in studies, more research needs to be conducted in order to understand the bases of trial science and the annotation of using trial consultant to create mock trials for juror selection for their advantage. Due to trial science being a new specialty this lead to the research topic can personality inventories indicate a juror verdict during trial? Many researchers concluded that juror background demographic information, education and personality could influence a juror verdict, but did not con.
Running head: PHASE 2 1
PHASE 1 16
GenY Xploit Implementation Plan
Ken Wiechert
Robert Varela
Lakisha Trammel
Grand Canyon University: ENT-435
06/9/2019
GenY Xploit Implementation Plan
Innovation is a team activity that involves the intersection of different fields, bringing together diverse ideas, abilities, and/or methods that result in a physical product, a process, or a service that impacts society in a timely manner (National Academy of Engineering, 2015). It is imperative to influence innovation in an organization to stay in existence with other competitors. Before Team B can embrace the final phase of implementing a plan that will captivate the audience buy-in power there are two other phases that need to take place. Phase 1 has already been established and that is to purpose several innovative ideas to nominate for our new product along with a description of the models used to circulate an extensive evaluation of each product. Team B evaluated several innovation ideas mainly using the NOMMAR model which evaluated the customer needs, technology options, potential market, business model, realistic approach, and the relevancy (Miller Competition Series, n.d.). Phase 2 will finalize the name of a product, provide a description of the GenY Xploit gaming console, what value will it provide to our customer needs, utilizing the NOMMAR model a detailed implementation plane that that will include contingency, risks, budget, time frame, target market and visuals to increase readability and professional exploits.
GenY Xploit Gaming Console
Team B unanimously nominated the GenY Xploit gaming console for our new product. Introducing the new GenY Xploit gaming console into the market arena will give gamers a whole new jolt of gaming experience. The gaming console will introduce a unique design of software compatibility that will allow gamers to perform cross-platform gaming to compete with each other online no matter what gaming console they are using.
According to Karlsson, & Nystrom (2003), “The introduction of a new product on the market can basically be made in two different ways. A product can be either totally new to the market or it can be the result of a major change in an existing product” (p 136). The Gen Y Xploit is totally a new gaming console product that has the potential to revolutionize the gaming industry all over the world. Team B is excited and ready to establish this new gaming console to the gaming community world which we feel is hungry and ready for a new gaming console to take center stage. If that is not enough, we are confident that GenY Xploit will fulfill all their desires and needs for centuries to come. Presently, the latest marketing model for the gaming industry consists between two competitors, Microsoft Xbox One X and the Sony PlayStation 4 (PS4), even though the Nintendo Switch is a gaming system they are not equally comparable. It is time to beef up the competit.
Running head PERSONAL MISSION STATEMENT1PERSONAL MISSION ST.docxtodd581
Running head: PERSONAL MISSION STATEMENT
1
PERSONAL MISSION STATEMENT
4
Personal Mission Statement
Name
PSY/699
Instructor name
date
Personal Mission Statement
To begin with, I have set my eyes on becoming a social worker. Further, through my involvement in the realm of social work, I hope to help as many individuals as I can. For a long a time, I have exhibited immense passion and the need to come to the assistance of individuals who are grappling with a vast array of unsavory circumstances. My passion is as a result of my experiences of the suffering of many people whom I have interacted with throughout my life. Notably, the majority of these people had to contend with abuse and neglect for a long time. Moreover, my need is as a result of my comprehension of the fact that transforming the globe commences with the assistance of a just a single individual and having the ability to empathize with individuals. Having witnessed so much suffering throughout my life, I feel that it is right for me to do whatever I can to bring smiles to faces of individuals who have faced diverse challenging situations in their life. In this way, I believe that I will be able to bring much-needed positive contributions to my preferred profession.
Further, I bring various positive and unique qualities to social work, the most prominent of which include empathy, active listening, and persuasion. Firstly, empathy relates to the capability of an individual to identify with the situation in which another individual is. Undoubtedly, empathy is immensely critical in the realm of social work owing to the fact that it aids those partaking in the field to not only comprehend but also assist others in ascertaining solutions to their problems. Apart from this, active listening is equally critical in social work because it helps in establishing trust, opening doors, and coming to the discovery of important details regarding the people seeking the assistance of social workers. In this way, their unique circumstances can be understood. Additionally, the value of persuasion cannot be stressed enough, as it aids in influencing, coaxing, or inviting individuals to take action, for instance, when it comes to the transformation of client behavior.
With respect to how I see my role in the profession evolving through time, I hope that I will start working as a child welfare social worker in a hospital. I intend to offer services to children who are grappling with abuse and neglect owing to the actions of their parents. On top of this, I intend to assist children coming from families that do not earn enough income. In addition, I hope that I will become a hospital manager of child welfare five years after starting my practice of social work. Following the attainment of two to three years’ experience as child welfare social worker, on top of undergoing additional management training, I hope that I will be able to land the position. In addition, I intend to start a non-profit communit.
Running head PERSONALITY DEVELOPMENTPERSONALITY DEVELOPMENT.docxtodd581
Running head: PERSONALITY DEVELOPMENT
PERSONALITY DEVELOPMENT 6
Personality development
Student’s Name
Institutional Affiliation
Introduction
The purpose of this paper is to explain the concepts and theories of personality development. People tend to think widely about personality at the workplace, in schools, and in other social events. People place immediate focus on the personality and make judgments about shyness, helpful people. (Davis & Panksepp 2018) Personality makes each individual the way they are. Researchers in psychology and other fields have overtime in history researched how the personality of individuals developed. The development of personality refers to the organization of human behavior patterns, which brings uniqueness amongst various individuals. Many factors can result in personality changes such as the genetic factors, the environment one is living, styles of parenting, and other very important variables. The development of personality allows individuals to adopt an impressive personality and makes one be unique. Various psychologists have developed various theories that explain the development of human personality. Some of the theories of personality development include the psychodynamic theory, neural biological theory, the traits theory, and cognitive theory. (Rohsenow & Pinkston-Camp 2016)
Psychodynamic theory
The development of personality takes place through a certain series of stages. Each of these stages has unique conflict features in psychology. The development of human personality is developed from a number of components of the human mind. Feud believed that the three components include the id, the ego, and the superego. The id is concerned with the question "want to do that now," it is characterized by the gratification of certain basic needs and has an aspect of urgency. The superego places focus on some essential rules and morals in society. This is closely related to the commonly referred to as the human conscience. The development happens as individuals grow from childhoods to adulthood. The ego is mainly rational and part of our inner personality. A number of psychologists have criticized the feuds ideas about personality development and have rather applied the effect that the child's environment and their culture affect the development of their personality. (Rohsenow & Pinkston-Camp 2016)Alfred explored and developed a very comprehensive theory of psychodynamic personality.
The psychologists focused on the strong drive, which compensates for inferiority feelings. He developed the idea of an inferiority complex which described a situation where an individual lacks their worth and perceive themselves below the standards of other people in the society. Erickson was another psychologist who was very instrumental in the development of psychological development theory. (Brandes 2019) He argued that the development of the human personality was based on t.
Running Head PERSONAL NURSING PHILOSOPHY 1PERSONAL NURSING P.docxtodd581
Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.
Running Head PHILOSOPHICAL WORLDVIEW1PHILOSOPHICAL WORLDVIEW.docxtodd581
Running Head: PHILOSOPHICAL WORLDVIEW 1
PHILOSOPHICAL WORLDVIEW 2
Philosophical Worldview
Kathy Greggs
Liberty University
05/27/2020
1. Which philosophical worldview most closely aligns with your perspective and the way that you view problems in the world? How so?
The approach in which we view greatly affects the approach in which we take for research purposes. I did not have that idea until I read the philosophical worldview and gained a detailed comprehension of that it involves. From this knowledge, I have found out that from the four philosophical worldview one that closely aligns with my perspective and my view of problems in the world is the pragmatic technique. This is because my approach of viewing and handling issues is based on the experience of the vice theory. Based on pragmatic view, reality exist as physical realities, psychological and social realities that involve subjective experience and perception, language, and culture. Knowledge is based on reality of the world and our experiences (Petersen, & Gencel, 2013).
2. How does understanding the connection between philosophical worldview and research methodology assist in your research approach?
The capability to associate philosophical world views to various research methodologies is essential to me. It aids in making it easier to focus on main issue of research thus making the right decision on the type of data collection methods to be used and the type of data analysis to be used. It is essential to note that the connection between the philosophical worldview and the research approach available since it will aid in defining if I implement the quantitative method or the qualitative approach. Based on the research carried out by Robson and McCarran (2016), the quantitative approach is basically focuses on the natural sciences and numerical data; as the qualitative approach is based majorly on non-numerical data and believed to be better suited for social research on individuals. Nevertheless, as pragmatist both approaches could be implemented based on my perspective or basic consensus.
3. Compare/contrast research philosophical worldview with that of a Christian worldview. Are there any areas that are problematic, or do most philosophical worldviews appear to be congruent with a Christian worldview?
A world view is a way in which we comprehend life and the world as well as the reality. The Christian worldview is a great conceptualization of the world based on a Christian view. Based on the philosophical worldviews, positivism according to me of the only one that is problematic to a Christian word view since it disclaims invisible theoretical concepts (Robson & McCarran, 2016). Post-positivism is a new worldview that tends to replace positivism and it is in line to the Christian worldview since it takes into consideration the uncertainties that positivism rejects. The other approaches are inline to the Christian world view since they are more open to the social n.
Running Head PHIL WORKSHOP1PHIL WORKSHOP 2.docxtodd581
Running Head: PHIL WORKSHOP 1
PHIL WORKSHOP 2
Phil Workshop
Name:
Institutional Affiliation:
Phil Workshop
One
According to Kant’s theory, the wrongness or rightness of actions do not rely on their outcomes but on if they tend to fulfill our responsibilities. Kant believed that there has to be a supreme guideline when it comes to morality which he mentioned to be the categorical imperative. Kant mentioned that when looking at categorical imperative, he believed that whether actions are wrong or right relies not on their consequences although on if an individual fulfils their duties (Bowie, 2002). In the philosophy according to Kant, there are diverse aspects that we learn up to date. These include: ethics, utilitarianism, among others (Winch, 2015). The limitations of this aspect are however somewhat severe. According to research, most philosophers tend to know much about several topics although they do not have any tangible mastery of a particular subject in a thorough way (Hossieni, et.al, 2016).
Both Aristotle and Kant argued that an action was classified to be moral it got to be partaken with a moral result in mind. Aristotle breaks with Kant and believes that there are not such things as the Forms or Eidos which are permanent and eternal and real. Whatever feelings one is subjected to, determines how they develop. It is better that we understand the definition of personifications.
Two
FGM, that is, female genital mutilation is a concept which denotes all the processes that involve total or partial removal of parts of the exterior female genitalia or maybe causing other injuries to the organs for non-medical or cultural reasons. According to a report by the World Health Organization on 31st January, 2018, FGM has no health benefits for women and girls. In addition, it is a violation of the women’ and girls’ violation (Reisel & Creighton, 2015). When it comes to the morals and ethical aspects of FGM, there ought to be a reasoned public dialogue regarding how well to get rid of harmful aspects of the mutilation of female genitals via laws, policies and education.
Also, debate is supposed to get encouraged in diverse academies dealing with bioethics on how medical specialists could fulfil both their moral and ethical duties in the acknowledgement of the religious traditions when it comes to their patients. Goodness is whatever promotes the greatest happiness for the greatest number of people. This is because not all actions are morally acceptable despite the positive consequences attained. John Mill explained that the greatest happiness is the pleasure and lack of pain. Happiness is the end desirable thing that either brings pleasure or is a means of pleasure. In that case, FGM is clearly an unethical issue.
When looking at ethical relativism, the theory tends to hold a morality which is relative towards the norms of an individual’s culture. That is, if an action is wrong or right relies upon the moral norms of the c.
Running head PHILOSOPHY OF RELIGION-EXISTENCE OF GOD .docxtodd581
Running head: PHILOSOPHY OF RELIGION-EXISTENCE OF GOD 1
PHILOSOPHY OF RELIGION-EXISTENCE OF GOD 2
Student's name: Emmanuel Domenech
Professor's name: Dr. Tina Wood
Topic: Stage 1: Choosing your Philosophical Question
Institution: University of Maryland University College
Date: April 14, 2019
Final Project Stage 1: Choosing your Philosophical Question
Week Four: Philosopher: Thomas Aquinas, Primary Text: Summa Theologica, Part 1, Question 2, Article 1-3
Q1. Does God really exist?
I am highly interested in supporting the philosophy because it has been a debate that has existed for some millennium. God has been the cause of conflict and the reason for peace in some parts of the world. People who find a reason not to believe in him have always been secluded from the rest. Also, those who trust in him have been seen as hypocrites since their mistakes judge them. This is a philosophy that is interesting since it brings about the relationship between socioeconomic and political aspects of human beings in relation to the influence of a supernatural being. I would like to know that God exists in our world and this starts with the materials presented by the Philosophy of Aquinas. I would not want to choose a side and sound bias, but I would like to use facts to present my findings.
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RUNNING HEAD PERSONAL BRANDING ACTION PLANPERSONAL BRANDING ACT.docxtodd581
RUNNING HEAD: PERSONAL BRANDING ACTION PLAN
PERSONAL BRANDING ACTION PLAN 2
PERSONAL BRANDING ACTION PLAN
NAME
MAY 2019
I) Keywords that best describe myself
a) Strategist
b) Motivator
c) Fitness Consultant
d) Talent enabler
II) Passions and Values
a) Passions
i) Community Service
ii) Healthy and mental fitness living
iii) Mentorship
b) Values
i) Commitment
ii) Integrity
iii) Resilience
III) Value Proposition
I am a servant to my clients. I am entrusted with a task that is vital in personality development. It is paramount that my deeds and speech emulate my training. I am open to criticism and take up challenges easily. This position carries a responsibility to be a custodian of values as well as instill them to those I rub off shoulders with.
IV) Personal Branding/Networking Goals
Develop a blog and post tips twice a week.
Attend organized empowerment talks and apply to become one of the speakers.
Engage in online forums and social media chat rooms.
V) Elevator Pitch
Did you know it takes the average person just two seconds to look at a company logo and decide if they like it? Being a personal trainer, I can tell you for a fact that people judge you as fast as they would with a logo. I am interested in building inter-personal skills as well as maintaining one’s mental fitness. My passion is coming up with unique ways to help my clients express themselves by what they say, do and wear. I would be thrilled to help you achieve your personal goals.
References
How to Give an Elevator Pitch (With Examples). (n.d.). Retrieved from Indeed Career Guide: https://www.indeed.com/career-advice/interviewing/how-to-give-an-elevator-pitch-examples
The Definitive Guide to Personal Branding. (n.d.). Retrieved from Brand Yourself: https://brandyourself.com/definitive-guide-to-personal-branding
.
Running head PERFORMANCE1PERFORMANCE2Case Scena.docxtodd581
Running head: PERFORMANCE 1
PERFORMANCE 2
Case Scenario
Case Scenario
The most striking point in this scenario is that the union’s collective bargaining covenant has “decoupled compensation from performance” (Hale, 2007). This means that the worker performance cannot be incentivized through benefits and compensation. This results to the assumption that without anything to gain it would be meaningless to appraise the performance of the workers. Besides, even from the union’s perspective, having performance metrics in hand, especially if they are trending up, can only strengthen their position at the next negotiation of the collective bargaining agreement.
However, it is also clear that the HR director erred in deciding to evaluate the effectiveness of the performance appraisal process by indexing that supposed effectiveness to the number of managers who adopted the process. That metric is useful only if the frequency of adoption is a proxy for gains in performance, a line of reasoning in need of clarification and exposition. One way for the HR director to flesh this out would be to obtain an understanding of why some managers were adopting the new performance appraisal process and why some were not. If the municipality’s managers are in fact concerned with the performance of their units, the survey would presumably point to ways the managers think the new process helps or does not help them get a handle on the productivity of their employees. The advantage of this would be that the survey would provide invaluable feedback, with which the performance appraisal process could be tweaked to address the concerns of the non-adopters and build upon the positives as seen by the adopters. The takeaway is that it is not entirely correct to assert that “the number of managers using the form has no bearing on productivity” (Hale, 2007) – the number of managers adopting the new process could serve to evaluate the process’ effectiveness, but only with some auxiliary development.
As Hale points out, the most straightforward metric for determining the value of the new appraisal process would be to measure “whether performance had improved” (Hale, 202). But, perhaps just as clearly, there seems to be something wrong with the reasoning implicit in that response. It seems shortsighted to apply the broad desideratum of improved performance to the seemingly more fundamental prerequisite initiative of becoming better able to measure performance (Hale, 2007).
Assuming many additional criteria are required to evaluate the value of the HR director’s new appraisal process. Given that the ‘industry’ in question is a municipality, relevant productivity and people performance metrics are to be found in, for example, time-at-task, attainment of objectives, and rework. For example, if the municipality receives a call about a broken water line, the time-at-task involved in repairs, the successful repair, any need for rework, plus response time, all repr.
Running Head PERTINENT HEALTHCARE ISSUE1PERTINENT HEALTHCAR.docxtodd581
Running Head: PERTINENT HEALTHCARE ISSUE 1
PERTINENT HEALTHCARE ISSUE 2
Analysis of Pertinent Healthcare Issue
Students Name:
Institutional Affiliation:
Impact of increasing cost in a health organization
Introduction
The cost of receiving healthcare service is becoming a serious national healthcare concern. It has been established that the United States spend more on healthcare, in relation to the national income than any other industrialized nation. However, achieving minimum cost means having to make certain hard compromises which have never been easy. For example, low expenditure on research and development, limitation in terms of the choices of health coverage or healthcare providers and having to wait for long before using new technologies. The health system has gone through a series of transformational changes that has seen the cost of healthcare provision sky-rocket. The most affected are among the 41 million uninsured Americans who are unable to cater for the cost of insurance as well as the underinsured whose coverage program cannot cater for their overall health needs. The major catalyst behind the rising cost of healthcare has been; the rising number of aging population that take great benefit from the technologies created for lengthening life span, lifestyle choices like adoption of sedentary lifestyle and unhealthy eating habits resulting to obesity and cardiovascular disorders among others.
Cost impact on health organization.
Increasing cost has impacted the national health organization/system in so many ways. The impacts are not only experienced by the patients but the providers, employers, payers (insurance bodies) and even other employees within the health organization. Firstly, an array of transformational changes has been made i.e. payment transformation where a shift has been made from volume-based (fee-for service payment) which has high cost implications to value-based models and also the development of primary care in attempt to counter increasing cost. The turnover of healthcare providers has also faced a fair share of cost impact. The providers burdened by the feeling of denying patients services due to inability to cater for cost or lack of insurance loses meaning of services and morale to continue with the service. Consequently, advancement in training and education improve the providers’ patient service and more enhanced application of Evidence-Based practice appears costly and unaffiliated hence promoting low morale. Morbidity and mortality cases has been on the rise. Advanced technology used in diagnosis/treatment of serious medical conditions has become expensive and some of them are not covered by the insurance (core payments) hence late interventions taken after serious damage. The is also an indication of lowered patient engagement as far healthcare decision making is concerned since patients with financial challenge have limited options and are sometimes forced to comply with the physici.
Running head Patient Safety and Risk Management in Dental Pra.docxtodd581
Running head: Patient Safety and Risk Management in Dental Practice: Are There Enough
Guidelines? An Evaluative Study on The Existing System in a Dental College of Riyadh 1
Patient Safety and Risk Management in Dental Practice: Are There Enough Guidelines? An
Evaluative Study on The Existing System in a Dental College of Riyadh
Introduction
While it is essential to the practice of healthcare professionals to concern about patient
safety, it is relatively current that it has been transformed into a specific body of knowledge and
therefore patient safety may be considered as a relatively ‘innovative’ discipline. Its core ideas
are to prevent the occurrence of avoidable adverse events (errors, complications and accidents)
accompanying the practice of healthcare and to reduce the impact of unavoidable adverse events.
This is a simple definition for the multifaceted, complexed nature and many key elements in the
practice of patient safety. There are economic, financial, social, cultural and organizational
matters of a patient safety environment that makes it unpractical to simply define it as the
practicing safe health care or protecting patients from harm by health care professionals. It is
essential for all health care professionals and health care organizations to become more
acquainted with the overall framework of patient safety, to dynamically contribute in hard work
to apply patient safety procedures in everyday practice and to create a culture of patient safety
culture (Yamalik & Perea Pérez, 2012).
There is a constant concern and interest in dentistry for matters related to patients and
practicing safe and quality care in the everyday dental practice. Yet, like other health
professions, more attention is given to patient related matters and safety-related matters
(Yamalik & Dijk, 2013).
Furthermore, there is an emerging professional consideration of risk management, patient
safety and handling errors. Rather than hiding them, errors are now understood as learning
material and by that, the number of publications on dental errors are increasing. As an example,
Patient Safety and Risk Management in Dental Practice: Are There Enough Guidelines? An
Evaluative Study on The Existing System in a Dental College of Riyadh 2
prescribing errors in dental practice is a potential ground for development in the medication
management process and patient safety (Yamalik & Dijk, 2013).
An empirical data on the attitudes of dental professionals and dental auxiliaries about the
reporting of medical errors was collected in Riyadh, Saudi Arabia by Al-Nomay et al., (2017),
most respondents (94.4% of them) expressed that medical errors should be reported. Yet, insights
of the norm, personal preferences and existing practices regarding which type of error should be
reported were inconsistent. Only 17.9% of respondents perceived that reporting errors that results
in.
Running head PayneABUS738001PayneABUS738001.docxtodd581
Running head: PayneABUS738001
PayneABUS738001
Human Resource Management and Employee Turnover
BUS-7380 Qualitative Business Research Design and Methodology
Week 1
Amenia Payne
Dr. Lawrence Ness
May 17, 2020
Introduction to Problem
How an organization along with its performance is affected by human resource management (HRM) policies that play an important role in the organization for performance and growth of employees and organization is a widely discussed topic (Boudreau 1991; Jones& Wright, 1992; Kleiner 1990). Different sources contend that work rehearses that advance superior, for example, exhaustive representative enrollment and choice methods, motivator pay, and execution the executives frameworks, and broad worker inclusion and preparing, will in general upgrade the capacities of a company's present and future representative's information, aptitudes, inspiration, just as the maintenance of value workers (Jones and Wright, 1992; U.S. Division of Labor, 1993). The human asset strategies of the association will be in general assistance +7. The year 2006 was the year when HR managers noticed that were approximately 46% and considered employee turnover their top post priority in workforce and organization and that took the peak from 2012 that was 25% in that year.
Society for Human Resource Management (SHRM) explained that it has different causes for lessening employee turnover ought to be imperative for any association that involves (1) employee turnover can turn out to be exorbitant rapidly, (2) undesirable turnover influences the presentation of any association, (3) as the accessibility of talented representatives diminishes, it will turn out to be progressively hard to hold looked for after workers. According to a study, it was analyzed that employee turnover can be too costly that annually it can shoot up to 200% of annual salaries that is a great loss for organizations caused mainly due to turnover. Now with these staggering figures, it is very difficult for organizations today to fully understand the concept of employee retention and turnover and how to decrease the overall process and how to handle turnover (Mayhew, 2019). Similarly, trained employees and loyal workforce of the organization get replaced with new employees that take additional time to get trained hence organizations face a loss of time along with loss of resources and money (Iqbal, 2010). Employee turnover should only be done when it is essential for any organization to replace existing employees with new talent and that will only be done when organizations know that this turnover will give benefit and growth to the organization (Meyer, 2011). Employee turnover has termed as a risky choice as it involves the major risks in any organization for current and future project implications by human resource management (Iqbal, 2010).
An organization’s business strategic plans for execution should be contingent on current and potential employees. Throu.
Running head NURSING RESEARCH 1NURSING RESEARCH 7.docxtodd581
Running head: NURSING RESEARCH 1
NURSING RESEARCH 7
Nursing Research
Student's Name
Institutional Affiliation
Nursing research
Obesity and Weight Management Programs
Introduction to the Problem
The problem under investigation in this research is the issue of obesity and weight management. This topic was selected because it the issues is affecting many people today around the world and most significantly in the United States. Thousands of people worldwide are dying from obesity and overweight related illnesses such as diabetes, cancer, high blood pressure among many others (Obesity & weight control: Health risks, weight loss & bariatric surgery, n.d.). Therefore, it has a huge impact on the healthcare system since it has increased the problems that healthcare professionals and facilities are facing. Hospitals are now congested mainly due to diet related illnesses, obesity being at the top of the list, which causes short staffing due to the increasing patients numbers relative to providers’ numbers. The providers, especially nurses, may then suffer from burnout and thus affecting the quality of care that they provide. Several weight management programs have then been created in order to tackle the serious problem of obesity. Therefore, conducting a proper research on obesity and weight management programs is very crucial since it will help in providing in-depth understanding of the whole issue and thus useful in developing and implementing ways that can curb the problem by proper implementation of these programs. This will improve the conditions of healthcare facilities and eventually the quality of care provided.
The Problem
The problem is obesity and weight management programs. Obesity is a medical condition that occurs when an individual has excess body fat or weight that might have some significant effect on his or her health (Hu, 2008). On the other hand, weight management is the process of embracing long-term lifestyle modification to keep a healthy body weight on depending on the age, gender, and height of an individual. They include methods such as eating heathy food and increasing the levels of physical activity. Weight management programs are then the initiatives that are created in controlling the weight of individuals in order to control such conditions as obesity. Managing one’s weight through these programs is very important part of their health because they avoid being overweight and obese to reduce the risks of medical conditions such as heart disease, diabetes, high blood pressure and stroke. The intake of diet considered unhealthy, lack of physical exercise and practicing unhealthy lifestyles such as too much intake of alcohol, smoking may lead to increase in weight, and thus a person is considered overweight. This is when the body contains too much body fat above the required amount. Obesity then occurs after being overweight when the calorie intake of a person goes higher than the amount of energy that .
Running head PERCEIVED BENEFITS AND BARRIES ON MMR VACCINE 1 .docxtodd581
Running head: PERCEIVED BENEFITS AND BARRIES ON MMR VACCINE 1
Perceived Benefits and Barriers about the MMR Vaccine among the Parents of a Pediatric
Population in South Florida
Florida International University
PERCEIVED BENEFITS AND BARRIES ON MMR VACCINE 2
Background
According to the Center for Disease Control and Prevention (CDC), about 1 in 4 people
in the United States will be hospitalized and one out of every 1,000 people with measles will
develop brain swelling that could lead to brain damage. Given the possible severity when
obtaining Measles, the CDC recommends to protect children against measles by obtaining a
vaccine that provides enduring insurance against all strains of measles (Measles, 2018). The
Measles, Mumps, and Rubella vaccine (MMR) is administered in two doses in order to prevent
an individual from obtaining one of those diseases. The first dose was given to children when
they are about 13 months old, which offers 90 to 95% protection against those diseases. The
second dose increases those protection odds to become 99%, which is administered before a
child turns five years old. In order for the vaccine to be immune in our system, we need to
achieve at least 95% of immunity to those diseases (Gardner, 2010).
Side effects of MMR vaccine
There is for all intents and purposes no medication without reactions. Gentle symptoms of MMR
vaccine include the following: fever, mild rash, and swelling of the glands in the cheeks or neck.
Moderate reactions include: febrile seizures, brief joint inflammation, and impermanent
thrombocytopenia. Serious side effects of MMR vaccine are amazingly uncommon, but can
include serious allergic responses. Other serious side effects are rare to the point that it is
difficult to recognize whether they are caused by the vaccine, which includes: deafness, long-
term seizures, coma, lowered consciousness, and lasting brain damage (Mahmić-Kaknjo, 2017).
PERCEIVED BENEFITS AND BARRIES ON MMR VACCINE 3
Barriers
Obtaining immunization has been viewed as one of the best general wellbeing accomplishments
of the twentieth century for their job in killing smallpox and controlling polio, measles, rubella,
and different irresistible ailments in the United States. Regardless of their adequacy in
forestalling and destroying illness, routine youth vaccine take-up remains problematic. Parent
refusal of immunizations has added to flare-ups of vaccine preventable infections, for example,
measles and pertussis (Maglione, 2014). Late episodes of measles in the United Kingdom and
United States have awoken reestablished worry about vaccination dismissal. The rate of
vaccination take-up has fallen. Individuals' view of vaccine protection and effectiveness has
appeared to be an imperative factor for immunization take-up that, in the meantime, can spread
between people (Medus, 2014).
Research has shown that guardians' frames of mind .
Running Head PATHOPHYSIOLOGY 1PATHOPHYSIOLOGY5.docxtodd581
Running Head: PATHOPHYSIOLOGY 1
PATHOPHYSIOLOGY 5
Pathophysiology
Student name
School
Instructor
Date
Rheumatoid Arthritis (RA) is a joint inflammatory disorder that can, at times, extend the effects to other body organs like lungs and blood vessels; The condition complicates the body's immune system with the advancement of the symptoms( explain types of symptoms) and citation needed(>>>>>>>>) Patients suffering from RA are prune to severe conditions that may arise as the condition matures. patients have distinct symptoms expressed outwardly based on the level and stage of the inflammatory disorder, some of which are similar to those expressed by the patients in the case study. The condition is not hereditary or family born but thought to result from genetic risk factors such as…… (citation needed) The patient in the case study was aware that increased inflammatory could result in the highlighted symptoms and thus presented them to identify whether they were emanating from the condition or any other source of infection.
Identify the genes that may be associated with the development of the disease.
A variety of gene pairs are associated with the RA condition as significant risk factors. The causative genes to the condition are suspended in the immune system function ( citation). Change in human Leukocyte antigen genes (HLA) in the significant contributor to Rheumatoid Arthritis ( citation needed). The genes, RLA-DRB1, are highly associated with triggering the Rheumatoid Arthritis condition. It is associated with the production f body proteins. The HLA proteins assist the immune system in distinguishing immune proteins and those proteins produced by body invaders like viruses (Soo P, n.d). Variation in other genes has a little impact on the condition ( citation needed).
Explain the process of immunosuppression and the effect it has on body systems.
Immunosuppression is a process that subdues the human immune system to individuals undergoing organ transplants or those with autoimmune conditions like Rheumatoid Arthritis(>>>>>>>>). The process involves administering drugs to ensure that the immune system does not repel the organs being transplanted (McCance & Huether, 2019). The physicians must first carry an examination of different body organs them makes a prescription to the patient. After the examination, a strict medical plan or therapy session is created, which patients should stickily follow. During the process, the doctor monitors the patients effectively on a close observation. Immunosuppression has different side effects in the body, some of which arise due to the drugs ( citation needed). The effects include; decrease in bony density, a decrease in muscle functioning, effect on the operation of muscle fiber, which reduces muscle protein production and cases of hyperglycemia and severe diabetes. The effects get controlled through regular exercise. This paragraph should lead to the 4th or next paragraph this p
Invasiv.
Running head PASTORAL COUNSELLING ON MENTAL HEALTH1PASTORAL .docxtodd581
Running head: PASTORAL COUNSELLING ON MENTAL HEALTH 1
PASTORAL COUNSELLING ON MENTAL HEALTH 36
Pastoral Counseling on Mental Health
Student’s Name
Course
Institutional Affiliation
Pastoral Counseling on Mental Health
Chapter 4 Results4.1 Introduction
In this chapter, the researcher is going to present the results and findings obtained from the research. The primary objective of the study was to find out the effects of pastoral counseling on mental health. The researcher conducted a research survey to obtain the relevant data that was required to achieve the research objective. The data collection tool that was used in this study was a survey questionnaire that contained a total of 21 questions. The design of the questionnaire was in line with the specific objectives of this study. This chapter will present the respondents' background information, and the findings obtained from the analysis in line with the research objectives.
4.2 Data Analysis
Descriptive statistics were used in the discussion of the findings of the research. The results were explained using percentages. The target respondents of the study were sampled using simple random sampling. However, the primary target sample was that of people who had experienced some form of mental health at a certain point in their lives. The primary criterion for sampling was that the individual participant must have attained the age of 18 years and above.
4.3 Response Rate
Herein the response rate is the total number of people who completed the survey correctly and met the requirements of the researcher. In this study, a total of 106 participants completed the study. Before the survey was conducted, the respondents were taken through the details of the survey before they could give consent or decline. The reason they were chosen to take part in the study was that they were members of the Deliverance Center for all Nations Church and that they were of 18 years and above.
Further, they were informed of the candidate undertaking the research. Additionally, the researcher told the respondents that the objective of the study was to find out whether the church members sought pastoral counseling as a remedy for addressing mental health issues and whether pastoral counseling had a positive impact on the organization. The respondents were made aware that there was no benefit whatsoever of taking part in the research, and it was voluntary. The potential risks that the respondents would experience in the study were made known to them, which were the same risks one would encounter in their daily lives. The participants were informed that the information they gave would be confidential, and no one else will access them apart from the researcher. Possible contacts were availed to the respondents in case they intended to contact a third party regarding the research.
Once the participants had been taken through the details, they were asked whether they were willing to proceed with the survey or .
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Running Head OBSERVATIONAL LEARNING THROUGH PEER MODELS1OBSE.docx
1. Running Head: OBSERVATIONAL LEARNING THROUGH
PEER MODELS 1
OBSERVATIONAL LEARNING THROUGH PEER MODELS
11
Observational Learning through Peer Models
Observational Learning through Peer ModelsIntroduction
Children with and without special needs have been seen to have
the abilities to learn new skills in different ways. For instance,
children can learn through explicit instruction, prompting as
well as reinforcement (Charlop et al., 2018). Learning can be
divided into two categories. These are instructive feedback and
observational learning. In instructive feedback, children gain
knowledge of new information that is not directly taught tor
reinforced into them (Henderson et al., 2018). On the other
hand, observational learning involves learning skills by
observing other people, usually their peers (Grenner et al.,
2019). This proposal aims to evaluate ways in which pre-school
children with special needs can learn in an inclusive classroom
and achieve their potentials. This can be achieved through
2. observational learning (Spriggs, 2016).
Children with such developmental disabilities as autism have
more trouble learning in classrooms compared to their peers. As
such, it is necessary to encourage and support them with proper
learning environments. More specifically, tailoring a classroom
to be inclusive of them goes a long way in supporting their
education endeavor. This support can be offered in three
different ways (Lanter& Singer-Dudek, 2020). One, the children
should be able to interact with their peers, friends as well as
adults in their community. Two, their environments should be
constructed in a manner that the impact of their impairment or
disability is effectively reduced. This means that buildings and
other facilities in the learning environment must be able to be
accommodative of these children with special needs (Foti et al.,
2018). Third, these children need to be taught by teachers and
parents who help them gain new skills. Fourth, they should be
able to meet other people with similar special needs to learn
from and act as role models. All these are aspects of
observational learning (Byers, 2016, Stone et al., 2018).
Werts et al. (2010) assert that observational learning is a major
prerequisite for inclusive learning. Students with peer models,
or classmates that have no disabilities, can observe what these
peer models do and try to replicate these skills. Most of the
studies carried regarding observational learning have been done
in highly controlled environments. The students have been seen
to acquire the expressive language used by their peers albeit not
comprehensively. Egel et al. established that students with
autism can learn from models and were seen o imitate discrete
responses. The discrete responses that were studied included
naming pictures, giving answers to questions, and reading
words. Students were made to observe a different stimulus for
each of them, and then prompted to respond correctly as per the
required stimulus. The studies found one interesting aspect.
Most of the skills that were gained by the students involved
response chains. Response chains refer to patterns of behavior
that occur in a sequence to make up a complex skill.
3. This study, therefore, aims at establishing whether students with
disabilities can learn response chains in a normal environment
(that is, away from a controlled environment; in a normal
classroom setup) by observing students who complete the
prerequisite steps in a realistic situation. Another aim of this
research is to evaluate the how students with disabilities would
react based in terms of social interaction after they have
successfully gone through a peer modeling session. This is due
to the fact previous studies have failed to assess how students
interact with others in subsequent activities that involving peer
modeling. This study, therefore, underscores the focus of
inclusive classrooms, which is essentially the social benefits
that students with disabilities acquire in a learning environment
together with students without these disabilities. Given the
above information, we have the following research questions:
i. Can students with disabilities learn response chains in a
typical classroom environment by observing a peer model?
ii. How do students with disabilities socially interact with other
students after peer modelling sessions? How do they participate
in these interactions?MethodsSetting
The study will be carried out in pre-school classroom. As such,
it will follow the typical structure of a preschool classroom
structure. The selected students will be enrolled in different
classrooms that follow a similar schedule. They will participate
in group activities, both small and large, snack and free play
sessions. During the free-play sessions, the students will
participate in such activities as art, drama as well as such motor
activities as motor activities as swings.
An assistant teacher, with specialized expertise was accorded to
each of the students’ class and will be responsible in ensuring
proper carrying out of the interventions carried out in the study.
As such, each of the two teachers that are required to participate
in the study were required to have at least a bachelor’s degree
in early-childhood special education. Participants
Four students have been chosen to participate in the study.
There are three boys and girl. The participant ages are 4-6 years
4. old and they are diagnosed with developmental delays as well as
communication delays, or intellectual disabilities.
All the four participants will be assigned into two classrooms
and allocated four peer models each. The sessions for the four
children will take place on the floor or on the desks, round table
or at the corner of the class depending on what the sessions
involved. Type of Single Subject Design
The study will use a multiple probe design based on response
chains that is similar for all the students to evaluate the impact
of peer modeling on the students. At first, the students with
disabilities will be assessed to determine the response chains
that they could not perform. Then, they will be assigned three
different response chains. At least one of the response chains
assigned to a given student will be assigned to another student.
In the first probe condition, the students with disabilities will
be evaluated in all their three selected response chains. The first
two response chains will be evaluated on three different
occasions while the last response on two different occasions.
The peer model will then be taught on how to carry out response
chain stepwise. After this the instructional condition will then
be introduced. The instruction was carried out in three distinct
phases. Phase one will involve probing the student with
disabilities on the response chain in question. Phase two will
involve calling the peer model to the area of instruction and to
model the response chain through the required steps, all the
time explaining what he/ she was doing in each step. Phase
three will involve probing the student with disabilities on the
response chain. After all these activities were carried out, an
investigator will record the social interactions between the
students with disabilities as well as how they participated in the
social interactions. When a student with disabilities has
successfully managed to correctly respond to the first two of the
three response chains, a probe condition will be reinstated and
as the student is assessed on the three response
chains.Experimental Control
Experimental control will be achieved by ensuring that each
5. student was prompted to carry out a response chain that was
carried out by at least one of the other three students. In
addition, the students will be assessed beforehand to ascertain if
they can perform the response chains before to ensure that they
were probed for those reaction chains that they had no prior
ability to perform. The children will also be taken through a
three tier baseline design.Baseline PhaseWhen carrying out the
study, a multiple baseline design will be used for the
participants in the classes that were used. All the interventions
were started for the four students at the same time. The
interventions do not necessarily need to start at the same time.
However, making sure that they start together enhances
evaluation of the utility of the intervention.
The students will be assessed in small groups, consisting of the
four provided peer models. Second were free play sessions
where the students with disabilities will be involved in
activities with every other classmate and in the same setting/
classroom as they had in the small group.
Intervention Phase
The intervention phase will involve probing the student with
disabilities on the response chain in question. Phase two
involved calling the peer model to the area of instruction and to
model the response chain through the required steps, all the
time explaining what he/ she was doing in each
step.Maintenance Phase The maintenance phase will involve
probing the student on the response chain as has been presented
by the peer model. As such, the student with disabilities is
expected to carry out the steps as he/she has observed the peer
model perform. Dependent Variable
The dependent variables are the response chains chosen by the
instructor for a student. The response chains that will be chosen
are those that the student in question was initially unable to
perform. As such, they depend on prior ability of the student to
carry them out. Independent Variables
The independent variables are the students’ disabilities. Each
student has their own disability, not necessarily unique to
6. him/her. However, the participants in the study ought to have
been diagnosed with a developmental delay to be involved in
the study. The disabilities that a given participant has informed
his/her performance on the response chains.
General Instructional Procedures
The instructional procedures involve probing. More
specifically, the instructor will first probe the student on the
response chain that is about to be provided as an intervention.
Next, the instructor will teach the peer model on how to carry
out a given response chain on-step-by-step basis. Next, the peer
model will move to the instructional area, and perform all the
response chain as taught by the teacher as the student with
disabilities watches. After this, the student with disabilities will
be probed by the instructor to perform the response chain as
he/she has seen the peer model do.
Fidelity of Implementation
All sessions will be audio-recorded individually. An
independent person, a graduate student, will compare the
marked copies of the researcher against the audio to affirm any
discrepancies. The inter-observer agreement is then calculated
using the formula, Agreements/ (agreements + disagreements).
Inter-observer is conducted on at least 98% of all
administrations with the median agreement of 100%.
Social Validity
The social validity of the research is the fact that the instructors
involved appreciated the fact that students with disabilities are
in a better position to learn when they are in a classroom setting
with students without disabilities. As such, they view this study
as a chance to give the four selected students a chance to
interact and learn from other students who do not have
disabilities. In addition, it is seen as an opportunity to evaluate
the impact that of peer modeling in enhancing learning
outcomes for students with disabilities and a chance to provide
an inclusive classroom. Results
It is expected that the students with disabilities will be able to
perform some of the response chains that were presented to
7. them. It should be noted that these response chains that they
were expected to perform after peer modeling are ones that they
could not perform before. Since there is no prior numerical data
on similar studies, the students are expected to be able to
correctly respond to the response chains in an average of 40
minutes spread through the study period of 30 days.
It was expected that some modifications are needed in order to
enable the students to carry out the prompted response chains.
For instance, a student could experience difficulties when say,
correctly punching the buttons of a computer. In addition, when
using a calculator, the students may have difficulties inputting
the proper sequence of numbers as required. In addition, the
students could also have trouble complying with the instructions
provided.
It was not easy to estimate the performance of the four students
based since there was no previous numerical data to use.
However, we estimate the students would fare as follows:
The social interaction and participation among the students was
expected to range from 0%- 15% and participation was expected
to be around 0%-7%. Percentage of Overlapping Data
The percentage of overlapping data is expected to be 5%. Data
Variability
The variability of the data collected within a given phase is
expected to be close in range. This is mainly because the
students exhibit similar disabilities and are expected to have
similar learning difficulties. As such, it is expected that the
amount of time that they took to successfully complete a given
phase was similar. Functional Relationship
There is expected to be a correlation between the peer modeling
and the students’ abilities to imitate their peer
models.Discussion
The results are expected to show that students show some level
of learning when they are exposed to peer models. This is
because prior studies have shown that students with disabilities
can acquire knowledge through observing other people. In
8. addition, the level of interaction is expected to increase albeit
dismally since students with disabilities are likely to interact
less with their peers. Limitations of the Study
There are high chances of absenteeism expected for the
participants which could negatively impact the study. There are
also limitations on the generalizability of the study as it was
based on students with autism and chromosomal disorder.Future
Research
Based on this research, studies could be done on other forms of
disabilities to establish whether observational learning would
still be effective as a tool for specific disabilities.
References
Byers, E. M. (2016). An analysis of the relation between
preschool children’s attention to peers and the presence of the
behavioral developmental cusp for learning by
observation (Doctoral dissertation, Teachers College). Retrieved
from
https://academiccommons.columbia.edu/doi/10.7916/D8ZP464D
Charlop, M. H., Lang, R., &Rispoli, M. (2018). Lights, camera,
action! Teaching play and social skills to children with autism
spectrum disorder through video modeling. In Play and social
skills for children with autism spectrum disorder (pp. 71-94).
Springer, Cham. Retrieved from
https://link.springer.com/chapter/10.1007/978-3-319-72500-0_5
Foti, F., Menghini, D., Alfieri, P., Costanzo, F., Mandolesi, L.,
Petrosini, L., &Vicari, S. (2018). Learning by observation and
learning by doing in Down and Williams
syndromes. Developmental science, 21(5), e12642. Retrieved
from
https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12642
Grenner, E., Åkerlund, V., Asker-Árnason, L., van de Weijer,
J., Johansson, V., &Sahlén, B. (2018). Improving narrative
writing skills through observational learning: a study of
Swedish 5th-grade students. Educational Review, 1-20.
Retrieved from
9. https://www.tandfonline.com/doi/abs/10.1080/00131911.2018.1
536035
Lanter, A., & Singer-Dudek, J. (2020). The effects of an
observational conditioning-by-denial intervention on the
establishment of three observational learning cusps. European
Journal of Behavior Analysis, 1-24. Retrieved
https://www.tandfonline.com/doi/abs/10.1080/15021149.2020.1
724001
Odluyurt, S., Aldemir, Ö.,& Kapan, A. (2016). An investigation
on the effects of PECS and observational learning in initiating
and maintenance of communication among children with
autism. International Journal of Early Childhood Special
Education, 8(2), 151-164. Retrieved from
https://dergipark.org.tr/en/pub/intjecse/issue/27040/284658
Rydzewska, E., Hughes-McCormack, L. A., Gillberg, C.,
Henderson, A., MacIntyre, C., Rintoul, J., & Cooper, S. A.
(2019). Prevalence of sensory impairments, physical and
intellectual disabilities, and mental health in children and young
people with self/proxy-reported autism: Observational study of
a whole country population. Autism, 23(5), 1201-1209.
Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/136236131879127
9
Spriggs, A. D., Gast, D. L., & Knight, V. F. (2016). Video
modeling and observational learning to teach gaming access to
students with ASD. Journal of autism and developmental
disorders, 46(9), 2845-2858. Retrieved from
https://link.springer.com/article/10.1007/s10803-016-2824-3
Stone, A. L., Bruehl, S., Smith, C. A., Garber, J., & Walker, L.
S. (2018). Social learning pathways in the relation between
parental chronic pain and daily pain severity and functional
impairment in adolescents with functional abdominal
pain. Pain, 159(2), 298. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5889361/
Werts, M. G., Caldwell, N. K., &Wolery, M. (2010). Peer
modeling of response chains: Observational learning by students
10. with disabilities. Journal of Applied Behavior Analysis, 29(1),
53-66. Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1901/jaba.1996.29-53
Predcted Chart
14 13 19 14 15 17 13 16 18 17 17 20
OBSERVATIONAL LEARNING THROUGH PEER MODELS
3
Observational Learning through Peer Models
Hibah Alharbi
Formatted: Font: Bold
11. OBSERVATIONAL LEARNING THROUGH PEER MODELS
4
Observational Learning through Peer Models
Introduction
Children with and without special needs have been seen to have
the abilities to learn new
skills in different ways. For instance, children can learn through
explicit instruction, prompting, as
well as reinforcement (Charlop et al., 2018). Learning can be
divided into two categories. These
are instructive feedback and observational learning. In
instructive feedback, children gain
knowledge of new information that is not directly taught tor
reinforced into them (Henderson et
al., 2018). On the other hand, observational learning involves
learning skills by observing other
people, usually their peers (Grenner et al., 2019). This proposal
aims to evaluate ways in which
pre-school children with special needs can learn in an inclusive
classroom and achieve their
potential. This can be achieved through observational learning
(Spriggs, 2016).
12. Children with such developmental disabilities as autism have
more trouble learning in
classrooms compared to their peers. As such, it is necessary to
encourage and support them with
proper learning environments. More specifically, tailoring a
classroom to be inclusive of them
goes a long way in supporting their educational endeavors. This
support can be offered in three
different ways (Lanter & Singer-Dudek, 2020). One, the
children should be able to interact with
their peers, friends, as well as adults in their community. Two,
their environments should be
constructed in a manner that the impact of their impairment or
disability is effectively reduced.
This means that buildings and other facilities in the learning
environment include accommodations
for these children with special needs (Foti et al., 2018). Third,
these children need to be taught by
teachers and parents who help them gain new skills. Fourth,
they should be able to meet other
people with similar special needs to learn from and act as role
models. All these are aspects of
observational learning (Byers, 2016; Stone et al., 2018).
13. Formatted: Font: Bold
Deleted: s
Deleted: must be able to be
Deleted: ive of
Commented [MD1]: Who have higher-level skills
Deleted: ,
OBSERVATIONAL LEARNING THROUGH PEER MODELS
5
Werts et al. (2010) assert that observational learning is a major
prerequisite for inclusive
learning. Students with peer models, or classmates that have no
disabilities, can observe what these
peer models do so as to replicate these skills. Most of the
studies regarding observational learning
have been done in highly controlled environments. The students
have been seen to acquire the
expressive language used by their peers albeit not
comprehensively. Egel et al. (year) established
that students with autism can learn from models and were seen
to imitate discrete responses. The
14. discrete responses that were studied included naming pictures,
giving answers to questions, and
reading words. Students were made to observe a different
stimulus for each of them and then
prompted to respond correctly as per the required stimulus. The
studies found one interesting
aspect. Most of the skills that were gained by the students
involved response chains. Response
chains refer to patterns of behavior that occur in a sequence to
make up a complex skill.
This study, therefore, aims to establish whether students with
disabilities can learn response
chains in a normal environment (that is, away from a controlled
environment; in a normal
classroom setup) by observing students who complete the
prerequisite steps in a realistic situation.
Another aim of this research is to evaluate how students with
disabilities would react to social
interaction after they have successfully gone through a peer
modeling session. Previous studies
have failed to assess how students interact with others in
subsequent activities that involving peer
modeling. This study, therefore, underscores the focus of
inclusive classrooms, which is essentially
15. the social benefits that students with disabilities acquire in a
learning environment together with
students without these disabilities. Given the above information,
we have the following research
questions:
i. Can students with disabilities learn response chains in a
typical classroom
environment by observing a peer model?
Deleted: and try
Deleted: carried
Deleted: ,
Deleted: at
Deleted: ing
Deleted: the
Deleted: based in terms of
Deleted: This is due to the fact p
OBSERVATIONAL LEARNING THROUGH PEER MODELS
6
ii. How do students with disabilities socially interact with other
students after peer
16. modelling sessions? How do they participate in these
interactions?
Methods
Setting
The study will be carried out in a pre-school classroom. The
selected students will be
enrolled in different classrooms that follow a similar schedule.
They will participate in group
activities, both small and large, snack and free play sessions.
During the free-play sessions, the
students will participate in such activities as art, drama as well
as such motor activities as motor
activities as swings.
An assistant teacher, with specialized expertise, was accorded
to each of the students’ class
and will be responsible in ensuring proper carrying out of the
interventions carried out in the study.
As such, each of the two teachers that are required to participate
in the study were required to have
at least a bachelor’s degree in early-childhood special
education.
Participants
17. Four students will be chosen to participate in the study. There
will be three boys and girl.
The participant ages are 4-6 years old and they are diagnosed
with developmental delays as well
as communication delays, or intellectual disabilities.
All the four participants will be assigned into two classrooms
and allocated four peer
models each. The sessions for the four children will take place
on the floor or on the desks, round
table or at the corner of the class depending on what the
sessions involved.
Type of Single Subject Design
The study will use a multiple probe design based on response
chains that is similar for all
the students to evaluate the impact of peer modeling on the
students. At first, the students with
Commented [MD2]: Research questions should be in single
subject format (see notes from class 2):
Research questions should have three elements: participants,
independent variable, and dependent measures. All research
questions should have these three elements, but the order in
which
they are included can vary.
–For example, the same research question could take the
following
forms:
18. –(a), Does “X” independent variable influence “Y” dependent
variable for “Z” participants?
–(b) For “Z” participants, does “X” independent variable
influence
“Y” dependent variable? Or
–(c) Is “Y” dependent variable of Z participants influenced by
using
“X” independent variable
Example single subject research question:
Is there a functional relation between Peer Assisted Learning
Strategies used in mathematics curriculum for 45 minutes per
day
and increases in numerical mathematical problem solving for
fifth
graders with mathematical learning disabilities?
Formatted: Indent: First line: 0"
Deleted: As such, it will follow the typical structure of a
preschool
classroom structure.
Commented [MD3]: Keep your verb tenses consistent...will be
Formatted: Indent: First line: 0"
Deleted: have been
Deleted: are
OBSERVATIONAL LEARNING THROUGH PEER MODELS
7
19. disabilities will be assessed to determine the response chains
that they could not perform. Then,
they will be assigned three different response chains. At least
one of the response chains assigned
to a given student will be assigned to another student.
In the first probe condition, the students with disabilities will
be evaluated in all their three
selected response chains. The first two response chains will be
evaluated on three different
occasions while the last response on two different occasions.
The peer model will then be taught
how to carry out the response chain in a stepwise fashion. After
this, the instructional intervention
condition will then be introduced. The instruction will carried
out in three distinct phases. Phase
one will involve probing the student with disabilities on the
response chain in question. Phase two
will involve calling the peer model to the area of instruction and
to model the response chain
through the required steps, all the time explaining what he/ she
was doing in each step. Phase three
will involve probing the student with disabilities on the
response chain. After all these activities
20. are carried out, an investigator will record the social
interactions between the students with
disabilities as well as how they participated in the social
interactions. When a student with
disabilities has successfully managed to correctly respond to the
first two of the three response
chains, a probe condition will be reinstated and as the student is
assessed on the three response
chains.
Experimental Control
Experimental control will be achieved by ensuring that each
student is prompted to carry
out a response chain that was carried out by at least one of the
other three students. In addition, the
students will be assessed beforehand to ascertain if they can
perform the response chains before to
ensure that they were probed for those reaction chains that they
had no prior ability to perform.
The children will also be taken through a three tier baseline
design.
Commented [MD4]: Baseline?
Deleted: on
21. Deleted: was
Deleted: were
Formatted: Indent: First line: 0"
Deleted: was
Commented [MD5]: How does your design for data collection
offer the opportunity for at least three demonstrations of the
effect at
three different points in time?
OBSERVATIONAL LEARNING THROUGH PEER MODELS
8
Baseline Phase
When carrying out the study, a multiple baseline design will be
used for the participants
in the classes. All the interventions were started for the four
students at the same time. The
interventions do not necessarily need to start at the same time.
However, making sure that they
start together enhances evaluation of the utility of the
intervention.
The students will be assessed in small groups, consisting of the
four provided peer models.
22. Second were free play sessions where the students with
disabilities will be involved in activities
with every other classmate and in the same setting/ classroom as
they had in the small group.
Intervention Phase
The intervention phase will involve probing the student with
disabilities on the response
chain in question. Phase two involved calling the peer model to
the area of instruction and to model
the response chain through the required steps, all the time
explaining what he/ she was doing in
each step.
Maintenance Phase
The maintenance phase will involve probing the student on the
response chain as has
been presented by the peer model. As such, the student with
disabilities is expected to carry out
the steps as he/she has observed the peer model perform.
Dependent Variable
The dependent variables are the response chains chosen by the
instructor for a student.
The response chains that will be chosen are those that the
student in question was initially unable
23. to perform. As such, they depend on prior ability of the student
to complete them.
Formatted: Indent: First line: 0.5"
Deleted: that were used
Commented [MD6]: With. Multiple probe design, you stagger
the start of intervention for each participant.
Formatted: Indent: First line: 0.5"
Formatted: Indent: First line: 0.5"
Formatted: Left, Indent: Left: 0"
Deleted: carry them out
OBSERVATIONAL LEARNING THROUGH PEER MODELS
9
Independent Variable
The independent variables are the intervention Each student has
their own disability, not
necessarily unique to him/her. However, the participants in the
study ought to have been diagnosed
with a developmental delay to be involved in the study. The
disabilities that a given participant
24. has informed his/her performance on the response chains.
General Instructional Procedures
The instructional procedures involve probing. More
specifically, the instructor will first
probe the student on the response chain that is about to be
provided as an intervention. Next, the
instructor will teach the peer model on how to carry out a given
response chain on a step-by-step
basis. Next, the peer model will move to the instructional area
and perform all response chain as
taught by the teacher as the student with disabilities watches.
After this, the student with disabilities
will be probed by the instructor to perform the response chain
as he/she has seen the peer model
do.
Fidelity of Implementation
All sessions will be individually audio-recorded. An
independent person, a graduate
student, will compare the marked copies of the researcher
against the audio to define any
discrepancies. The inter-observer agreement is then calculated
using the formula, Agreements/
(agreements + disagreements). Inter-observer is conducted on at
25. least 98% of all assessments
with a total agreement of 100%.
Social Validity
The social validity of the research is the fact that the instructors
involved appreciated the
fact that students with disabilities are in a better position to
learn when they are in a classroom
setting with students without disabilities. As such, they view
this study as a chance to give the four
Formatted: Left, Indent: Left: 0"
Deleted: s
Deleted: students’ disabilities.
Deleted: -
Deleted: ,
Deleted: the
Deleted: individually
Deleted: affirm
Deleted: administrations
Deleted: the median
26. OBSERVATIONAL LEARNING THROUGH PEER MODELS
10
selected students a chance to interact and learn from other
students who do not have disabilities.
In addition, it is seen as an opportunity to evaluate the impact
that of peer modeling in enhancing
learning outcomes for students with disabilities and a chance to
provide an inclusive classroom.
Results
It is expected that the students with disabilities will be able to
perform some of the response
chains that were presented to them. It should be noted that these
response chains that they were
expected to perform after peer modeling are ones that they
could not perform before. Since there
is no prior numerical data on similar studies, the students are
expected to be able to correctly
respond to the response chains in an average of 40 minutes
spread through the study period of 30
days.
It was expected that some modifications are needed in order to
enable the students to carry
27. out the prompted response chains. For instance, a student could
experience difficulties when say,
correctly punching the buttons of a computer. In addition, when
using a calculator, the students
may have difficulties inputting the proper sequence of numbers
as required. In addition, the
students could also have trouble complying with the instructions
provided.
OBSERVATIONAL LEARNING THROUGH PEER MODELS
11
It was not easy to estimate the performance of the four students
based since there was no
previous numerical data to use. However, we estimate the
students would fare as follows:
The social interaction and participation among the students was
expected to range from
0%- 15% and participation was expected to be around 0%-7%.
Percentage of Overlapping Data
The percentage of overlapping data is expected to be 5%.
Data Variability
28. The variability of the data collected within a given phase is
expected to be close in range.
This is mainly because the students exhibit similar disabilities
and are expected to have similar
learning difficulties. As such, it is expected that the amount of
time that they took to successfully
complete a given phase was similar.
Functional Relationship
There is expected to be a correlation between the peer modeling
and the students’
abilities to imitate their peer models.
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9 10 11 12
Ax
is
T
29. itl
e
Predcted Chart
student1 student2 student3
student4
Commented [MD7]: A lot of overlapping data.
Formatted: Left, Indent: First line: 0"
Commented [MD8]: Your APA level headers are not in their
typical spot.
Formatted: Left, Indent: First line: 0"
Commented [MD9]: This is not part of the functional
relationship definition.
OBSERVATIONAL LEARNING THROUGH PEER MODELS
12
Discussion
The results are expected to show that students show some level
of learning when they are
exposed to peer models. This is because prior studies have
shown that students with disabilities
can acquire knowledge through observing other people. In
addition, the level of interaction is
30. expected to increase albeit dismally since students with
disabilities are likely to interact less with
their peers.
Limitations of the Study
There are high chances of absenteeism expected for the
participants which could
negatively impact the study. There are also limitations on the
generalizability of the study as it
was based on students with autism and chromosomal disorder.
Future Research
Based on this research, studies could be done on other forms of
disabilities to establish
whether observational learning would still be effective as a tool
for specific disabilities.
Formatted: Left, Indent: First line: 0"
Commented [MD10]: The small sample size could be a
limitation. Autism, alone, for example, would not be a
limitation; in
my opinion. These students are part of the general student
population too.
Formatted: Left, Indent: First line: 0"
31. OBSERVATIONAL LEARNING THROUGH PEER MODELS
13
References
Byers, E. M. (2016). An analysis of the relation between
preschool children’s attention to peers
and the presence of the behavioral developmental cusp for
learning by
observation (Doctoral dissertation, Teachers College). Retrieved
from
https://academiccommons.columbia.edu/doi/10.7916/D8ZP464D
Charlop, M. H., Lang, R., &Rispoli, M. (2018). Lights, camera,
action! Teaching play and social
skills to children with autism spectrum disorder through video
modeling. In Play and
social skills for children with autism spectrum disorder (pp. 71-
94). Springer, Cham.
Retrieved from https://link.springer.com/chapter/10.1007/978-3-
319-72500-0_5
Foti, F., Menghini, D., Alfieri, P., Costanzo, F., Mandolesi, L.,
Petrosini, L., &Vicari, S. (2018).
Learning by observation and learning by doing in Down and
Williams
32. syndromes. Developmental science, 21(5), e12642. Retrieved
from
https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12642
Grenner, E., Åkerlund, V., Asker-Árnason, L., van de Weijer,
J., Johansson, V., &Sahlén, B.
(2018). Improving narrative writing skills through observational
learning: a study of
Swedish 5th-grade students. Educational Review <volume
number>, 1-20. Retrieved
from
https://www.tandfonline.com/doi/abs/10.1080/00131911.2018.1
536035
Lanter, A., & Singer-Dudek, J. (2020). The effects of an
observational conditioning-by-denial
intervention on the establishment of three observational
learning cusps. European
Journal of Behavior Analysis <volume number>, 1-24.
Retrieved
https://www.tandfonline.com/doi/abs/10.1080/15021149.2020.1
724001
Odluyurt, S., Aldemir, Ö.,& Kapan, A. (2016). An investigation
on the effects of PECS and
observational learning in initiating and maintenance of
communication among children
33. Commented [MD11]: What is this?
OBSERVATIONAL LEARNING THROUGH PEER MODELS
14
with autism. International Journal of Early Childhood Special
Education, 8(2), 151-164.
Retrieved from
https://dergipark.org.tr/en/pub/intjecse/issue/27040/284658
Rydzewska, E., Hughes-McCormack, L. A., Gillberg, C.,
Henderson, A., MacIntyre, C., Rintoul,
J., & Cooper, S. A. (2019). Prevalence of sensory impairments,
physical and intellectual
disabilities, and mental health in children and young people
with self/proxy-reported
autism: Observational study of a whole country population.
Autism, 23(5), 1201-1209.
Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/136236131879127
9
Spriggs, A. D., Gast, D. L., & Knight, V. F. (2016). Video
modeling and observational learning
to teach gaming access to students with ASD. Journal of autism
and developmental
34. disorders, 46(9), 2845-2858. Retrieved from
https://link.springer.com/article/10.1007/s10803-016-2824-3
Stone, A. L., Bruehl, S., Smith, C. A., Garber, J., & Walker, L.
S. (2018). Social learning
pathways in the relation between parental chronic pain and daily
pain severity and
functional impairment in adolescents with functional abdominal
pain. Pain, 159(2), 298.
Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5889361/
Werts, M. G., Caldwell, N. K., &Wolery, M. (2010). Peer
modeling of response chains:
Observational learning by students with disabilities. Journal of
Applied Behavior
Analysis, 29(1), 53-66. Retrieved from
https://onlinelibrary.wiley.com/doi/abs/10.1901/jaba.1996.29-53
1
Running head: ASSIGNMENT OR PAPER TITLE
5
ASSIGNMENT OR PAPER TITLE
35. Example: Title for Your Assignment of Paper
Your Name
Example: Title for Your Assignment of Paper
In this document I will describe and model some of the
essential features of APA formatting that I would like for you to
adopt in your own assignments. Please note that it is key that
you have a basic understanding of these principals, as your
compliance with these standards will be incorporated into your
grade. You may use this pre-formatted document as a template
your own assignments. You will also likely need to refer to the
additional APA guides that are included in the syllabus.
Before getting started you will notice some things about this
paper. First, everything is double-spaced. Second, margins are
1-inch wide on all sides. Third, there are several headings that
are used throughout the document to separate different parts of
the paper. Fourth, page numbers are included at the bottom of
each page (the title page and references page to do not count
towards your total page length). No extra spaces are made or
typed between any sections of the paper.
This first section of your paper is the introduction. The
introduction does not have its own header. Instead, the title of
the paper is listed above. The purpose of your paper should be
clear from the introduction. The meat of your paper, however,
will follow the introduction and will probably require multiple
levels of headers, from level 1-3 (or maybe 4). Headers provide
36. a 2-3 word summary of the content that will be included in the
paragraphs following.
Headers in APA
The Level 1 headers are used to break out different sections of a
paper. They look like this:
Level 1 Header
For example, in a research paper, you will have multiple parts
(i.e., a part on the history of special education, a part on the
role of a general education teacher in supporting students with
disabilities, a conclusion, etc.). It would be wise to use level 1
headers to break your paper into these sections. After you use a
level 1 header, it re-starts your header levels so that the next
header would be a level 2, then a level 3, etc.
Level 2 Header
Level 2 headers indicate sub-sections that fall under the
previous level 1 header. You may have many or a few level 2
headers. So for example, if one of your level 1 headers is
The History of Special Education
You might have several level 2 headers like these:
Early 1900s
Advocacy and Civil Rights Era: 1950-1960
The Right to Appropriate Education: 1975 and Beyond
Level 3 header. The level three header is a little different than
the first level header because it is indented a half-inch, has a
period after it, and only the first word is capitalized (unless it’s
a proper noun). It also differs in that text follows immediately
after the period. When writing a paper and using level 3
headers, you would want the level three header to be a sub-
heading for the level 2 header. An example of this might be that
a level 2 header is the “Early 1900s” where you provide a short
description of the state of special education in the 1900s and
indicate that in the following paragraphs you are going to talk
more specifically about the types of special services that were
being provided in the 1900s (e.g., services for those who were
blind or deaf, institutions, etc.). You would then include a level
three header for each of those services identified.
37. Level 4 header. In the event that you need an additional header
(i.e., you wanted to specifically discuss the types of institutions
in the 1900s), you would then use a level 4 header. You’ll
notice it differs from a level 2 header only in that it is
italicized.
Level 5 header. This is what it would like if you feel you need
even one more header. I tend to not use these unless I’m going
into extreme detail about a topic.
Citations
One of the most important parts of writing an assignment
in this course is giving credit to those who give you the ideas
that you will be writing about. The way that you do this is by
citing others work. The APA has a very specific way of citing
sources in text. Articles and books are cited the same way in
text. For example, an article written by Bronfenbrenner (1994)
and a book by Solomon (2012) are cited the same way. Both of
these citations only include the authors’ last names. Sometimes,
citations are better set inside parenthesis. For example, I might
purport that the ecological model suggests an individual is
nested within a system (Bronfenbrenner, 1994). Or, that there
are a variety of risk and protective factors that have been shown
to influence the long-term outcomes of individuals (Werner,
2005). Sometimes, you’ll use a website or a source without an
author. When this happens, you will give credit to the
organization that is sponsoring that material. For example,
recent statistics suggest that individuals with disabilities are
employed at a rate nearly half of that as individuals without
disabilities (U.S. Department of Labor, 2013). If a source is
cited in your text, you must also include a reference for that
citation in the final references section of your paper
References
After the last page of the document you will include a reference
page. See the example in this document to see what this will
look like. You will need to refer to the resources suggested on
the syllabus for more information on properly referencing a
source.
38. Conclusion
In conclusion, using the APA format is going to be
essential for this class and there are many more intricacies that
I discussed in this brief write-up. Using this standardized
grading scheme will reduce my own bias that I project on
assignments that look prettier than others. It will also be a basis
on by which your assignment is graded.
References
These are examples of APA formatted references:
Bronfenbrenner, U. (2004). Ecological model of human
development. International Encyclopedia of Education, 3(2), pp-
pp.
U.S. Department of Labor (2013). Persons with disabilities
Labor force characteristics summary. Retrieved from:
http://www.bls.gov/news.release/pdf/disabl.pdf
Werner. E. (2005). Resilience and recovery: Findings from the
Kauai longitudinal study. Research, Policy and Practices in
Children’s Mental Health, 19(1), pp-pp.
Sheet121211345561221144456
Example Mini-Study Chart
2 1 2 1 1 3 4 5 5 6 1 2 2
1 1 4 4 4 5 6
A B A
B
1. Research Proposal : Students will complete a proposal for a
single subject design research study. About preschoolers with
special needs students and literacy skills or peers interaction
Rubric: Components:
39. · Introduction/literature review. Include at least 10 in-text
references (also in Reference list at the end).
· State your research question(s) at the end of this
introduction/literature review section.
· Methods section. Describe the following (use subtitles):
· Setting
· Participants
· Type of single subject design
· How will experimental control be managed?
· Baseline phase
· Intervention phase
· Maintenance phase
· Dependent variable(s)
· Independent variable(s)
· General instructional procedures (how was the independent
variable taught to/employed by students?)
· Fidelity of implementation (what percentage [e.g., 33%] of
sessions were observed to document that the sessions included
what was planned?)
· If social validity was included, what did that entail?
· Results section
· Narrative discussion of the expected results
· Chart of expected results
· Percentage of non-overlapping data (PND)
· Immediacy of the effect…was there one or not in each phase
change?
· Variability of the data within a phase. Is it close in range, or
high and low across the phase?
· Did the data demonstrate a functional relation?...level, slope,
trend
· Discussion section
· Discuss your expected-results chart and how this ties back to
the literature mentioned in your opening pages
· Limitations of your planned study
· Ideas for future research
40. · Reference list
· APA style, size-12 font Times New Roman
· Double spaced
· 8-10 pages, including cover page
· No more than two quotes across the paper (each 2 sentences
maximum)
· Finessed text/spelling/coherence