This document provides a template for completing a philosophy matrix that compares different educational philosophies. The template includes sections for traditional philosophies like idealism, realism, and neo-scholasticism. It also includes sections for modern philosophies like pragmatism and existentialism. Finally, it covers contemporary educational theories for both transmission like perennialism and essentialism, as well as transformation like reconstructionism, critical pedagogy, and constructivism. Students are instructed to fill in the empty cells of the matrix by summarizing each philosophy's beliefs about metaphysics, epistemology, axiology, the learner's nature, the teacher's role, curricular focus, methodology, and criticisms.
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Philosophy Is the systematized study of general and fundamental questions, such as those about existence, reason, knowledge, values, mind, and language. Such questions are often posed as problems to be studied or resolved.
Oldest and most conservative Educational Philosophy basing its teachings on the Great Books, written by the most exceptional minds ever known to mankind. It values knowledge that transcends time. It is teacher centered and subject centered--focusing on the curriculum and not the learners' interest. It aims to develop both the learners' moral & intellectual qualities
These past two years have brought us some serious challenges and oppor.docxestefana2345678
These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.
.
The thread must be a minimum of 250 words- MINIMUM OF TWO SOURCES BESI (1).docxestefana2345678
The thread must be a minimum of 250 words. MINIMUM OF TWO SOURCES BESIDES THE TEXTBOOK. Must cite at least 2 sources in addition to the Bible.
TEXTBOOK: Bennett, B. T. (2018).
Understanding, assessing, and responding to terrorism:
Protecting critical infrastructure and personnel
(2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 9781119237785.
**AMY***
The term critical infrastructure (CI) has changed multiple times over the last twenty years; however, the general concept of what constitutes critical infrastructure has remained fairly consistent since the first formal definition was developed under the Clinton Administration in 19996 (Bennett, 2018). According to the author, since President William Clinton’s Executive Order 13010, the term and concept underwent various changes; two years after EO 13010, President Clinton signed the Presidential Decision Directive 63, which added the “cyber†to the definition of CI. After the attacks on September 11, 2001, CI was re-defined under the Bush administration per the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism (USA PATRIOT) Act of 2001. Bennett noted that the Homeland Security Act of 2002 added the concept of “key resources†to the CI definition, an area of CI that is crucial to the proper functioning of the various Cis. This post will discuss what critical infrastructure means, what soft and hard targets are, define cascading effects, and what the author believes is the most important CI within the author's geographical location and why this CI was chosen.
What does critical infrastructure mean?
Critical infrastructure is a blanket term that encompasses 16/17 “systems and assets, physical or virtual, so vital to the United States that incapacity or destruction of such systems or assets would have a debilitating effect on security, national economic security, health, or safety, or combination of those matters†(Bennett, 2018, p. 41; Cybersecurity & Infrastructure Security Agency [CISA], 2020, pp. 1). As previously mentioned, the Homeland Security Act of 2002 added “key resources†to the definition of critical infrastructure; key resources are defined as the publicly or privately controlled individual resources essential to the minimal operation of the economy and government (Bennett, p. 41). According to Bennett, while key resources do not hold the same status as critical infrastructure, they are important and necessary for the production, functioning, and maintenance of various critical infrastructures. Bennett summarized critical infrastructure as the important assets we want and depend on to be available and functional when needed (p. 43).
What are soft and hard targets?
The terms soft and hard targets describe the levels of protection any given critical infrastructure asset or location has. Protection includes physical security and countermeasures in place for any potential attack or natural d.
More Related Content
Similar to SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete th.docx
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Philosophy Is the systematized study of general and fundamental questions, such as those about existence, reason, knowledge, values, mind, and language. Such questions are often posed as problems to be studied or resolved.
Oldest and most conservative Educational Philosophy basing its teachings on the Great Books, written by the most exceptional minds ever known to mankind. It values knowledge that transcends time. It is teacher centered and subject centered--focusing on the curriculum and not the learners' interest. It aims to develop both the learners' moral & intellectual qualities
These past two years have brought us some serious challenges and oppor.docxestefana2345678
These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.
.
The thread must be a minimum of 250 words- MINIMUM OF TWO SOURCES BESI (1).docxestefana2345678
The thread must be a minimum of 250 words. MINIMUM OF TWO SOURCES BESIDES THE TEXTBOOK. Must cite at least 2 sources in addition to the Bible.
TEXTBOOK: Bennett, B. T. (2018).
Understanding, assessing, and responding to terrorism:
Protecting critical infrastructure and personnel
(2nd ed.). Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 9781119237785.
**AMY***
The term critical infrastructure (CI) has changed multiple times over the last twenty years; however, the general concept of what constitutes critical infrastructure has remained fairly consistent since the first formal definition was developed under the Clinton Administration in 19996 (Bennett, 2018). According to the author, since President William Clinton’s Executive Order 13010, the term and concept underwent various changes; two years after EO 13010, President Clinton signed the Presidential Decision Directive 63, which added the “cyber†to the definition of CI. After the attacks on September 11, 2001, CI was re-defined under the Bush administration per the Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism (USA PATRIOT) Act of 2001. Bennett noted that the Homeland Security Act of 2002 added the concept of “key resources†to the CI definition, an area of CI that is crucial to the proper functioning of the various Cis. This post will discuss what critical infrastructure means, what soft and hard targets are, define cascading effects, and what the author believes is the most important CI within the author's geographical location and why this CI was chosen.
What does critical infrastructure mean?
Critical infrastructure is a blanket term that encompasses 16/17 “systems and assets, physical or virtual, so vital to the United States that incapacity or destruction of such systems or assets would have a debilitating effect on security, national economic security, health, or safety, or combination of those matters†(Bennett, 2018, p. 41; Cybersecurity & Infrastructure Security Agency [CISA], 2020, pp. 1). As previously mentioned, the Homeland Security Act of 2002 added “key resources†to the definition of critical infrastructure; key resources are defined as the publicly or privately controlled individual resources essential to the minimal operation of the economy and government (Bennett, p. 41). According to Bennett, while key resources do not hold the same status as critical infrastructure, they are important and necessary for the production, functioning, and maintenance of various critical infrastructures. Bennett summarized critical infrastructure as the important assets we want and depend on to be available and functional when needed (p. 43).
What are soft and hard targets?
The terms soft and hard targets describe the levels of protection any given critical infrastructure asset or location has. Protection includes physical security and countermeasures in place for any potential attack or natural d.
These past two years have brought us some serious challenges and oppor (1).docxestefana2345678
These past two years have brought us some serious challenges and opportunities; civil unrest, political uncertainty, and a pandemic. What added stressors have been caused by the changes? What helpful tips can you offer your classmates regarding managing this massive change in how we do life. Also, do you need anything? Resources are available and by posting a need here, perhaps together we can help each other connect with needed resources.
.
The objects of action and perceptionMelvyn A- Goodale-- G- Keith Humph.docxestefana2345678
The objects of action and perception
Melvyn A. Goodale*, G. Keith Humphrey
Department of Psychology, University of Western Ontario, London, ON N6A 5C2, Canada
Abstract
Two major functions of the visual system are discussed and contrasted. One function of vision is the creation of an internal model or percept of the external world. Most research in object perception has concentrated on this aspect of vision. Vision also guides the control of object-directed action. In the latter case, vision directs our actions with respect to the world by transforming visual inputs into appropriate motor outputs. We argue that separate, but inter- active, visual systems have evolved for the perception of objects on the one hand and the control of actions directed at those objects on the other. This ‘duplex’ approach to high-level vision suggests that Marrian or ‘reconstructive’ approaches and Gibsonian or ‘purposive- animate-behaviorist’ approaches need not be seen as mutually exclusive, but rather as com- plementary in their emphases on different aspects of visual function. 1998 Elsevier Science B.V. All rights reserved
Keywords:Vision; Action; Perception
1. Introduction
It is a common assertion that the fundamental task of vision is to construct a representation of the three-dimensional layout of the world and the objects and events within it. But such an assertion begs at least two fundamental and interrelated questions. First, what is vision? Second, what is the nature of the representation that vision delivers? These questions, which are central to the entire research enterprise in understanding human vision, form the framework for the present paper. In attempting to answer these questions, we will contrast what we believe are two major functions of the visual system. One function of vision is the creation of an internal model or percept of the external world – a model that can be used in the
0010-0277/98/$19.00ï›™ 1998 Elsevier Science B.V. All rights reserved PII S0010-0277(98)00017-1
C O G N I T I O N
Cognition 67 (1998) 181–207
* Corresponding author. Tel.: +1 519 6612070; fax: +1 519 6613961; e-mail:
recognition of objects and understanding their interrelations. Most research in object vision has concentrated on this function (witness the current volume). There is another function of vision, however, which is concerned not with object recognition, but with object-directed action. In this case, vision guides our actions with respect to the world by transforming visual inputs into appropriate motor outputs. We will suggest that separate, but interacting, visual systems have evolved for the perception of objects on the one hand and the control of actions directed at those objects on the other. This ‘duplex’ approach to high-level vision suggests that Marrian or ‘recon- structive’ approaches and Gibsonian or ‘purposive-animate-behaviorist’ approaches need not be mutually exclusive and may be actually complementary.
2. What.
Required-The Week 3 Discussion consists of two topic- (1-) What are th.docxestefana2345678
Required:
The Week 3 Discussion consists of two topic.
(1.) What are the differences between cash and accrual basis accounting? Provide an example of each.
(2.) Accrual accounting requires adjusting entries. Provide an example of an adjusting entry.
e sure to NOT USE non-credible sources such as dictionaries, wikipedia, investopedia, accountingtools, accountingcoach and blogs.
MUST CITE WITHIN THE post. Please do NOT USE FIRST PERSON> NO BIG, LONG PARAGRAPHS.
250 word minimum
.
Quantitative research Qualitative researchFocus on testing hypotheses.docxestefana2345678
Quantitative research Qualitative research
Focus on testing hypotheses and theories. Focus on exploring ideas formulating a theory or hypothesis.
Requires many respondents. Requires few respondents.
Closed questions. Open-ended questions.
Quantitative is a good fit for my study. My research question is " Does foster kids have higher risk of homelessness compared to youth who were never placed out of home by child welfare? The reason why Quantitative fit my study because I will be able test the theory if foster children is more at risk of becoming homeless if they removed from their home. With quantitative research you to analyze a survey with multiple choice questions that is distributed to a sample. This could be done online, in person, or over phone. I could also experiment the situation. Situation in which different types of variables are controlled and manipulated to establish cause and effect relationships. I could observed the subject in a natural environment where variables can not be controlled.
The way how I will make sure my approach will be culturally sensitive by understanding how cultural differences may affect and influence individuals when forming their unique personalities, perceptions, and their interaction to others.
Reference
Yegidis, B. L., Weinbach, R. W., & Myers, L. L. (2018).
Research methods for social workers
(8th ed.). Pearson. Chapter 6: Qualitative Research (pp. 126–145)
Casado, B. L., Negi, N. J., & Hong, M. (2012). Culturally competent social work research: Methodological considerations for research with language minorities
Social Work
, 57(1), 1–10.
Respond
to two colleagues by providing constructive feedback on their choice of methodological approach. Would a different approach be more appropriate or effective in answering the research question? Why or why not?
.
Paper OneLength- 1000- 1200 words- 3-5-4 pages- exclusive of the Work.docxestefana2345678
Paper One
Length : 1000- 1200 words/ 3.5-4 pages, exclusive of the Work Cited page
For your first paper, you’ll be analyzing impediments to your own critical thinking and how they shaped your decision making in a specific decision in your life.
First, think back to a decision you’ve made that you either now see as a bad decision or that you’re still not fully sure you thought through critically. It doesn’t have to be a super-personal decision (why did I date that girl for so long in high school?), and it can even be a decision that’s had a good outcome (why did I choose this university?), as long as you can express how you didn’t really think critically about it at the time .
Elements of Reasoning : For prewriting purposes, go around the circle of elements with this decision as you made it then , paying close attention to who you were when you made it (your Point of View). You’ll want to use these notes as you describe your decision-making process and put any elements of reasoning in bold in your paper. Plan to use between 3-5 elements of reasoning in your paper.
Impediments : Finally, think about what types of impediments got in your way as you made this decision. Develop paragraphs in your paper around these impediments and put them in bold type in your paper as well. Your thesis statement should say something about how the impediments that blocked your critical thinking interacted with the elements of reasoning to keep you from using them effectively.
Because all papers in CRTW must include documented material, make sure you quote Nosich at least once when talking about at least one impediment that hindered your critical thinking. You'll then need to give the page number in MLA format in your paper and create a Works Cited page with Nosich's book on it at the end of your paper.
Hints:
1. Don’t be afraid to use the first person “I.†This is a paper about you and your thinking.
2. You can tell this as a story if you’d like, so long as it’s clear that you’re analyzing your own thinking and which impediments and elements of reasoning were (or weren’t) involved.
3. Whether you tell this as a story or write it as a more formal academic paper, your introduction should give some context to your decision: when was it, what was it, and why did you need to make it?
4. In your conclusion, rather than repeating what you’ve already said in the introduction and body of the paper, please try to reflect on what you’ve learned from analyzing this decision and/or making the decision in the first place. What might you do differently in the future? How might you approach the same impediment(s) if you feel them creeping into your thought process in future decisions?
Proprietary
KATHY FORSYTH
CAPELLA UNIVERSITY
Tele Psych Staff Training Session
Proprietary
What is Telehealth
and Tele psych?
ïµ Technology ïµ Four models
ïµ Closing the gap access to healthcare ïµ Care when they need it, no matter the
distance
ïµ Decreasing cost.
Middle-range theories can be traced back to the mid-1900s in the works.docxestefana2345678
Middle-range theories can be traced back to the mid-1900s in the works of sociologist Robert K. Merton. Its main approach entailed combining concept and also empirical study. Registered nurses initially did not have a reasoning for evaluating middle-range concepts and relied on customs, beliefs, and expert rules in their technique. The method restricted development in the medical care occupation, and the American Nurses Organization advocated for academic designs beginning in 1965, which resulted in advancements in nursing theories. Nevertheless, registered nurses had developed concepts before the American Nurses Organization supported their extensive usage in nursing. For example, Florence Nightingale established the Environmental Concept in 1860 that linked healing with a client's atmosphere (Ribeiro et al., 2018). Likewise, Virginia Henderson developed the Nursing Demands Theory in 1955, which described 14 patient requirements (Ribeiro et al., 2018). Theories in the first stages matched the nursing metaparadigm of nursing, health and wellness, environment, and person. Further research study by nursing theorists has produced various concepts that we can evaluate and also use in modern method.
Assessing middle-range theories counts on inner as well as exterior objection to identify their integrity (Lee & Vincent, 2021). Interior criticism focuses on exactly how independent parts of the concept sync to form the theory's internal building and construction. Inner objection includes clearness, sensible advancement, competence, consistency, and also degree of theory advancement. As an example, quality describes just how the visitor comprehends the theoretical idea, whereas logical development takes a look at the coherency of the arguments that create the theory (Khoshnood et al., 2020). Additionally, competence connects to how concepts can be put on different nursing settings, and consistency needs harmony in analysis, concepts, and definitions of significant components (Khoshnood et al., 2020). Lastly, the level of development gauges a theory's development level based upon the suggestions, ideas, abstraction from fact, as well as application to technique (Khoshnood et al., 2020). Historians or nursing theorists use all five inner criticism elements to examine a middle-range concept's integrity.
Outside criticism, on the other hand, focuses on the concepts' partnership and also their communication with the sources of information that guide a theory. Exterior objection assesses energy, relevance, range, materialism, fact convergence, discrimination, and merging (Khoshnood et al., 2020). Philosophers consider energy to develop the applicability of a concept in practice as well as its value to identify if it resolves essential concerns influencing nursing technique. Moreover, they use the range to determine the variety of subjects protected and also materialism to figure out whether a concept can attend to comfort needs (Khoshnood et al., 2020)..
NURS 320- Module 2- Rural Dwellers This module introduces some comm.docxestefana2345678
NURS 320: Module 2: Rural Dwellers This module introduces some common characteristics of rural dwellers as they relate to healthcare. It is very important to remember that rural dwellers are not all the same! Yet it is important to appreciate some characteristics that may be more prevalent in rural areas so care can be adapted to meet unique needs and preferences. Module Objectives:  1) Consider approaches nurses should take in adapting care to meet the needs of unique individuals. 2) Explore the significance of the Symptom- Action - Timeline Process as it relates to rural dwellers. 4) Choose approaches that would facilitate positive outcomes when caring for those who delay care. 5) Appraise factors that contribute to the use of complementary and alternative approaches to care in rural dwellers. Assigned readings: Buehler, J.A., Malone, M., Mjerus-Wegerhoff, J.M. (2013). Patterns of Responses to Symptoms in Rural Residents: The Symptom-Action-Timeline Process. In C.A. Winters (Ed.), Rural nursing: Concepts,theory, and practice (pp. 131 - 139). New York: Springer.  This is chapter nine in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sw w&AN=547705&scope=site National Council of State Boards of Nursing (2018). A nurse's guide to professional boundaries. https://www.ncsbn.org/ProfessionalBoundaries_Complete.pdf Shreffler-Grant, J.M., Nichols, E., Weinert, C., & Ide, B. (2013). Complementary Therapy and Health Literacy in rural Dwellers. In C.A. Winters (Ed.), Rural nursing: Concepts, theory, and practice (pp.205 - 214). New York: Springer. This is chapter 13 in the online text Rural nursing: Concepts, theory and practice. http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e680sw w&AN=547705&scope=site Swan, M. A., & Hobbs, B. B. (2021). Lack of Anonymity and Secondary Traumatic Stress in Rural Nurses. Online Journal of Rural Nursing & Health Care, 21(1), 183–201. https://ssuproxy.mnpals.net/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm& AN=150428679&scope=site Key Points
• Since rural dwellers have different definitions of health, it is important that healthcare professionals respect values and approach care from the client’s unique perspective.
• It is important to remember that rural dwellers and rural communities are not all alike. There is much diversity (client, family, nurse, and healthcare system) in rural areas.
• It is not uncommon for rural dwellers to delay seeking professional healthcare for a variety of reasons.
• It is important that healthcare professionals are sensitive to issues surrounding the healthcare experience of rural dwellers.
• The Symptom-Action-Timeline (SATL) process is explored in relationship to rural dwellers.
• Chronic illness impacts many. It is not uncommon for rural and urban dwellers experience an.
Microaggressions create an environment of marginalization- exclusion-.docxestefana2345678
Microaggressions create an environment of marginalization, exclusion, and disrespect, leading to anxiety, depression, and low self-esteem. They can further create an environment of distrust, fear, and hostility which can impede communication and collaboration between individuals. For example, Alex and Coach depict how a series of microaggressions can lead to alienation, frustration, and a lack of self-esteem (Walden University, 2021). The video highlights how microaggressions can lead to feeling misunderstood and lacking belonging (Walden University, 2021). As a social worker, I would respond by listening to their stories, validating their feelings, and offering support. I would help the student identify strategies to cope with the microaggressions they are experiencing, such as utilizing self-care activities, connecting with a support system, and seeking counseling. In the video, I demonstrated several practice skills, such as active listening, empathy, a non-judgmental attitude, and cultural humility. I used reflective listening to demonstrate my understanding of the student's experiences and feelings.
The potential impacts of ethnic and racial microaggressions on adolescent psychological development can be far-reaching and long-lasting (Walden University, 2021). Such experiences can create shame, guilt, and anger, leading to depression, anxiety, and low self-esteem. They can lead to feelings of isolation and marginalization, leading to an increased risk of engaging in high-risk behaviors such as substance use. Additionally, microaggressions can leave adolescents feeling disconnected from their cultural and racial identities, resulting in a lack of cultural competency and pride.
As a social worker, I would create an open dialogue where the student can share their experiences and feelings in a safe and non-judgmental space. This would allow the student to gain insight into their feelings and help to create an action plan to address the negative impacts of microaggressions (Walden University, 2021). A key part of this process would be to utilize the values and ethics of the profession. This includes ensuring the student's rights to self-determination, confidentiality, and respect. Additionally, I would provide the student with resources and tools to help them effectively manage and cope with the negative impacts of microaggressions.
Respond
to two colleagues by providing constructive feedback on their choice of methodological approach. Would a different approach be more appropriate or effective in answering the research question? Why or why not?
.
leadership resourceTen steps to carrying out a SWOT analysisChris Pear.docxestefana2345678
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
leadership resourceTen steps to carrying out a SWOT analysisChris Pear (1).docxestefana2345678
leadership resource
Ten steps to carrying out a SWOT analysis Chris Pearce offers a guide to help nursing leaders analyse their aotivities
A SWOT ANALYSIS is an effecrive way of identifying your strengths
and weaknesses, and of examining the opportunities and threats you
face. Carrying out an analysis using the SWOT framework will help
you and your team focus your activities on where you are strongest,
and where your greatest opportunities lie,
7 C0NSIDERTHE USES OF SWOT
This technique can be used in various situations includ-
ing business planning, team building and away days, as
well as when you review the work of your team, during change man-
agement processes and even in your personal career planning.
2 PREPARETHE GROUND
Draw a box on a flip chart or whiteboard, or even a
piece of paper, and divide it into four equal sections.
Each section should be labelled as follows: Strengths, Weaknesses,
Opportunities and Threats,
3 CONSIDER YOUR STRENGTHS
On your own, or with your group or team, decide what
your strengths are, what you do well and what other
people see as your strengths. Consider this from both your own point
of view and from the perspectives of the people with whom you work,
lie realistic, not modest. If you have difficulty with this, try listing your
characteristics. Some of these will probably be strengths.
4 CONSIDER YOUR WEAKNESSES
Ask yourself questions about, for example, what you
could improve about yourself, what you do badly or
what you should avoid. Consider these questions from different
points of view, as other people may perceive weaknesses in you that
you do not see. It is best to be realistic now, and to face unpleasant
truths about yourself as soon as possible.
5 CONSIDER YOUR OPPORTUNITIES
What opportunities are before you? Of what interest-
ing trends are you aware? Useful opportunities can arise
from changes in technology, government policy and social pattems,
or from within your organisation.
6 CONSIDERTHE THREATS
What obstacles confront you? Are the specifications of
your job, or the service you provide, changing? Is chang-
ing technology threatening your position?
7 USE INFORMATION: INTERNAL FACTORS
Strengths and weaknesses are intemal faaors. Once you
have gathered information on your strengths and weak-
nesses, and the opportunities and threats tbat you face, ask yourself
first how you can capitalise on your strengths and make greater use of
them in work situations. Strengths are the basis on whicb success can
be built, so include your strengths into your plans. But also analyse
your weaknesses and consider how you can remedy them. Draw up
an action plan based on this information,
8 USE INFORMATION; EXTERNAL FACTORS
Opportunities and threats are extemal factors. Opportun-
ities should be sought, recognised and grasped as they
arise, while threats must be acknowledged and steps must be taken
to deal with them.
9 USE SWOT IN CAREER PLANNING
You can construct your own SWOT analysis to help you
with your career .
In 2016- PresidentObama replaced abstinence-only programs with age-app.docxestefana2345678
In 2016, President Obama replaced abstinence-only programs with age-appropriate, evidence-based education that addresses life skills to help teens make responsible decisions that lead to safe and healthy lives. Many have argued that sexuality education should be the responsibility of parents and clergy and that schools should not be involved. However, parents and clergy have rebutted that they lack the proper information to disseminate to the kids and oftentimes cite a lack of proper information and embarrassment or acknowledgment of teen sexuality. Sexuality education is a lifelong process and it requires a multifaceted approach, it is a team effort.
.
During a recent presidential election there was an individual vying fo.docxestefana2345678
During a recent presidential election there was an individual vying for the democratic nomination who believed in universal basic income. His name is Andrew Yang. While it might seem far fetched to some, universal basic income has been researched for over 50 years and various public and private entities have conducted their own experiments with this idea.
For the purposes of this assignment, students will research a universal basic income experiment in the United States; currently being implemented or historic. Students will discuss the experiment, utilizing their knowledge of liberal, conservative and progressive perspectives to help identify, discuss, and explain the pros and cons of the experiment. Students will identify the outcomes of the experiment. Students will also discuss if they believe the experiment could or could not be implemented within their own community. It is expected that students will identify and discuss the prevailing perspectives within their community and explain how these perspectives informed their decision.
Responses should be a minimum of two-pages double spaced, written in MS Word, 12-point font, with proper grammar and editing. Responses will be evaluated on content as well as writing style so ensure a thorough, grammatically correct response. Responses will be submitted through Turnitin.
.
In Chapter 4- Global Communication and Diversity- cultural intelligenc.docxestefana2345678
In Chapter 4, Global Communication and Diversity, cultural intelligence is described as important for global businesses to develop and be successful beyond borders.
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BloombergLinks to an external site.
Time MagazineLinks to an external site.
After reading an article about global business, address the following:
Article information
: article name, source, date/edition, pages, web address
Summary:
a short summary of the article (one half-page)
Cultural lessons:
one paragraph that describes one or two aspects of culture that are illustrated by the article
Grading Rubric:
Followed APA format appropriately. Provided at least three (3) scholarly citations from one article. Article information provided.
Contained the appropriate article topic and background based on the chosen news/articles. Provided an excellent introduction.
Provided a well-written and thoughtful conclusion.
Provided excellent content and demonstrated an understanding and analysis of global and cross-cultural differences. Emphasized the importance of recognizing global and cross-cultural differences. The paper was within one to two pages in length.
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•double spaced
•hanging indent
•sort references alphabetically by the last name of the first author.
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N/B Annotations includes:
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2. Five instances of notable languages in the song
3. One paraphrase and 2 statements of epiphany
4. Two quotations you may potentially use from the song and clarification of a specific, complicated term or phrase used by the singer.
Length: Two pages, no reference needed
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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.
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SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete th.docx
1. SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete the philosophy
matrix acceptably. Below are two examples of
the section on idealism. Both of these students chose to write in complete sentences. However, if
the ideas are understandable, clear phrases will do. IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus Methodology Criticisms
Truth lies in
the realm of
ideas.
Knowing truth
requires that it
fit into a
harmonious
nature of the
universe.
Developing a
system of
truth, and
focus on
goodness and
2. beauty.
A desire to
strive for
perfection –
always works
to capacity.
Priority to
living in
harmony and
focus on
good.
To pass on
knowledge of
reality and to
be an example
of the ethical
ideal.
Teacher
initiates
discussions.
Curriculum is
formed
around
3. subjects that
bring students
into contact
with ideas. It
has a strong
humanities
focus.
Strong focus
on words in
written or
spoken form.
Verbal
lecture,
discussions,
and reading in
the library.
Seen as an
“ivory tower
experience,―
with emphasis
on the ideas of
the past and
the focus on
4. preserving
heritage rather
than learning
for change.
IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus
Methodology Criticisms
Pure ideas
beyond the
realm of
physical
senses. Only
perceived
through
intellect.
Truth is a
priori.
Absolute
5. Mind.
Consistent
with
harmonious
nature of the
universe.
Realm of
Macrocosm=
Absolute Self.
Microcosm=
earthly
individual.
Individual
must try to be
like Absolute
Self. In
accordance
Intellect is
key. Mental
development
of learner.
Learner
strives to be
6. more like
Absolute Self.
Strives for
perfection.
Teacher is
closer to
Absolute than
are students.
Teacher
models what
students
should try to
be. Pass on
knowledge,
Humanities
such as
history and
literature.
Mathematics
(based on a
priori
principles).
Bring students
7. into contact
Transfer of
knowledge
(ideas)
through
written or
spoken words.
Lecture or
reading in
library.
Discussions
School is a
sustainer of
status quo
(focus on
unchanging
universal
ideas). Ivory
tower
experience
that fails to
EDLC 504
Page 1 of 2
8. ideas, not
detected by
senses, only
thought.
with
Universal
Moral Law
(ie: God).
Human
condition is
good.
help students
become closer
to Absolute
Self.
with ideas. about ideas.
No field trips
or practical
skills taught
address
practical day
to day aspects
of human life.
9. EDLC 504
Page 2 of 2
Philosophy Matrices Template
(The names beside each philosophy are just for reference to help you connect the philosophy
with specific philosophers.)
Traditional
Philosophies
IDEALISM (Plato)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
REALISM (Aristotle)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
NEO-
SCHOLASTICISM
(Thomas Aquinas)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Modern Philosophies
PRAGMATISM
(William James, John
Dewey)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
EXISTENTIALISM
(Nietzsche,
Kierkegaard, Sartre,
Heidegger, etc.)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Contemporary
Educational Theories
for Transmission
10. PERENNIALISM
(Adler, Hutchins,
William Bennett,
Allan Bloom, etc.)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
ESSENTIALISM
(E.D. Hirsch)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
BEHAVIORISM
(Skinner)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Contemporary
Educational Theories
for Transformation
RECONSTRUCTIO
NISM (Counts)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
CRITICAL
PEDAGOGY (Friere,
Giroux, Noddings,
Gloria Watkins [bell
hooks], Peter
McLaren, etc.)
This section might be a
bit more challenging
than the ones above.
You are encouraged to
supplement the
textbook information
with internet searches
on the topic.
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
11. CONSTRUCTIVISM
(Piaget, Vygotsky,
Constance Kamii,
etc.)
This section might be a
bit more challenging
than the ones above.
You are encouraged to
supplement the
textbook information
with internet searches
on the topic.
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Page 2 of 2
Philosophy Matrices Assignment Instructions
Overview
The overview of the first three modules of this course will lead you into an exploration of
various educational philosophies. Traditional philosophies, modern and post-modern
philosophies, as well as educational theories of transformation and transmission will all be
studied along with their corresponding personalities. This assignment will give you the
opportunity to organize the essential components of each of these major educational philosophies
and to compare these components against one another. The result will be an invaluable tool in
your educational toolbox for years to come.
Instructions
Using the Gutek textbook, the Jerry Falwell library, and any other research databases to complete
the empty white cells in the accompanying template. Your responses in each column should
reflect the beliefs about that category according to the specific philosophy for that section. This
will assist you in comparing the various philosophies. Ensure that the major principles of each
philosophy are clarified. Key words, phrases, and short sentences will suffice. Lengthy
paragraphs are unnecessary. The textbook aligns with the matrix chronologically, so you will
find the information as you read through the book. Much of this information is clear in the text.
For a few of the philosophies near the end of the matrix, however, you may need to make some
inferences based on the information you read. The following list is to help you consider what
should be written in each column.
· Metaphysics = What is reality/truth? What is purpose and meaning in life?
12. · Epistemology = Is it possible to know reality/truth? If so, how?
· Axiology = What values should be developed in education?
· Learner’s Nature = What is the role of the learner? What is the human condition?
Good? Bad? Neutral? What learner factors should be considered in education?
· Teacher’s Role = What is the most effective approach the teacher should take?
· Curricular Focus = What content is most important?
· Methodology = What pedagogical strategies are most effective?
· Criticisms = What do opponents of this philosophy/theory say about it?
The template will be completed according to the following schedule:
Module:
Week
Matrices
Module 1:
Week 1
Matrices 1–3: Idealism, Realism, and Neo-Scholasticism
Module 2:
Week 2
Matrices 4–5: Pragmatism and Existentialism
Module 3:
Week 3
Matrices 6–11: Perennialism, Essentialism, Behaviorism, Reconstructionism,
Critical Pedagogy, and Constructivism
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 2
