SOAP NOTE SAMPLE FORMAT FOR MRCNameDateTime AgeS.docx
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SOAP NOTE SAMPLE FORMAT FOR MRC Name: Date: Time: Age: Sex: SUBJECTIVE CC: “ .” HPI: . Current Medications: PMHx: Allergies: Medication Intolerances: Chronic Illnesses/Major traumas Hospitalizations/Surgeries Family History Social History ROS General Cardiovascular Skin Respiratory Eyes Gastrointestinal Ears Genitourinary/Gynecological Nose/Mouth/Throat Breast Neurological Heme/Lymph/Endo Psychiatric OBJECTIVE Weight lb Temp - BP Height 5’1 Pulse Respiration General Appearance Skin HEENT Cardiovascular Respiratory Gastrointestinal Genitourinary Musculoskeletal Full ROM seen in all 4 extremities as patient moved about the exam room. Neurological Speech clear. Good tone. Posture erect. Balance stable; gait normal. Psychiatric Alert and oriented. Dressed in clean clothes. Maintains eye contact. Answers questions appropriately. Lab Tests Special Tests- No ordered at this time. Diagnosis Differential Diagnoses Diagnosis Plan/Therapeutics · Plan: · Medication – · Education – · Follow-up – References Class Profile Student Name ELL/ Proficiency Level Socioeconomic Status Race/ Ethnicity Native Language Gender IEP/ 504 Other Age Reading Performance Level/Score* Math Performance Level/Score* Arturo Yes - 4 Low Mexican Spanish Male No Glasses Grade level One year below grade level/98 At grade level/151 Bertie Yes - 5 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210 At grade level/108 Beryl No Mid White English Female No None Grade level Two years above grade level/268 At grade level/163 Brandie Yes - 4 Low Liberian Liberian English Female No None Grade level At grade level/178 One year below grade level/79 Dessie Yes - 4 Mid Russian Russian Female No None Grade level At grade level/113 One year below grade level/65 Diana Yes - 4 Low Mexican Spanish Female No None Grade level One year below grade level/79 At grade level/198 Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124 Eduardo Yes - 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101 Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135 Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163 Fatma Yes - 5 Low Mexican Spanish Female No Glasses Grade level One year below grade level/21 One year above grade level/289 Frances No Mid Mexican English Female No Diabetic Glasses Grade level At grade level/116 At grade level/114 Francesca Yes - 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178 Fredrick No Low White English Male Learning Disabled None One year above grade level .
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Assignment 2 Week 7 Practicum Journal Checkpoint for Certificati.docx
The document contains instructions for students to evaluate their progress on certification plans by reporting what they have done to prepare and if they have completed scheduled tasks. It provides examples of lesson plan templates that include state standards, learning objectives, activities, and differentiation. It also includes a class profile chart that lists student information like name, demographics, performance levels, services received, and parental involvement.
CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS .docx
CRITERIA DESCRIPTION YES
NEEDS
REVISION
NO COMMENTS
Introduction
(7 points)
Effectively summarizes the article
Author’s position
(7 points)
Position is clearly stated and reflects careful thought and analysis.
Literature is cited to strengthen the author’s position, as opposed to
being simply opinionated.
Clarity of
Explanation
(2 points)
Follows excellent flow and uses language that maintains interest.
Explanations are clear and factually correct.
Writing
Style
(2 points)
Uses appropriate academic style and correct grammar
APA (2 points) Follows APA standards (in-text citations, and reference entry)
RECOMMENDATION
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Island.
ESL Learning Standards Preview Presentation
This document discusses standards-aligned English as a Second Language (ESL) instruction. It begins by introducing the topic and providing links for further information. It then summarizes the New York State learning standards in the 7 core content areas and the 3 proficiency levels. The document also summarizes the ESL standards with their 3 goals and lists considerations for assigning ESL students to beginning, intermediate, advanced or transitional levels of language development. It concludes by providing contact information for ESL consultation services.
Class ProfileStudent NameEnglish Language LearnerS
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
White
Female
No
None
Grade level
On ...
Seminar Two
The document provides information about various career paths that are available after high school and college. It discusses the educational requirements, important high school classes, and average weekly salaries for careers like construction worker, construction manager, home care aide, pediatrician, correctional officer, and crime lab director. It also discusses the importance of taking challenging high school classes like foreign language, math, science, and art for college and career success.
InstructionTeacher CandidateGrade LevelDateUn.docx
Instruction
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Learning Objective:
Informational Text:
What is the title and author of the informational text you have selected?
Grouping:
Identify grouping strategies that will support your students’ learning needs.
II. Instruction
A. Opening
Prior Knowledge Connection:
Identify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives.
Anticipatory Set:
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
“I Do” instructional procedures should include:
The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.
Script detailed, step-by-step instructions on how you will implement the instructional plan.
Use a numbered list of each step; bold every example of modeling; and italicize every formative assessment.
“Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”
Please use a corresponding numbered list.
Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students.
Please use a corresponding numbered list.
Also include extension activities: What will students who finish early do?
© 2016 Grand Canyon University. All Rights Reserved.
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Read.
SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx
SIOP® Lesson Plan Template 2
STANDARDS:
THEME:
LESSON TOPIC:
OBJECTIVES:
Language:
Content:
LEARNING STRATEGIES:
KEY VOCABULARY:
MATERIALS:
MOTIVATION:
(Building background)
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
EXTENSION:
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.)
© 2008 Pearson Education, Inc.
Module 3 Assignment
National Council of Teachers of Mathematics (NCTM) Standards:
Website Lesson Plans
Student
Grand Canyon University: EED 364
Date
(Insert EEI Lesson or other COE Lesson Plan)
Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration
Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required.
Rationale
The created lesson plan meaningfully incorporates the research-based instructional strategy of XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows…
PLANNING: Instructional Script and Materials
The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by…
Reference
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
O.
Clinical Field Experience B Social Studies Pre- Assessment.docx
Clinical Field Experience B: Social Studies Pre- Assessment
Clinical Field Experience B: Social Studies Pre-Assessment
1
No Submission
0.00%
2
Insufficient
69.00%
3
Approaching
74.00%
4
Acceptable
87.00%
5
Target
100.00%
100.0 %Content
30.0 %Pre-Assessment
Not addressed.
Pre-assessment is incomplete and is poorly developed in the social studies content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students.
Pre-assessment is complete, but is underdeveloped in the social studies content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students.
Pre-assessment is adequately developed in the social studies content area, aligned to appropriate standards, in order to determine learning gaps and needs of students.
Pre-assessment is expertly and thoughtfully developed in the social studies content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students.
30.0 %Reflection
Not addressed.
Reflection includes a poor and unrelated description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment is unfocused and missing key details.
Reflection includes a rudimentary description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment could include more details.
Reflection is sound and competent with basic description of how the pre-assessment provides data to determine learning gaps and needs, including a relevant explanation of the challenges in developing and delivering the pre-assessment.
Reflection is thorough and comprehensive with detailed description of how the pre-assessment provides data to determine learning gaps and needs, including a thoughtful explanation of the challenges in developing and delivering the pre-assessment.
10.0 %Future Professional Implications
Not addressed.
Conclusions and applications to future practice are poor and do not reflect growth and development as a professional.
Conclusions and applications to future practice are entry level and minimally reflect growth and development as a professional.
Conclusions and applications to future practice are direct and reflect growth and development as a professional.
Conclusions and applications to future practice are insightful and thoughtfully reflect growth and development as a professional.
30.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.
Submission includes .
Recommended
Assignment 2 Week 7 Practicum Journal Checkpoint for Certificati.docx
The document contains instructions for students to evaluate their progress on certification plans by reporting what they have done to prepare and if they have completed scheduled tasks. It provides examples of lesson plan templates that include state standards, learning objectives, activities, and differentiation. It also includes a class profile chart that lists student information like name, demographics, performance levels, services received, and parental involvement.
CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS .docx
CRITERIA DESCRIPTION YES
NEEDS
REVISION
NO COMMENTS
Introduction
(7 points)
Effectively summarizes the article
Author’s position
(7 points)
Position is clearly stated and reflects careful thought and analysis.
Literature is cited to strengthen the author’s position, as opposed to
being simply opinionated.
Clarity of
Explanation
(2 points)
Follows excellent flow and uses language that maintains interest.
Explanations are clear and factually correct.
Writing
Style
(2 points)
Uses appropriate academic style and correct grammar
APA (2 points) Follows APA standards (in-text citations, and reference entry)
RECOMMENDATION
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Island.
ESL Learning Standards Preview Presentation
This document discusses standards-aligned English as a Second Language (ESL) instruction. It begins by introducing the topic and providing links for further information. It then summarizes the New York State learning standards in the 7 core content areas and the 3 proficiency levels. The document also summarizes the ESL standards with their 3 goals and lists considerations for assigning ESL students to beginning, intermediate, advanced or transitional levels of language development. It concludes by providing contact information for ESL consultation services.
Class ProfileStudent NameEnglish Language LearnerS
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid
White
Female
No
None
Grade level
On ...
Seminar Two
The document provides information about various career paths that are available after high school and college. It discusses the educational requirements, important high school classes, and average weekly salaries for careers like construction worker, construction manager, home care aide, pediatrician, correctional officer, and crime lab director. It also discusses the importance of taking challenging high school classes like foreign language, math, science, and art for college and career success.
InstructionTeacher CandidateGrade LevelDateUn.docx
Instruction
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Learning Objective:
Informational Text:
What is the title and author of the informational text you have selected?
Grouping:
Identify grouping strategies that will support your students’ learning needs.
II. Instruction
A. Opening
Prior Knowledge Connection:
Identify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives.
Anticipatory Set:
Identify how this lesson is meaningful to the students and connects to their lives.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do
Students Do
Differentiation
“I Do” instructional procedures should include:
The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form.
Script detailed, step-by-step instructions on how you will implement the instructional plan.
Use a numbered list of each step; bold every example of modeling; and italicize every formative assessment.
“Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”
Please use a corresponding numbered list.
Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students.
Please use a corresponding numbered list.
Also include extension activities: What will students who finish early do?
© 2016 Grand Canyon University. All Rights Reserved.
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Read.
SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx
SIOP® Lesson Plan Template 2
STANDARDS:
THEME:
LESSON TOPIC:
OBJECTIVES:
Language:
Content:
LEARNING STRATEGIES:
KEY VOCABULARY:
MATERIALS:
MOTIVATION:
(Building background)
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
EXTENSION:
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.)
© 2008 Pearson Education, Inc.
Module 3 Assignment
National Council of Teachers of Mathematics (NCTM) Standards:
Website Lesson Plans
Student
Grand Canyon University: EED 364
Date
(Insert EEI Lesson or other COE Lesson Plan)
Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration
Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required.
Rationale
The created lesson plan meaningfully incorporates the research-based instructional strategy of XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows…
PLANNING: Instructional Script and Materials
The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by…
Reference
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
O.
Clinical Field Experience B Social Studies Pre- Assessment.docx
Clinical Field Experience B: Social Studies Pre- Assessment
Clinical Field Experience B: Social Studies Pre-Assessment
1
No Submission
0.00%
2
Insufficient
69.00%
3
Approaching
74.00%
4
Acceptable
87.00%
5
Target
100.00%
100.0 %Content
30.0 %Pre-Assessment
Not addressed.
Pre-assessment is incomplete and is poorly developed in the social studies content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students.
Pre-assessment is complete, but is underdeveloped in the social studies content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students.
Pre-assessment is adequately developed in the social studies content area, aligned to appropriate standards, in order to determine learning gaps and needs of students.
Pre-assessment is expertly and thoughtfully developed in the social studies content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students.
30.0 %Reflection
Not addressed.
Reflection includes a poor and unrelated description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment is unfocused and missing key details.
Reflection includes a rudimentary description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment could include more details.
Reflection is sound and competent with basic description of how the pre-assessment provides data to determine learning gaps and needs, including a relevant explanation of the challenges in developing and delivering the pre-assessment.
Reflection is thorough and comprehensive with detailed description of how the pre-assessment provides data to determine learning gaps and needs, including a thoughtful explanation of the challenges in developing and delivering the pre-assessment.
10.0 %Future Professional Implications
Not addressed.
Conclusions and applications to future practice are poor and do not reflect growth and development as a professional.
Conclusions and applications to future practice are entry level and minimally reflect growth and development as a professional.
Conclusions and applications to future practice are direct and reflect growth and development as a professional.
Conclusions and applications to future practice are insightful and thoughtfully reflect growth and development as a professional.
30.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.
Submission includes .
1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
· Reading, writing, and speaking and listening standards appropriate for the selected grade.
· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
· Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Section 2: Instructional Planning
Section 3: Reflection
In 250-500 words, address the following.
· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.
· Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities.
· Describe three ways the content of the cross-curricular unit strengthens student literacy skills.
· Discuss one strategy you could recommend to families to extend the cross-curricular unit at home.
© 2022. Grand Canyon University. All Rights Reserved.
image1.jpeg
Unit V Sample Graphics
Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics .
image1.png
Class Profile - A
© 2014. Grand Canyon University. All Rights Reserved.
.
PRAD0_KRISTEN ANN- SPED 605 TEACHING THE HEARING IMPAIRED_REPORT.pptx
This document discusses considerations for developing effective IEPs for deaf or hard of hearing students that focus on language and communication. It emphasizes that language is essential to the human experience and communication is important for social and academic progress. The IEP team must carefully consider students' language, communication needs and auditory access when developing goals and determining services. The document provides examples of language and communication-focused IEP goals and components that should be included in every students' IEP, such as present levels, special education services, and assistive technology. It stresses the importance of developing IEPs that meet each deaf or hard of hearing student's individual needs.
IB Presentation
This document provides information about the International Baccalaureate (IB) Diploma Programme offered at an international school. It discusses the following key points in 3 or fewer sentences:
The IB Diploma Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded for university entrance worldwide and students routinely gain admission to top universities. The programme requires students to take courses in 6 subject groups, complete an extended essay, theory of knowledge course, and creativity, action, and service activities.
1. Why did the Roman Catholic Church come to stress celibacy for i.docx
1. Why did the Roman Catholic Church come to stress celibacy for its priests?
2. Why was the Byzantine Empire able to stabilize and recover much of its power around 1000?
3. Why had kings finally won the battle for power in Western Europe by 1500?
4. What are the major reasons that pilgrimages became an important part of popular religious practice in Western Europe after 1000?
5. What major religious difference between Latin (Catholic and Protestant) Christianity and Eastern Orthodoxy resulted from their very different political contexts after the 400s?
6. How is The Prince an example of humanism?
7. Why did Spain and Portugal specifically lead the way in European expansion?
8. Why did China cease its voyages of exploration after 1433?
Unit Overview
Grade level 4
Disciplinary Area ESL
Unit Title Health and Nutrition
Population Description
Ages : 9 Years
Grade Level: 4
English Proficiency Levels: Expanding
ESL program Model: ESL Class Period
Summary and Rationale
Health and Nutrition
Cognitive Academic Language Learning Approach (CALLA) is the most appropriate theoretical ground for the unit since it has been based on cognitive theories that are infused into the lesson planning process to create learning strategies that in order to develop content that will increase the academic fluency of the ESL students.
This unit was chosen since health and nutrition is an everyday thing and students have to engage in activities that are related to health and nutrition everyday Further still, with the increasing cognitive abilities of the students, there is need to introduce them to the ideals of balance diets and the terminologies that are used in food and nutrition. Proficiency in health and nutrition as a unit increases the vocabulary base of the ESL students of the chosen age and also increases their prowess and language proficiency.
It is of interest to the teacher that the children learn different types of foods according to their diet categories and also increase their word power. The expectation is that since children at the chosen developmental stage are intrigued by different foods and snacks, teaching concepts and engaging them in ideas will be easy. The activities that are lined up in the teaching/learning process are engaging and fun and the students should have no problem internalizing ideas.
Students are also expected to understand the connections that are there between the physical activities, emotional wellbeing and their social wellness. They should also analyze the needs for the variety and moderation that is offered by a balanced diet.
Health and nutrition is an everyday thing the components of it go beyond the classroom setting to the world. Issues with personal health, fitness and diet have got lasting impressions in the life of a person and the set standards from whence a child is young are the ...
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Week 6 Final Assignment AnnouncementThis final ass.docx
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
Getting to Know the US Education System
An overview of the US Education System. A presentation by the Oasis International School team.
www.ois.edu.my
Affective principles por Monica Saenz
This document discusses affective factors that influence second language acquisition, including language ego, self-confidence, and risk-taking. It notes that affective issues play a significant role in learner success. The language ego refers to an identity based on the language one speaks, and can lead to defensiveness or fragility. When teaching a second language, teachers should consider when to correct students, how structured activities should be, and how to build student self-confidence without making tasks too easy or difficult. Self-confidence, or the belief that one can accomplish a task, is linked to learner success. Risk-taking is important for language learning, but students may fear looking ridiculous when taking risks. Teachers should aim to establish trust and
ELM-525 - Lesson Summary and FocusClass ProfileStudent N.docx
ELM-525 - Lesson Summary and Focus
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade ...
Team 7
This document provides an overview of Multidisciplinary Team 7 which consists of special education teachers, general education teachers, school social workers and counselors, and speech/language/physical therapists. It then summarizes recommendations and information regarding special education, inclusion, specific learning disabilities, autism, and visual impairments.
Class ProfileStudent NameEnglish Language LearnerSocioec
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White ...
AC23 - Xuande Wu.pdf
Annual Conference 2023 | Chinese international students’ acculturation: a longitudinal
study focusing Chinese PGT students in Scotland | Xuande Wu and Kunyang Qu
Ortesol keynote
This document discusses Response to Intervention (RTI) for English Language Learners (ELLs) with learning and behavior problems. It notes that ELLs are overrepresented in specific special education categories like speech/language impairments and learning disabilities. ELLs in immersion programs are referred for special education at higher rates than those in bilingual programs. The document emphasizes the importance of understanding students' cultural and linguistic contexts to implement RTI effectively for ELLs. It outlines challenges to RTI for ELLs and provides strategies like ensuring staff have adequate knowledge, using valid assessments and interventions, and clear policies. The document stresses separating differences due to language/culture from disabilities.
Learning Disabilities within Cultural & Linguistic Context
This is the PowerPoint that I will be using for my Keynote on "Cultural Diversity and Students with LD: Addressing difference and disability in cultural & linguistic contexts" at the Learning Disabilities Association conference in Anaheim CA.
Class ProfileStudent NameEnglish Language LearnerSocio-e.docx
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
Whit ...
Personal statements and reference writing for academic courses: Gino Graziano
The document provides guidance on writing effective personal statements and reference letters to support applications to academic courses. It advises that personal statements should demonstrate qualifications, potential for success, understanding of the subject, and motivation. Reference letters should provide honest, specific insights about academic achievement, suitability for higher education, and personal qualities. Good personal statements are well-structured and concise while showing a clear interest in the course. Good references include both academic details and personal insights to give selectors a full picture of the applicant.
\\Server\Kc$\My Doc Kc 1\Power Point\Ielts Presentations\Copy Of Presentation...
The document summarizes information about an IELTS preparation workshop. It introduces two faculty members who have experience teaching IELTS and their qualifications. It then provides an overview of the IELTS exam, describing its structure, ownership, purpose, scoring system, and benefits of the workshop classes for preparing students to achieve their desired scores.
IELTS
The document summarizes information about an IELTS preparation workshop. It introduces two faculty members who have experience teaching IELTS and their qualifications. It then provides an overview of the IELTS exam, including its structure, ownership, purpose, scoring system, and benefits of the workshop classes for preparing students to achieve their desired scores.
Southampton Business School Postgraduate Module Grade Descrip.docx
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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ht.
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1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
1 University of California, Riverside School of Pu
1
University of California, Riverside
School of Public Policy
Course Syllabus
Winter 2021
Name and Number of Course: PBPL 190 Special Studies: Immigrant Health and Wellbeing
Instructor Information: Cecilia Ayón, MSW, PhD
[email protected] | 951.827.5577
Office Hours: T/TH 1-1:45PM and by appointment
Course Description:
Informed by the social determinants of health framework, students gain an in-depth understanding on
the significant role that physical, social, and policy environments play on immigrants’ health. Students
will examine factors that strain immigrants’ health and restrict their access to care as well as factors that
protect immigrants’ health. Students examine the health and wellbeing of vulnerable immigrant groups
including older adults, children, undocumented, and mixed status families.
Learning Objectives:
This course is focused on the circumstances, conditions, and health experiences of immigrants, who are
a marginalized group in the United States, particularly around legality, race/ethnicity, and
socioeconomic status. Specific learning outcomes include:
1. Become familiarized with and provide a critical analysis of current theories on immigrant health,
risk, and wellbeing.
2. Apply a comprehensive and holistic model of health that includes structural and social
determinants of health, to the understanding of immigrant health.
3. Critically examine various domains of health in immigrant communities, such as physical health,
mental health, and resilience.
4. Understand various determinants of health in immigrant communities, such as health promoting
behaviors, and family, community, and social contexts and policy, and recognize ways in which
discrimination is embedded in policies and contexts.
5. Critically examine how immigration and healthcare policy currently promote or hinder the
health of immigrant communities, and examine how inequities in health are inextricably linked
to inequities in immigration policy.
6. Develop/enhance analytical skills and written communication skills in public policy.
Course Format
Class format will include seminar discussions around course readings, individual and small group work
activities. Course readings address multiple topics on immigrants’ health such as mental health, physical
health, risk and protective factors, and access to health care. This class assumes students will be
prepared for class and actively engage in class discussion.
mailto:[email protected]
2
Assignments and Evaluative Procedures
The table below lists the assignments, due dates, and the points allocated to each assignment. A
separate handout, also on ilearn, details each assignment and provides grading criteria.
Assignment Due Date Points
1. Response Papers TBD; Throughout the quarter 50
2a. Immigrant health paper – part 1 Week 5 20
2b. Immigrant health paper – part 2 Week 9 20
3. Participation ...
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
· Reading, writing, and speaking and listening standards appropriate for the selected grade.
· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
· Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Section 2: Instructional Planning
Section 3: Reflection
In 250-500 words, address the following.
· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.
· Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities.
· Describe three ways the content of the cross-curricular unit strengthens student literacy skills.
· Discuss one strategy you could recommend to families to extend the cross-curricular unit at home.
© 2022. Grand Canyon University. All Rights Reserved.
image1.jpeg
Unit V Sample Graphics
Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics .
image1.png
Class Profile - A
© 2014. Grand Canyon University. All Rights Reserved.
.
PRAD0_KRISTEN ANN- SPED 605 TEACHING THE HEARING IMPAIRED_REPORT.pptx
This document discusses considerations for developing effective IEPs for deaf or hard of hearing students that focus on language and communication. It emphasizes that language is essential to the human experience and communication is important for social and academic progress. The IEP team must carefully consider students' language, communication needs and auditory access when developing goals and determining services. The document provides examples of language and communication-focused IEP goals and components that should be included in every students' IEP, such as present levels, special education services, and assistive technology. It stresses the importance of developing IEPs that meet each deaf or hard of hearing student's individual needs.
IB Presentation
This document provides information about the International Baccalaureate (IB) Diploma Programme offered at an international school. It discusses the following key points in 3 or fewer sentences:
The IB Diploma Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded for university entrance worldwide and students routinely gain admission to top universities. The programme requires students to take courses in 6 subject groups, complete an extended essay, theory of knowledge course, and creativity, action, and service activities.
1. Why did the Roman Catholic Church come to stress celibacy for i.docx
1. Why did the Roman Catholic Church come to stress celibacy for its priests?
2. Why was the Byzantine Empire able to stabilize and recover much of its power around 1000?
3. Why had kings finally won the battle for power in Western Europe by 1500?
4. What are the major reasons that pilgrimages became an important part of popular religious practice in Western Europe after 1000?
5. What major religious difference between Latin (Catholic and Protestant) Christianity and Eastern Orthodoxy resulted from their very different political contexts after the 400s?
6. How is The Prince an example of humanism?
7. Why did Spain and Portugal specifically lead the way in European expansion?
8. Why did China cease its voyages of exploration after 1433?
Unit Overview
Grade level 4
Disciplinary Area ESL
Unit Title Health and Nutrition
Population Description
Ages : 9 Years
Grade Level: 4
English Proficiency Levels: Expanding
ESL program Model: ESL Class Period
Summary and Rationale
Health and Nutrition
Cognitive Academic Language Learning Approach (CALLA) is the most appropriate theoretical ground for the unit since it has been based on cognitive theories that are infused into the lesson planning process to create learning strategies that in order to develop content that will increase the academic fluency of the ESL students.
This unit was chosen since health and nutrition is an everyday thing and students have to engage in activities that are related to health and nutrition everyday Further still, with the increasing cognitive abilities of the students, there is need to introduce them to the ideals of balance diets and the terminologies that are used in food and nutrition. Proficiency in health and nutrition as a unit increases the vocabulary base of the ESL students of the chosen age and also increases their prowess and language proficiency.
It is of interest to the teacher that the children learn different types of foods according to their diet categories and also increase their word power. The expectation is that since children at the chosen developmental stage are intrigued by different foods and snacks, teaching concepts and engaging them in ideas will be easy. The activities that are lined up in the teaching/learning process are engaging and fun and the students should have no problem internalizing ideas.
Students are also expected to understand the connections that are there between the physical activities, emotional wellbeing and their social wellness. They should also analyze the needs for the variety and moderation that is offered by a balanced diet.
Health and nutrition is an everyday thing the components of it go beyond the classroom setting to the world. Issues with personal health, fitness and diet have got lasting impressions in the life of a person and the set standards from whence a child is young are the ...
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Week 6 Final Assignment AnnouncementThis final ass.docx
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
Getting to Know the US Education System
An overview of the US Education System. A presentation by the Oasis International School team.
www.ois.edu.my
Affective principles por Monica Saenz
This document discusses affective factors that influence second language acquisition, including language ego, self-confidence, and risk-taking. It notes that affective issues play a significant role in learner success. The language ego refers to an identity based on the language one speaks, and can lead to defensiveness or fragility. When teaching a second language, teachers should consider when to correct students, how structured activities should be, and how to build student self-confidence without making tasks too easy or difficult. Self-confidence, or the belief that one can accomplish a task, is linked to learner success. Risk-taking is important for language learning, but students may fear looking ridiculous when taking risks. Teachers should aim to establish trust and
ELM-525 - Lesson Summary and FocusClass ProfileStudent N.docx
ELM-525 - Lesson Summary and Focus
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade ...
Team 7
This document provides an overview of Multidisciplinary Team 7 which consists of special education teachers, general education teachers, school social workers and counselors, and speech/language/physical therapists. It then summarizes recommendations and information regarding special education, inclusion, specific learning disabilities, autism, and visual impairments.
Class ProfileStudent NameEnglish Language LearnerSocioec
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White ...
AC23 - Xuande Wu.pdf
Annual Conference 2023 | Chinese international students’ acculturation: a longitudinal
study focusing Chinese PGT students in Scotland | Xuande Wu and Kunyang Qu
Ortesol keynote
This document discusses Response to Intervention (RTI) for English Language Learners (ELLs) with learning and behavior problems. It notes that ELLs are overrepresented in specific special education categories like speech/language impairments and learning disabilities. ELLs in immersion programs are referred for special education at higher rates than those in bilingual programs. The document emphasizes the importance of understanding students' cultural and linguistic contexts to implement RTI effectively for ELLs. It outlines challenges to RTI for ELLs and provides strategies like ensuring staff have adequate knowledge, using valid assessments and interventions, and clear policies. The document stresses separating differences due to language/culture from disabilities.
Learning Disabilities within Cultural & Linguistic Context
This is the PowerPoint that I will be using for my Keynote on "Cultural Diversity and Students with LD: Addressing difference and disability in cultural & linguistic contexts" at the Learning Disabilities Association conference in Anaheim CA.
Class ProfileStudent NameEnglish Language LearnerSocio-e.docx
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
Whit ...
Personal statements and reference writing for academic courses: Gino Graziano
The document provides guidance on writing effective personal statements and reference letters to support applications to academic courses. It advises that personal statements should demonstrate qualifications, potential for success, understanding of the subject, and motivation. Reference letters should provide honest, specific insights about academic achievement, suitability for higher education, and personal qualities. Good personal statements are well-structured and concise while showing a clear interest in the course. Good references include both academic details and personal insights to give selectors a full picture of the applicant.
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The document summarizes information about an IELTS preparation workshop. It introduces two faculty members who have experience teaching IELTS and their qualifications. It then provides an overview of the IELTS exam, describing its structure, ownership, purpose, scoring system, and benefits of the workshop classes for preparing students to achieve their desired scores.
IELTS
The document summarizes information about an IELTS preparation workshop. It introduces two faculty members who have experience teaching IELTS and their qualifications. It then provides an overview of the IELTS exam, including its structure, ownership, purpose, scoring system, and benefits of the workshop classes for preparing students to achieve their desired scores.
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1 University of California, Riverside School of Pu
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1 University of California, Riverside School of Pu
1 University of California, Riverside School of Pu
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
PRAD0_KRISTEN ANN- SPED 605 TEACHING THE HEARING IMPAIRED_REPORT.pptx
PRAD0_KRISTEN ANN- SPED 605 TEACHING THE HEARING IMPAIRED_REPORT.pptx
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1. Why did the Roman Catholic Church come to stress celibacy for i.docx
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Week 6 Final Assignment AnnouncementThis final ass.docx
Week 6 Final Assignment AnnouncementThis final ass.docx
ELM-525 - Lesson Summary and FocusClass ProfileStudent N.docx
ELM-525 - Lesson Summary and FocusClass ProfileStudent N.docx
Class ProfileStudent NameEnglish Language LearnerSocioec
Class ProfileStudent NameEnglish Language LearnerSocioec
Learning Disabilities within Cultural & Linguistic Context
Learning Disabilities within Cultural & Linguistic Context
Class ProfileStudent NameEnglish Language LearnerSocio-e.docx
Class ProfileStudent NameEnglish Language LearnerSocio-e.docx
Personal statements and reference writing for academic courses: Gino Graziano
Personal statements and reference writing for academic courses: Gino Graziano
\\Server\Kc$\My Doc Kc 1\Power Point\Ielts Presentations\Copy Of Presentation...
\\Server\Kc$\My Doc Kc 1\Power Point\Ielts Presentations\Copy Of Presentation...
More from rosemariebrayshaw
Southampton Business School Postgraduate Module Grade Descrip.docx
Southampton Business School: Postgraduate Module Grade Descriptor
Postgraduate Grade Descriptor for MANG6331 Text Mining and Social Network Analytics
Percentage 0 - 34 35 – 49 50 – 59 60 – 69 70 - 79 80 - 100
Degree Class Fail Compensatable
fail*
Pass Merit Distinction Distinction
Collecting
unstructured data and
conducting
exploratory analysis
Collecting raw tweets of
two different airlines and
conducting exploratory
data analysis
Weighting 20%
No/inadequate
evidence of
collecting and pre-
processing the raw
data.
No/inadequate
evidence of any
data analysis.
Evidence of basic
but inadequate
approaches to
collect and/or pre-
process the raw
data.
Mostly descriptive,
with minimal data
analysis. Argument
is basic and poorly
constructed.
Collecting and/or
pre-processing the
raw data is evident
but with some
confusion.
Data analysis is
reasonable.
Argument is
appropriate but
with some
confusion.
Clear evidence of
data pre-
processing and
exploratory data
analysis with
minimal
omissions/errors.
Clear and effective
analysis. Argument
is structured and is
legitimate.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Comprehensive
and precise
analysis. Well-
structured
argument that
provides very good
clarity.
Appropriately use
of other sources of
information to
support arguments.
Data pre-
processing and
exploratory data
analysis are
appropriate and
precise.
Excellent analysis,
precise and
concise.
Exceptionally well-
structured
argument that
provides excellent
clarity.
Outstanding use of
other sources of
information to
support arguments.
Gaining customer
insights: traditional
versus social media
Evaluate the pros and
cons of replacing
customer satisfaction
survey by mining twitter
data
Weighting 20%
Not included. Limited and patchy
evidence of
knowledge and
understanding of
the pros and cons.
Limited evidence of
reading.
Lacks focus and
direction with
limited coherent
argument.
Sufficient but
inconsistent
evidence of
knowledge and
understanding of
the pros and cons.
Evidence of some
use of academic/
business literature.
Argument is basic
and poorly
constructed.
Good knowledge
and understanding
of the pros and
cons.
Good use of
academic/
business literature
to support
arguments.
Clear and effective
argument.
A comprehensive
and thorough
awareness of the
pros and cons.
Evidence of
comprehensive
reading.
Well-structured
argument that
provides very good
clarity.
A comprehensive
and thorough
awareness of the
pros and cons.
Excellent coverage
of relevant
literature.
Exceptionally well-
structured
argument that
provides excellent
clarity.
*Compensatable fail is only possible for compulsory or optional modules, subject to University of Southampton Progression Regulation.
Southwestern Business Administration JournalVolume 16 Is.docx
Southwestern Business Administration Journal
Volume 16 | Issue 1 Article 1
2017
Leveraging Decision Making in Cyber Security
Analysis through Data Cleaning
Chen Zhong
Hong Liu
Awny Alnusair
Follow this and additional works at: https://digitalscholarship.tsu.edu/sbaj
Part of the Business Administration, Management, and Operations Commons, E-Commerce
Commons, Entrepreneurial and Small Business Operations Commons, Management Information
Systems Commons, Marketing Commons, Organizational Behavior and Theory Commons, and the
Real Estate Commons
This Article is brought to you for free and open access by Digital Scholarship @ Texas Southern University. It has been accepted for inclusion in
Southwestern Business Administration Journal by an authorized editor of Digital Scholarship @ Texas Southern University. For more information,
please contact [email protected]
Recommended Citation
Zhong, Chen; Liu, Hong; and Alnusair, Awny (2017) "Leveraging Decision Making in Cyber Security Analysis through Data
Cleaning," Southwestern Business Administration Journal: Vol. 16 : Iss. 1 , Article 1.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol16/iss1/1
https://digitalscholarship.tsu.edu/sbaj?utm_source=digitalscholarship.tsu.edu%2Fsbaj%2Fvol16%2Fiss1%2F1&utm_medium=PDF&utm_campaign=PDFCoverPages
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Spadoni • revised Jan. 2020 —continued— Checklist for .docx
Spadoni • revised Jan. 2020
—continued—
Checklist for Essay Writers
PART 1. FORMATTING
Follow these steps now to save yourself headaches later and avoid losing credit
Title a word processor file “film-template” or something. Follow the instructions in this Formatting section. For an
essay title, type “[essay title]”. For paragraph text, type a sentence and copy and paste it repeatedly until you have a
paragraph. Do the same to make another paragraph, and another, until you’re onto your second page. Do this to
make sure MS Word isn’t adding extra space between paragraphs (see below) and that you have no first page header
and the correct second page header (see below). When it’s time to write your essay, open this template file and save
it to a new name. Keep the template file for your next essay (and any future course you take with me).
Some formatting instructions below are to ensure students are meeting the same length requirement and that no
formatting deviations are disguising this fact. If I ask you to email me the word-processor copy of your essay and it
shows deviations, you will lose more credit than if you had just handed in a paper under the page minimum. If you
email me a file that is not identical to the essay you handed in, you will lose even more credit.
1. Format the top of your essay like this. To get the above-and-below spacing for your title as below, enter a hard return above and
below your title, then (in your double-spaced document) make these above-and-below lines single space.
Angelo Marconi
Engl 367—Intro to Film
Prof. Spadoni
May 24, 2020
[Center essay title; 12 pt font; no boldface, underlining, or brackets]
Essay text starts here. Make sure no more space precedes and
follows your essay title than you see above. ....
2. Last name and page number in the top-right corner of the second and subsequent pages (not the first page). Don’t hand write this
information on the tops of your pages.
Marconi 6
3. Black ink. Standard white paper. Single sided.
4. Times, Times Roman, or Times New Roman typeface (not Cambria), 12 point—including essay title. Don’t change typeface or
font size to increase page length.
5. Double space your work. Don’t alter line spacing to increase page length.
6. Standard margins (1 inch top and bottom, 1 or 1.25 inch left and right). Don’t adjust margins to increase page length.
7. One space (not two) between sentences.
8. No extra space between paragraphs. MS Word likes to insert extra space. Don’t leave figuring out how to tell it not to for the last
minute.
9. Italicize film titles—and at the first mention, follow title with the director and year in parentheses, like this: In an early scene in
Jaws (Steven Spielberg, 1975), a character tries to… Italicize book titles; essay titles are not italicized and go in double quotes.
10. Staple pages, top-left corner. Unstapled.
SPAN100Course SummaryCourse SPAN100 Title Spanish I.docx
SPAN100
Course Summary
Course : SPAN100 Title : Spanish I
Length of Course : 8 Faculty : Dallas Jurisevic
Prerequisites : N/A Credit Hours : 3
Description
Course Description:
This course will expose the student to the fundamentals of the Spanish language. The student will learn basic
vocabulary, verb conjugations and grammatical usage through workbook and listening exercises. The student
will also learn about the Spanish culture through reading and listening exercises. Please note the technical
specifications below. These are required to interface with the online version of Rosetta Stone. If you cannot meet
these requirements we strongly recommend you do not take this course. Please contact
[email protected] if you are unsure or have any questions. * The ability to download and install the
speech component. * A working microphone installed on the computer for speech recognition. * Access to
streaming media is also required and should be confirmed before registering for the class.
Course Scope:
Standards for Foreign Language Learning in the 21st Century (1999) “Language and communication are at the
heart of the human experience. The United States must educate students who are linguistically and culturally
equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in English and at least one other language…”
Our major focus is on learning to communicate appropriately in practical, culturally authentic contexts. Students
are asked, to a limited extent, to use their Spanish to engage in simple dialog and talk about themselves and
create with the language in practical ways. Students also correct peer work and in doing so, students solve
problems (and thus engage in analysis, synthesis, and evaluation).
In these courses, students gradually add to their vocabulary and communication skills, practice question- and-
answer techniques, and apply what they learn in order to communicate and solve problems in practical
situations.
Objectives
Students who successfully complete Spanish 100 should be able to:
► Listening Skills
1. Distinguish all the sounds of Spanish important to meaning.
2. Comprehend brief sentences expressed within the framework of high- frequency vocabulary, grammatical
forms, and sentence structures.
3. Determine the meaning of unfamiliar words or phrases though logical guessing based on contextual clues.
► Speaking Skills
1. Produce all the sounds of Spanish and link sounds together in sentences with sufficient accuracy to
communicate with Spanish speakers.
2. Use high- frequency vocabulary, grammatical forms, and sentence structures to converse in brief sentences in
everyday situations (such as greetings, asking for directions, answering short questions, expressing basic
needs and reactions, exchanging information, or persuading others)
► Reading Skills
1. Comprehend non- technical, narrative Spanish.
.
Sources and Resources for RC004Informed Advocacy in Early .docx
Sources and Resources for RC004
Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families, pp. 107-111
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-628&srcou=6738
WEBSITE: KIDS COUNT DATA CENTER
http://datacenter.kidscount.org/topics
KIDS COUNT Data Center
Annie E. Casey Foundation. (2014). KIDS COUNT data center: Data topics. Retrieved from http://datacenter.kidscount.org/topics
WEBSITE: NATIONAL AND STATE FACTS
http://www.cwla.org/our-work/advocacy/
WEBSITE: U.S. CHILD STATE DATA
http://www.cwla.org/our-work/advocacy/
WEBSITE: DATA TOOLS
http://www.nccp.org/tools/
Consider how this information will be beneficial within the context of Part 1 of your Work Product.
WEBSITE: ASSOCIATION FOR CHILDHOOD EDUCATION INTERNATIONAL
http://www.acei.org/
WEBSITE: DIVISION FOR EARLY CHILDHOOD
http://www.dec-sped.org/
WEBSITE: INTERNATIONAL READING ASSOCIATION
http://www.reading.org/
WEBSITE: NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN
http://www.naeyc.org/
WEBSITE: NATIONAL BLACK CHILD DEVELOPMENT INSTITUTE
http://www.nbcdi.org/
BOOK EXCERPT: DEVELOPING INITIATIVES
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-640&srcou=6738
The following links lead to early childhood advocacy initiatives that focus on social change on behalf of children, families, and the early childhood field.
WEBSITE: WORLDWIDE TEACHER SHORTAGE: REGIONAL AND GLOBAL IMPLICATIONS
http://www.businessinsider.com/theres-a-massive-global-teacher-shortage-2016-10
WEBSITE: LEGISLATIVE HOT TOPICS
https://www.literacyworldwide.org/
WEBSITE: TAKEN ACTION NOW
http://www.naeyc.org/policy/action
WEBSITE: WHAT WE DO: POLICY
http://www.nbcdi.org/what-we-do/policy
BOOK EXCERPT: COMPREHENSIVE DEVELOPMENTAL SCREENING
As you read this information and the Guided Notes , consider how these apply to Part 2 and Part 3 of your Work Product.
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-647&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-747&srcou=6738
https://tempolearning.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=6738&type=lti&rcode=walden-2320&srcou=6738
This information is beneficial in the context of Part 2 and Part 3 of your Work Product.
ARTICLE: HOW TO BE A VOICE FOR BABIES: USING DATA TO ADVOCATE EFFECTIVELY
https://www.zerotothree.org/resources/496-how-to-use-data-to-advocate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: UNDERSTANDING THE BASICS OF FRAMING
https://www.zerotothree.org/resources/482-understand-the-basics-of-framing-to-communicate-effectively
ARTICLE: EFFECTIVE COMMUNICATION ABOUT THE EARLY YEARS: THE ELEMENTS OF THE FRAME: PART ONE
https://www.zerotothree.org/resources/483-the-elements.
Sources of General Information about the Topic A paragr.docx
Sources of General Information about the Topic
A paragraph that explains that the follow-
ing sources provide more in depth information about
the topic.
Smith, John. “An Understanding of Animal Experimen-
tation.” The Journal of Animal Husbandry, vol33,
no 2 Jan 2010 pp.70-91. JSTOR,
ww.libray.dcccd.edu. Accessed 10-30-19.
This paragraph will include indicative information
about the source. Other info the reader needs about
the source.
This paragraph will include info about the value
of the source. Other info needed by the reader .
This can/will be multiple pages. The annotation
is to include indicative and evaluative information—a
combined annotation. For this and the following sec-
tions needed will be five(5) sources and associated
annotations for each. The sources are to be in stand-
ard MLA alphabetic order.
An Annotated Bibliography
Of
Topic
First Paragraph will include what the
topic is in language that shows a complete un-
derstanding of the issue.
The second paragraph will include
statements about why this is a topic of concern.
It may also include some background and defini-
tions. Here will also be general information
about the topic (GEN)
The third paragraph will include
some possible reasons why there are views in
favor of the topic( PROs).
The fourth paragraph will include
some possible reasons why the topic has detrac-
tors (CONs).
Sources of Information in Favor of the Topic
This paragraph will explain what some
of the positions in favor of the topic are. It will
provide more detail and depth about the PRO
side of the issue.
Jones, Mary. “Using Animals for Good.” Animals
in Experiments, Society for Ethics in the
Animal World. www.anieths.org. Accessed
10-30-19.
This paragraph provides the indicative
use of the info. It may include the breadth of the
subject covered, the typical use, etc.
This paragraph will discuss the relative
merits of the article. Who can use it, whether it is
complex or simple, is it a good source or is it
somehow lacking.
See above for more details on criteria
for the annotations and bibliography.
Sources of Information Opposed to the Topic
This paragraph will explain some of
the positions taken in opposition to the topic. It
provides more detail and depth about the op-
posed position on the topic.
Hector, James. “Animal Use in Cosmetic Re-
search.” Animals in Our World, edited by
The Staff of the Department of Ecology. 4th
ed. Columbia UP, 2015, pp 456-459.
This paragraph will include indicative
information about the source. Other info the
reader needs about the source.
This paragraph will include info about the
value of the source. Other info needed by the
reader .
.
Southside Community Services Mrs. Bargas Case History© 2018 Lau.docx
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 1
Southside Community Services: Mrs. Bargas Case History Program Transcript [MUSIC PLAYING]
LINDA FORTE: Hi, Mrs. Bargas, I'm Linda Forte, the social worker assigned to your case. It's nice to meet you. So what brings you in, today?
MRS. BARGAS: Well-- I've been out of work about 3 months. And 2 weeks ago, my husband had a stroke. He's still in the hospital. So it's been-- a lot, all at once. And the money-- I don't know how going to pay the bills, or the rent. We cannot lose our home. We have five children.
LINDA FORTE: Has this been hard on them? It sounds like you've been going through a lot since losing your job and your husband being in the hospital. I can understand how you can feel stressed and concerned.
MRS. BARGAS: My daughter Amy-- she's my oldest-- she's been having the hardest time. She's cutting classes at school and she's failing two of her courses.
LINDA FORTE: So how did you hear about our agency and how can I help?
MRS. BARGAS: Well, my pastor said that you could help me find a job and maybe help with the rent money. And maybe Amy could-- speak to somebody.
LINDA FORTE: OK. Has your daughter, Amy, has she ever expressed any interest in hoping to speak to somebody about her problems?
MRS. BARGAS: Maybe. I don't know. I haven't really mentioned it to her. But my pastor thinks it's a good idea.
LINDA FORTE: Has Amy ever spoken to the social worker at her school, before?
MRS. BARGAS: No, I don't think so.
LINDA FORTE: OK. That's fine. We can definitely talk about getting Amy some help. But first, why don't we talk a little bit about work experience. What kind of job are you hoping to find?
MRS. BARGAS: Well, before I married my husband, I worked as a nanny.
LINDA FORTE: OK. So why don't we talk a little bit more about that, about who you worked for, and what kind of job duties you had.
MRS. BARGAS: Well, I was much younger when I was a nanny. Let me see, it was-- more than 12 years ago. But I don't think I could do that work, now. Maybe
Southside Community Services: Mrs. Bargas Case History
© 2018 Laureate Education, Inc. 2
I could work in an office. You know, I'm really good at working with people. Can you find me a job in an office?
LINDA FORTE: I don't know. I work with a career counselor, here. She might be able to help you.
MRS. BARGAS: I don't know how I'm going to pay the rent.
LINDA FORTE: I know right now is really tough for you.
MRS. BARGAS: I just don't know what to do. Nothing has turned out the way I hoped it would. My whole life. I'm really worried about my daughter, Amy. She's afraid to go to school. She loses her temper all the time. She yells at me and then locks herself in a room and she won't speak. I am so confused. I don't know what to do with her. I just-- I don't know.
LINDA FORTE: It's OK to be upset. Mrs. Bargas? Are you OK?
MRS. BARGAS: I'm sorry, what?
LINDA FORTE: Are you all right?
[MUSIC PLAYING]
LINDA FORTE: Good.
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—.docx
Sources and Tips for Assignment 1 (History 105; Prof. Stansbury)—3 pages here
LENGTH AND DEVELOPMENT: Each paper in our class is a 5-paragraph essay, plus there is a title page (=cover page) at the start and a Sources list at the end. The body of the paper is to be double-spaced. The body of the paper should be five paragraphs and a total of 500-to-800 words in length. The 500 minimum is firm; you really have not adequately developed the paper if less than that. The 800-word upper limit is really a guideline—ok to go over. Just don’t ramble. To determine length, I look at the BODY of the paper only (not title page or sources list) and consider primarily the word count. (Microsoft Word makes this easy. Just select from the first line of your first paragraph to the last line of your last paragraph. The word-count is provided on the lower left by MS-Word.). [I do not go by number of pages because there are too many ways that gets fudged by margins, font size, line spacing, etc. However, fyi---Typically, if you follow these instructions, the body of your paper will be 2-1/2 to 3-1/2 pages in length—add a page for your title page and another for your sources list and that then gets to 4-1/2-to 5/1/2.]
Your paper must have a numbered list of sources at the end combined with short in-text citations to those sources in the body of the paper. Any direct quote needs both quote marks and an in-text citation to the source. Any paraphrase or summary of information from a source requires an in-text citation to that source.
Use ONLY the sources designated. If for some reason you must use additional sources, do NOT google for them—use the university library. Pages 2 and 3 below show the sources for each topic and the SWS format for listing and citing each.
In this assignment, do NOT include long quotes of 4 lines or more. The paper is too short for that. Keep any quotes short and clearly marked with quote marks and a citation. Most of the paper should be you using mostly your words while using and summarizing information from your sources, as well as commenting and developing the paper according to the instructions. TIP: Before writing your paper, brainstorm first and make a general list or outline of each paragraph and what it will include. Use the class text for examples or specific information, and jot down the page numbers where you found that information. Do the same with other sources used. This will make your writing of the paper much easier. Then, start typing a rough draft. Plan to revise and edit yourself; allot time to polish the paper before you finally submit. Procrastination is the enemy of quality.
--------------------
ON THE NEXT TWO PAGES—How to list and how to cite the sources in your paper. Each of the three topics (as shown on the instruction sheet) identified sources by link and short identification. On the next two pages, you will see how each of those same sources look in an in-tex.
Source for ArticleMilliken, A. (2018). Ethical awareness What .docx
Source for Article:
Milliken, A. (2018). Ethical awareness: What it is and why it matters. OJIN: Online Journal of Issues in Nursing, 23(1), Manuscript 1. doi:10.3912/OJIN.Vol23No01Man01. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-23-2018/No1-Jan-2018/Ethical-Awareness.html
Article:
Ethical Awareness: What It Is and Why It Matters
^ m d
Aimee Milliken, PhD, RN
Abstract
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Though dilemmas and challenging situations create the most obvious, dramatic risks to patients, routine nursing actions have implications for patients as well. Ethical awareness involves recognizing the ethical implications of all nursing actions. Developing ethical awareness is one way to empower nurses to act as moral agents in order to provide patients with safe and ethical care. The aim of this article is to provide an overview of the concept of ethical awareness and the role it plays in patient care. Background information is provided; three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice; followed by additional discussion; and strategies for heightening ethical awareness are suggested.
Citation: Milliken, A., (January 31, 2018) "Ethical Awareness: What It Is and Why It Matters" OJIN: The Online Journal of Issues in Nursing Vol. 23, No. 1, Manuscript 1.
DOI: 10.3912/OJIN.Vol23No01Man01
Key Words: ethical awareness, nursing ethics, ethical sensitivity, moral sensitivity, critical care
Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action.
Given the complexity of contemporary healthcare environments, it is vital that nurses are able to recognize and address ethical issues as they arise. Ethical awareness involves recognizing the ethical implications of all nursing actions, and is the first step in moral action (Milliken & Grace, 2015). This means that nurses must first recognize the potential ethical repercussions of their actions in order to effectively resolve problems and address patient needs. The aim of this article is to provide an overview of ethical awareness and its important role in ethical nursing care. Three everyday scenarios highlight the importance of ethical awareness in everyday nursing practice. Finally, strategies for heightening ethical awareness in the clinical setting are suggested.
Background
...nurses do not often recognize daily activities... as having ethical implications.
Many scholars have addressed the ethical nature of nursing practice (Austin, 2007; Erlen, 1997; Milliken & Grace, 2015; Truog et al., 2015; Ulrich et al., 2010). Though nursing ethics education often focuses on dilemmas and challenging situations (Truog et al., 2015; Zizzo, Bell, & Racine, 2016), ethical awareness involves recognizing .
Soria 2Victoria SoriaDean WintherEnglish 101 10 March 20.docx
Soria 2
Victoria Soria
Dean Winther
English 101
10 March 2020
RAVENArticle 1 by Theresa Capra (2009).
Reputation. The author is a renowned researcher at Mercer County Community College who holds a Ph.D. and specializes in issues of education and children.
Ability to Observe. Being a researcher, the author is in a position to access reliable evidence from other scholarly researchers like her. Working as a director in the College also allows her to observe the effects of poverty on the education of children.
Vested Interest. Being a researcher, the author has no personal interest in the topic. Instead, she seeks to inform the general public about the effects of poverty.
Expertise. The author is an expert in the field of education such that she is even pursuing her Ph.D. She also refers to scholarly sources written by experts as evidence in the article.
Neutrality. The author is neutral about poverty and education. She provides a discussion of the causes, effects, and possible solutions that can be applied to curb the problem. Article 2 by Sean Slade (2015)
Reputation. The author is the director of Global Outreach at ASCD which aims at providing quality education that will grow children emotionally, physically, psychologically, and socially (ASCD, 2020). Thus, the author is in a position of authority.
Ability to Observe. The author is in a position that allows him to access reliable evidence. Being the director of Global Outreach at ASCD, the author works and interacts with children and this allows him to observe how poverty can affect their education.
Vested Interest. The author has some personal interest in the topic. He is a contributor to news being posted on the website. Thus, to get more views and reads, the author has to write something captivating and which will get more reads. This will increase his image in the online world.
Expertise. The author is not an expert in the field of poverty and education. Judging from the website, the author is just a contributor. It is only one evidence that quotes scholarly research. All the other evidence is from news and politics.
Neutrality. The author is biased about the issue of poverty and its impact on education. The author decided to focus on the negative side of poverty only. This painted a bad picture on the government and rich countries who, it is claimed, are the ones who cause poverty. Although this is partially true, the author fails to recognize intervention efforts from these rich countries that have worked to curb poverty. In this biased state, the author presents a one-sided argument only. Article 3 by Kelley Taylor (2017)
Reputation. The author is a contributor to contents on the Insight website which reports news about various issues facing the world today. being a magazine website, the source is not in a position of authority.
Ability to Observe. Being a news reporter, the author is in a position to access reliable evidence through researching on the internet and conduc.
SPC1017 Rubric Informative SpeechName JhoanSpeech Top.docx
SPC1017 Rubric: Informative Speech
Name: Jhoan Speech Topic: Tanorexia
Time: 4 minutes Points: 81
Introduction 15%
4
Strong attention getter and relevance statement
3
Strong credibility statement
5
Good overview of main points
Main Body 30%
5
Each main point is clear
5
Organization is logical
5
Information is new and relatable to audience, practical
3
Main points supported with research
3
At least one oral citation with needed information
3
Good transitions, good flow from one point to the next
Conclusion 15%
5
Prepared audience for conclusion
4
Summarized main points, no extra information
4
Strong ending, related back to attention getter
Delivery 40%
5
Good volume and speech rate
3
Good vocal variety, speaker was energetic, passionate
3
Good eye contact
4
Good posture and hand gestures, good overall body language
5
Good articulation, pronunciation (few verbal fillers, appropriate language)
4
Professional appearance, business casual attire, professional notes
3
Presentation aid (supportive, easily visible, correct spelling, duration)
4
Time Limit (stayed within designated time limit)
81
TOTAL
5 –Very Good
4 – good
3 – average
2– needs work
1 – unacceptable
.
South University College of Nursing and Public Health Graduate.docx
South University College of Nursing and Public Health Graduate Online
Nursing Program
Aquifer Internal Medicine
Internal
Medicine
08: 55-year-
old male
with chronic
disease
management
Author/Editor:Author/Editor: Cynthia A. Burns, MD
INTRODUCTION HISTORY
You review Mr. Morales' records on the computer.You review Mr. Morales' records on the computer.
!
You are working with Dr. Clay in her outpatient diabetes clinic this morning.
https://southu-nur.meduapp.com/
https://southu-nur.meduapp.com/document_sets/6094
Your first patient, Mr. Morales, was seen by Dr. Clay once before, eight years ago,
but was lost to follow-up after that time.
Based on review of the electronic medical record you are able to collect the
following information prior to heading into the room to meet Mr. Morales:
Mr. Morales is a 55-year-old Hispanic male, diagnosed with Type 2 diabetes
mellitus thirteen years ago after experiencing a 20-pound unintentional weight
loss, blurry vision, and nocturia.
He was hospitalized six weeks ago with a non-ST elevation myocardial infarction
and required three vessel coronary artery bypass grafting. During his admission,
he was found to have a reduced ejection fraction of 20%.
He was referred for today's visit by the cardiologist to focus on optimizing his
glycemic control and reducing his risk of the comorbidities associated with poorly
controlled Type 2 diabetes mellitus.
His last hemoglobin A1c (HbA1c) was 9.5% eight years ago, and he had
microalbuminuria at that time.
DIABETES CHRONIC DISEASE
MANAGEMENT 1
MANAGEMENT
You review diabetes chronic disease management with Dr. Clay.You review diabetes chronic disease management with Dr. Clay.
!
Before you see Mr. Morales, Dr. Clay reviews diabetes chronic disease
management with you.
Diabetes Chronic Disease Management
Evaluate for and optimize prevention of diabetic complicationsEvaluate for and optimize prevention of diabetic complications
Macrovascular complications:
Cardiovascular disease
Cerebrovascular disease
Microvascular complications:
Retinopathy
Nephropathy
Neuropathy
In particular, cardiovascular disease is the No. 1 cause of mortality for people
with diabetes, and one of the top causes of morbidity.
Hypoglycemia, infections, foot ulcers, and amputations are additional causes of
morbidity and mortality in patients with diabetes.
The American Diabetes Association publishes annual guidelines to assist in the
management of a patient with diabetes.
Remember the large role that the psychosocial aspects of a diabetesRemember the large role that the psychosocial aspects of a diabetes
diagnosis play in managementdiagnosis play in management
Non-adherence with medical recommendations could be due to economic,
work-related, religious, social, or linguistic barriers to care. Care must be taken
to assess the psychosocial status of each person with diabetes at each clinic
visit to ensure that barriers to successful diabetes care are minimized.
Question
Which .
Sources to UseSuskie, L. (2014, March 17). What is good.docx
Sources to Use:
Suskie, L. (2014, March 17). What is good assessment? A second look [PDF]. Retrieved from http://www.lindasuskie.com/apps/blog/show/41934533-what-is-good-assessment-a-second-look
Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-
Suskie, L. (2015, March 23). Setting meaningful benchmarks or standards [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/43191428-setting-meaningful-benchmarks-or-standards
Braskamp, L. A., & Engberg, M. E. (2014). Guidelines for judging the effectiveness of assessing student learning [PDF]. Retrieved from http://www.learningoutcomesassessment.org/documents/BraskampGuidelines.pdf
Hutchings, P., Ewell, P., & Banta, T. (2012). AAHE principles of good practice: Aging Nicely. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Viewpoint-Hutchings-EwellBanta.pdf
Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning outcomes Assessment (NILOA).
Banta, T., & Blaich, C. (2011). Closing the Assessment Loop. Change, 43(1), 22–27.
Running head: WEEK FIVE PAPER 1
TITLE OF PAPER 5
Week Five Paper
Your Name
Course Number & Title
Instructor's Name
Month Day, Year
Week Five Paper
Start the first paragraph here. It should introduce your reader to the subject you are writing about, as well as your particular position or claim. Before you can create your first paragraph, check that you Understand Your Assignment. You can use this template to help you format your paper. For longer papers, include sub-headings or levels of heading.
Challenges and Communication Needs
Communication Theories and Use to Effectively Engage Clients
Three Verbal and Three Nonverbal Techniques to Use With Clients
Selected Communication Theories and Benefits and Limitations
How Active Listening Skills Are Used
How Empathy Skills Are Used
Family, Culture and Gender Issues
Personal Communication Strengths and Growth Areas
Conclusion
.
References
The following are commonly used references. Please fill in the required information, and if you need more help, see the Formatting Your References List page. References are listed in alphabetical order.
Ashford Textbook (Online edition): *
Author, A. (Year published). Title of book: Subtitle of book (edition, if other than the first) [Electronic version]. Retrieved from from URL
Example:
Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment [Electronic version]. Retrieved from https://content.ashford.edu/books/4
Online Journal Article (such as from the Ashford Library):**
Author, A. (Year Published). Article title. Journal.
Sooner or later you’ll find your-self leading a team where one.docx
Sooner or later you’ll find your-self leading a team where one
or more of your people work
remotely. You can turn this situa-
tion into an advantage by leverag-
ing diverse backgrounds and
highly motivated employees. To do
this, you’ll need to avoid the possi-
ble communication and effective-
ness pitfalls and make sure you’re
making use of all the means at
your disposal to operate effectively
from a distance. Interestingly
enough, my experiences in P&G as
both a remote manager and a
remote employee have made me a
more disciplined manager.
Various situations, be it with
remote teams who work from
their homes or international
employees in different time zones,
bring unique characteristics to
which you’ll need to adjust your
management style. That said, the
basics for any manager remain the
same—you just have to do them
better. Do them well, and you’ll
have a highly energized and driven
work team. The consequences of
not doing so are twice as disas-
trous with remote teams.
What You Can Do
Let me share some of my favorite
must-do items for any remote
leader.
1. Energize your team with a
vision. To win as a team and as an
organization, it’s critical to involve
your remote group in the creation
and deployment of a common
vision. Ask yourself what your
most important breakthrough will
be, and set this as the direction
that propels your people and your
action plan. If it isn’t possible to do
this face to face, take time to have a
brainstorming forum, group chats,
and calls with video where you
come to a clear, meaningful state-
ment of the accomplishment your
team will be known for.
2. Engage them with a robust
action plan. This is probably one
of the most critical aspects of
remote leadership. Each team
member needs to feel engaged and
have a clear understanding about
what will be requested from them
or their teams, how it will be mea-
sured, and when you will expect it.
To do this well is to set a solid
foundation and clear the way for
what will come. Draft an action
plan with a clear link to your
vision, and engage each team
member individually with the
objectives assigned to them. Align
on the way updates will be pre-
sented and on key milestones.
Give examples of the way you like
updates to be presented and the
data you expect to see in them.
3. Be in touch with your team.
You need to be disciplined about
having periodic touchpoints in
order to stay connected. Watch out
for overly independent employees
who think they don’t need direc-
tion and allow the distance to
grow. It’s important to align prior-
ities, review action-plan progress,
and talk about career develop-
ment. It also doesn’t hurt to build
a personal relationship that fosters
trust and open communication.
Though there are various con-
straints, mostly financial, make
sure to schedule face-to-face time
as much as possible, and, again,
make use of the vast array of avail-
able videoconferencing te.
Sophia Bosoni, Tombra Esite & Junhui LiuFebruary 6, 2020 Innov.docx
Sophia Bosoni, Tombra Esite & Junhui Liu
February 6, 2020
Innovation and Organization Transformation
The Boston Globe Organizational Transformations and Innovations
Introduction
The Boston Globe is a company that has been running since 1872. They are experiencing great changes due to changes in the media industry. The owner of The Boston Globe is The Boston Globe Media Partners, LLC. Now, the publisher and the owner of The Boston Globe is John Henry (The Boston Globe). Due to technological innovations, the way and how we inform ourselves is different than the past generations (ex: virtually).
The Boston Globe’s structure, human resources, political and symbolic frames activities are changing so quickly due to the new organization’s transformations and innovations. The structure of the media organizations has changed internally and externally. In relation to human resources we are going to focus on the internal and external changes as a result of the structural change. Politically and symbolically The Boston Globehas transformed, as well. We are going to explore how digital innovation has completely transformed The Boston Globe. This issue is important as The Boston Globe is experiencing many transformations and revenue challenges and they have to survive. Moreover, as a group, we will focus on the organizational transformations in relation to the four frames (structural, human resources, political & symbolic).
Main Issue
· Requires organization response involving key decision makers
Underlying Causes
Activity in the Four Frames
Structural Frame
The Boston Globe had to restructure because of the technological changes in this century. The Boston Globe had to adapt; therefore they created the BostonGlobe.com in 1995. The Boston Globe mains goal is to survive; then it is to deliver news. The Boston Globe went from an all paper organization to an electronic and paper organization (BostonGlobe.com). Due to all the new technological innovation and other online website there has been a need to get an IT department. This IT department takes care of the online website. Moreover, there needs to be a cyber security team because of all the hacking. The Boston Globe needs to protect themselves from the hackers. Additionally, jobs at The Boston Globe have changed greatly. They had to fire Truck drivers to deliver the newspapers and paper boys and hire more tech people.
Human Resources Frame
Political Frame
The owner of The Boston Globe, John Henry, is also the “Red Sox” owner. “In February 2013, the Red Sox owner John Henry assumed ownership, marking a new chapter (The Boston Globe).” This involves means that there is a lot of politics involved as John Henry has biases.
Due to the new structure at The Boston Globe it changes a lot of activity that relates to the political frame. Some of the changes are that there is no more need for different jobs that were very important and essential a couple decades ago, a generation ago. .
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docx
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Sources and Tips for Assignment 3 (History 105; Prof. Stansbury)—.docx
This document provides instructions and guidance for a history assignment on America as a superpower from 1947 to the present. It discusses the structure and formatting of the paper, including it being 5 paragraphs long and 500-800 words. It provides sources to use, including a textbook and lists additional sources categorized by topic. It provides examples of in-text citations and formatting the sources list. The document aims to help students understand the requirements and find relevant sources to write their history paper on examples from the Cold War and post-Cold War eras.
Some of the bibliography docsKarls Marxhttpswww.marxi.docx
Some of the bibliography docs
Karls Marx
https://www.marxists.org/archive/marx/works/1844/manuscripts/labour.htm
A Vindication of the Rights of Woman
with Strictures on Political and Moral Subjects
Mary Wollstonecraft
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—If this work gets you interested in its author, read Claire Tomalin’s fine
The Life and Death of Mary Wollstonecraft (1974).
First launched: April 2010
Contents
Dedicatory Letter 1
Introduction 4
Chapter 1: Human rights and the duties they involve 7
Chapter 2: The prevailing opinion about sexual differences 12
Chapter 3: The same subject continued 26
Chapter 4: The state of degradation to which woman is reduced by various causes 36
The Rights of Woman Mary Wollstonecraft
Chapter 5: Writers who have rendered women objects of pity, bordering on contempt 53
Section 1: Rousseau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Section 2: Fordyce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Section 3: Gregory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Section 4: Some women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Section 5: Chesterfield . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Chapter 6: The effect that an early association of ideas has on the character 71
Chapter 7: Modesty comprehensively considered and not as a sexual virtue 75
Chapter 8: Morality undermined by sexual notions of the importance of a good reputation 80
Chapter 9: The pernicious effects of the unnatural distinctions established in society 85
Chapter 10: Parental Affection 89
Chapter 11: Duty to Parents 91
Chapter 12: National education 93
Chapter 13: Examples of the harm done by women’s ignorance 99
Section 1: Charlatans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Section 2: Novel-reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Section 3: Dressing up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Section 4: Sensibil.
Sources of Risk for Chronic Conditions in the State of Flo.docx
Sources of Risk for Chronic Conditions in the State of Florida
DHA-7010 - Project and Resource Management in Integrated Systems
4/05/20
*
Introduction
A chronic condition is a disease that endures along period.
Chronic illness is one of the health issues which has been prevalent in the United States for an extended period.
Various sources of risk are associated with chronic conditions that directly impact the success of this project.
These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
Introduction
A chronic condition is a disease that endures along period. Chronic illness is one of the health issues which has been prevalent in the United States for an extended period. However, multiple sources of risk are associated with chronic conditions that directly impact the success of this project. These sources of risks fall under factors such as technical, managerial, commercial, and external risk factors.
*
Sources of Technical Risk Factors
Technical risk factors in this project are associated with factors such as:
Scope definition in the study
Research design
Research of information (Cachada et al., 2019)
Methods used to conduct the research study
Sources of Technical risk factors
Technical risk factors in this project arise from issues or activities associated with the scope definition, research design, research of information, and methods used to conduct the research study. In this case, conduction research to know more about chronic conditions in the State of Florida will involve in-depth scope definition to understand more the status of chronic illness in the State of Florida (Cachada et al., 2019)
.
*
Sources of Managerial Risk Factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity (Cachada et al., 2019).
Sources of managerial risks affecting the success of this project include the following factors:
Cost factors
Legal factors
Legal factors
Sources of managerial risk factors
Managerial risk factors in this project arise from management decisions that affect the flow of performing operations of the activity. The primary source of such risk includes cost factors, which escalates the cost of conducting a project due to the inability to make proper cost estimations.
Schedule factors is another source of risk that affect how activities of the project should be conducted (Cachada et al., 2019). In the research study, the schedule of performing on the status of chronic illness in the State of Florida will be timed to collect enough information to help in making proper decisions.
Legal risk factors is another set of sources of managerial risks that are likely to affect the effectiveness of this research. These factors arise from regulatory obligations such as contract risks that approve the use of chronic condition data to perform a research project. This set of risks will.
Source Shutterstock.com .docx
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104 PART ONE DIRECTING THE OPERATION
● Implementation – the way that strategy is operationalized or executed. Three issues are
often mentioned by strategy practitioners as being important in achieving successful
implementation: the clarity of the strategy, the nature of the leadership provided by top
management, and effective project management.
● Monitoring – involves tracking ongoing performance and diagnosing data to make sure
that the changes are proceeding as planned and providing early indications of any devi-
ation from the plan.
● Control – involves the evaluation of the results from monitoring the implementation so
that activities, plans and performance can be assessed with the intention of correcting
future action if that is required.
CASE STUDY McDonald’s: half a century of growth 13
It is loved and it is hated. It is a shining example of how
good-value food can be brought to a mass market. It is a
symbol of everything that is wrong with ‘industrialized’, cap-
italist, bland, high-calorie and environmentally unfriendly
commercialism. It is the best-known and most loved fast
food brand in the world with more than 36,000 restau-
rants in 117 countries, providing jobs for 1.7 million staff
and feeding 69 million customers per day (yes, per day!).
It is part of the homogenization of individual national cul-
tures, filling the world with bland, identical, ‘cookie cutter’,
Americanized and soulless operations that dehumanize
its staff by forcing them to follow ridged and over-defined
procedures. But whether you see it as friend, foe, or a bit
of both, McDonald’s has revolutionized the food industry,
affecting the lives of both the people who produce food and
the people who eat it. It has also had its ups (mainly) and
downs (occasionally) as markets, customers and economic
circumstances change. Yet, even in the toughest times it has
always displayed remarkable resilience. What follows is a
brief (for such a large corporation) summary of its history.
Starting small
Central to the development of McDonald’s is Ray Kroc, who
by 1954 and at the age of 52 had been variously a piano
player, a paper cup salesman and a multi-mixer salesman.
He was surprised by a big order for eight multi-mixers
from a restaurant in San Bernardino, California. When
he visited the customer he found a small but successful
restaurant run by two brothers Dick and Mac McDonald.
They had opened their ‘Bar-B-Que’ restaurant 14 years
earlier, and by the time Ray Kroc visited the brothers’ oper-
ation it had a self-service drive-in format with a limited
menu of nine items. He was amazed by the effectiveness
of their operation. Focusing on a limited menu including
burgers, fries and beverages had allowed them to analyse
every step of the process of producing and serving their
food. Ray Kroc was so impressed that he p.
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9
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- 5. Bertie Yes - 5 Low Vietnamese Vietnamese Female No None Grade level One year above grade level/210 At grade level/108 Beryl No Mid White English
- 6. Female No None Grade level Two years above grade level/268 At grade level/163 Brandie Yes - 4 Low Liberian Liberian English Female No None Grade level At grade level/178 One year below grade level/79
- 7. Dessie Yes - 4 Mid Russian Russian Female No None Grade level At grade level/113 One year below grade level/65 Diana Yes - 4 Low Mexican Spanish Female No None
- 8. Grade level One year below grade level/79 At grade level/198 Donnie No Mid African American English Female Yes Hearing Aids Grade level At grade level/150 At grade level/124
- 9. Eduardo Yes - 5 Low Puerto Riccan Spanish Male No Glasses Grade level One year below grade level/88 At grade level/101 Emma No Mid White English Female No None Grade level At grade level/124 At grade level/135
- 10. Enrique No Low Mexican English Male ADHD None One year above grade level One year below grade level/45 At grade level/163 Fatma Yes - 5 Low Mexican
- 11. Spanish Female No Glasses Grade level One year below grade level/21 One year above grade level/289 Frances No Mid Mexican English Female No Diabetic Glasses Grade level At grade level/116 At grade level/114
- 12. Francesca Yes - 5 Low Mexican Spanish Female No None Grade level At grade level/162 At grade level/178 Fredrick No Low White English Male Learning Disabled None
- 13. One year above grade level Two years below grade level/285 Two years below grade level/15 Ines Yes - 4 Low Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level/50 One year below grade level/55
- 14. Jade No Mid African American English Female No None Grade level At grade level/183 One year above grade level/224 Kent No High White English Male ADHD Glasses Grade level At grade level/178 One year above grade level/208
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- 19. Sophia Yes - 5 Mid Guatamalan Spanish Female No None Grade level At grade level/129 At grade level/152 Stuart No Mid White English Male No Allergic to peanuts Grade level
- 20. One year above grade level/231 At grade level/116 Terrence No Mid African American English Male No None Grade level At grade level/189 At grade level/192
- 21. Wade No Mid White English Male No Glasses Grade level At grade level/179 One year above grade level/223 Welington Yes – 3 Low Cuban Spanish Male Learning Disabled Glasses Grade level One year below grade level/82
- 22. Two years below grade level/24 Wendell Yes - 2 Low Somalian Refugee Somali Male No None Grade level One year below grade level/51 Two years below grade level/45
- 23. Yung Yes - 4 Low Burmese Burmese Male No None One year below grade level One year below grade level/98 Two years below grade level/65 *Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99 © 2018. Grand Canyon University. All Rights Reserved.
- 24. Aligned Learning Activities and Differentiation Student #1 Class Grade (from Topic 2) Academic Standard (from Topic 2) Learning Objective (from Topic 2) Aligned Learning Activity Student from Class Profile and Brief Description of Differentiation Home Extension Activity Student #2 Class Grade (from Topic 2) Academic Standard (from Topic 2) Learning Objective (from Topic 2) Aligned Learning Activity Student from Class Profile and Brief Description of Differentiation Home Extension Activity Student #3
- 25. Class Grade (from Topic 2) Academic Standard (from Topic 2) Learning Objective (from Topic 2) Aligned Learning Activity Student from Class Profile and Brief Description of Differentiation Home Extension Activity © 2018. Grand Canyon University. All Rights Reserved. Learning Activities 25.0 Learning activities are creative, comprehensively explained, and expertly aligned to the learning objective. Differentiation 25.0 Differentiation to meet each student's learning needs is innovative and thoroughly explained. Home Extension Activity 25.0 Home extension activity is novel and proficiently allows the student to demonstrate acquired knowledge and skills. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 10.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Originality 5.0 The product shows significant evidence of originality and
- 26. inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.