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Strategies for all Students Part 1: Developing Strategies For each student, write a 150-200-word response that includes: · A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs. · One developmentally appropriate instruction strategy you would recommend to assist the student, taking into account the students’ individual strengths, interests, differences and needs. Consider cognitive development and abilities, as well as contextual factors (e.g., language and culture) when developing the strategies. · Your plan to modify instruction to meet this student’s specific needs. · Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions. Scenario 1 Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot. Student A Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrell’s reading intervention groups. How will you continue to support Randi during this reading lesson? -think about, do not answer- Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Student B Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show. How will you ignite Carl’s motivation so that he is successful during the lesson? -think about, do not answer- Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Scenario 2 Mr. Baker, a sixth-grade teacher, is teaching a lesson on the area of triangles, polygons, and rectangles, and how to solve real-world problems. Student A Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer. How will you address Jimmy’s needs for him to remain engaged throughout the lesson? -think about, do not answer- Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Student B Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math and qualifies for accommodations in written expression and communication. During math instruction, .
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NameDate CourseInstructorStrategies for all St.docx
Name:
Date:
Course:
Instructor:
Strategies for all Students
Part 1: Developing Strategies
For each student, write a 150-200-word response that includes:
· A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs.
· One developmentally appropriate instruction strategy you would recommend to assist the student, taking into account the students’ individual strengths, interests, differences and needs. Consider cognitive development and abilities, as well as contextual factors (e.g., language and culture) when developing the strategies.
· Your plan to modify instruction to meet this student’s specific needs.
· Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions.
Scenario 1
Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot.
Student A
Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrell’s reading intervention groups.
How will you continue to support Randi during this reading lesson?
Learning Theory:
Developmentally appropriate instructional strategy:
Modification Plan:
Accommodation strategies:
Student B
Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show.
How will you ignite Carl’s motivation so that he is successful during the lesson?
Learning Theory:
Developmentally appropriate instructional strategy:
Modification Plan:
Accommodation strategies:
Scenario 2
Mr. Baker, a sixth-grade teacher, is teaching a lesson on the area of triangles, polygons, and rectangles, and how to solve real-world problems.
Student A
Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer.
How will you address Jimmy’s needs for him to remain engaged throughout the lesson?
Learning Theory:
Developmentally appropriate instructional strategy:
Modification Plan:
Accommodation strategies:
Student B
Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist.
Styles and strategies
This document discusses different styles, strategies, and factors that influence second language acquisition. It describes two main categories - learning styles, which refer to an individual's preferred way of learning or processing information, and strategies, which are techniques used by language learners to improve learning. Specific learning styles discussed include field independence vs field dependence, left vs right brain dominance, and systematic vs intuitive styles. Cognitive and socioaffective strategies that learners employ are also outlined.
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two .
Week 5 SPE-MTB-MLE.pdf
1. MTB-MLE is implemented in Philippine primary schools to promote early literacy and numeracy, improve academic achievement, enhance cultural understanding, and reduce dropout rates by using children's mother tongue.
2. It is introduced through two modules - as a subject focusing on speaking, reading and writing the mother tongue in grades 1-3, and as a medium of instruction in all subjects except Filipino and English from Kinder to grade 3.
3. Grade level standards in primary school include developing reading, writing, math, science and social studies skills appropriate for each level, such as reading fluently and writing clear paragraphs in grade 3.
Foundational Numeracy.pptx
The document discusses approaches to teaching mathematics at the foundational stage. It focuses on developing both higher-order skills like problem-solving and content-specific skills. Teachers should emphasize real-world connections, use concrete examples initially and move to more abstract concepts over time. A four-block approach is recommended: 1) oral math talk, 2) skills teaching, 3) skills practice, and 4) math games. The gradual release of responsibility model shifts responsibility from teacher to students. A variety of pedagogical tools can aid learning, including toys, games, stories and spending time in nature.
Teacher Work Sample - Church Street School
The document outlines a teacher work sample for a unit on subtracting single-digit numbers for a 1st grade math class, including contextual factors of the school and students, learning goals and objectives, assessment plans consisting of pre, formative and post assessments, and a design for instruction including administering a pre-assessment and criteria for proficiency.
Targeted intervention program for english language learners[1]
This document outlines a targeted intervention program for English Language Learners (ELLs) struggling with math. The program will provide small group instruction 2 days a week for 6 weeks to 10 ELL students selected based on below-level test scores and classroom struggles. Students will be grouped flexibly based on needs and given 30 minutes each of direct instruction on gaps in math skills/concepts and homework help. The goal is to help ELLs improve math proficiency as required by law through strategies like manipulatives, think-alouds, informal language, and clarity checks within a supportive small group environment.
Ono_Poster
The document summarizes an inquiry project on supporting English language learners' mathematical understanding through comprehension of word problems. It describes teaching strategies used over multiple rounds, including story element questions, graphic organizers, and explicit language instruction. Data was collected on students' language skills, literacy skills, and mathematical thinking. Analysis showed students needed more scaffolding initially. Later rounds saw more limited progress or progress toward goals. The next steps outlined continuing graphic organizers but changing questions, doing more partner and group discussions, and introducing important language as an ongoing resource.
Recommended
NameDate CourseInstructorStrategies for all St.docx
Name:
Date:
Course:
Instructor:
Strategies for all Students
Part 1: Developing Strategies
For each student, write a 150-200-word response that includes:
· A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs.
· One developmentally appropriate instruction strategy you would recommend to assist the student, taking into account the students’ individual strengths, interests, differences and needs. Consider cognitive development and abilities, as well as contextual factors (e.g., language and culture) when developing the strategies.
· Your plan to modify instruction to meet this student’s specific needs.
· Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions.
Scenario 1
Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot.
Student A
Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrell’s reading intervention groups.
How will you continue to support Randi during this reading lesson?
Learning Theory:
Developmentally appropriate instructional strategy:
Modification Plan:
Accommodation strategies:
Student B
Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show.
How will you ignite Carl’s motivation so that he is successful during the lesson?
Learning Theory:
Developmentally appropriate instructional strategy:
Modification Plan:
Accommodation strategies:
Scenario 2
Mr. Baker, a sixth-grade teacher, is teaching a lesson on the area of triangles, polygons, and rectangles, and how to solve real-world problems.
Student A
Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer.
How will you address Jimmy’s needs for him to remain engaged throughout the lesson?
Learning Theory:
Developmentally appropriate instructional strategy:
Modification Plan:
Accommodation strategies:
Student B
Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist.
Styles and strategies
This document discusses different styles, strategies, and factors that influence second language acquisition. It describes two main categories - learning styles, which refer to an individual's preferred way of learning or processing information, and strategies, which are techniques used by language learners to improve learning. Specific learning styles discussed include field independence vs field dependence, left vs right brain dominance, and systematic vs intuitive styles. Cognitive and socioaffective strategies that learners employ are also outlined.
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two .
Week 5 SPE-MTB-MLE.pdf
1. MTB-MLE is implemented in Philippine primary schools to promote early literacy and numeracy, improve academic achievement, enhance cultural understanding, and reduce dropout rates by using children's mother tongue.
2. It is introduced through two modules - as a subject focusing on speaking, reading and writing the mother tongue in grades 1-3, and as a medium of instruction in all subjects except Filipino and English from Kinder to grade 3.
3. Grade level standards in primary school include developing reading, writing, math, science and social studies skills appropriate for each level, such as reading fluently and writing clear paragraphs in grade 3.
Foundational Numeracy.pptx
The document discusses approaches to teaching mathematics at the foundational stage. It focuses on developing both higher-order skills like problem-solving and content-specific skills. Teachers should emphasize real-world connections, use concrete examples initially and move to more abstract concepts over time. A four-block approach is recommended: 1) oral math talk, 2) skills teaching, 3) skills practice, and 4) math games. The gradual release of responsibility model shifts responsibility from teacher to students. A variety of pedagogical tools can aid learning, including toys, games, stories and spending time in nature.
Teacher Work Sample - Church Street School
The document outlines a teacher work sample for a unit on subtracting single-digit numbers for a 1st grade math class, including contextual factors of the school and students, learning goals and objectives, assessment plans consisting of pre, formative and post assessments, and a design for instruction including administering a pre-assessment and criteria for proficiency.
Targeted intervention program for english language learners[1]
This document outlines a targeted intervention program for English Language Learners (ELLs) struggling with math. The program will provide small group instruction 2 days a week for 6 weeks to 10 ELL students selected based on below-level test scores and classroom struggles. Students will be grouped flexibly based on needs and given 30 minutes each of direct instruction on gaps in math skills/concepts and homework help. The goal is to help ELLs improve math proficiency as required by law through strategies like manipulatives, think-alouds, informal language, and clarity checks within a supportive small group environment.
Ono_Poster
The document summarizes an inquiry project on supporting English language learners' mathematical understanding through comprehension of word problems. It describes teaching strategies used over multiple rounds, including story element questions, graphic organizers, and explicit language instruction. Data was collected on students' language skills, literacy skills, and mathematical thinking. Analysis showed students needed more scaffolding initially. Later rounds saw more limited progress or progress toward goals. The next steps outlined continuing graphic organizers but changing questions, doing more partner and group discussions, and introducing important language as an ongoing resource.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Vidyulata Panchal
Pedagogy refers to the method and practice of teaching. It includes determining the best ways to teach and ranges from liberal to vocational education. Pedagogy involves the methodology of teaching according to intelligence levels, classroom management techniques, and rewarding good teaching. It also involves learning through action, observation, and experience. The document then lists several problems identified in students through tools like observation, attendance records, evaluations, and discusses providing opportunities according to intelligence levels. It suggests mentoring students and parents, motivational programs, connecting learning to life, using teaching aids, and promoting discipline and participation to help students overcome challenges and develop confidence.
Diversity protfolio
Winegard Elementary School provides programs for ESOL/ELL students, exceptional education students, and uses exercises for conflict resolution. Lesson plans show students using manipulatives like marshmallows to learn math skills. The school hosts art projects and story lessons using vocabulary words.
Choose any subject area and grade level for the lesson.docx
This document provides guidance for creating an inclusive lesson plan for a fictitious classroom. The classroom has 20 students including some with IEPs or 504 plans for disabilities or learning differences. There are also English language learners. The lesson plan should include the subject, grade level, rationale, materials, objectives, activities, assessment, and description of how principles or theories support an inclusive approach.
Choose any subject area and grade level for the lesson.docx
This document provides guidance for creating an inclusive lesson plan for a fictitious classroom. It describes the classroom population which includes students with learning disabilities, ADHD, speech/language impairments, and those learning English. The lesson plan should include the subject, grade level, rationale, materials, objective, learning activities, and assessment. It should also describe how two instructional strategies were chosen to meet the needs of a diverse group of students.
Assessment Description Because lessons do not stop when a student.docx
Fiona is a 9th grade student struggling in her mainstream algebra class due to low reading comprehension skills that negatively impact her ability to understand math concepts. She understands basic algebra concepts but has not mastered skills needed for higher-level concepts. Her math performance is two years below grade level and reading is one year below. Her IEP team identified three goals for Fiona related to simplifying expressions, solving expressions with variables, and writing/solving word problems algebraically. As her special education teacher, you must select two research-based instructional strategies to help Fiona meet her goals, design a three-day unit plan incorporating assistive technology and assessments, and explain how to involve Fiona's parents in supporting her progress at
Assessment Description Because lessons do not stop when a student.docx
Fiona is a 9th grade student struggling in her mainstream algebra class due to low reading comprehension skills that negatively impact her ability to understand math concepts. She understands basic algebra concepts but has not mastered skills needed for higher-level concepts. Her math performance is two years below grade level and reading is one year below. Her IEP team identified three goals for Fiona related to simplifying expressions, solving expressions with variables, and writing/solving word problems algebraically. As her special education teacher, you must select two research-based instructional strategies to help Fiona meet her goals, design a three-day unit plan incorporating assistive technology and assessments, and explain how to involve Fiona's parents in supporting her continued success
George Michael Laanan Palabrica is a bubbly 10 year.docx
George Michael Laanan Palabrica is a 10-year-old student with learning disabilities who receives special education services. He is friendly, polite, and helpful to his peers. George enjoys hands-on activities but struggles with reading, remembering lessons, and completing homework without support. He attends school regularly and works hard but requires modeling, repetition, and redirections to learn. George performs at a 1st grade level in reading and 2nd grade level in math. He needs continued support and practice in reading, phonics, and memory.
Using backward design model
A group project that used backward design model to create a unit plan for 1st grade English Language Learners
Identify digital media and applications that might help the teache.docx
Identify
digital media and applications that might help the teacher to address the learning needs of the student groups in each of the following three scenarios. Assume that each student group includes the following diverse student body:
Students with specific learning disabilities in reading and or math
English language learners
Students with varied ability levels
Multicultural students
Students with limited access to technology in the home
Scenarios:
Elementary Scenario:
Mr. B is introducing his 4th-grade students to fractions, and his curriculum requires students to solve word problems using fraction skills. His students are struggling, and he is not certain whether it is because they lack the basic fraction skills or whether they are struggling with comprehending what the problem requires them to do. He is looking for technology resources to assist his students.
Middle School Scenario:
Mrs. C is a 7th-grade science teacher with a diverse group of students. She is creating a lesson plan around habitat loss in local environments and wants to use technology to help support her diverse students. She is struggling, and as a teacher leader, you are mentoring her thorough using technology to help meet their needs.
High School Scenario:
Ms. R is a high school English teacher who is preparing students for a state-mandated test with a heavy reading and literature focus. Because this test is a graduation requirement, she wants to ensure her students will perform well and pass the test. She has come to you looking for help on using technology to help students prepare for this test.
Create a response to each scenario that would take you one- to two-minutes to explain
.
Instructional Design Report 1_thompsonw.pdf
The document outlines an instructional goal analysis for a 90-minute math lesson on decomposing and composing numbers for 19 early childhood students. The lesson will use manipulatives like farm and bear counters, as well as a smart board, laptop, and document camera. About half the students struggle with one-to-one correspondence and composing/decomposing numbers. The goal is for students to demonstrate an understanding of numbers and operations through play and activities by showing different ways a set of up to five objects can be decomposed or composed.
Only need 4 out of 8 scenarios.Each of the following scenarios p.docx
Only need 4 out of 8 scenarios.
Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator. Please respond fully to
four
of the eight scenarios listed. Responses must be written in APA format, include critical thought, and address all aspects of the chosen scenarios. Students should include direct reference to the week’s chapter as well as relevant personal and professional experiences where appropriate. Your finished paper must include a title page and reference page and should not exceed seven pages.
James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does an initial check for understanding he finds that most of his students are lost. Specifically, he finds that his students are having a hard time understanding what a
comparison
is. This makes the concepts of simile and metaphor impossible to comprehend. James decides to design a 45 minute lesson that clarifies for students what comparing is.
How might James structure his 45-minute lesson to include elements of visual, auditory, and kinesthetic learning?
What methods can James use to check for comprehension once the lesson is complete?
How might he follow up in ensuing class periods as a continued check of comprehension and to remediate students who may still not understand?
Sean teaches an art class in a public elementary school near Chicago. Many of his students come from difficult circumstances and he has worked hard to make his lessons engaging and accessible for a diverse group of learners. Still, he finds it is difficult sometimes to contain the boundless energy of 2nd and 3rd graders. Recently, he has been frustrated with off-task behavior such as talking, moving around the room, and horseplay. This is particularly a concern since his classroom has expensive and breakable art supplies. A colleague suggests to Sean that he try channeling the energy by including aspects of kinesthetic learning in his room. He decides to plan kinesthetic movement into his next unit which is focused on clay sculpting. Specifically, he wants students to be able to correctly sculpt a small human figure in the act of running.
Describe a three lesson sequence that would allow Sean to include kinesthetic, visual, and auditory learning in his sculpting unit.
How can he structure the kinesthetic elements of his lesson in a way that makes his expectations and guidelines for the exercise clear?
Beyond the kinesthetic movement associated with sculpting, how might Sean use the energy and movement of his st.
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding?
· Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Application of Content
Multiple Means of Engagement
How will students explore, practice, and apply the content?
Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional sources/support)
Assessment of Content
Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted abilities
· Early finishers (those who finish early and may need additional resources/support)
Be.
Dec. how can I help my ELL students
This document discusses the differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) for English language learners. BICS refers to everyday social language skills needed for interactions, while CALP involves more advanced academic language proficiency required for school. The document notes that while BICS develops in 1-2 years, CALP can take 5-7 years and supports are needed to help students develop this. Suggestions are provided for supporting both BICS and CALP development in ELL students.
NCF for Foundational Stage 2022 for DU 12th November, 2022.pptx
This document outlines the National Curriculum Framework for the Foundational Stage in India. It discusses:
1. The role and purpose of the NCF, which is to describe learning areas, outcomes, skills and teaching materials for different stages of education.
2. The foundational stage focuses on ages 3-8, including early childhood programs and early primary classes. The NCF aims to address this stage within the overall context of early childhood care and education.
3. Key aspects of the NCF-FS include defining domains, curricular goals, competencies, and learning outcomes. It emphasizes holistic child development and learning through play. Approaches include storytelling, projects and flexibility.
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
G. Lesson Differentiation
for Stephanie Using AAC
H. Pre- and Post- Assessments
I. Assessment Accommodation for Stephanie Using AAC
Part 3: Rationale
References
© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite ...
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The document provides a template and case study for a mini-unit assignment on teaching reading comprehension to a 5th grade student named Stephanie with disabilities. The template includes sections for student goals, 3 lesson plans, rationales, and assessments. It also provides background on Stephanie's strengths and needs, including her use of an alternative communication system. The assignment requires students to use the template to create an IEP goal for Stephanie incorporating assistive technology, 3 differentiated lesson plans addressing her goal, and a rationale explaining how the plans support her learning and development.
School framework presentation
The document outlines the framework for the English curriculum in Puerto Rico from kindergarten through 12th grade. It describes the framework as a document that establishes the foundations, principles, content, strategies, and assessments for each grade level. It also establishes goals, objectives, teaching methods, and focuses for the program. The framework guides the development of the curriculum at each school level and helps teachers prepare instruction that considers students' physical and psychological development at different grades. It also ensures high academic standards and the integration of English with other subjects.
Running head STUDENT POPULATIONS .docx
Running head: STUDENT POPULATIONS Edwards 1
STUDENT POPULATIONS Edwards 9
21st Century Instructional Plan: Student Populations
Markis’ Edwards
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Christopher Bogiages
April 8, 2017
Part 1:
Common Core Aligned Lesson Plan Template
Subject: Math
Teacher: Mr. Edwards
Grade: 2nd
Classroom Demographics: 27 students
Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math.
One pupil has Attention Deficit Hyperactivity Disorder (ADHD)
One new pupil is not fluent in English (ELL)
Common Core Learning Standard(s)
CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value
Learning Target(s) One purposeful question posed by teacher to promote critical thinking?
Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers.
Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number.
ISTE-T
Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016).
Assessment
Two ways to assess including Authentic Formative Assessment
Journals
Instructor-Student Observations
Exit Folder
Pupil Presentations
Activities/Tasks: What learning experiences will there be for students.
-Pupils will differentiate odd numbers from even numbers based on ending place value digit
-Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations.
Gradual Release of Learning
Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think.
Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning.
Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information.
Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio.
Differentiation of Instruction
The diffe ...
Dimensions of Diversity Capstone Example 2
This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
Strict APA format 1 page and no references before 2015. Peer-reviewe.docx
Strict APA format 1 page and no references before 2015. Peer-reviewed only
NO PLAGIARISM (APA format)
Part 1
Chapter 12 – From the chapter reading, we learned that e-mail is a major area of focus for information governance (IG) efforts, and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact.
Q1: With this detail in mind, briefly state why the e-Mail has become a critical component for IG implementation?
Part 2
2. Write on two topics 50 words discussing the above question (50 words x 2)
Note: Create a new page other than paper in the same document for two topics
.
Stress and Healthcare Workers Productivity at Lexington Medical .docx
Stress and Healthcare Workers Productivity at Lexington Medical Center
ABSTRACT
The research proposal aim at assessing the effect of workplace stress on workers productivity at Lexington Medical Center. The objective of the research is to assess worker productivity, the stress level among health workers, and the extent to which their productivity and performance is related to stress levels. The research survey will be a cross section and it will involve 120 participants (about 20% of the total population) and it will be conducted through convenience sampling techniques and stratified sampling. The data will be collected using questionnaire and descriptive statistical regression analysis will be used for data analysis. Before the actual data collection, there will be pilot study to determine reliability of the
research process. At this stage, the research will include expert opinion to enhance validity of the research.
This abstract did not give a background and summary of your study, and your expected outcome
Keywords:Employee productivity/ job performance, work place stress/occupational stress, doctors, nurses, medical attendant Lexington Medical Center.
Table of Contents
Why do you have a background and Statement of the Problem? The background can be covered in the statement and description of the problem.
1CHAPTER ONE
11.0INTRODUCTION
11.1 Background to the Research Problem
31.2 Statement of the Research Problem
31.3 Objectives of the Study
31.3.1General Objective
41.3.2 Specific Objectives
41.4. Research Questions
Why do you have a General and a Specific Objectives and Research Question. Please read the textbook or my powertpoint and understand it. Also my dissertation..
41.4.1 General Research Question
41.4.2 Specific Research Questions
41.5 Relevance of the Research
51.6 Organization of the Dissertation (Why disseration? Disseration is totally different from a Research Proposal
51.7. Limitations
6CHAPTER TWO
62.0 LITERATURE REVIEW
62.1 Overview
62.2 Conceptual Definitions
72.2.1 Work Place Stress
72.2.2 Employee Performance
82.3. Theoretical Literature Review
82.3.1 Employees Performance Management
82.3.2 Stress at Workplace
10Work Stress and Employees Performance
10Theories of Work Stress
10The Job Demands-Control Theory (JD-C)
11The Role Theory
11Empirical Literature Review
12Assessing Employee Performance
132.5.3 Relationship between work Stresses and Employee Performance
13Research Gap Identified
142.9 Statement of Hypotheses
15CHAPTER THREE
153.0 RESEARCH METHODOLOGY
153.1 Overview
153.2 Research Design
153.3 Study Population
153.4 Area of the Research
163.5.1 Sample Size
173.5.2 Sampling Procedure
183.6. Variables and Measurements
193.7 Methods and Instrument Used for Data Collection
193.8. Data Processing and Analysis
21CHAPTER FOUR
214.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
214.1 Summary
22References
CHAPTER ONE
1.0 INTRODUCTION (Omit the numbers. LOOK AT MY DISSERATION)
1.1 Background You do not need to put backgr.
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Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
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Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
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Day 3
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Day 2
Day 3
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List all resources, materials, equipment, and technology to be used in the unit.
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· Level 1: Recall
· Level 2: Skill/Concepts
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Day 1
Day 2
Day 3
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How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
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Describe how content will be presented in various ways to meet the needs of different learners.
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Explain how materials will be differentiated for each of the following groups:
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Explain how materials will be differentiated for each of the following groups:
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Explain how materials will be differentiated for each of the following groups:
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Be.
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2. The foundational stage focuses on ages 3-8, including early childhood programs and early primary classes. The NCF aims to address this stage within the overall context of early childhood care and education.
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Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
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© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
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Running head: STUDENT POPULATIONS Edwards 1
STUDENT POPULATIONS Edwards 9
21st Century Instructional Plan: Student Populations
Markis’ Edwards
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Christopher Bogiages
April 8, 2017
Part 1:
Common Core Aligned Lesson Plan Template
Subject: Math
Teacher: Mr. Edwards
Grade: 2nd
Classroom Demographics: 27 students
Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math.
One pupil has Attention Deficit Hyperactivity Disorder (ADHD)
One new pupil is not fluent in English (ELL)
Common Core Learning Standard(s)
CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value
Learning Target(s) One purposeful question posed by teacher to promote critical thinking?
Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers.
Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number.
ISTE-T
Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016).
Assessment
Two ways to assess including Authentic Formative Assessment
Journals
Instructor-Student Observations
Exit Folder
Pupil Presentations
Activities/Tasks: What learning experiences will there be for students.
-Pupils will differentiate odd numbers from even numbers based on ending place value digit
-Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations.
Gradual Release of Learning
Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think.
Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning.
Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information.
Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio.
Differentiation of Instruction
The diffe ...
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This document outlines Kylie Zhang's capstone project portfolio for an instructional coaching program. The portfolio includes lesson plans, reflections on research assignments, and documentation of Kylie's progression of learning about supporting English language learners. The research assignments focused on creating language objectives, facilitating discussions, developing vocabulary, and using technology to enhance instruction for diverse learners.
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Identify digital media and applications that might help the teache.docx
Identify digital media and applications that might help the teache.docx
Only need 4 out of 8 scenarios.Each of the following scenarios p.docx
Only need 4 out of 8 scenarios.Each of the following scenarios p.docx
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
Section 1 Lesson PreparationTeacher Candidate NameGrade Leve.docx
NCF for Foundational Stage 2022 for DU 12th November, 2022.pptx
NCF for Foundational Stage 2022 for DU 12th November, 2022.pptx
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
More from cpatriciarpatricia
Strict APA format 1 page and no references before 2015. Peer-reviewe.docx
Strict APA format 1 page and no references before 2015. Peer-reviewed only
NO PLAGIARISM (APA format)
Part 1
Chapter 12 – From the chapter reading, we learned that e-mail is a major area of focus for information governance (IG) efforts, and has become the most common business software application and the backbone of business communications today. In addition, the authors provided details to support their position by providing 2013 survey results from 2,400 corporate e-mail users from a global perspective. The results indicated that two-thirds of the respondents stated that e-mail was their favorite form of business communication which surpassed not only social media but also telephone and in-person contact.
Q1: With this detail in mind, briefly state why the e-Mail has become a critical component for IG implementation?
Part 2
2. Write on two topics 50 words discussing the above question (50 words x 2)
Note: Create a new page other than paper in the same document for two topics
.
Stress and Healthcare Workers Productivity at Lexington Medical .docx
Stress and Healthcare Workers Productivity at Lexington Medical Center
ABSTRACT
The research proposal aim at assessing the effect of workplace stress on workers productivity at Lexington Medical Center. The objective of the research is to assess worker productivity, the stress level among health workers, and the extent to which their productivity and performance is related to stress levels. The research survey will be a cross section and it will involve 120 participants (about 20% of the total population) and it will be conducted through convenience sampling techniques and stratified sampling. The data will be collected using questionnaire and descriptive statistical regression analysis will be used for data analysis. Before the actual data collection, there will be pilot study to determine reliability of the
research process. At this stage, the research will include expert opinion to enhance validity of the research.
This abstract did not give a background and summary of your study, and your expected outcome
Keywords:Employee productivity/ job performance, work place stress/occupational stress, doctors, nurses, medical attendant Lexington Medical Center.
Table of Contents
Why do you have a background and Statement of the Problem? The background can be covered in the statement and description of the problem.
1CHAPTER ONE
11.0INTRODUCTION
11.1 Background to the Research Problem
31.2 Statement of the Research Problem
31.3 Objectives of the Study
31.3.1General Objective
41.3.2 Specific Objectives
41.4. Research Questions
Why do you have a General and a Specific Objectives and Research Question. Please read the textbook or my powertpoint and understand it. Also my dissertation..
41.4.1 General Research Question
41.4.2 Specific Research Questions
41.5 Relevance of the Research
51.6 Organization of the Dissertation (Why disseration? Disseration is totally different from a Research Proposal
51.7. Limitations
6CHAPTER TWO
62.0 LITERATURE REVIEW
62.1 Overview
62.2 Conceptual Definitions
72.2.1 Work Place Stress
72.2.2 Employee Performance
82.3. Theoretical Literature Review
82.3.1 Employees Performance Management
82.3.2 Stress at Workplace
10Work Stress and Employees Performance
10Theories of Work Stress
10The Job Demands-Control Theory (JD-C)
11The Role Theory
11Empirical Literature Review
12Assessing Employee Performance
132.5.3 Relationship between work Stresses and Employee Performance
13Research Gap Identified
142.9 Statement of Hypotheses
15CHAPTER THREE
153.0 RESEARCH METHODOLOGY
153.1 Overview
153.2 Research Design
153.3 Study Population
153.4 Area of the Research
163.5.1 Sample Size
173.5.2 Sampling Procedure
183.6. Variables and Measurements
193.7 Methods and Instrument Used for Data Collection
193.8. Data Processing and Analysis
21CHAPTER FOUR
214.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
214.1 Summary
22References
CHAPTER ONE
1.0 INTRODUCTION (Omit the numbers. LOOK AT MY DISSERATION)
1.1 Background You do not need to put backgr.
Stress and Chronic Illness- Choose and describe chronic illness su.docx
Stress and Chronic Illness- Choose and describe chronic illness such as hypertension, diabetes, HIV, etc. Discuss the role of psychological stress in the development and progression of that illness.Develop two research questions that would evaluated the relationship between psychological stress and the illness you have chosen. Additionally, briefly propose a research method that could be used to test the research questions and describe why this method would be appropriate.
In APA format NO mare than 2 pages in single space.
.
StrengthsWeaknessesOpportunitiesThreatsSkillsK.docx
Strengths
Weaknesses
Opportunities
Threats
Skills
Knowledge
Experience
Preparation
(Additional attribute)
(Additional attribute)
READING LIST TO CHOOSE TOPIC FROM:
1) Writing and Citing - Rothman, J. (2014, Feb. 20). Why is Academic Writing so Academic. New Yorker. Available at: https://www.newyorker.com/books/page-turner/why-is-academic-writing-so-academic.
2) Origins of American Politics and Polices - Wood, J. (2010, May 10). Tocqueville in America. New Yorker. Available at: https://www.smithsonianmag.com/history/inside-story-americas-19th-century-opiate-addiction180967673/.
3) Constitutional Provisions for Limited Government - Dunham, R. G., & Mauss, A. L. (1976). Waves from Watergate: evidence concerning the impact of the Watergate scandal upon political legitimacy and social control. Pacific Sociological Review, 19(4), 469-490. Available at: https://scholarlyrepository.miami.edu/cgi/viewcontent.cgi?article=1006&context=sociology.
4) Voting and Representative Government
John Jay College of Criminal Justice
- McKinley, J. & Mays, J. (2019, Oct. 24). Early Voting Stirs Anxiety in N.Y. The New York Times. Available at: https://www.nytimes.com/2019/10/24/nyregion/early-voting-nyelection.html.
5) Division of Power: Federal v. State Authority - Hammer, D., Phillips, B., & Schmidt, T. L. (2010). The intended—and unintended— consequences of healthcare reform. Healthcare Financial Management, 64(10), 50-55. Available at: https://www.researchgate.net/profile/Terry_Schmidt5/publication/47348397_The_intendedand_unintended-consequences_of_healthcare_reform/links/5512cda50cf270fd7e33781b/Theintended-and-unintended-consequences-of-healthcare-reform.pdf.
6) America’s Civil Liberties - Nelson, T. E., Clawson, R. A., & Oxley, Z. M. (1997). Media framing of a civil liberties conflict and its effect on tolerance. American Political Science Review, 91(3), 567-583. Available at: https://www.researchgate.net/profile/Thomas_Nelson6/publication/209409737_Media_Framing_ of_A_Civil_Liberties_Conflict_and_Its_Effect_on_Tolerance/links/02e7e5323276f31251000000 .pdf.
February 20th – 14th Amendment and Civil Rights - Epps, G. (2015, Dec. 10). Is Affirmative Action Finished?. The Atlantic. Available at: https://www.theatlantic.com/politics/archive/2015/12/when-can-race-be-a-college-admissionsfactor/419808/.
7) Legislative Branch and the People - O’Keefe, E. (2014, Feb. 4). Farm bill passes after three years of talks. The Washington Post. Available at: https://www.washingtonpost.com/news/post-politics/wp/2014/02/04/farm-billpasses-after-three-years-of-talks/.
February 27th – Legislative Branch and Political Parties - Everett, B., Sherman, J. & Bresnahan, J. (2013, Oct. 1). Shutdown: Congress sputters on CR. Politico. Available at: https://www.politico.com/story/2013/09/house-senate-governmentshutdown-097557.
8) Executive Branch and Domestic Policies - Guetzkow, J. (2010). Beyond deservingness: congressional d.
Strengths-based nursing (SBN) is an approach to care in which eigh.docx
Strengths-based nursing (SBN) is an approach to care in which eight core values which guide nursing action, thereby promoting empowerment, hope and self-efficacy. In caring for patients and families, the nurse focuses on their inner and outer strengths-that is, on what patients and families do that best helps them deal with problems and minimize deficits. SBN creating environments and experiences that better enable patients and their families to take control over their lives and health care decisions.
SBN respects a person's self-knowledge and values choice and self-determination, even though there are always limits to the choices available and a person's ability to act in her or his own interest is affected by circumstances, knowledge, and predisposition. it is as important to consider patients' deficits as it is to consider their strengths; both are essential aspects of the whole person. The current health care system is changing into a new system that focuses more on community-based and primary care with the hospitals forming the pillar of the health care system although they are not the primary service (Lind and Smith, 2008). This change has brought about a strength based nursing care which is aimed at developing an individual’s strength to encourage and help in healing. From the perspective of SBN, the nurse's role is to help patients achieve their goals in the healthiest possible way.
SBN sees the nurse's role not as deciding for others but rather as listening attentively and deeply in order to clarify, elaborate, explain, provide information, make suggestions, connect people with resources, and advocate for patients and their families so they may hear their own voices and make their voices heard. Strengths-Based Care (SBC) requires that the nurse use a process to uncover the person’s concerns, get to know the patient and members of the family as individuals, and discover their strengths in order to plan and carry out nursing care.
Nurses require strong nursing leadership to enable them practice strength-based nursing care. Strength based nursing care has a prospective of becoming a game changer in nursing and also revolutionize healthcare. In this approach the focus is redirected from shortages and crisis to use of strength of resources to deal with problems and overcome any shortcomings (Gottlieb, 2012). The medical model need not be a deficit model. The two are not mutually exclusive. Physicians can diagnose and treat problems and also have a strengths perspective and practice whole-person care.
HOLMES INSTITUTE
FACULTY OF
HIGHER EDUCATION
HS1031 Introduction to Programming – Assignment I
Assessment Details and Submission Guidelines
Trimester T1 2019
Unit Code HS1031
Unit Title Introduction to Programming
Assessment Type Individual Assignment
Assessment Title Assignment I
Purpose of the
assessment (with ULO
Mapping)
Assess student’s ability to develop algorithmic solutions to programming problems.
Strengths-to-Strategies, Curriculum Vitae, and Action PlanDue.docx
Strengths-to-Strategies, Curriculum Vitae, and Action Plan
Due
Mar 12 by 11:59pm
Points
150
Purpose
The purpose of this assignment is to develop (a) a leadership strength-to-strategy plan, (b) a professional curriculum vitae (CV), and (c) an action plan for leadership formation. The strengths-to-strategy plan (developed from the Week 1 interactive) formulates a plan to guide leadership development. The CV provides a record of professional and academic accomplishments. The action plan addresses gaps or developmental opportunities in the CV while applying strategies from the strength-to-strategy plan. The strengths-to-strategy plan, professional CV, and developmental action plan contribute to the student's professional development of skills and competencies relevant to the DNP-prepared nurse.
NR703 Professional CV Template (Links to an external site.)
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO3: Differentiate attributes of effective leaders and followers in influencing healthcare (PO6)
CO5: Formulate selected strategies for leadership and influence across healthcare systems (PO8)
PREPARING THE ASSIGNMENT
Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions.
The assignment will include the following components:
Uses APA 7th edition formatting and style guide
Page numbers are required
There is no running head used
One title page
Suggested title: Strengths-to-Strategy, Curriculum Vitae, and Action Plan
Format the title page as shown in the APA Paper Template in the "Resources" tab of Canvas home page menu and as demonstrated below:
Strengths-to-Strategy, Curriculum Vitae, and Action Plan
Name
University
NR703: Applied Organizational & Leadership Concepts
March Session 2021
Turn on Grammarly.com to correct grammar and punctuation
Include an introduction and a conclusion paragraph
Use the following required level 1 headings:
Strengths-to-Strategy Plan
Professional Curriculum Vitae *(I will do this part, I will insert a Curriculum Vitae as an
appendix A
)
Action Plan for Leadership Formation
Conclusion
Introduction (10 points)
Note: Do not use “Introduction” as a heading. Place the paper’s title on the first line to match the title on the title page
Present a clear purpose statement
Introduce the sections of the paper in a mini-outline in sentence format. The mini-outline should reflect the paper's three primary sections as represented by the level 1 headings (excluding the conclusion, which is a component of all papers)
Establish the significance of the paper to you as a future DNP-prepared nurse.
Strength-to-Strategy Plan (40 points)
: Complete the Week 1 Strength-to-Strategy Plan interactive exercise located in the Explore section of Week 1 after taking the Zenger-Folkman Extraordinary Leader Assessment
Use the Strength-to-Strategy Plan interactive .
Street Sense Media uses a range of creative platforms to spotl.docx
Street Sense Media uses a range of creative platforms to spotlight solutions to homelessness and empower people in need.
Download the AppDonateEventsArticles ⌵NewsOpinionArtObituariesPrint ArchivesMedia Channels ⌵Film >>FIlmmakers Co-opHomelessly in LoveInterview SeriesRequest a ScreeningCommunity ForumsIllustrationPhotographyPodcast SeriesStudent SeminarsTheatre >>Staging HopeDevising HopeWriters’ GroupServices ⌵Vendor ProgramDigital Professional ProgramService Provider GuideGet Involved ⌵DonateConnectVolunteerInternSubscribeAdvertiseAbout ⌵Mission & HistoryOur Team >>VendorsArtists-in-ResidenceStaffInternsVolunteersBoard of DirectorsFinancesStreet Sense in the NewsOur Excellence in Journalism AwardsContact Us
Street Sense Media uses a range of creative platforms to spotlight solutions to homelessness and empower people in need.
Download the AppDonateEventsArticles ⌵NewsOpinionArtObituariesPrint ArchivesMedia Channels ⌵Film >>FIlmmakers Co-opHomelessly in LoveInterview SeriesRequest a ScreeningCommunity ForumsIllustrationPhotographyPodcast SeriesStudent SeminarsTheatre >>Staging HopeDevising HopeWriters’ GroupServices ⌵Vendor ProgramDigital Professional ProgramService Provider GuideGet Involved ⌵DonateConnectVolunteerInternSubscribeAdvertiseAbout ⌵Mission & HistoryOur Team >>VendorsArtists-in-ResidenceStaffInternsVolunteersBoard of DirectorsFinancesStreet Sense in the NewsOur Excellence in Journalism AwardsContact Us
Street Sense Media uses a range of creative platforms to spotlight solutions to homelessness and empower people in need.
Download the AppDonate
How an unlikely friendship led a homeless man to housing
by Jeff Gray // November 28, 2018
Reed and Anthony met by chance in 2010. Two years later, they embarked on a journey to get Anthony off the street.
Bathroom bill moving forward to full D.C. Council vote
Empower change: Join our 15th anniversary campaign News
This local librarian is serving his community by serving up food and literature
by Zachary Headings // November 29, 2018
Christopher Stewart has been reaching out to his community by standing on a street corner with free breakfast food and novels.
The first three D.C. General replacement shelters open
by Reginald Black // November 29, 2018
There is a possible revolution in the way homelessness is addressed in the nation's capital.
D.C. Superior Court ruling fights back against housing discrimination
by Samantha Caruso // November 29, 2018
Two housing groups in Washington, D.C., were penalized for refusing to accept government subsidies as payment for security deposits and monthly rent, said the Equal Rights Center, the plaintiff in this case.
A woman died from exposure near Union Station during the first hypothermia alert of the year
by Rachel Cain // November 29, 2018
Every year about 40 to 50 people die in D.C. due to exposure to cold weather.
Bathroom bill moving forward to full D.C. Council vote
by Katie Bemb // Novem.
Strengths Paper Write a 2-page paper that identifies your top 5 str.docx
Strengths Paper: Write a 2-page paper that identifies your top 5 strengths and how you can apply them to your current or future leadership context.
i. What are your strengths/advantages?
ii. What are your weaknesses/pitfalls?
iii. How would you address these weaknesses?
iv. How would you use your strengths in leadership?
.
Stratification and Prejudice in Current EventsThe purpose of t.docx
Stratification and Prejudice in Current Events
The purpose of this assignment is to explore stratification and prejudice in current events. Despite great advances towards equality between the races and genders, racial and gender discrimination, as well as class stratification remain serious social problems. To conclude this course, you will use the news media to discover current social issues with regards to race and gender.
To complete this assignment, perform the following tasks:
Using newspapers, news websites, or news magazines, select three current events (within the last six months) that reflect our studies on stratification. One event should represent racial issues, one gender issues, and one class issues. All three should demonstrate discrimination and/or stratification in American society.
Using your research, describe the current events and how they are reflective of your studies on racial, gender, and class discrimination and/or stratification.
Analyze the events and apply the lecture and text to the news articles. What theories of stratification apply? Are the current events representative of the historical trends of racial, gender, and class discrimination and or/stratification? What solutions, if any, should be applied to these current events?
In your discussion, apply your personal experiences and observations to the current events.
How do you feel that the media perpetuates discrimination and/or stratification based on race, gender, and class? Support your ideas with concepts from the text and/or appropriate outside resources.
Provide a minimum of three references and apply the correct APA standards in the format of text, citations, and references. Your paper should include a title page and reference. Your paper should be at least five pages in length, not including the title and reference pages.
Assignment 1 Grading Criteria
Selected and used research to describe three current events, one each that addresses racial, gender, and class discrimination and/or stratification.
Analyzed each current event, incorporating theories and concepts from the text, lecture, and appropriate outside resources.
Compared the current events to historical trends of racial, gender, and class discrimination and or/stratification.
Suggested possible solutions for each current event.
Applied personal experiences and observations to the current events.
Analyzed the media’s role in perpetuating discrimination and/or stratification
.
Street CodeConsider this quote from Robert Sampson and William J.docx
Street Code
Consider this quote from Robert Sampson and William Julius Wilson in
Toward a Theory of Race, Crime, and Urban Inequality:
Shaw and McKay (1942) argued that three structural factors -- low economic status, ethnic heterogeneity, and residential mobility -- led to the disruption of local community social organization, which in turn accounted for variations in crime and delinquency rates... Arguably the most significant aspect of Shaw and McKay's research, however, was their demonstration that high rates of delinquency persisted in certain areas over many years, regardless of population turnover. More than any other, this finding led them to reject individualistic explanations of delinquency and focus instead on the processes by which delinquent and criminal patterns of behavior were transmitted across generations in areas of social disorganization and weak social controls (1942, 1969).
This is the "macrosocial" view that Sampson and Wilson discuss, that crime cannot be attributed solely to individual-level (microsocial) factors. Thinking back over the theories we've studied this term, what society-level factors do you think affect crime? And why would such factors impact different races/ethnicities differently? Is it differences in social disorganization (Shaw & McKay)? Is it the "code of the street" (Anderson)? Limited access to legitimate coping mechanisms when faced with strain (Merton, Agnew)? Get creative!
.
Strengths and Barriers to Program Implementation As you de.docx
Strengths and Barriers to Program Implementation
As you design your program, it is important to anticipate potential issues related to program implementation. Careful forethought can help you to minimize unnecessary stumbling blocks during implementation.
There are strengths and barriers associated with every program. What do you see as the key factors to be aware of for your program? Brainstorm key terms such as
community, culture, environment, organization, client, bias,
and
ethics
. Give consideration to the factors you come up with
(along with those in the Learning Resources)
as you proceed with this Discussion.
To prepare:
Review the information presented in the Learning Resources. What are some of the factors (e.g., community, organization, environmental, ethical) that you consider strengths or facilitators for your program (breast cancer in African American women in the USA)?
Which ones do you think may pose a challenge for your program(breast cancer in African American women in the USA)?
How do these barriers need to be addressed in your program design?
How might the strengths be leveraged to help overcome the barriers?
By tomorrow Wednesday 01/02/19 2 pm post a minimum of 550 words essay in APA format with a minimum of 3 scholarly references from the list of required readings below.
(Also see attached file on the previous paper regarding the program on the issue of breast cancer in African American women in the USA).
Include the level one header as numbered below:
Post
a cohesive scholarly response that addresses the following:
1) Analyze two or more community, client, organization, and/or environmental forces that may facilitate your program and two or more that may pose a challenge for your program (breast cancer in African American women in the USA).
2) Propose a strategy for addressing one of the barriers as a part of your program design (breast cancer in African American women in the USA)?
3) Ask questions of your colleagues regarding how you might address the other challenge.
Required Readings
Hodges, B. C., & Videto, D. M. (2011).
Assessment and planning in health programs (2nd ed.). Sudbury, MA: Jones & Bartlett Learning.
• Chapter 4, “Program Planning: The Big Picture”
• Chapter 5, “Social Marketing, Program Planning, and Implementation”
• Chapter 8, “Identifying Strategies and Activities”
• Chapter 9, “Program Implementation"
Chapter 4
outlines the program planning steps and emphasizes the importance of including your target population and additional stakeholders in the design process.
Chapter 5
reemphasizes this focus on the target audience as the authors discuss the use of marketing principles in relation to program development and implementation.
Chapter 8
discusses the importance of utilizing strategies that are aligned with the theoretical foundations of a program and presents recommendations for developing suitable activities. I.
Strengths 1. Large Enrollment 2. Flexible class schedules1. The.docx
Strengths: 1. Large Enrollment 2. Flexible class schedules
1. The Apollo Group is the largest provider of higher education for adults seeking an associates’, bachelors’, or masters’ degree. The University of Phoenix has over 400,000 students enrolled in one of their many degree programs. The revenues of the Apollo Group have increased by $4.9 billion and its profits increased to $553 million since 1996. 2. The Apollo Group offers classes that are catered around the schedules of working adults. Classes are offered year round with minimal breaks between semesters. Most students take one class twice a week for five to six weeks in the evenings. Classes are also offered online for students who do not wish to participate in the traditional classroom learning environment.
Weaknesses: 1. Accreditation 2. Lack of Qualified Instructors
1. The University of Phoenix (UOP) is accredited by the Higher Learning Commission. This accreditation is sufficient in most states, but some states require other accreditations from that particular state. The Bachelors’ and Masters’ programs in business offered by UOP are not accredited by the Association to Advance Collegiate Schools of Business (AACSB). The AACSB is the most highly recognized accreditation in the industry. By not receiving this accreditation, students who receive degrees from UOP may not be considered for positions in the business industry. 2. UOP utilizes facilitators to facilitate or lead seminar style classrooms. Most classes are comprised of 10-15 students and those students are broken up into groups of 5. Most assignments are group assignments. The class facilitator leads the discussions and guides the class through the curriculum. The facilitators are the instructors for the class. UOP does not hire or employ professors with Doctoral Degrees in order to keep their labor cost down. When a college does not employ doctoral level instructors the quality of education is impaired.
Opportunities: 1. Perceived as a low quality diploma mill. 2. Lack of doctoral staff
These two opportunities for the University of Phoenix are intertwined. The degree programs at UOP are viewed as low quality diploma mills because they do not employ a large number of doctoral level instructors on their campuses. The class room curriculum is developed by the class facilitators. Those facilitators are not considered qualified in the education arena to develop such curriculums for bachelor and master level degree programs. Therefore, UOP is viewed as a for profit educational college that enrolls students in a degree program that does not equip them to handle the challenges they will face in the real world. It is a weakness, because in some states the graduates will not considered for a position in their field of study because UOP is not accredited.
Threats: 1. Competition. 2. Regulatory Issues
1. UOP faces more competition now as more public and private sector universities are now offering adult degree programs and online.
Street artist Shepard Fairey, who was graduated from the Rhode I.docx
Street artist Shepard Fairey, who was graduated from the Rhode Island School of Design, and the nation’s largest news wire service, The Associated Press (A.P.), sued each other over who owns the right to use and sell a well-recognized photograph image of President Obama. The A.P. claims that Fairey is profiting from a photo taken by a freelance photographer, Mannie Garcia, at the National Press Club in Washington, D.C. Fairey used the photograph as inspiration for his familiar “HOPE” poster, which became an unofficial symbol of the Obama presidential campaign.
Fairey claims that he simply used the A.P. photo “as a visual reference” and that his poster transforms the image in Garcia’s picture into a brand-new work of art with its own copyright protection.
The U.S. Copyright Code gives the creator of a photograph (or any kind of creative work, including movies, books, articles and songs) – the legal right to limit how other people can use the photo.
Background
A photograph, like any piece of creative work, becomes protected by copyright as soon as it is “fixed.” That means, as soon as the image is recorded in the photographer’s camera. The photo does not have to be registered with the U.S. Copyright Office or marked with the (c) copyright symbol to be legally protected.
When a photo is copyrighted, that means that the owner has the right to decide how other people use it. A wire service like The Associated Press makes its money by charging newspapers, magazines, broadcasters, and websites a fee to use its photographs. So, the A.P. is very protective about making sure that people are not duplicating or reselling its photos without a license and paying.
Photos are protected by copyright even when they are placed on the Web in a way that makes it very easy to duplicate them. An owner does not give up his copyright just by displaying the photo on a website.
If a person is accused of violating copyright law (“copyright infringement”), he can defend himself by proving that he made a “
fair use
.” The federal copyright law recognizes a “fair use” defense to allow people to make limited use of other people’s creative work, as long as they add some new creative value or meaning. Common examples of fair use are sampling a phrase from a popular song recording as part of a new song, or showing a brief clip from a movie to go along with a movie review.
To decide whether someone’s use of another person’s creative work is or isn’t a fair use, there are four points to consider:
Section 107 of the Copyright Act
defines fair use as follows:
[T]he fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factor.
Stream MorphologyInvestigation ManualENVIRONMENTAL SCI.docx
Stream Morphology
Investigation
Manual
ENVIRONMENTAL SCIENCE
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
STREAM MORPHOLOGY
Overview
Students will construct a physical scale model of a stream system
to help understand how streams and rivers shape the solid earth
(i.e., the landscape). Students will perform several experiments
to determine streamflow properties under different conditions.
They will apply the scientific method, testing their own scenarios
regarding human impacts to river systems.
Outcomes
• Design a stream table model to analyze the different
characteristics of streamflow.
• Explain the effects of watersheds on the surrounding
environment in terms of the biology, water quality, and economic
importance of streams.
• Identify different stream features based on their geological
formation due to erosion and deposition.
• Develop an experiment to test how human actions can modify
stream morphology in ways that may, in turn, impact riparian
ecosystems.
Time Requirements
Preparation ...................................................................... 5 minutes,
then let sit overnight
Activity 1: Creating a Stream Table ................................ 60 minutes
Activity 2: Scientific Method: Modeling Human Impacts
on Stream Ecosystems .................................. 45 minutes
2 Carolina Distance Learning
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Table of Contents
2 Overview
2 Outcomes
2 Time Requirements
3 Background
9 Materials
10 Safety
10 Preparation
10 Activity 1
12 Activity 2
13 Submission
13 Disposal and Cleanup
14 Lab Worksheet
18 Lab Questions
Background
A watershed is an area of land that drains
any form of precipitation into the earth’s water
bodies (see Figure 1). The entire land area that
forms this connection of atmospheric water to
the water on Earth, whether it is rain flowing into
a lake or snow soaking into the groundwater, is
considered a watershed.
Water covers approximately 70% of the earth’s
surface. However, about two-thirds of all water
is impaired to some degree, with less than
1% being accessible, consumable freshwater.
Keeping watersheds pristine is the leading
method for providing clean drinking water to
communities, and it is a high priority worldwide.
However, with increased development and
people flocking toward waterfront regions to live,
downstream communities are becoming increas-
ingly polluted every day.
From small streams to large rivers (hereafter .
STRATEGYLeadershipLighting a fire under theniWhy urgen.docx
STRATEGY
Leadership
Lighting a fire under theni
Why urgency—not panic—is the key
to getting ahead in a recession
John Kotter got an enviable—if
unintentional—endorsement when
then-candidiitc liarack Obama began
inserting the phrase it sense ofurgeney
into his comments about the economy.
A Sense ofUrgeney (Harvard Business
Press, 2008) is the title of Kotter s
latest book on fostering change in
organizations—a subject the Harvard
Business School professor has owned
since publishing the seminal Leading
Change, in 1996.
Kotter believes there arc two kinds
of urgency—and, like cholesterol, one
is good and one is bad. The good kind
is characterized by constant scrutiny of
external promise and peril. It involves
relentless focus on doing only those
things that move the business forward in
the marketplace and on doing them right
now, if not sooner. 'I'he bad kind—to
which many companies have recently
succumbed^—is panic driven and charac-
terized by breathless activity that winds
up prodticing nothing demonstrably new,
Kotter advises leaders to stamp out
the bad urgency, which demoralizes and
drains people, and use the^—tiare we say
it?—opportunity of the economic crisis
to remake their organizations with a lean
and hungry look. And he encourages
them to sustain that newfound urgency
even when flush times return. Editor-at-
large I.eigh Fiuchanan spoke with Kotter
about his urgent call to urgency.
Samue! Johnson said nothing focuses
the mind like a hanging. Has that
happened with the recession? Has
it focused the minds of company
leaders and created the sense of
urgency you advocate?
1
Relentless Leadership guru John Kotter, author of 4 Sense oí Urgency,
says you should be doing something right now, today this very moment,
to move your company forward.
I wish that it had. Many companies
probably think they're responding with
urgency, and there are certainly a lot ot
people running aroujid tr)ing to come up
with solutions. But most ofthat activity is
going to be ineffectual, because it is driven
by a fear of losing. It's not that gut-level
determination to win and to make abso-
lutely sure that they do something every
single day to keep pushing that goal
forward. That's true urgency.
How can you distinguish good urgency
fronn bad urgency?
There are lots of signs of false urgency.
Frenetic activity. Everyone is exhausted,
working 14-hour days. One red flag is
how difficult it is to schedule a meeting.
With true urgency, people leave lots of
white space on their calendars, because
they recognize that the important
stuft^—the stuff they need to deal with
immediately—is going to happen. If
8 6 . I N C SEPTEMBER 2009 PHOTOGRAPH BY ADAM AMENGUAL
STRATEGY
you're overbooked, you can't manage
pressing problems or even recognize
they're pressing until tot) late.
People think that in urgent situations,
they're expected to take on Enore and
more. They're worried about keeping
their jobs, so they try to demonstrate
their value hy being incredihh' b.
STRATEGIESWhat can I do with this majorAREAS EMPLOYER.docx
STRATEGIES
What can I do with this major?
AREAS EMPLOYERS
CRIMINAL JUSTICE
SOCIAL SERVICES
Corrections
Counseling
Juvenile Justice
Casework
Administration
Probations & Parole
Victim Advocacy
State and federal correction facilities
County jails
Precinct station houses
Prison camps
Youth correction facilities
Medium-security correction facilities
Voluntary correction facilities
Halfway houses and pre-release programs
Reintegration programs
Alternative schools
Juvenile detention centers
Juvenile group homes
Women’s and family shelters
Domestic violence agencies
Immigration and naturalization services
Other nonprofit organizations
Seek courses or training in topics such as
victimology, social problems, diversity issues, or
grieving.
Supplement curriculum with courses in psychology,
sociology, or social work.
Gain experience working with a juvenile population in
any capacity (i.e., sports teams, summer camp
counselor, parks and recreation programs, and
community/religious youth groups).
Gain related experience in employment interviewing,
social casework, substance abuse, and
rehabilitation.
Learn to work well with people of diverse backgrounds.
Consider learning a second language.
Maintain a blemish-free driving and criminal record.
Gain firearms and self-defense training.
Earn a master’s degree in social work or counseling
for therapy positions.
Obtain a masters degree in criminal justice or
business for upper-level positions in facilities
management or administration.
JUDICIARY AND LAW
Court Reporting
Legal Assistance
Legal Research
Administration
Local, state, and federal courts
Law firms
Corporate legal departments
Public interest law organizations
Consider a double major or minor in the social
sciences such as psychology, anthropology,
sociology, or political science.
Attend a postsecondary vocational or technical college
that offers court reporting or paralegal certification
programs.
Obtain a law degree from a law school accredited by
the American Bar Association (ABA).
Learn to use software packages such as CD-ROM
research databases.
Develop strong research, computer, and writing skills.
Maintain a high grade point average to gain admittance
to law school.
Participate in mock trial groups.
STRATEGIESEMPLOYERSAREAS
(Criminal Justice, Page 2)
LAW ENFORCEMENT
Patrolling
Investigating
Forensics
Probation
Security
City/County Government Organizations including:
Police departments
Correction facilities
County sheriff departments
Liquor Control Commission
State Government Organizations including:
State troopers
Crime labs
Penitentiaries
Federal Government Organizations including:
U.S. Customs and Border Protection
Federal Bureau of Investigations (FBI)
Internal Revenue Service (IRS)
Drug Enforcement Agency (DEA)
Central Intelligence Agency (CIA)
Department of Homeland Security
Postal Service
Federal Marshals
Wildlife, Fisheries, and Parks
United States Department of Agriculture (USDA)
National Parks Service
Crime lab.
Strategies for ChangeWeek 7 The Hard Side of Change Management.docx
Strategies for Change
Week 7: "The Hard Side of Change Management"
Change is a challenge. This isn’t news. We focus on all the elements that may stand in our way such as human resistance, poor leadership, or lack of motivation. But sometimes we get so wrapped up in these soft elements of change that we overlook the nuts and bolts, the hard elements that are important to making change successful.
Initial Post Instructions
After reading “The Hard Side of Change Management” this week, it will be fruitful to explore additional theories of change management. To prepare for the discussion forum this week, conduct some research on other theories: complexity theory; Kurt Lewin's Force Field Analysis (Unfreeze, Change, Freezing); Morgan's
Images of Organization
or related articles.
Compare and contrast these models with Kotter's
8 Steps to Change
. At this point, refrain from personal opinion - focus on an objective analysis of the theories themselves.
Follow Up Posts, 75-150 words minimum
After your initial post, read over the items posted by your peers and your instructor. Select at least two different posts, and address the following items in your responses:
i. Did your peer’s assessment of the different theories offer new insights to you?
ii. What questions remain in your mind after reading their analyses of these change model? Invite further conversation about these theories.
Patricia McCarthy
Kurt Lewin’s Force Field Analysis involved three steps, unfreezing, moving and refreezing. Lewin’s three concepts considered the ideas of shaping and incorporating a way to deal with the investigating, comprehension and achieving change at the organizational and societal level. The unfreezing stage was based on that the balance should be destabilized (unfrozen) before old conduct can be disposed of (unlearned) and new conduct effectively embraced. Under the moving stage one should try to consider every one of the powers at work and distinguish and assess, on a testing premise, all the accessible alternatives. In the final stage refreezing new conduct must be, somewhat, compatible with the remainder of the conduct, character and condition of the person or it will just prompt another round of disconfirmation.
Morgan’s tactic was based on the principle that organization concepts depended on the understanding of images of the organization. Metaphors can be viewed as ideas which can support the understanding of an organization. Morgan’s ideas “metaphors” are a machine, an organism, an information processor (brain), a culture, a political system, a psychic prison, a flux and transformation, an instrument of domination. Morgan’s metaphors have filled in as methods for translating hierarchical issues, as beginning stages for research, and as edges for characterizing writing in the field. The metaphors also include various theories and means of making sense of organizations while some scholars see them as a tool to analyze and.
Strategic PlanningUnrestrictedthe managerial proc.docx
Strategic Planning
Unrestricted
“the managerial process of creating and
maintaining a fit between the organization’s
objectives and resources and the evolving
market opportunities”
What is strategic planning?
• Goal:
• Long-term growth and profitability
• Addresses two questions:
• What is the organization’s main activity
(currently)?
• How will it reach its goals?
Strategic planning
• A subgroup of a single business or a collection of
related businesses within the larger organization
Strategic business units
• Each SBU has:
• A unique target market
• Control over its resources
• Its own unique competitors
• A unique strategic plan
• May have its own accounting, R&D,
manufacturing, marketing
Strategic business units
Strategic alternatives - tools
Ansoff’s strategic opportunity matrix
The innovation matrix
• Yellow:
• Core Innovation
• Uses existing assets
• Ex: Tide Pods
• Orange:
• Adjacent Innovation
• Uses existing abilities in new ways
• Ex: Crest Whitestrips
• Red:
• Transformational Innovation
• New markets, new products, new businesses
• Ex: Uber/Lyft
The innovation matrix
Core Innovation
Next year’s car
Adjacent Innovation
Electric car
Transformational
Innovation
App-based taxi service
The innovation matrix
• Portfolios: SBUs will have a range of performance
in terms of growth and profitability
• This matrix organizes each SBU by their present or
future growth and market share
• Relative market share:
• The ratio between the company’s market share and the
share of the largest competitor
Boston Consulting Group’s Portfolio Matrix
Boston Consulting Group’s Portfolio Matrix
Boston Consulting Group’s Portfolio Matrix
Build Build or Harvest
Hold or Harvest Divest
Boston Consulting Group’s Portfolio Matrix
The General Electric Model
• Ansoff’s Matrix:
• Helps you choose between current options (the
present market and what you can currently offer)
and new options (a new market and/or new
products)
• Innovation Matrix:
• Illustrates how opportunities change as you move
away from core capabilities
• Boston Consulting Matrix:
• Helps you analyze the performance of a portfolio of
SBUs
• General Electric:
• Adds more nuance to the Boston Consulting matrix
When to use what?
• Based on the company or SBU’s strategy,
managers can now create a marketing plan
• Process of anticipating future events and determining
strategies to achieve organizational objectives in the
future
Planning
• Designing activities relating to marketing objectives and
the changing marketing environment
Marketing planning
• Written document that acts as a guidebook of
marketing activities for the marketing manager
Marketing plan
The Marketing Plan
• To provide clearly stated activities that help
employees and managers understand and work
toward common goals
• To allow the examination of the marketing
environment in conjunction with the inner
workings of the businesses
• To help marketing ma.
StrategicCompetitive PositionApple Inc. is known for its state-of.docx
Strategic/Competitive Position
Apple Inc. is known for its state-of-the-art designs for products such as the iPhone, but most are unaware that Apple has used technology to streamline its supply chain management and operational systems to provide competitive pricing. This use of technology has allowed the company to under price its competitors and yet maintain a 25 percent margin on their products. The use of IT has provided Apple with a strategic and competitive position which most of their competitors find difficult to match or exceed.
Using your company or a real-world example from your research, analyze how information systems affect the firm’s strategic and competitive position.
Using the assigned readings and the Argosy University online library resources, explain how information technology:
Impacts competitive rivalry, such as pricing, promotion, and distribution
Enables or dissuades new entrants
Enables customers to achieve greater bargaining power
Enables suppliers to gain more bargaining power
Gives rise to substitute products or services that threaten the existing market
Give reasons and examples from your research to support your responses.
Write your initial response in approximately 300 words. Apply APA standards to citation of sources.
By
Saturday, July 26, 2014
, post your response to the appropriate
Discussion Area
. Through
Wednesday, July 30, 2014
, review and comment on at least two peers’ responses. Consider the following:
Respond to at least two points they have made regarding competitive strategies.
Assignment 1 Grading Criteria
Maximum Points
Initial response:
Was insightful, original, accurate, and timely.
Was substantive and demonstrated advanced understanding of concepts.
Compiled/synthesized theories and concepts drawn from a variety of sources to support statements and conclusions.
16
Discussion response and participation:
Responded to a minimum of two peers in a timely manner.
Included research in the response.
Asked challenging questions that promoted the discussion.
Drew relationships between one or more points in the discussion.
16
Writing:
Wrote in a clear, concise, formal, and organized manner.
Responses were error free.
Information from sources, where applicable, was paraphrased appropriately and accurately cited.
8
Total:
40
.
Strategies for Negotiation & Conflict Resolution Dr. Janice Ba.docx
Strategies for Negotiation & Conflict Resolution
Dr. Janice Barrett
Notes onCrisis Management and Conflict Resolution
Defining a crisis: An event that brings, or has the potential for bringing, an organization and its leaders into disrepute and imperil the organization’s future profitability, reputation, growth and possibly its very survival.
Financial measures of a crisis: bankruptcy, drop in sales, boycotts, loss of valuable employees etc.
Tarnished reputation results: the erosion of a company’s reputation in the eyes of its many stakeholders and the general public --- the worth of an entire organization can be endangered as a consequence.
Characteristics of a crisis:
Suddenness
Uncertainty
Time compression
The seven types of crises:
1. nature (natural disasters such as earthquakes, hurricanes, floods)
2. technology (oil spills, nuclear reactor accidents)
3. confrontation (equal rights, strikes)
4. malevolence (terrorists, disinformation)
5. skewed values (fraud, cheating, embezzlement)
6. deception (withholding information, lying, deceptive products)
7. misconduct (illegal or criminal acts).
Essentials of a contingency plan: Contingency planning involves formulating responses to crises before they occur. The essentials of a contingency plan include: anticipating what might happen, searching for preventative and preparatory measures, and drafting appropriate responses to those situations most likely to occur or whose impact is greatest.
Other, more specific elements are: Identify all potential contingencies and areas of vulnerability, examine specific vulnerabilities, review general vulnerabilities based on the organization’s “public nature”, establish crisis thresholds and assign crisis alert responsibilities, organize and train a crisis management team and establish a crisis communications center, Obtain advanced approvals for contingency plan measures, list and prioritize publics that must be informed, prepare a crisis media list and background press materials, and designate and train spokespersons.
The most important tasks are: Identifying risks, ranking those risks in a matrix based on relative impact as compared to probability of occurrence, and finally creating plans to eliminate or mitigate the impact of the most impactful and highest probable incidents. Every crisis cannot be planned for; there are simply not enough resources to do so. However, high impact, and high probability risks can be eliminated, or at least mitigated by proper planning and management.
The essentials of a contingency plan include: anticipating what might happen, searching for preventative and preparatory measures, and drafting appropriate responses to those situations most likely to occur or whose impact is greatest. Other, more specific elements are: Identify all potential contingencies and areas of vulnerability, examine specific vulnerabilities, review general vulnerabilities based on the organization’s “public nature”, establ.
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Strategies for all StudentsPart 1 Developing Stra.docx
- 1. Strategies for all Students Part 1: Developing Strategies For each student, write a 150-200-word response that includes: · A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs. · One developmentally appropriate instruction strategy you would recommend to assist the student, taking into account the students’ individual strengths, interests, differences and needs. Consider cognitive development and abilities, as well as contextual factors (e.g., language and culture) when developing the strategies. · Your plan to modify instruction to meet this student’s specific needs. · Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions. Scenario 1 Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot. Student A Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in
- 2. reading and is in the lowest of Mrs. Merrell’s reading intervention groups. How will you continue to support Randi during this reading lesson? -think about, do not answer- Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Student B Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show. How will you ignite Carl’s motivation so that he is successful during the lesson? -think about, do not answer- Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Scenario 2 Mr. Baker, a sixth-grade teacher, is teaching a lesson on the
- 3. area of triangles, polygons, and rectangles, and how to solve real-world problems. Student A Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer. How will you address Jimmy’s needs for him to remain engaged throughout the lesson? -think about, do not answer- Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Student B Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist her with specific goals related to math performance. One of Barbara’s goals is to utilize assistive technology to assist her in communicating and writing mathematical problems. She has recently been mainstreamed into your classroom and you have an upcoming math assessment. How will you address Barbara’s needs for her to complete the assessment? -think about, do not answer-
- 4. Learning Theory: Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: Part 2: Reflection In 250-500 words, write a reflection that addresses the following: · The importance of understanding cognitive, linguistic, social- emotional, and physical development of children when designing and modifying instruction. · The steps you can take to ensure you are creating developmentally appropriate instruction that takes into account individual students’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. References © 2018 Grand Canyon University. All Rights Reserved.