Student Name ______________________________ Date.docx
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Student Name: ______________________________ Date: _________ Assessment Name: Societal Messages on Self Image for Youth and Adolescent Children This assessment is used in every section of EDU 145 This assessment is designed to focus on Standards # 2 and #4 This assessment is designed to focus on Supportive Skill # 2 and # 3 D/F C B A Unsatisfactory Average Good Very Good Standard or Supportive Skill Key Elements Basic Knowledge Comprehension Application Synthesis Comments Standard 2. Building Family and Community Relationships 2a: Knowing about and understanding diverse family and community characteristics Portfolio did not present information on examples of self-image that related to the specified age groups or information was absent 0 - 9 Portfolio presented some information on 9-11 examples of self- image that are mostly pertinent to the specified age groups 10 - 13 Portfolio presented information on 12 -14 examples of self- image that are pertinent to the specified age groups 14 - 17 Portfolio presented detailed information on 15 examples of self- image that are pertinent to the specified age groups 18 - 20 2b: Supporting and engaging families and communities through respectful, reciprocal relation-ships Summary of media message, impact on target audience, and specific target audience within the age group not provided or information was absent 0 - 23 Some summaries of media message, impact on target audience, and specific target audience within the age group provided 23- 25 Summary of media message, impact on target audience, and specific target audience within the age group provided 25 - 27 Specific summary of media message, impact on target audience, and specific target audience within the age group provided for all examples 27 - 30 Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children Portfolio did not provide age appropriateness, recommend-dations, and a resource for families to assist in image related discussion, or information was absent 0 - 23 Portfolio provided a determination of age appropriateness recommend-dations, and a resource for families to assist in image related discussion for some of the age groups. 23 - 25 Portfolio provided a determination based on course reading of age appropriateness recommend-dations, and a resource for families to assist in image related discussion for age groups 25 - 27 Portfolio provided a determination based on course reading of age appropriateness recommend-dations, and a resource for families to assist in image related discussion for each specific age group 27.
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Document #2Sample Drawing by NathanReview this drawing samp.docx
Document #2:Sample Drawing by Nathan
Review this drawing sample from Nathan’s work in his preschool class. The writing in black pen is his teacher’s writing, recording how he described the picture and how he approached the writing.
©2014 Walden University
1
©2014 Walden University 1
CECS CD005 Observing, Documenting, and Assessing Children
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Case Study #1
Sub-Competency 1: Analyze information from observation to assess the development of individual children and recommend
developmentally appropriate practice.
Learning Objective 1.1:
Apply knowledge of the
domains of child
development to the
observation of
children.
Response is missing.
Response includes vague
or partial observational
evidence related to each
domain of development.
Response includes specific
observational evidence
related to each domain of
development.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response makes a clear
connection to personal
experience and/or
professional practice.
Learning Objective 1.2:
Describe skills and
tools of observation to
assess the
development of a child.
Description of specific
tools is missing.
Response includes vague
or incomplete description
of specific tools of
observation.
Response includes clear
description of observation
tools and a logical
rationale for their use.
Rationale is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
specific example of how
the observation tool can
be used in an authentic
early childhood setting.
Part 2: Case Study #2
Sub-Competency 2: Analyze information gathered from children to support development and learning.
Learning Objective 2.1:
Apply knowledge of the
domains of child
development to assess
a child’s development.
Elements of the cognitive,
physical, and socio-
emotional development
are missing.
Response vaguely or
incompletely describes
elements of the cognitive,
physical, and socio-
emotional development of
Response clearly describes
the elements of the
cognitive, physical, and
socio-emotional
development of the child
portrayed in the scenario.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response explains why
work samples from
children are a valuable
©2014 Walden University 2
the child portrayed in the
scenario.
Response includes a logical
rationale.
source of information
about a child’s
development in specific
domains.
Learning Objective 2.2:
Analyze information
gathered from a child’s
work sample to assess
development in one or
more domains.
Analysis is missing.
Response vaguel ...
Child Assessment An Essential Component of Quality Early Childhoo.docx
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docx
RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any e.
Journal Assessing Sources for CredibilityIs your topic economical.docx
Journal: Assessing Sources for Credibility
Is your topic economically or politically charged? If so, there may be a group or groups that oppose efforts to address the social issue you have chosen for the Group Project. To gain support for the opposing views, these groups may create resources that have a particular slant or bias to their side of the issue, or they may create resources that are outright untrue. For this Journal Assignment, consider how you determine whether a resource is credible and how awareness of divisive views is important for addressing a social issue.
To prepare for this Assignment:
Review the explanation of Walden University's DEEP-C Model General Education Learning Outcome “Evaluation” in the Syllabus.
Consider the resources you and your group members chose for your Topic Exploration and Analysis.
What types of sources are the most credible? Why?
What sources can be less reliable or less credible? What makes them less reliable and less credible than other sources?
What examples of bias and deception have you seen in sources related your group’s social issue? Why is it important to identify bias and deception in sources related to your group’s issue?
The Assignment:
Write
a 2- to 3- paragraph journal entry in which you evaluate the credibility of information sources in general and specifically for the social issue your group has selected for the Group Project. the social issue our group chose is workforce violence, and the 2 documents attached are the work we have done on the topic so far.
General Education Learning Outcomes (The DEEP-C Model)
Discovery
:
Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
Evaluation:
Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
Expression:
Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
Perspective
: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
Change
: Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
.
Disrupted Futures 2023 | Wisconsin's career guidance project
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Wisconsin’s Youth Voice in Career Readiness Research Project”. Presented by Karin Smith and Alexis Burgos.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
Naeycstandards
The document outlines six standards for early childhood education professionals. Standard 1 focuses on promoting child development and learning through understanding child characteristics, influences on development, and creating healthy learning environments. Standard 2 emphasizes building family and community relationships by understanding families/communities and involving them. Standard 3 is about observing, documenting, and assessing children to support development. Standard 4 is using developmentally appropriate approaches to connect with children and families through positive relationships. Standard 5 is applying content knowledge to create meaningful curricula. Standard 6 is becoming a professional through identifying with the field, upholding ethics, engaging in learning, and advocating for the profession.
Serving as Advocates for Families/Engaging Families in the Assessment Process
This document discusses how to partner with families in the assessment process. It explains that assessments are important as they provide opportunities to learn about the child's strengths and weaknesses, allow parents to share information, and help guide teaching. The document outlines various methods for involving families, such as checklists, portfolios, conferences, and questionnaires. Families can share unique perspectives about their child's skills, temperament, routines, and learning preferences. It is important to communicate assessment results sensitively by focusing on strengths, explaining results, listening to families, and discussing next steps. Assessments should be made relatable to students' cultures by preparing materials in their home language and providing supportive tools and learning avenues that respect diversity.
Recommended
Document #2Sample Drawing by NathanReview this drawing samp.docx
Document #2:Sample Drawing by Nathan
Review this drawing sample from Nathan’s work in his preschool class. The writing in black pen is his teacher’s writing, recording how he described the picture and how he approached the writing.
©2014 Walden University
1
©2014 Walden University 1
CECS CD005 Observing, Documenting, and Assessing Children
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part 1: Case Study #1
Sub-Competency 1: Analyze information from observation to assess the development of individual children and recommend
developmentally appropriate practice.
Learning Objective 1.1:
Apply knowledge of the
domains of child
development to the
observation of
children.
Response is missing.
Response includes vague
or partial observational
evidence related to each
domain of development.
Response includes specific
observational evidence
related to each domain of
development.
Response is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response makes a clear
connection to personal
experience and/or
professional practice.
Learning Objective 1.2:
Describe skills and
tools of observation to
assess the
development of a child.
Description of specific
tools is missing.
Response includes vague
or incomplete description
of specific tools of
observation.
Response includes clear
description of observation
tools and a logical
rationale for their use.
Rationale is supported by
logical connections to the
professional knowledge
base.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response includes a
specific example of how
the observation tool can
be used in an authentic
early childhood setting.
Part 2: Case Study #2
Sub-Competency 2: Analyze information gathered from children to support development and learning.
Learning Objective 2.1:
Apply knowledge of the
domains of child
development to assess
a child’s development.
Elements of the cognitive,
physical, and socio-
emotional development
are missing.
Response vaguely or
incompletely describes
elements of the cognitive,
physical, and socio-
emotional development of
Response clearly describes
the elements of the
cognitive, physical, and
socio-emotional
development of the child
portrayed in the scenario.
Demonstrates the same
level of achievement as
“2,” plus the following:
Response explains why
work samples from
children are a valuable
©2014 Walden University 2
the child portrayed in the
scenario.
Response includes a logical
rationale.
source of information
about a child’s
development in specific
domains.
Learning Objective 2.2:
Analyze information
gathered from a child’s
work sample to assess
development in one or
more domains.
Analysis is missing.
Response vaguel ...
Child Assessment An Essential Component of Quality Early Childhoo.docx
Child Assessment: An Essential Component of Quality Early Childhood Programming
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
4. Educational Programming
· Knowledge and application of different curriculum models, standards for high-quality programming, and child assessment practices
Early Childhood Knowledge and Skills
3. Child Observation and Assessment
· Knowledge and application of developmentally appropriate child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of different assessment tools and techniques
· Ability to use different observation techniques, including formal and informal observation, behavior sampling, and developmental checklists
· Knowledge of ethical practice as it relates to the use of assessment information
· The ability to apply child observation and assessment data to planning and structuring developmentally appropriate instructional strategies
4. Curriculum and Instructional Methods
· Ability to evaluate outcomes of different curricular approaches
Learning Outcomes
After studying this chapter, you should be able to:
1. Contrast the characteristics of appropriate and inappropriate approaches to assessing young children.
2. Identify performance assessment strategies that are appropriate for documenting what children know and are able to do.
3. Describe some ways teachers of young children share their insights about what they know and are able to do with their families.
4. Discuss the origins of kindergarten readiness assessments, the challenges faced by those tasked with their development, and factors that make it difficult to compare states’ results.
Grace’s Experience
Grace’s many years as a classroom teacher gave her a great deal of experience observing and documenting children’s learning, growth, and development. She used what she learned through this process to inform her teaching and was able to develop portfolios based on her observations and documentation to describe children’s accomplishments to their families. Since becoming the program director, Grace has observed that some teachers collect very little documentation, mostly in the form of checklists and rating scales, to describe their children’s learning, growth, and development. She realizes she must use what she learned in the classroom to lead her teachers in the implementation of authentic, developmentally, and culturally appropriate assessment strategies that align with the program’s core values, mission, and vision. She is hoping this chapter will help her develop an assessment plan that will serve children, families, and staff well.
Child Assessment is the process that early childhood educators use to understand a child’s current development, what he knows, or what he is able to do. They use this information to describe children’s progress to their families and as the basis for decisions that they make at the classroom or programmatic level. As the program ...
RUBRICTotal Possible Score 8.00Video Analysis QuestionsTota.docx
RUBRIC
Total Possible Score: 8.00
Video Analysis Questions
Total: 2.00
Distinguished - Comprehensively addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video.
Proficient - Addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Minor details are missing.
Basic - Minimally addresses the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video. Relevant details are missing.
Below Expectations - Attempts to address the questions provided within the assignment instructions based on inferences and ideas about how things could have been improved in the events captured in the video; however, significant details are missing.
Non-Performance – The address of the questions provided within the assignment instructions is either nonexistent or lacks the components described in the assignment instructions.
Equity Strategies
Total: 2.50
Distinguished - Comprehensively describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition.
Proficient - Describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Minor details are missing.
Basic - Minimally describes existing equity strategies, and suggests at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition. Relevant details are missing.
Below Expectations - Attempts to describe existing equity strategies and suggest at least one equity strategy for each of the four categories that the teacher could have utilized: instruction, classroom environment, student grouping, and student leadership/recognition; however, significant details are missing.
Non-Performance - The description of equity strategies is either nonexistent or lacks the components described in the assignment instructions.
Culturally Relevant Strategies
Total: 2.50
Distinguished - Comprehensively describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom.
Proficient - Describes any evidence of culturally relevant pedagogy in action in the video, and suggests at least three strategies that could be used to create a more culturally relevant classroom. Minor details are missing.
Basic - Minimally describes any e.
Journal Assessing Sources for CredibilityIs your topic economical.docx
Journal: Assessing Sources for Credibility
Is your topic economically or politically charged? If so, there may be a group or groups that oppose efforts to address the social issue you have chosen for the Group Project. To gain support for the opposing views, these groups may create resources that have a particular slant or bias to their side of the issue, or they may create resources that are outright untrue. For this Journal Assignment, consider how you determine whether a resource is credible and how awareness of divisive views is important for addressing a social issue.
To prepare for this Assignment:
Review the explanation of Walden University's DEEP-C Model General Education Learning Outcome “Evaluation” in the Syllabus.
Consider the resources you and your group members chose for your Topic Exploration and Analysis.
What types of sources are the most credible? Why?
What sources can be less reliable or less credible? What makes them less reliable and less credible than other sources?
What examples of bias and deception have you seen in sources related your group’s social issue? Why is it important to identify bias and deception in sources related to your group’s issue?
The Assignment:
Write
a 2- to 3- paragraph journal entry in which you evaluate the credibility of information sources in general and specifically for the social issue your group has selected for the Group Project. the social issue our group chose is workforce violence, and the 2 documents attached are the work we have done on the topic so far.
General Education Learning Outcomes (The DEEP-C Model)
Discovery
:
Students will locate and identify appropriate sources of information using multiple sources and methods, including bibliographic, textual, experiential, and experimental research.
Evaluation:
Students will critically assess texts and arguments in multiple forms and contexts using quantitative and qualitative logic, the scientific method, ethics, and pragmatics.
Expression:
Students will effectively and ethically communicate information and opinions verbally and nonverbally using written, oral, behavioral, and visual methods adapted for diverse audiences and purposes.
Perspective
: Students will be able to articulate the consistency and flexibility of knowledge as it is experienced across time, space, and culture.
Change
: Students will articulate how their ability to discover, evaluate, and express ideas from different perspectives is instrumental in their progress toward achieving personal goals and effecting positive social change.
.
Disrupted Futures 2023 | Wisconsin's career guidance project
This presentation from the OECD Disrupted Futures 2023: International lessons on how schools can best equip students for their working lives conference looks at Career pathway programmes “Wisconsin’s Youth Voice in Career Readiness Research Project”. Presented by Karin Smith and Alexis Burgos.
Discover the videos and other sessions from the OECD Disrupted Futures 2023 conference at https://www.oecd.org/education/career-readiness/conferences-webinars/disrupted-futures-2023.htm
Find out more about our work on Career Readiness https://www.oecd.org/education/career-readiness/
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
Naeycstandards
The document outlines six standards for early childhood education professionals. Standard 1 focuses on promoting child development and learning through understanding child characteristics, influences on development, and creating healthy learning environments. Standard 2 emphasizes building family and community relationships by understanding families/communities and involving them. Standard 3 is about observing, documenting, and assessing children to support development. Standard 4 is using developmentally appropriate approaches to connect with children and families through positive relationships. Standard 5 is applying content knowledge to create meaningful curricula. Standard 6 is becoming a professional through identifying with the field, upholding ethics, engaging in learning, and advocating for the profession.
Serving as Advocates for Families/Engaging Families in the Assessment Process
This document discusses how to partner with families in the assessment process. It explains that assessments are important as they provide opportunities to learn about the child's strengths and weaknesses, allow parents to share information, and help guide teaching. The document outlines various methods for involving families, such as checklists, portfolios, conferences, and questionnaires. Families can share unique perspectives about their child's skills, temperament, routines, and learning preferences. It is important to communicate assessment results sensitively by focusing on strengths, explaining results, listening to families, and discussing next steps. Assessments should be made relatable to students' cultures by preparing materials in their home language and providing supportive tools and learning avenues that respect diversity.
Ruuninghead Curriculum and Assessment Reyes 1 .docx
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Edmx704 s15 syllabus_lloyd
This 3 credit graduate course focuses on reflective diagnostic literacy teaching and includes a fieldwork practicum. The course objectives are for students to learn how to administer and interpret literacy assessments, develop instruction based on assessment results, tutor struggling readers while reflecting on their teaching, and present their work to inform future instruction. Major assignments include participating in online discussions, completing a case study involving assessing a student, developing instruction, tutoring the student, and presenting the work. The course addresses state teaching standards and the university's focus on preparing educational leaders who promote equity and excellence.
Ccss mtss lesh_grillo 2013
The document discusses implementing the Common Core State Standards (CCSS) within a Multi-Tiered System of Supports (MTSS) framework. It outlines learner outcomes related to understanding CCSS and MTSS and using a problem-solving process. It then provides details on CCSS, MTSS tiers, assessment, and essential questions for aligning instruction across tiers to support all students in meeting higher standards. The document emphasizes aligning supplemental and intensive instruction with core instruction to ensure coordinated support across tiers.
Assessment of learning
This document outlines an assessment framework that uses multiple levels and tools to evaluate student learning. It discusses:
1. Four levels of assessment - knowledge, skills, understanding, and products/performances - that will each be weighted and used to measure student attainment of learning standards.
2. Various tools that can be used to measure the different levels, like quizzes, projects, and tests.
3. How student performance will be reported using levels of proficiency like beginning, developing, proficient, and advanced.
4. Guidelines for providing feedback, promoting students to the next grade level, and assisting struggling students through remediation.
Guidelines on the assessment and rating of learning outcomes under the k to 1...
This document outlines an assessment philosophy and framework. It discusses that assessment should be used primarily for quality assurance, student self-reflection, and profiling performance. Assessment should be holistic and formative, focusing on standards attainment. Student performance is evaluated across four levels - knowledge, skills, understanding, and products/performances - using multiple measures like quizzes, projects, and tests. Assessment results should provide feedback to students and be reported using proficiency levels of beginning, developing, approaching, proficient, and advanced. Promotion is based on subject-level proficiency.
SLO Module
This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process for teachers. It explains that an SLO template is used to identify goals, indicators, and performance measures for the teacher effectiveness system. The template includes sections for classroom context, the SLO goal, targeted standards, assessments and scoring, growth targets, and approval. Standards are identified from the state's SAS portal and targeted standards are directly related to the goal. The SLO process is designed to measure student growth and determine teacher effectiveness.
Walden UniversitySocial Work and Human Services MSW Child.docx
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
Assignment 04Cultural DiversityDirections Unless otherwise s.docx
Assignment 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language learners,
and the lesson plan included
all of the following
components: a learning
obje ...
Desired Results - DRDP-R
The document summarizes California's Desired Results program standards for early childhood education centers and preschools. The standards focus on achieving desired results or conditions of well-being for children and families. They address six domains: children's personal/social competence, effectiveness as learners, physical/motor skills, safety/health, and family support/goal achievement. Programs are evaluated based on measures within each domain to ensure they are meeting standards and improving practices.
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
Extreme makeover cte standards edition acsa nov 2013 compressed
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Frameworks and taxonomies used in developing the standards are also referenced.
Success Defined: UC David MIND Institute
UC Davis, Mind Institute University Center for Disability Studies. The mission of the CEDD is to collaborate with individuals
with developmental disabilities and their families to improve
quality of life and community inclusion. BRC advocacy tools and booklets are highlighted in the presentation.
Extreme makeover cte standards edition acsa nov 2013
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
Diversity Assessment and Action Plan Length 3 – 5 pag.docx
Diversity Assessment and Action Plan
Length: 3 – 5 page double-spaced pages
Due: Week 4 by Sunday Midnight
Value: 100 Points for 10% of the grade
Post: Week 4 Assignments
In a 3 – 5 page double-spaced paper, assess your diversity consciousness and create an action plan to
strengthen it. Although this is your personal assessment and action plan, connect your analysis to course
concepts and assigned reading. The paper should include appropriate citations and a reference page.
In this analysis,
Describe your awareness and understanding of diversity comparing and contrasting your textbook’s
definition with your own. What surprised you in the assigned readings and class discussions? What
new insights have your gained?
Evaluate your diversity skills and how they facilitate enhance your success at school and work.
Strengthening what diversity skills could enhance your effectiveness as a leader?
Identify personal and/or social barriers you face and discuss options to overcome them.
Based on this assessment, prepare an action plan to increase your diversity consciousness by
identifying two clearly defined and specific actions you will take by the end of OLCU 425.
Evaluation Criteria for Diversity Assessment and Action Plan
Paper Elements Exemplary
Proficient Developing Emerging
Diversity
Awareness and
Understanding
20 - 19
Assessment of
diversity awareness
and understanding is
comprehensive and
includes a
comparison and
analysis of the
textbook and
personal definitions.
18 - 16
Assessment of
diversity awareness
and understanding is
fairly comprehensive
and includes a
comparison of the
textbook and
personal definitions.
15 - 13
Assessment of
diversity awareness
and understanding is
somewhat complete.
May include textbook
or personal definition
but no comparison.
12 - 0
Assessment of
diversity awareness
and understanding is
inaccurate or
incomplete. May not
include an accurate
definition of diversity.
Diversity Skills
20 - 19
Clearly and
concisely assesses
diversity skills, and
identifies specific
skills that if
strengthened could
enhance leadership
effectiveness. Uses
citations to connect
course concepts
with assessment.
18 - 16
Fairly clearly and
concisely assesses
diversity skills, and
identifies skills that if
strengthened could
enhance leadership
effectiveness. Uses
some citations to
connect course
concepts with
assessment.
15 - 13
Somewhat clearly
assesses diversity
skills, and identifies
skills that if
strengthened could
enhance leadership
effectiveness. May not
accurately use
citations to connect
course concepts with
assessment.
12 - 0
Limited if any
assessment of
diversity skills, and/or
identification of skills
that could enhance
leadership
effectiveness. Does
not use citations to
connect course
concepts
Barriers to
Diversity
20 - 19
Clearly and
concisely identifies
personal ...
©2014 Walden University 1 CECS RC004 Research and Adv.docx
©2014 Walden University 1
CECS RC004: Research and Advocacy
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze research on advocacy issues impacting children and families.
Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.
Description of the
advocacy issue/challenge/
need is missing.
Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.
Description is unclear
and/or incomplete.
Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.
Description is clear and
complete.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Learning Objective
1. 2:
Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.
Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.
Research findings do not
relate to
issue/challenge/need.
Synopsis does not provide
rationale or rationale is
unclear or illogical.
Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.
Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.
Learning Objective
2. 1:
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, .
14 15 ge parent presentation
This document provides information about the gifted education program for Woodland School District for the 2014-2015 school year. It discusses the district's mission to challenge all students and the gifted program's mission to meet the needs of gifted students. It outlines the levels of gifted services provided, including pull-out Needs-Based Classes in specific subjects, as well as lessons that are pushed into general classrooms. Sample lessons are described for different grades and subjects. The document provides details on identification procedures, academic and co-curricular opportunities, and contact information for the gifted program.
Objective 9 & 10 -TRF Form.docx
This teacher reflection form summarizes the teacher's responses to prompts about addressing diverse learner needs. In the first prompt response, the teacher discusses researching dyslexia and modifying instructions for a student diagnosed with a learning disability by making materials more engaging using multisensory activities. In the second response, the teacher evaluates the cultural appropriateness of an assessment for indigenous students and emphasizes respecting their cultures and worldviews. The teacher also reflects on designing a lesson plan that integrates indigenous cultural aspects as mandated by national policies on indigenous education.
Program Overview International Peer Mentors
This is the conceptual framework of a new peer mentor program that I co-developed in spring 2013 to enhance international student success in the context of a 2-year public institution. The summary describes the program general objectives, specific student learning outcomes, and an assessment plan to measure the intended student learning.
Chapter One
The document summarizes several important laws and concepts related to special education:
1) Public Law 94-142 established funding for states to develop special education programs and ensure appropriate education for students not previously served.
2) IDEA expanded services for preschoolers with disabilities and added autism and TBI to covered disabilities. It also required transition services and behavior plans.
3) Section 504 and ADA protect students with disabilities from discrimination and require accommodations.
4) NCLB aimed to better serve struggling students through accountability based on state standards testing in core subjects.
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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Ruuninghead Curriculum and Assessment Reyes 1 .docx
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
Comparison Charts for Social and Behavioral LearningAssignment I.docx
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Edmx704 s15 syllabus_lloyd
This 3 credit graduate course focuses on reflective diagnostic literacy teaching and includes a fieldwork practicum. The course objectives are for students to learn how to administer and interpret literacy assessments, develop instruction based on assessment results, tutor struggling readers while reflecting on their teaching, and present their work to inform future instruction. Major assignments include participating in online discussions, completing a case study involving assessing a student, developing instruction, tutoring the student, and presenting the work. The course addresses state teaching standards and the university's focus on preparing educational leaders who promote equity and excellence.
Ccss mtss lesh_grillo 2013
The document discusses implementing the Common Core State Standards (CCSS) within a Multi-Tiered System of Supports (MTSS) framework. It outlines learner outcomes related to understanding CCSS and MTSS and using a problem-solving process. It then provides details on CCSS, MTSS tiers, assessment, and essential questions for aligning instruction across tiers to support all students in meeting higher standards. The document emphasizes aligning supplemental and intensive instruction with core instruction to ensure coordinated support across tiers.
Assessment of learning
This document outlines an assessment framework that uses multiple levels and tools to evaluate student learning. It discusses:
1. Four levels of assessment - knowledge, skills, understanding, and products/performances - that will each be weighted and used to measure student attainment of learning standards.
2. Various tools that can be used to measure the different levels, like quizzes, projects, and tests.
3. How student performance will be reported using levels of proficiency like beginning, developing, proficient, and advanced.
4. Guidelines for providing feedback, promoting students to the next grade level, and assisting struggling students through remediation.
Guidelines on the assessment and rating of learning outcomes under the k to 1...
This document outlines an assessment philosophy and framework. It discusses that assessment should be used primarily for quality assurance, student self-reflection, and profiling performance. Assessment should be holistic and formative, focusing on standards attainment. Student performance is evaluated across four levels - knowledge, skills, understanding, and products/performances - using multiple measures like quizzes, projects, and tests. Assessment results should provide feedback to students and be reported using proficiency levels of beginning, developing, approaching, proficient, and advanced. Promotion is based on subject-level proficiency.
SLO Module
This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process for teachers. It explains that an SLO template is used to identify goals, indicators, and performance measures for the teacher effectiveness system. The template includes sections for classroom context, the SLO goal, targeted standards, assessments and scoring, growth targets, and approval. Standards are identified from the state's SAS portal and targeted standards are directly related to the goal. The SLO process is designed to measure student growth and determine teacher effectiveness.
Walden UniversitySocial Work and Human Services MSW Child.docx
Walden University
Social Work and Human Services
MSW Children and Family Concentration Year Field Evaluation (No N/A)
Dear Field Instructor: Below are questions regarding the field experience performance of the Walden University MSW student you have been working with this term. Please complete all of the questions and, if a student receives a rating of 1 or 2 on any items in the section, also please give written feedback on what improvement needs to occur. If you wish to leave the survey and come back to it later, please use the “Save Draft” button at the bottom of the page. Please note that once you submit the evaluation using the “Save Final” button, it will close and you will not be able to make changes. As part of this process you need to review the evaluation with your student. The student can log in under his/her account, review the evaluation, enter comments, and save them. If you have any questions about completing this evaluation feel free to contact [email protected] Thank you again for all that you do.
Please summarize the student's primary responsibilities:
-Completion of Risk Assessments and Crisis Assessment to determine the level of the client’s needs and services
-Apply Family-Centered Practice, Systems Theory, and Strengths Perspective when assessing the challenges of the family
-Develop and implement Treatment Plans for client
-Train and develop foster parents in providing therapeutic foster care to foster care children
-Evaluate state and Federal Policies in Child Welfare
-Link the family to resources with consideration to the family's culture, social-economic status, etc.
-Serve as advocate for client in ensuring equal access to resources, education, community services, etc.
Please rate the student on each of the following competencies using the following scale:
5
Demonstrates a high level of competency
4
Clearly demonstrates competency
3
Demonstrates minimal level of competency
2
Demonstrates inadequate level of competency
1
Fails to demonstrate even minimal competency
Competency 1 - Demonstrate Ethical and Professional Behavior
5 = highly competent, 4 = clearly competent, 3 = minimally competent, 2 = inadequately competent, 1 = fail
Score
Criteria
4
1. Makes appropriate decisions based on the NASW Code of Ethics and other local, state, and federal legal statutes and regulations related to children and families.
4
2. Identifies and manages personal values to provide service delivery to children and families, according to professional values and standards.
4
3. Incorporates professional behavior when engaging children, families, colleagues, and other stakeholders.
4
4. Evaluates the ethical and appropriate use of technology to facilitate delivery of social work services to children and families.
4
5. Integrates principles of supervision and consultation to guide professional judgement and behavior.
4
6. Demonstrates professional devel ...
Assignment 04Cultural DiversityDirections Unless otherwise s.docx
Assignment 04
Cultural Diversity
Directions: Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages in length; refer to the "Format Requirements" page for specific format requirements.
This assignment is comprised of two different parts that will show your learning of various course objectives from Lessons 1, 2, 3, and 4.
Part 1
Identify and discuss six values about life and success that you vividly recall learning from your family. For each, explain how the particular value is supported by or at odds with your current community setting; community setting may mean current family framework, school, job, peer group, etc. You will want to refer back to Lesson 1 and 2.
Part 2
To practice lesson planning, create an age appropriate activity for the early childhood aged student. Then, create a section of your lesson plan that describes three strategies that can be implemented to modify/adapt this lesson to meet the needs of dual language learners. Your lesson plan should include a learning objective (what the students will be able to do), materials, a step-by-step guide on how to complete the activity, and a description of the modifications/adaptations. You will want to refer back to Lesson 4.
Grading Rubric
Please refer to the rubric on the next page for the grading criteria for this assignment.
CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable
30 points20 points10 points2 points
The student wrote a clear
paper discussing six values
that were instilled by family.
The student wrote a
somewhat clear paper
discussing the six values
that were instilled by family
or only discussed four to five
values.
The student wrote an
unclear paper discussing
the six values that were
instilled by family or only
discussed two to three
values.
The student wrote a poor
paper discussing the six
values that were instilled
by family or only discussed
one value.
15 points10 points5 points2 points
The student clearly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student mostly
explained how all of the six
(6) particular values are
supported by or at odds with
parts of his or her personal
and/or professional life.
The student somewhat
explained how four or five
(4 or 5) of the particular
values are supported by or
at odds with parts of his or
her personal and/or
professional life.
The student poorly
explained how three or
four (3 or 4) of the
particular values are
supported by or at odds
with parts of his or her
personal and/or
professional life.
30 points20 points10 points2 points
The student created a clear
lesson plan integrating three
strategies to meet the needs
of dual language learners,
and the lesson plan included
all of the following
components: a learning
obje ...
Desired Results - DRDP-R
The document summarizes California's Desired Results program standards for early childhood education centers and preschools. The standards focus on achieving desired results or conditions of well-being for children and families. They address six domains: children's personal/social competence, effectiveness as learners, physical/motor skills, safety/health, and family support/goal achievement. Programs are evaluated based on measures within each domain to ensure they are meeting standards and improving practices.
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
The document summarizes a community forum held by the Valley View School District to provide information about the Common Core State Standards and upcoming assessment changes. It includes:
- Welcome and introductions from district administrators and directors
- An overview of interactive technology tools available for the forum
- A survey to gauge attendees' knowledge of the Common Core
- Learning targets of understanding the need for new standards and what the Common Core is
- Presentation material on the Common Core shifts in ELA/literacy and math, as well as upcoming workshops and assessment changes through PARCC
- Questions from attendees and resources provided
The forum aimed to help community members understand the Common Core standards and their implementation in the district.
Extreme makeover cte standards edition acsa nov 2013 compressed
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Frameworks and taxonomies used in developing the standards are also referenced.
Success Defined: UC David MIND Institute
UC Davis, Mind Institute University Center for Disability Studies. The mission of the CEDD is to collaborate with individuals
with developmental disabilities and their families to improve
quality of life and community inclusion. BRC advocacy tools and booklets are highlighted in the presentation.
Extreme makeover cte standards edition acsa nov 2013
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
Diversity Assessment and Action Plan Length 3 – 5 pag.docx
Diversity Assessment and Action Plan
Length: 3 – 5 page double-spaced pages
Due: Week 4 by Sunday Midnight
Value: 100 Points for 10% of the grade
Post: Week 4 Assignments
In a 3 – 5 page double-spaced paper, assess your diversity consciousness and create an action plan to
strengthen it. Although this is your personal assessment and action plan, connect your analysis to course
concepts and assigned reading. The paper should include appropriate citations and a reference page.
In this analysis,
Describe your awareness and understanding of diversity comparing and contrasting your textbook’s
definition with your own. What surprised you in the assigned readings and class discussions? What
new insights have your gained?
Evaluate your diversity skills and how they facilitate enhance your success at school and work.
Strengthening what diversity skills could enhance your effectiveness as a leader?
Identify personal and/or social barriers you face and discuss options to overcome them.
Based on this assessment, prepare an action plan to increase your diversity consciousness by
identifying two clearly defined and specific actions you will take by the end of OLCU 425.
Evaluation Criteria for Diversity Assessment and Action Plan
Paper Elements Exemplary
Proficient Developing Emerging
Diversity
Awareness and
Understanding
20 - 19
Assessment of
diversity awareness
and understanding is
comprehensive and
includes a
comparison and
analysis of the
textbook and
personal definitions.
18 - 16
Assessment of
diversity awareness
and understanding is
fairly comprehensive
and includes a
comparison of the
textbook and
personal definitions.
15 - 13
Assessment of
diversity awareness
and understanding is
somewhat complete.
May include textbook
or personal definition
but no comparison.
12 - 0
Assessment of
diversity awareness
and understanding is
inaccurate or
incomplete. May not
include an accurate
definition of diversity.
Diversity Skills
20 - 19
Clearly and
concisely assesses
diversity skills, and
identifies specific
skills that if
strengthened could
enhance leadership
effectiveness. Uses
citations to connect
course concepts
with assessment.
18 - 16
Fairly clearly and
concisely assesses
diversity skills, and
identifies skills that if
strengthened could
enhance leadership
effectiveness. Uses
some citations to
connect course
concepts with
assessment.
15 - 13
Somewhat clearly
assesses diversity
skills, and identifies
skills that if
strengthened could
enhance leadership
effectiveness. May not
accurately use
citations to connect
course concepts with
assessment.
12 - 0
Limited if any
assessment of
diversity skills, and/or
identification of skills
that could enhance
leadership
effectiveness. Does
not use citations to
connect course
concepts
Barriers to
Diversity
20 - 19
Clearly and
concisely identifies
personal ...
©2014 Walden University 1 CECS RC004 Research and Adv.docx
©2014 Walden University 1
CECS RC004: Research and Advocacy
Assessment Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Sub-Competency 1: Analyze research on advocacy issues impacting children and families.
Learning Objective 1.1:
Describe an advocacy
issue/challenge/ need
and its impact on
children and families.
Description of the
advocacy issue/challenge/
need is missing.
Description details only
one aspect of the
issue/challenge/need
and/or does not explain
the impact on children and
families.
Description is unclear
and/or incomplete.
Description details at least
two aspects of the
issue/challenge/need and
explains how each one (or
how they collectively)
affects children and
families.
Description is clear and
complete.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Implications of the
issue/challenge/need for
the larger field are
discussed and relevant
examples are provided.
Learning Objective
1. 2:
Synopsize research
findings that support a
specific area of the
early childhood field
worthy of advocacy.
Synopsis is not present. Synopsis highlights only
one research finding
and/or research findings
were not relevant and/or
compelling.
Research findings do not
relate to
issue/challenge/need.
Synopsis does not provide
rationale or rationale is
unclear or illogical.
Synopsis highlights at least
two relevant and
compelling research
findings related to the
issue/challenge/need.
Synopsis provides clear
and logical rationale for
the need for advocacy
related to the
issue/challenge/need
previously identified.
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Synopsis highlights more
than two relevant research
findings.
Synopsis includes
compelling examples to
support rationale.
Sub-Competency 2: Analyze professional organizations that advocate for young children, families, and the early childhood field.
Learning Objective
2. 1:
Description of organization
is missing.
Description does not
clearly identify the name,
Description clearly
identifies the name,
Response demonstrates
the same level of
©2014 Walden University 2
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Describe how
organizations advocate
for issues that affect
young children,
families, and the early
childhood field.
mission/vision, and
purpose of an organization
that advocates for young
children, families, and the
early childhood field.
Overview of advocacy
initiative in which the
organization in engaged is
vague.
Explanation for how the
initiatives relate to the
issue/challenge/need
previously identified is
unclear, or online one
initiative is addressed.
mission/vision, and
purpose of at least one
organization that
advocates for young
children, families, .
14 15 ge parent presentation
This document provides information about the gifted education program for Woodland School District for the 2014-2015 school year. It discusses the district's mission to challenge all students and the gifted program's mission to meet the needs of gifted students. It outlines the levels of gifted services provided, including pull-out Needs-Based Classes in specific subjects, as well as lessons that are pushed into general classrooms. Sample lessons are described for different grades and subjects. The document provides details on identification procedures, academic and co-curricular opportunities, and contact information for the gifted program.
Objective 9 & 10 -TRF Form.docx
This teacher reflection form summarizes the teacher's responses to prompts about addressing diverse learner needs. In the first prompt response, the teacher discusses researching dyslexia and modifying instructions for a student diagnosed with a learning disability by making materials more engaging using multisensory activities. In the second response, the teacher evaluates the cultural appropriateness of an assessment for indigenous students and emphasizes respecting their cultures and worldviews. The teacher also reflects on designing a lesson plan that integrates indigenous cultural aspects as mandated by national policies on indigenous education.
Program Overview International Peer Mentors
This is the conceptual framework of a new peer mentor program that I co-developed in spring 2013 to enhance international student success in the context of a 2-year public institution. The summary describes the program general objectives, specific student learning outcomes, and an assessment plan to measure the intended student learning.
Chapter One
The document summarizes several important laws and concepts related to special education:
1) Public Law 94-142 established funding for states to develop special education programs and ensure appropriate education for students not previously served.
2) IDEA expanded services for preschoolers with disabilities and added autism and TBI to covered disabilities. It also required transition services and behavior plans.
3) Section 504 and ADA protect students with disabilities from discrimination and require accommodations.
4) NCLB aimed to better serve struggling students through accountability based on state standards testing in core subjects.
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Comparison Charts for Social and Behavioral LearningAssignment I.docx
Guidelines on the assessment and rating of learning outcomes under the k to 1...
Guidelines on the assessment and rating of learning outcomes under the k to 1...
Walden UniversitySocial Work and Human Services MSW Child.docx
Walden UniversitySocial Work and Human Services MSW Child.docx
Assignment 04Cultural DiversityDirections Unless otherwise s.docx
Assignment 04Cultural DiversityDirections Unless otherwise s.docx
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
Extreme makeover cte standards edition acsa nov 2013 compressed
Extreme makeover cte standards edition acsa nov 2013 compressed
Extreme makeover cte standards edition acsa nov 2013
Extreme makeover cte standards edition acsa nov 2013
Diversity Assessment and Action Plan Length 3 – 5 pag.docx
Diversity Assessment and Action Plan Length 3 – 5 pag.docx
©2014 Walden University 1 CECS RC004 Research and Adv.docx
©2014 Walden University 1 CECS RC004 Research and Adv.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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