The English language arts content area provides students with ma.docx
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The English language arts content area provides students with many opportunities to improve their communication skills within and beyond school walls. The purpose of this assignment is to research and practice ways to integrate communication skills, specifically speaking, viewing, listening, and thinking skills, into the English language arts classroom. Write a 750-1,000 word newsletter to parents explaining how you are using specific strategies and methods to foster social interaction and communication in small group and whole class settings, as well as for students with diverse needs and abilities. Imagine your audience is the parents of students in your field experience or future professional practice. include the following in your newsletter: An introduction of yourself and your role/position in the classroom. An explanation of the importance of fostering social interaction and communication in the English language arts classroom. Four strategies or methods that explicitly enhance students’ communication skills in the following areas: Reading, writing, listening, and speaking. Provide at least one strategy or method for each of the four areas. An explanation of how you differentiate and/or provide additional communication support for all of the following: Students with emergent literacy skills, students with special needs, gifted students, and English language learners. Add visuals and imagery to enhance the design of the newsletter. Include a references section in APA Style with three to five sources. .
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The English language arts content area provides students with many o.docx
The English language arts content area provides students with many opportunities to improve their communication skills within and beyond school walls. The purpose of this assignment is to research and practice ways to integrate communication skills, specifically speaking, viewing, listening, and thinking skills, into the English language arts classroom. Write a 750-1,000 word newsletter to parents explaining how you are using specific strategies and methods to foster social interaction and communication in small group and whole class settings, as well as for students with diverse needs and abilities. Imagine your audience is theparents of students in your field experience or future professional practice. Using research and what you gleaned from your field experience, include the following in your newsletter: •An introduction of yourself and your role/position in the classroom. •An explanation of the importance of fostering social interaction and communication in the English language arts classroom. •Four strategies or methods that explicitly enhance students’ communication skills in the following areas: Reading, writing, listening, and speaking. Provide at least one strategy or method for each of the four areas. •An explanation of how you differentiate and/or provide additional communication support for all of the following: Students with emergent literacy skills, students with special needs, gifted students, and English language learners. Add visuals and imagery to enhance the design of the newsletter. Include a references section in APA Style with three to five sources.
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Assessment Description Teachers need to be able to distinguish between.docx
Teachers need to understand language acquisition theories and how to apply them. This assignment asks students to create an informative pamphlet for fellow teachers explaining key theories of language development in childhood. The pamphlet should briefly outline theories like behaviorism, nativism, functionalism and socioculturalism, recommend strategies for supporting English and non-English students, suggest home activities for parents, and include citations.
Details Elementary teachers frequently develop and implement unit
Details: Elementary teachers frequently develop and implement unit plans designed to enhance students’ learning in the English language arts. Well-conceived unit plans take into account a broad range of needs, including literacy skills, standards, text selections, students’ unique learning abilities and backgrounds, and sound instructional strategies and assessments. The purpose of this assignment is to practice developing and delivering literacy instruction that is appropriate for the elementary English language arts classroom and designed for students in your field experience classroom. Utilizing the needs assessment data you collected for the student from your field experience classroom in Topic 6, as well as other data you have learned about all of the students in your field experience classroom, create a week-long unit, composed of three individual lesson plans on literacy, utilizing the Common Core or your state’s literacy strands for that grade level. These strands should include reading, writing, speaking, listening, and language. Use the “COE Lesson Plan Template” for each of the lessons. You may adapt any previous assignments in the creation of this mini-unit plan, as long as the lessons form a planned, cohesive unit. The unit should include the following: •Lesson activities that include reading, writing, speaking, listening, and language/vocabulary and are aligned to state or national standards. •A grade-level appropriate text selection. •Use of at least one digitalresource that promotes effective communication and creates opportunities for active inquiry, collaboration, and supportive interaction in the classroom. •Connection, through instruction or assessment, to students’ prior learning knowledge and students’ personal culture/background. •Formative and summative assessment strategies to promote learning. •At least one homework or an extension activity that encourages students to apply what they learned in the unit to literacy in a different curricular content area like science, social studies, or mathematics. •Differentiation of strategies, assessments, and extension activities for all of the following: Students with special needs, gifted students, and English language learners. Along with the unit, write a 250-500 word rationale describing your reasoning for your instructional choices, your integration of reading, writing, speaking, listening, and language, and your differentiation for various learning needs. Be sure to cite any resources used.
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Each day teachers use differentiated.pdf
This document outlines requirements for a clinical field experience in a PreK-3 classroom. Students will interview a teacher to learn about literacy instruction, needs of students, and how the teacher applies reading science and differentiates instruction. Students will then observe a literacy lesson, taking notes on instructional strategies, differentiation, assessments and integration of creative arts. After, students will reflect on how well instruction met student needs, effective remediation strategies, opportunities for further differentiation, and how they may integrate creative arts in their own future teaching.
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In a 1,000-1,250 word essay, address the following related to the speech and language development of children:
Briefly discuss development of written language and spoken language.
Describe how developmental delays or disabilities can affect children’s speech and language development.
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Observe and interview a certified teacher teaching English language arts in a grade 1st grade classroom. Observe the teacher and ask how he or she communicates and fosters communication with students and parents.
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What types of ELA activities do you use to teach skills related to speaking, viewing, listening,
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How do you foster whole class social interaction and communication in the English language arts classroom?
How do you foster small group social interaction and communication in the English language arts classroom?
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The English language arts content area provides students with many opportunities to improve their communication skills within and beyond school walls. The purpose of this assignment is to research and practice ways to integrate communication skills, specifically speaking, viewing, listening, and thinking skills, into the English language arts classroom. Write a 750-1,000 word newsletter to parents explaining how you are using specific strategies and methods to foster social interaction and communication in small group and whole class settings, as well as for students with diverse needs and abilities. Imagine your audience is theparents of students in your field experience or future professional practice. Using research and what you gleaned from your field experience, include the following in your newsletter: •An introduction of yourself and your role/position in the classroom. •An explanation of the importance of fostering social interaction and communication in the English language arts classroom. •Four strategies or methods that explicitly enhance students’ communication skills in the following areas: Reading, writing, listening, and speaking. Provide at least one strategy or method for each of the four areas. •An explanation of how you differentiate and/or provide additional communication support for all of the following: Students with emergent literacy skills, students with special needs, gifted students, and English language learners. Add visuals and imagery to enhance the design of the newsletter. Include a references section in APA Style with three to five sources.
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Teachers need to understand language acquisition theories and how to apply them. This assignment asks students to create an informative pamphlet for fellow teachers explaining key theories of language development in childhood. The pamphlet should briefly outline theories like behaviorism, nativism, functionalism and socioculturalism, recommend strategies for supporting English and non-English students, suggest home activities for parents, and include citations.
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Speech and language development is integral for future learning success. It is the educators’ responsibility to recognize milestones in learning and to differentiate developmental delays from learning English as a second language. Early intervention, especially in hearing and sight, leads to higher likelihood of success in the students’ education.
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Briefly discuss development of written language and spoken language.
Describe how developmental delays or disabilities can affect children’s speech and language development.
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What types of ELA activities do you use to teach skills related to speaking, viewing, listening,
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How do you foster whole class social interaction and communication in the English language arts classroom?
How do you foster small group social interaction and communication in the English language arts classroom?
What strategies do you use to support the diverse communication needs of exceptional students and English language learners?
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Assessment Description Culturally responsive teaching and learning require th...
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CUSTOMIZE YOUR OWN SCHEDULE: (888) 936-8626
START DATE:
Select Start Date
PURCHASE
OVERVIEW
Developed to WIDA Standards
Course Instructor: Susan Evans
Course Six Course Fast Track Duration: 8-12 months, the student may take up to 3 years to complete
Course Type: Facilitated
PDE Approval Numbers
FINANCING OPTION AVAILABLE: No interest or payments for six months. Approval is in seconds. learn more
Teachers entering the workforce often struggle with how to use a language-focused, quality curriculum that maintains academic rigor and high expectations for English language learners. Participants in this program will learn how to efficiently and effectively instruct English language learners using research-based methodologies regarding language structures, functions, forms, patterns, and conventions of oral and written language in alignment with Pennsylvania’s English Language Proficiency Standards (ELPS) and the Common Core while applying instructional practices that provide students with comprehensible input. Educators exiting this program will also be well-equipped to use data to inform their instruction through the competent implementation of Pennsylvania’s mandated English language proficiency assessments (ACCESS for ELLs and W-APT) as well as formative assessments.
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Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
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Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
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LopesWrite Technical Support articles
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How can you use the concepts to explain your intercultural communication experience?
What stories from your intercultural interaction demonstrate these concepts?
How did you react to cultural differences that you encountered?
How has this experience helped you to understand more about yourself in intercultural communication situations?
Submit by Day 7
a 4- to 6-page paper in which you:
Describe in detail three or four instances during the study that were particularly memorable or meaningful for you and demonstrated intercultural communication challenges or differences. Include the cultural patterns and communication styles that surfaced.
Explain your perceptions and reactions to these instances based on the application of the BASIC and D-I-E tools.
Explain how your knowledge and skills developed in this course can apply to effective intercultural communication practice.
Explain how intercultural competence gained in this course applies to effective intercultural communication practice in personal and professional situations.
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This document discusses writing across the curriculum and provides ideas for how to incorporate writing into different subject areas. Its key aims are to broaden literacy skills through varied contexts, teach literacy skills within subject areas, and enhance both subject learning and student attitudes. Some benefits outlined include giving writing real purpose and audience. Examples provided include using different text types like instructions, reports and biographies in subjects like science, history and art. The document also offers strategies for applying various writing skills and standards consistently across lessons.
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1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
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The employee life cycle is a foundational framework for robust and healthy employee experience and is a major contributor to the success of the organization. It is also a powerful mechanism that can, when well-designed and properly used, make a company a workplace that employees want to be at every day of the week and creativity and innovation show up even when leaders are just hoping for it. Learners are asked to respond to the following question for this last discussion in the course: Which parts of the employment life cycle do you consider most important and why?
Resources
Employee Life Cycle Impact on Engagement
(2018, Feb 28).
Report details how moments that matter & employee value propositions impact worker engagement.
PR Newswire.
"Among the most critical components shaping (the organization's engagement) ecosystem is the employee value proposition, the tangible and intangible deal that organizations provide in exchange for employee effort, commitment and performance."
Bradison, P. (2019).
HR Matters: From recruiting to onboarding the importance of quality new hire work flows.
Alaska Business Monthly,
35
(4), 83.
This article describes how "employees from multiple generations are seeking employment with a consumer’s approach" when they consider more than the pay structure before applying for a position.
Working in HRM
Justin, T. C. (2018).
Addressing the top HR challenges in 2019.
HR Strategy and Planning Excellence Essentials.
This preview to the year in HRM in Canada considers these hot topics: "catering to a multi-generational workforce, employee engagement, increasing feedback, attracting and keeping the right employees, and now marijuana in the workplace."
Sato, Y., Kobayashi, N., & Shirasaka, S. (2020).
An analysis of human resource management for knowledge workers: Using the three axes of target employee, lifecycle stage, and human resource flow.
Review of Integrative Business and Economics Research, 9
(1), 140–156.
This study considers human resource flow management and how to foster that along with two other HRM initiatives with knowledge workers.
Tyler, K. (2019).
10 steps to unlocking innovation at your organization.
HRMagazine, 64
(1), 1.
Innovation is a key component for the longevity of an organization and "HR can't expect to foster an innovative company culture if it does not have an innovative culture within its own function." This resource is inspiring to help HR professionals find a purpose for their efforts to improve all steps in the employee life cycle and embrace the HR platforms and tools that will help them towards this goal.
Case Study
Saurombe, M., Barkhuizen, E. N., & Schutte, N. E. (2017).
Management perceptions of a higher educational brand for the attraction of talented academic staff.
SA Journal of Human Resource Management
, 15.
This study gives a great example of how managers think about branding in higher education and how a.
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The economy is driven by data ~ Data sustains an organization’s business processes and enables it to deliver products and services. Stop the flow of data, and for many companies, business comes quickly to a halt. Those who understand its value and have the ability to manage related risks will have a competitive advantage. If the loss of data lasts long enough, the viability of an organization to survive may come into question.
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Online ESL Specialist Certification Program.pdf
ESL Specialist Certification Program (six-course series)
$2,600.00
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
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OVERVIEW
Developed to WIDA Standards
Course Instructor: Susan Evans
Course Six Course Fast Track Duration: 8-12 months, the student may take up to 3 years to complete
Course Type: Facilitated
PDE Approval Numbers
FINANCING OPTION AVAILABLE: No interest or payments for six months. Approval is in seconds. learn more
Teachers entering the workforce often struggle with how to use a language-focused, quality curriculum that maintains academic rigor and high expectations for English language learners. Participants in this program will learn how to efficiently and effectively instruct English language learners using research-based methodologies regarding language structures, functions, forms, patterns, and conventions of oral and written language in alignment with Pennsylvania’s English Language Proficiency Standards (ELPS) and the Common Core while applying instructional practices that provide students with comprehensible input. Educators exiting this program will also be well-equipped to use data to inform their instruction through the competent implementation of Pennsylvania’s mandated English language proficiency assessments (ACCESS for ELLs and W-APT) as well as formative assessments.
Important: Amid Covid-19, approved by the Pennsylvania Department of Education, all mentoring will be done online until further notice. Each participant will have an eAdviser assigned to them for the duration of the course and as they need assistance throughout the year. Our ESL eAdvisers will support and guide you to meet all homework and in-classroom learning criteria.
ESL PROGRAM SPECIALIST CERTIFICATION IS APPROVED BY THE PENNSYLVANIA DEPARTMENT OF EDUCATION
COURSE DESCRIPTIONS
ESL01 DEVELOPING CULTURAL AWARENESS AND SENSITIVITY | 8 WEEKS
This course is based upon knowledge of behaviors, beliefs and attitudes of a multicultural approach to learning. It also includes cultural awareness activities for promoting school staff understanding about other cultures and in comparison to American culture and strategies for working with English Language Learners. Participants will examine socio-linguistic aspects of U.S. and world cultures, sources of cross-cultural conflict, and approaches to cross-cultural conflict resolution as they relate
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
The document provides instructions for several clinical field experiences for an education program. It outlines requirements to spend time observing and assisting in a K-3 classroom, teach lessons, collaborate with the mentor teacher, and reflect on experiences. Students are instructed to integrate subjects like English language arts, social studies, and arts into multi-day lesson plans and revise plans based on feedback. Differentiation for English learners and students with disabilities is emphasized.
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This document provides guidance for a group presentation on designing and implementing digital learning experiences to teach English. It outlines the structure and content expected in the presentation, including introducing a digital resource, identifying essential learnings and learning experiences, using whole-part-whole planning, including assessment, and citing references. The presentation should be creative, multi-modal, interactive, hands-on, and stimulate discussion, while demonstrating ways to effectively use the digital resource to teach English literacy.
Group Presentation Guide
This document provides guidance for a group presentation on designing and implementing digital learning experiences to teach English. It outlines the structure and content expected in the presentation, including introducing a digital resource, identifying essential learnings and learning experiences, using whole-part-whole planning, and referencing sources. The presentation should be creative, multi-modal, interactive, hands-on, and stimulate discussion, while demonstrating effective literacy teaching tools.
ESL Specialist Certification Program.pdf
The online ESL Specialist Certification Program certifies ESL school program coordinators and classroom teachers to work in classrooms with English Language Learners (ELLs). As the diverse population of the United States increasingly grows, it is important that our communities and public schools develop the competence to overcome language and cultural barriers. This course is Pennsylvania Dept. of Ed approved and developed to WIDA standards with proven tools and support to help educators and multilingual learners succeed. 6 course ESL SERIES: see full descriptions below
Clinical field experience Education homework help.docx
This document provides guidance for a series of clinical field experiences for students. It outlines requirements for different experiences, including allocating time in the field, teaching lessons, collaborating with mentor teachers, and reflecting on lessons. The document discusses integrating subjects like English language arts, social studies, and art. It also addresses differentiating instruction for different students, including those with disabilities or who are English language learners. Students are instructed to complete lesson plans, unit plans, and written reflections on their experiences in the field and feedback from mentor teachers.
Culturally responsive teaching and learning require that educators be informe...
Educators must be informed about supporting linguistically and culturally diverse students through equitable instructional practices that ensure all students can succeed. Some school staff complain about growing diversity and express negative views. An ESL specialist is asked to present key principles of culturally responsive teaching to address staff concerns and expand understanding, while recognizing struggles. The presentation will compare approaches to teaching diversity, provide classroom examples of culturally responsive practices, and address staff resistance by outlining benefits of supporting diverse students.
Culturally responsive teaching and learning require that educators be informe...
Educators must be informed about supporting linguistically and culturally diverse students through equitable instructional practices that ensure all students can succeed. Some school staff complain about growing diversity and express negative views. An ESL specialist is asked to present key principles of culturally responsive teaching to address staff concerns and expand understanding, while recognizing struggles. The presentation will compare approaches to teaching diversity, provide classroom examples of culturally responsive practices, and address staff resistance by outlining benefits of supporting diverse students.
Sei 301 sei301 sei 301 education for service uopstudy.com
This document provides an overview of course materials for an online SEI 301 Advanced Structured English Immersion Methods course. It outlines the weekly assignments, which include creating lesson plans targeting different English language proficiency levels, critiquing example lesson plans, conducting an interview with an EL teacher, and building an online binder of English learner resources. The assignments focus on integrating reading, writing, listening, speaking, language and UDL principles into lesson planning for elementary English learners. Students are provided with example activities, assessment tools and instructional strategies to support English learners at various proficiency levels.
Oral communication skills in pedagogical research
This document discusses the importance of teaching oral communication skills in the classroom. It outlines three parts of oral communication - listening, speaking, and reflecting. It also discusses two approaches to teaching oral communication skills - a task-based approach and a communicative approach. Finally, it addresses some current issues teachers may face in teaching oral communication skills, such as language barriers, students with exceptionalities, and uninterested students. It provides suggestions for how to address these issues.
UNDERSTANDING YOUR ESL STUDENTS
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
All children onboard!
The document discusses strategies for differentiating instruction for English language learners in a junior high school setting. It recommends pre-teaching vocabulary using techniques like word walls and Google images to build students' understanding of key terms before reading. The document also suggests using films, stories, and novels at different levels of complexity paired with collaborative work and comprehension strategies to support students in developing academic English skills.
Incorporating creative arts in literacy instruction can increase s
This document provides instructions for creating a lesson plan that integrates English language arts and creative arts for a clinical field experience classroom. The lesson plan should describe how creative arts will be incorporated into developmentally appropriate literacy instruction. It should include standards from both English language arts and creative arts, as well as objectives, vocabulary, and differentiated instruction, engagement, and assessments. The plan should be supported by 3-5 scholarly resources.
How can you use the concepts to explain your intercultural communica.docx
How can you use the concepts to explain your intercultural communication experience?
What stories from your intercultural interaction demonstrate these concepts?
How did you react to cultural differences that you encountered?
How has this experience helped you to understand more about yourself in intercultural communication situations?
Submit by Day 7
a 4- to 6-page paper in which you:
Describe in detail three or four instances during the study that were particularly memorable or meaningful for you and demonstrated intercultural communication challenges or differences. Include the cultural patterns and communication styles that surfaced.
Explain your perceptions and reactions to these instances based on the application of the BASIC and D-I-E tools.
Explain how your knowledge and skills developed in this course can apply to effective intercultural communication practice.
Explain how intercultural competence gained in this course applies to effective intercultural communication practice in personal and professional situations.
.
Writing Across the Curriculum
This document discusses writing across the curriculum and provides ideas for how to incorporate writing into different subject areas. Its key aims are to broaden literacy skills through varied contexts, teach literacy skills within subject areas, and enhance both subject learning and student attitudes. Some benefits outlined include giving writing real purpose and audience. Examples provided include using different text types like instructions, reports and biographies in subjects like science, history and art. The document also offers strategies for applying various writing skills and standards consistently across lessons.
Business english course_1
This document outlines the objectives, structure, content, and assessment of a Business English course for 11th grade students. The objectives are to provide students with the lexical and grammatical foundations for business communication in English, introduce them to business realities and foreign countries, and improve their reading, writing, listening, and speaking skills. The course aims to develop students' abilities in business correspondence, negotiations, and oral/written presentations. It will be assessed through various written, oral, and project-based assignments covering topics like the working day, business meetings, job applications, business calls, and computer usage. Students are expected to demonstrate language skills, cultural awareness, and preparation for their future careers.
Teaching speaking 1
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
Similar to The English language arts content area provides students with ma.docx (20)
Assessment Description Culturally responsive teaching and learning require th...
Assessment Description Culturally responsive teaching and learning require th...
Assessment Description Culturally responsive teaching and learning require th...
Assessment Description Culturally responsive teaching and learning require th...
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical field experience Education homework help.docx
Clinical field experience Education homework help.docx
Culturally responsive teaching and learning require that educators be informe...
Culturally responsive teaching and learning require that educators be informe...
Culturally responsive teaching and learning require that educators be informe...
Culturally responsive teaching and learning require that educators be informe...
Sei 301 sei301 sei 301 education for service uopstudy.com
Sei 301 sei301 sei 301 education for service uopstudy.com
Incorporating creative arts in literacy instruction can increase s
Incorporating creative arts in literacy instruction can increase s
How can you use the concepts to explain your intercultural communica.docx
How can you use the concepts to explain your intercultural communica.docx
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THE EMERGENCY DEPARTMENT AND
VICTIMS OF SEXUAL VIOLENCE: AN
ASSESSMENT OF PREPAREDNESS TO HELP
STACEY BETH PLICHTA, SC.D.
TANCY VANDECAR-BURDIN, M.A.
Old Dominion University, Norfolk, VA
REBECCA K ODOR, M.S.W.
Virginia Department of Health, Richmond, VA
SHANI REAMS, A.A.S.
Virginia Sexual and Domestic Violence Action Alliance,
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YAN ZHANG, M.S.
Old Dominion University, Norfolk, VA
ABSTRACT
The Emergency Department (ED) is a key source of care for
victims of sexual violence but there is little information available about
the extent to which EDs are prepared to provide this care. This study
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suggested that the state government explore ways in which a forensic
(SANE) nurse be made available to every victim of sexual violence that
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become part of a community-wide Sexual Assault Response Team
286 JHHSA WINTER 2006
(SART) in order to provide comprehensive care to victims and
thorough evidence collection and information to law enforcement.
INTRODUCTION
This study seeks to examine the extent to which
Emergency Departments (EDs) in the Commonwealth of
Virginia are prepared to provide care for victims of sexual
violence through an examination of both structural and
process factors that are currently in place. Many studies
indicate that sexual violence victimization has both long-
term and short-term health consequences (Plichta and Falik,
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of the first points of entry to care. Competent care by
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nurses perform this function significantly better than do
other staff (Sievers, Murphy and Miller, 2003). Forensic
nurses are registered nurses (R.N.’s) who have advanced
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Background material – evidence of the background research drawing from literature sources. This should include enough descriptive content and factual information from which to derive arguments and assessment of key themes, issues and problems addressed.
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As you complete your presentation, be sure to:
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Proof your work
Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
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Presentation Requirements (APA format)
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The Economics of Money, Banking, and Financial Markets
Fourth Edition
Chapter 12
Financial Crises
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:
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Preview (1 of 2)
This chapter makes use of agency theory, the economic analysis of the effects of asymmetric information (adverse selection and moral hazard) on financial markets, to see why financial crises occur and why they have such devastating effects on the economy.
It then applies our analysis to explain the course of events that led to a number of past financial crises, including the most recent global financial crisis.
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
Learning Objectives
12.1 Define the term “financial crisis.”
12.2 Identify the key features of the three stages of a financial crisis.
12.3 Describe the causes and consequences of the global financial crisis of 2007-2009.
12.4 Summarize the changes to financial regulation that developed in response to the global financial crisis of 2007-2009.
12.5 Identify the gaps in current financial regulation and how they might be addressed with future regulatory changes.
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
What is a Financial Crisis?
A financial crisis occurs when there is a particularly large disruption to information flows in financial markets, with the result that financial frictions increase sharply and financial markets stop functioning.
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
Dynamics of Financial Crises
Stage One: Initiation of a Financial Crisis
Credit Boom and Bust: Mismanagement of financial liberalization/innovation leading to asset price boom and bust
Asset-price Boom and Bust
Increase in Uncertainty
Stage two: Banking Crisis
Stage three: Debt Deflation
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
Figure 1 Sequence of Events in Financial Crises in Advanced Economies
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
The Mother of All Financial Crises: The Great Depression
How did a financial crisis unfold during the Great Depression and how it led to the worst economic downturn in U.S. history?
This event was brought on by:
Stock market crash
Bank panics
Continuing decline in stock prices
Debt deflation
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved.
Figure 2 Stock Price Data During the Great Depression Period
Source: Dow-Jones Industrial Average (DJIA). Global Financial Data: http://www.globalfinancialdata.com/index_tabs.php?action.
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The Emerging Role of Data Scientists
on Software Development Teams
Miryung Kim
UCLA
Los Angeles, CA, USA
[email protected]
Thomas Zimmermann Robert DeLine Andrew Begel
Microsoft Research
Redmond, WA, USA
{tzimmer, rdeline, andrew.begel}@microsoft.com
ABSTRACT
Creating and running software produces large amounts of raw data
about the development process and the customer usage, which can
be turned into actionable insight with the help of skilled data scien-
tists. Unfortunately, data scientists with the analytical and software
engineering skills to analyze these large data sets have been hard to
come by; only recently have software companies started to develop
competencies in software-oriented data analytics. To understand
this emerging role, we interviewed data scientists across several
product groups at Microsoft. In this paper, we describe their educa-
tion and training background, their missions in software engineer-
ing contexts, and the type of problems on which they work. We
identify five distinct working styles of data scientists: (1) Insight
Providers, who work with engineers to collect the data needed to
inform decisions that managers make; (2) Modeling Specialists,
who use their machine learning expertise to build predictive mod-
els; (3) Platform Builders, who create data platforms, balancing
both engineering and data analysis concerns; (4) Polymaths, who
do all data science activities themselves; and (5) Team Leaders,
who run teams of data scientists and spread best practices. We fur-
ther describe a set of strategies that they employ to increase the im-
pact and actionability of their work.
Categories and Subject Descriptors:
D.2.9 [Management]
General Terms:
Management, Measurement, Human Factors.
1. INTRODUCTION
Software teams are increasingly using data analysis to inform their
engineering and business decisions [1] and to build data solutions
that utilize data in software products [2]. The people who do col-
lection and analysis are called data scientists, a term coined by DJ
Patil and Jeff Hammerbacher in 2008 to define their jobs at
LinkedIn and Facebook [3]. The mission of a data scientist is to
transform data into insight, providing guidance for leaders to take
action [4]. One example is the use of user telemetry data to redesign
Windows Explorer (a tool for file management) for Windows 8.
Data scientists on the Windows team discovered that the top ten
most frequent commands accounted for 81.2% of all of invoked
commands, but only two of these were easily accessible from the
command bar in the user interface 8 [5]. Based on this insight, the
team redesigned the user experience to make these hidden com-
mands more prominent.
Until recently, data scientists were found mostly on software teams
whose products were data-intensive, like internet search and adver-
tising. Today, we have reached an inflection point where many.
The Earths largest phylum is Arthropoda, including centipedes, mill.docx
The Earth's largest phylum is Arthropoda, including centipedes, millipedes, crustaceans, and insects. The insects have shown to be a particularly successful class within the phylum. What biological characteristics have contributed to the success of insects? I'm many science fiction scenarios, post-apocalyptic Earth is mainly populated with giant insects. Why don't we see giant insects today?
250-500 words done by 12:40pm today which is about two hours from now. Cite work.
.
The economic and financial crisis from 2008 to 2009, also known .docx
The economic and financial crisis from 2008 to 2009, also known as the global financial crisis, was considered to be the worst financial crisis since the Great Depression. The general situation of financial markets has been additionally complicated by the introduction of new financial products as well as other modes of operations including globalization. The global financial market seems to be playing a different function in our economy and it has been working because of new regulations. The introduction of new trade platforms, online access to information, integration and globalization of the market have caused some revisions of finance theories.
What are reliable predictors of economic and financial crises (list at least 3 of them)?
Describe some achievements and some pending issues in context of a global crisis.
Are we still in danger of economic and financial crises today (please refer to current Covid-19 situation)?
Instructions:
Conduct research from viable and credible sources such as and not limited to economic journals, periodicals, books, data base, and websites. This assignment should be submitted/uploaded via D2L on the date the assignment is due. Any late assignments will be subject to a letter grade reduction unless an extension has been negotiated with the professor prior to the due date.
In this written assignment, the quality of your writing and the application of APA format will be evaluated in addition to your content. Evaluation based on these criteria is designed to help prepare you for completing your college projects, which must be well written and follow APA guidelines. Each written assignment should contain a minimum of 800 words, but no more than 900 words. Make sure that you use correct spelling, grammar, and punctuation.
.
The Economic Development Case Study is a two-part assign.docx
The document provides instructions for a two-part economic development case study assignment. For the first part, students must write a paper analyzing a local economic development project or plan in San Bernardino or Riverside counties. The paper should be 750-1000 words and discuss the project introduction, the government's role, public involvement, economic impacts, analysis, and current status. For the second part, students must create a 10-minute presentation with graphics about their case and record a video of the presentation. The presentation and video are due by April 19th for approval and grading.
The Eighties, Part OneFrom the following list, choose five.docx
The Eighties,
P
art
One
From the following list, choose five
events
during the 1980s.
I
dentify
the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column.
·
The Sunbelt
·
Suburban Conservatism
·
The Tax Revolt
·
Corporate Elites
·
Neoconservatives
·
Populist Conservatives
·
Deregulation
·
The Federal Reserve Board
·
The Energy Glut
·
The 1981 Tax Cuts
·
Spending Cuts
·
Military Spending
·
Technology
Event
Identify
Significance
Reference
The Eighties,
P
art
Two
From the following list, choose five
events
during the 1980s.
I
dentify
the basic facts, dates, and purpose of the event in 2 to 3 sentences in the Identify column. Include why the event is significant in the Significance column, and add a reference for your material in the Reference column.
·
Feminism
·
Homelessness
·
Republicans and the environment
·
Malls
·
Alternative rock
·
Madonna
·
Michael Jackson
·
AIDS
·
The Cosby Show
·
Sandra Day O’Connor
·
We Are the World
·
Global Warming
·
Geraldine Ferraro
Event
Identify
Significance
Reference
.
The Election of 1860Democrats split· Northern Democrats run .docx
The Election of 1860
Democrats split
· Northern Democrats run Stephen Douglas
· Southern Democrats run John C. Breckinridge
Republicans decide for moderate
· Republicans nominate Lincoln
· Lincoln opposes slavery in territories
· Republican platform comprehensive
Fourth party enters race
· Constitutional Unionists
· Run John Bell
Republican Victory
· Lincoln gains 40% popular vote
· Lincoln wins in electoral college
· Most Americans want settlement
South Carolina fire-eaters demand secession
· South Carolina secedes December 20, 1680
· Deep South follows
· Buchanan unable to shape compromise
Crittenden Compromise
· Proposed extension of 36º 30’
· John Tyler proposed constitutional amendment
· Lincoln cannot accept slavery in territories
· Compromises fail
Confederate States of America
· Seven states of deep South
· Montgomery original capital
· Constitution similar to that of U.S.
· Constitution protects slavery
President Jefferson of CSA
· Model slave owner; not fire-eater
· Cold personality, irritable, inflexible
· Lacks self-confidence
· Surrounds himself with yes-men
President Abraham Lincoln of United States
· Knows value of unity, competency
· Appoints rivals to cabinet
· Brunt of jokes, criticism
· Sharp native intelligence, humble
Border states
· Virginia, North Carolina, Tennessee, Arkansas join CSA
· Maryland, Kentucky, Missouri stay with Union
· West Virginia secedes from Virginia
A war of nerves
· Two Southern forts in U.S. hands
· Davis willing to let status quo stand for moment
· Lincoln decides to re-supply forts without force
· Confederates fire, beginning April 12, 1861
Art of War influences commanders
· Focus on occupying high ground
· Focus on taking enemy cities
· Retreat when necessary
· Jomini’s 12 models of war
The Armies
· Calvary: for reconnaissance
· Artillery: weakens enemy
· Infantry: backbone of army
· Also support units
Infantry
· Brigades of 2,000–3,000
· Form double lines of 1,000 yards
· Advance into enemy fire
· Then fight hand-to-hand
· Most battles in dense woods
Yanks and Rebs
· Most between 17 and 25
· From all states, social classes
· Draft exempts upper class
· Anti-draft riots in New York City
· Draft dodgers in South
· Some bounty hunters
· High desertion rates
· Shirking duty not common
First Battle of Manassas (Bull Run)
· Both sides thought war would be short
· First battle 20 miles from Washington
· South wins, Union forces flee in panic
First Battle of Manassas (Bull Run)
· South fails to attack Washington
· South celebrates victory
· Stonewall Jackson hero for South
· South disorganized even in victory
Consequences of Manassas (Bull Run)
· South becomes overconfident
· North prepares for long fight
· George McClellan given command of Army of Potomac
Northern strategy
· Defend Washington; take Richmond
· Split Confederacy by taking Mississippi River
· Blockade southern coastline
Mismatch
· North had population advantage of 22 to 9 million
· Industry in north
· Railroads mainl.
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The early civilizations of the Indus Valley known as Harappa and Mohenjo-Daro had many of the markings of a sophisticated culture. In a
2-3 page
paper discuss the noted advancements of these cultures including significant archaeological finds that suggest these civilizations were far more advanced than originally believed. For this paper, you will need to find
at least (2) outside
resources that support your writing.
.
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The Early Theories of Human Development
Several theories attempt to describe human development.
Briefly describe the Freud, Erickson, and Piaget theories regarding development. Provide the major similarities and differences between each.
Explain how these early theories were developed, and why there is concern related to race, gender, socioeconomic status, and other areas of diversity in how these theories were developed.
.
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The Electoral College was created to protect US citizens against mob rule. Mob rule is the control of a lawful government system by a mass of people through violence and intimidation. However, some Americans question the legitimacy of this process. Pick one election where the outcome of the popular vote and the electoral college vote differed to create an argument in favor of or opposed to the use of the electoral college. List at least three valid points to support your argument.
Present you argument in a PowerPoint presentation.
Use speaker's notes to expand upon the bullet point main ideas on your slides, making references to research and theory with citation.
Use visuals (pictures, video, narration, graphs, etc.) to compliment the text in your presentation and to reinforce your content.
Treat this as if you were going to give this presentation live.
8-10 slides
.
The early modern age was a period of great discovery and exploration.docx
The early modern age was a period of great discovery and exploration. The frontiers of knowledge were being pushed out in many directions through the work of scientists and the colonizing of the New World by the European nations. Discuss how our world today is also a world of discovery and exploration. Reflect on this in a short paragraph (250–300) that specifically links the kinds of changes five hundred years ago with the kinds of changes our culture is experiencing today.
.
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