The Intern Report
Wednesday, February 12, 2020, 11:03 AM
The intern should have learned that its okay to ask clarifying questions. When things are not understood, especially around a task to be completed with an entire group of teachers its best to understand all parts involved and to ask questions along the way. Given the expertise of the mentor/principal on the subject that should be the resource that is leaned on even if time constraints get in the way. The other lesson that should be learned is nothing should be assumed and that the assistant principal may be in the same situation as the intern just in this case with little to no understanding.
No one wants to feel as if they aren't capable nor do they want to bug or pester someone about the same tasks repeatedly.
If I were the principal in this case I would be there to help from start to finish. If I am the gate keeper or master of the skill or tasks to be performed, and I wanted the professional development to go off without a hitch I would surely be a part of the process. I would make sure the teacher understood what the expectations are and would give them resources to get the task finished.
Being open and honest is the best way to make sure the relationship can remain positive. Being confident in asking questions and making sure you are prepared to perform what is expected from the principal is the easiest way to make sure things aren't strained.
Expectations and outcomes associated with any task should always allow for questions. Communication is key to making sure things get done when working with groups of people.
The Intern Report
Wednesday, February 12, 2020, 11:03 AM
The intern should have learned that its okay to ask clarifying questions.
When things
are not understood, especially around a task to
be completed with an entire group of
teachers its best to understand all parts involved and to ask questions along the
way.
Given the expertise of the
mentor/principal on the subject that should be the
resource that is leaned on even if time constraints
get in the way.
The other lesson that
should be learned is nothing should be assumed and that the assistant principal may be
in the same situation as the intern just in this case with little to no understanding.
No one wants to feel as if they aren't c
apable nor do they want to bug or pester
someone about the same tasks repeatedly.
If I were the principal in this case I would be there to help from start to finish.
If I am the
gate keeper or master of the skill or tasks to be performed, and I wanted
the
professional development to go off without a hitch I would surely be a part of the
process.
I would make sure the teacher understood what the expectations are and
would give them resources to get the task finished.
Being open and honest is the best
way to make sure the relationship can remain
positive.
Being confident in asking questions and making sure you are prepared to.
This document summarizes the key topics covered in the SPED 438 class that will help the author in her future teaching career. It discusses the importance of collaboration with other teachers, staff, parents, and professionals. It also addresses the significance of developing interpersonal relationships, effectively working on teams, engaging in consultation, co-teaching, utilizing para educators, involving families, asking questions, handling difficult interactions, integrating technology, and applying the skills and information learned in the class. The author is eager to start student teaching and apply these lessons to be successful in the classroom.
Five tips for successfully mainstreaming your special needsRachel Speal
The document provides tips for parents on successfully mainstreaming a special needs child. It stresses the importance of developing goals that address social, daily living, and educational skills. The goals should be specific, solution-focused, and broken into small steps. It also emphasizes the need for clear responsibilities and an evaluation system. Regular communication with teachers and other professionals is important. Parents should see issues from the teacher's perspective and be supportive, not overbearing. The child's strengths and individuality beyond disabilities should be recognized.
Disposition assessment tool through scenariosmiysaasalim
This document contains scenarios addressing teacher dispositions including attitudes towards the profession, diversity, lifelong learning, using assessment data and taking responsibility, and collaboration. Each scenario is followed by questions to prompt reflection. The scenarios are aligned to standards focusing on areas like diversity, assessment, collaboration, and continuous learning.
New principals often have the idea that everyone understands their job. I
initially presumed this myself. But in reality, many people are unaware of everything principals do on a daily basis.
This document discusses how underprivileged students who work hard in college often do not reach out for help from professors due to feelings of insecurity and believing they do not deserve assistance. It suggests that by coaching students on how to properly reach out to professors, it could help the professors identify students in need of support and help improve the students' success rates in obtaining jobs after graduation.
Sue is described as a very skilled and caring trainer who supports individuals well. She remains calm when dealing with challenges and acknowledges feedback, adapting her approach. Sue has excellent technical skills and training abilities, but sometimes takes on too much responsibility for others' learning. This has increased her stress levels and affected her well-being and development priorities at times. Overall, Sue is praised for her strong communication, problem-solving, and relationship-building skills as a trainer.
This document summarizes the key topics covered in the SPED 438 class that will help the author in her future teaching career. It discusses the importance of collaboration with other teachers, staff, parents, and professionals. It also addresses the significance of developing interpersonal relationships, effectively working on teams, engaging in consultation, co-teaching, utilizing para educators, involving families, asking questions, handling difficult interactions, integrating technology, and applying the skills and information learned in the class. The author is eager to start student teaching and apply these lessons to be successful in the classroom.
Five tips for successfully mainstreaming your special needsRachel Speal
The document provides tips for parents on successfully mainstreaming a special needs child. It stresses the importance of developing goals that address social, daily living, and educational skills. The goals should be specific, solution-focused, and broken into small steps. It also emphasizes the need for clear responsibilities and an evaluation system. Regular communication with teachers and other professionals is important. Parents should see issues from the teacher's perspective and be supportive, not overbearing. The child's strengths and individuality beyond disabilities should be recognized.
Disposition assessment tool through scenariosmiysaasalim
This document contains scenarios addressing teacher dispositions including attitudes towards the profession, diversity, lifelong learning, using assessment data and taking responsibility, and collaboration. Each scenario is followed by questions to prompt reflection. The scenarios are aligned to standards focusing on areas like diversity, assessment, collaboration, and continuous learning.
New principals often have the idea that everyone understands their job. I
initially presumed this myself. But in reality, many people are unaware of everything principals do on a daily basis.
This document discusses how underprivileged students who work hard in college often do not reach out for help from professors due to feelings of insecurity and believing they do not deserve assistance. It suggests that by coaching students on how to properly reach out to professors, it could help the professors identify students in need of support and help improve the students' success rates in obtaining jobs after graduation.
Sue is described as a very skilled and caring trainer who supports individuals well. She remains calm when dealing with challenges and acknowledges feedback, adapting her approach. Sue has excellent technical skills and training abilities, but sometimes takes on too much responsibility for others' learning. This has increased her stress levels and affected her well-being and development priorities at times. Overall, Sue is praised for her strong communication, problem-solving, and relationship-building skills as a trainer.
This PowerPoint presentation provides tips for college success. It recommends asking questions in class to understand assignments better, ensure directions are clear, and show the instructor you are paying attention. It also suggests answering questions, even on homework, to avoid blank papers and demonstrate focus in class. Additionally, it advises not judging struggling students, helping others who are confused, projecting a positive image, and making eye contact when listening to show interest and respect.
This document discusses collaboration between teachers, parents, and schools. It defines collaboration as working together to produce or create something. Effective collaboration requires empathetic listening, close connection between parties, clearly defined roles and responsibilities, and addressing concerns of all parties. Research shows that 75% of families have little contact with schools. When parents collaborate with schools, student outcomes like assignments, attendance, and success improve. The document provides ways to foster collaboration, such as developing organizations to facilitate open communication and partnerships between schools and families. Approaches include frequent communication, inviting parents to school activities, and providing updates on student progress. Commitment to collaboration between all stakeholders is important for student success.
Kaila discusses several important aspects she learned from her course that will help her as a teacher, including effective communication, the seven principles of trust, understanding historical events that have affected students with disabilities, including families as partners in evaluations and IEPs/IFSPs, understanding basic family needs and resources, using assistive technology, and collaborating with communities. She believes these concepts will help her become the best teacher possible for students, regardless of whether she teaches in general or special education. Her dream is to become a teacher to help students succeed.
Read and respond to at least two of your classmates. As a parent.docxleonorepour284
Read and respond to at least two of your classmates.
As a parent, how would you respond to your classmates, and why? Was there any information written you felt could be misinterpreted in your classmates’ posts? Was anything ambiguous? What would be your next step, as the parent?
Instructor Dawson
Collecting data is a great beginning, as it takes your emotional opinion out of the equation. However, the scenario already states that parent has not been responding to repeated efforts to contact them. Explain how you are going to share the data that you collected and your concerns about the student....
Itzel Wallace
As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below.
Frank Smith, a student in your seventh grade English class, has been creating quite a stir in your class lately. This is not his typical behavior. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship?
First step I would do is note all the information of my student’s change. When did I notice the behavior to change? How is it affecting hi performance academically and socially? After collecting the data is analyzing the situation and find all possible means to communicate with his parents. I am sure that the notes I give Frank are not getting to his parents and there is the possibility that he might be intervening the phone messages. As a teacher I would be very concern about my student. As a concern teacher my next step would have been to inform the vice principal about the situation. Informed her that my next step is to go to the student’s home and try to establish communication with his parents. Find out why they have not being able to return my calls or notes. I would ask a liaison or another teacher to assist me in case anything goes wrong.
For this case I would follow the guidelines of how to engage parents of “Positive Behavioral Interventions & Supports” (PBIS, 2013). I believe that it is the best step I can use help my student and communicate with the parents. “Families become recognized as important members of the school community, increasing the outcomes for all children” (Barrett, n.d.). Parents are more important they actually realized. The relationship between parent and teacher can make such a difference in the child’s performance. Constant communication and teamwork can help the student have a high self-esteem and motiv.
This document discusses the importance of connecting preschool, pre-kindergarten, and kindergarten classrooms. It emphasizes that intentional collaboration between teachers of these grade levels, such as developing shared curriculum guides and behavioral expectations, can positively impact student success and the overall school ministry. The document provides many specific suggestions for activities and events that can help create a seamless transition for students between early childhood classrooms.
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
This document contains summaries of interviews from multiple individuals about their work environments and experiences. The interviews covered topics such as describing the work area, experiences being part of a company or organization, stress management practices, the importance of problem solving skills, promoting teamwork, and maintaining a positive work environment. The individuals provided a variety of perspectives and included teachers, corporate employees, and students.
It is very important aspect of teaching profession, understanding every child and their problems that they face with. In those moments how do they find you. Are you a teacher who understands importance of every child ,their problem and guide them This is one of the best qualities of a teacher to be a person of understanding. This quality surly will help a teacher to be very effective. Understanding every child with their limitation and making them to discover their best at the early age is a great quality of a inspirational teacher
guidance and counseling is critical for pupils at school. so that you tap their potential and help them reap to maximum potential, guidance is critical. this is a guide to help you help the pupils at school
This document discusses identifying and understanding learning disabilities. It covers several key points:
1) Teachers currently rely on student behavior and performance to identify learning disabilities, but there is no single known cause as many factors can contribute.
2) Environmental factors vary between individuals but may include poor prenatal nutrition or lack of healthcare for expectant mothers.
3) An information processing model shows how different components like input, memory, processing and output work together and how issues in one area can impact others.
4) Different types of memory problems can lead to severe learning disabilities, and students may struggle with organization or expression despite understanding material.
The document discusses the importance of developing positive relationships between teachers and students, parents and children, and teachers themselves. It provides several practical ways that positive relationships can be built, such as having conversations, providing praise, playing games, praying together, apologizing when wrong, acknowledging efforts, greeting children by name, sending positive notes home, and listening to and supporting one another. Developing these relationships can help children learn, feel supported and connected, and succeed in their learning.
The document discusses the importance of developing positive relationships between teachers and students, parents and children, and teachers themselves. It provides several practical ways that positive relationships can be built, such as having conversations, providing praise, playing games, praying together, apologizing when wrong, acknowledging efforts, greeting children by name, sending positive notes home, and listening to and supporting one another. Developing these relationships can help children learn, feel supported and connected, and succeed in their learning.
The document discusses issues with students falling behind in elementary school. It notes that many students struggle with reading comprehension and other basic skills. This is likely to negatively impact their future educational and career opportunities. The author's volunteer experience at a Santee Elementary school program showed them students at different skill levels, with some struggling significantly. Extra support programs are helpful but more resources may be needed, including better education for parents on how to help their children at home. The document advocates for ensuring all students receive the foundation they need to succeed academically.
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docxjmindy
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
The larger the mass of a star, the higher the internal pressures. Hi.docxjmindy
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docxjmindy
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE .docxjmindy
This document summarizes the 1947 Mendez v. Westminster Supreme Court case, which ruled that segregating Mexican American students into separate schools violated the 14th Amendment. It discusses how this case paved the way for the 1954 Brown v. Board of Education decision banning racial segregation in schools. The case involved Mexican American parents in California suing to allow their children to attend white schools rather than segregated Mexican schools with inferior conditions. Thurgood Marshall participated in this case and it influenced his strategy in Brown v. Board.
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Similar to The Intern ReportWednesday, February 12, 2020, 1103 AMT.docx
This PowerPoint presentation provides tips for college success. It recommends asking questions in class to understand assignments better, ensure directions are clear, and show the instructor you are paying attention. It also suggests answering questions, even on homework, to avoid blank papers and demonstrate focus in class. Additionally, it advises not judging struggling students, helping others who are confused, projecting a positive image, and making eye contact when listening to show interest and respect.
This document discusses collaboration between teachers, parents, and schools. It defines collaboration as working together to produce or create something. Effective collaboration requires empathetic listening, close connection between parties, clearly defined roles and responsibilities, and addressing concerns of all parties. Research shows that 75% of families have little contact with schools. When parents collaborate with schools, student outcomes like assignments, attendance, and success improve. The document provides ways to foster collaboration, such as developing organizations to facilitate open communication and partnerships between schools and families. Approaches include frequent communication, inviting parents to school activities, and providing updates on student progress. Commitment to collaboration between all stakeholders is important for student success.
Kaila discusses several important aspects she learned from her course that will help her as a teacher, including effective communication, the seven principles of trust, understanding historical events that have affected students with disabilities, including families as partners in evaluations and IEPs/IFSPs, understanding basic family needs and resources, using assistive technology, and collaborating with communities. She believes these concepts will help her become the best teacher possible for students, regardless of whether she teaches in general or special education. Her dream is to become a teacher to help students succeed.
Read and respond to at least two of your classmates. As a parent.docxleonorepour284
Read and respond to at least two of your classmates.
As a parent, how would you respond to your classmates, and why? Was there any information written you felt could be misinterpreted in your classmates’ posts? Was anything ambiguous? What would be your next step, as the parent?
Instructor Dawson
Collecting data is a great beginning, as it takes your emotional opinion out of the equation. However, the scenario already states that parent has not been responding to repeated efforts to contact them. Explain how you are going to share the data that you collected and your concerns about the student....
Itzel Wallace
As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below.
Frank Smith, a student in your seventh grade English class, has been creating quite a stir in your class lately. This is not his typical behavior. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship?
First step I would do is note all the information of my student’s change. When did I notice the behavior to change? How is it affecting hi performance academically and socially? After collecting the data is analyzing the situation and find all possible means to communicate with his parents. I am sure that the notes I give Frank are not getting to his parents and there is the possibility that he might be intervening the phone messages. As a teacher I would be very concern about my student. As a concern teacher my next step would have been to inform the vice principal about the situation. Informed her that my next step is to go to the student’s home and try to establish communication with his parents. Find out why they have not being able to return my calls or notes. I would ask a liaison or another teacher to assist me in case anything goes wrong.
For this case I would follow the guidelines of how to engage parents of “Positive Behavioral Interventions & Supports” (PBIS, 2013). I believe that it is the best step I can use help my student and communicate with the parents. “Families become recognized as important members of the school community, increasing the outcomes for all children” (Barrett, n.d.). Parents are more important they actually realized. The relationship between parent and teacher can make such a difference in the child’s performance. Constant communication and teamwork can help the student have a high self-esteem and motiv.
This document discusses the importance of connecting preschool, pre-kindergarten, and kindergarten classrooms. It emphasizes that intentional collaboration between teachers of these grade levels, such as developing shared curriculum guides and behavioral expectations, can positively impact student success and the overall school ministry. The document provides many specific suggestions for activities and events that can help create a seamless transition for students between early childhood classrooms.
Education World Global ECE Conference Workshops.
Workshop 3: “I know what’s best for the child”: The Art of Effective Parent Communication, 22 January 2016.
This document contains summaries of interviews from multiple individuals about their work environments and experiences. The interviews covered topics such as describing the work area, experiences being part of a company or organization, stress management practices, the importance of problem solving skills, promoting teamwork, and maintaining a positive work environment. The individuals provided a variety of perspectives and included teachers, corporate employees, and students.
It is very important aspect of teaching profession, understanding every child and their problems that they face with. In those moments how do they find you. Are you a teacher who understands importance of every child ,their problem and guide them This is one of the best qualities of a teacher to be a person of understanding. This quality surly will help a teacher to be very effective. Understanding every child with their limitation and making them to discover their best at the early age is a great quality of a inspirational teacher
guidance and counseling is critical for pupils at school. so that you tap their potential and help them reap to maximum potential, guidance is critical. this is a guide to help you help the pupils at school
This document discusses identifying and understanding learning disabilities. It covers several key points:
1) Teachers currently rely on student behavior and performance to identify learning disabilities, but there is no single known cause as many factors can contribute.
2) Environmental factors vary between individuals but may include poor prenatal nutrition or lack of healthcare for expectant mothers.
3) An information processing model shows how different components like input, memory, processing and output work together and how issues in one area can impact others.
4) Different types of memory problems can lead to severe learning disabilities, and students may struggle with organization or expression despite understanding material.
The document discusses the importance of developing positive relationships between teachers and students, parents and children, and teachers themselves. It provides several practical ways that positive relationships can be built, such as having conversations, providing praise, playing games, praying together, apologizing when wrong, acknowledging efforts, greeting children by name, sending positive notes home, and listening to and supporting one another. Developing these relationships can help children learn, feel supported and connected, and succeed in their learning.
The document discusses the importance of developing positive relationships between teachers and students, parents and children, and teachers themselves. It provides several practical ways that positive relationships can be built, such as having conversations, providing praise, playing games, praying together, apologizing when wrong, acknowledging efforts, greeting children by name, sending positive notes home, and listening to and supporting one another. Developing these relationships can help children learn, feel supported and connected, and succeed in their learning.
The document discusses issues with students falling behind in elementary school. It notes that many students struggle with reading comprehension and other basic skills. This is likely to negatively impact their future educational and career opportunities. The author's volunteer experience at a Santee Elementary school program showed them students at different skill levels, with some struggling significantly. Extra support programs are helpful but more resources may be needed, including better education for parents on how to help their children at home. The document advocates for ensuring all students receive the foundation they need to succeed academically.
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
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The latter half of the twentieth century witnessed the rise of the i.docxjmindy
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
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The larger the mass of a star, the higher the internal pressures. Hi.docxjmindy
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docxjmindy
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE .docxjmindy
This document summarizes the 1947 Mendez v. Westminster Supreme Court case, which ruled that segregating Mexican American students into separate schools violated the 14th Amendment. It discusses how this case paved the way for the 1954 Brown v. Board of Education decision banning racial segregation in schools. The case involved Mexican American parents in California suing to allow their children to attend white schools rather than segregated Mexican schools with inferior conditions. Thurgood Marshall participated in this case and it influenced his strategy in Brown v. Board.
The late 1920s and 1930s were a time when many Americans endured the.docxjmindy
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
.
The last term you attended at Waldorf you dropped a course while on .docxjmindy
The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement.
1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress.
(My mother became ill in July 2017, I had to care for her. She passed away in October 2017) .
2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework.
3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal.
In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done.
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The last topic to be covered in this course is Chapter 14, Social .docxjmindy
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docxjmindy
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docxjmindy
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docxjmindy
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docxjmindy
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
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The Key cross-cultural themes of the project are country values and .docxjmindy
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docxjmindy
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docxjmindy
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
The King Company is a small manufacturing company located in a mid-sized city in the upper Midwest. King manufactures high-quality specialty components for the computer industry. The company was founded in 1994 by current CEO, Don Dean. Dean was a talented young engineer in Silicon Valley. When the industry hit the skids in the early 1990s, he found himself out the door with little more than an entrepreneurial spirit and a small severance. Dean left California, moved back to his home state and used his severance to finance The King Company, starting the company in small rented quarters in a nearly vacant strip mall. He brought in Cliff Madison early on as chief financial officer. Dean was smart enough to know that he had no head for figures, but Madison did. Madison was an old college buddy, a super accounting wiz, and somebody Dean could trust to squeeze as much mileage as possible out of his severance money. It was a good match. Madison managed the business, and Dean was the idea man and designer of the specialty components, patents of which were the backbone of King’s success. Today, the low-rent strip mall is a part of company history, and King employs 835 full-time workers.
The Kind of leader I want to beAbout 1 pageTell the type.docxjmindy
The Kind of leader I want to be
About 1 page
Tell the type of leader you want to be while at Tuskegee University and after graduation. Tell the type of leadership characteristics you want to possess and why Tell what type of leadership style you would use and why you would use it
.
The key issue is why its challenging to implement transformational .docxjmindy
The key issue is why it's challenging to implement transformational change to the organization and why the organizations resist change.
Transformational changes are the most difficult since they require radical and significant changes to organizational structures, strategies, culture, and ethics.
Describe how organizations develop strategies, routines and processes that make them reliable and accountable to transformational change.
Describe bureaucracies, institutionalization, cognitive scripts as factors making organizations more resistant to change.
.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Survey of Techniques for Maximizing LLM Performance.pptx
The Intern ReportWednesday, February 12, 2020, 1103 AMT.docx
1. The Intern Report
Wednesday, February 12, 2020, 11:03 AM
The intern should have learned that its okay to ask clarifying
questions. When things are not understood, especially around a
task to be completed with an entire group of teachers its best to
understand all parts involved and to ask questions along the
way. Given the expertise of the mentor/principal on the subject
that should be the resource that is leaned on even if time
constraints get in the way. The other lesson that should be
learned is nothing should be assumed and that the assistant
principal may be in the same situation as the intern just in this
case with little to no understanding.
No one wants to feel as if they aren't capable nor do they want
to bug or pester someone about the same tasks repeatedly.
If I were the principal in this case I would be there to help from
start to finish. If I am the gate keeper or master of the skill or
tasks to be performed, and I wanted the professional
development to go off without a hitch I would surely be a part
of the process. I would make sure the teacher understood what
the expectations are and would give them resources to get the
task finished.
Being open and honest is the best way to make sure the
relationship can remain positive. Being confident in asking
questions and making sure you are prepared to perform what is
expected from the principal is the easiest way to make sure
things aren't strained.
Expectations and outcomes associated with any task should
always allow for questions. Communication is key to making
sure things get done when working with groups of people.
2. The Intern Report
Wednesday, February 12, 2020, 11:03 AM
The intern should have learned that its okay to ask clarifying
questions.
When things
are not understood, especially around a task to
be completed with an entire group of
teachers its best to understand all parts involved and to ask
questions along the
way.
Given the expertise of the
mentor/principal on the subject that should be the
resource that is leaned on even if time constraints
get in the way.
The other lesson that
should be learned is nothing should be assumed and that the
assistant principal may be
in the same situation as the intern just in this case with little to
no understanding.
No one wants to feel as if they aren't c
apable nor do they want to bug or pester
someone about the same tasks repeatedly.
3. If I were the principal in this case I would be there to help from
start to finish.
If I am the
gate keeper or master of the skill or tasks to be performed, and I
wanted
the
professional development to go off without a hitch I would
surely be a part of the
process.
I would make sure the teacher understood what the expectations
are and
would give them resources to get the task finished.
Being open and honest is the best
way to make sure the relationship can remain
positive.
Being confident in asking questions and making sure you are
prepared to
perform what is expected from the principal is the easiest way
to make sure things
aren't strained.
Expectations and outcomes
associated with any task should always allow for questions.
Communication is key to making sure things get done when
working with groups of
people.
4. The Intern Report
Wednesday, February 12, 2020, 11:03 AM
The intern should have learned that its okay to ask clarifying
questions. When things
are not understood, especially around a task to be completed
with an entire group of
teachers its best to understand all parts involved and to ask
questions along the
way. Given the expertise of the mentor/principal on the subject
that should be the
resource that is leaned on even if time constraints get in the
way. The other lesson that
should be learned is nothing should be assumed and that the
assistant principal may be
in the same situation as the intern just in this case with little to
no understanding.
No one wants to feel as if they aren't capable nor do they want
to bug or pester
someone about the same tasks repeatedly.
If I were the principal in this case I would be there to help from
start to finish. If I am the
gate keeper or master of the skill or tasks to be performed, and I
wanted the
professional development to go off without a hitch I would
surely be a part of the
process. I would make sure the teacher understood what the
expectations are and
would give them resources to get the task finished.
Being open and honest is the best way to make sure the
relationship can remain
5. positive. Being confident in asking questions and making sure
you are prepared to
perform what is expected from the principal is the easiest way
to make sure things
aren't strained.
Expectations and outcomes associated with any task should
always allow for questions.
Communication is key to making sure things get done when
working with groups of
people.
The Intern Report
Wednesday, February 12, 2020, 10:22 AM
In the required reading, the principal intern was confused about
the principal's expectations in planning a school event. The
intern was afraid to ask questions. It is imperative to clearly
communicate with your administration. If you are unclear you
should ask clarifying questions to gain a clear understanding of
what is expected of you. The disaster could have been avoided
with better communication. Communication skills are very
important when working with others, parents, teachers,
stakeholders, students, community partners, and school district
staff. As a principal intern, you should always take notes, ask
questions, and follow up daily with your mentoring principal as
well as other support staff to ensure the school is moving in a
positive direction. You also need to check in with your
principal as needed to make sure you are on the same page as it
relates to school events, discipline, policies, and procedures.
I strongly feel if the intern would have built a trustful
relationship with her principal she would have felt comfortable
communicating to her that she is not clear about the
expectations of planning the school’s event. Therefore, this
conversation would allow the intern to ask questions and seek
clarity from the principal about the event.
6. Honesty, trust, reliable, ethical, motivated, goal-driven, critical
thinker, problem solver, compassionate, loving, caring,
understanding, patients, and kind-hearted are just a few
character traits a principal intern should have in order to
become a successful principal.
The Intern Report
Wednesday, February 12, 2020, 10:22 AM
In the required reading, the principal intern was confused about
the
principal's
expectations in planning a school event.
The intern was afraid to ask questions.
It is
imperative to clearly communicate with your administration.
If you are unclear you
should ask clarifying questions to gain a clear understanding of
what
is expected of you.
The disaster could have been avoided with better
communication.
Communication
7. skills are very important when working with others, parents,
teachers, stakeholders,
students, community partners, and school district staff.
As a principal
intern, you should
always take notes, ask questions, and follow up daily with your
mentoring principal as
well as other support staff to ensure the school is moving in a
positive direction.
You
also need to check in with your principal as needed to make
sure you are on the same
page as it relates to school events, discipline, policies, and
procedures.
I strongly feel if the intern would have built a trustful
relationship with her principal she
would have felt comfortable communicating to her that she is
not clear about the
expectations of planning the school’s event.
Therefore, this conversation would allow
the intern to ask questions and seek clarity from the principal
about the event.
Honesty, trust, reliable, ethical, motivated, goal
-
driven, critical
8. thinker, problem solver,
compassionate, loving, caring, understanding, patients, and kind
-
hearted are just a few
character traits a principal intern should have in order to
become a successful principal.
The Intern Report
Wednesday, February 12, 2020, 10:22 AM
In the required reading, the principal intern was confused about
the principal's
expectations in planning a school event. The intern was afraid
to ask questions. It is
imperative to clearly communicate with your administration. If
you are unclear you
should ask clarifying questions to gain a clear understanding of
what is expected of you.
The disaster could have been avoided with better
communication. Communication
skills are very important when working with others, parents,
teachers, stakeholders,
students, community partners, and school district staff. As a
principal intern, you should
always take notes, ask questions, and follow up daily with your
mentoring principal as
well as other support staff to ensure the school is moving in a
positive direction. You
also need to check in with your principal as needed to make
sure you are on the same
page as it relates to school events, discipline, policies, and
procedures.
I strongly feel if the intern would have built a trustful
relationship with her principal she
9. would have felt comfortable communicating to her that she is
not clear about the
expectations of planning the school’s event. Therefore, this
conversation would allow
the intern to ask questions and seek clarity from the principal
about the event.
Honesty, trust, reliable, ethical, motivated, goal-driven, critical
thinker, problem solver,
compassionate, loving, caring, understanding, patients, and
kind-hearted are just a few
character traits a principal intern should have in order to
become a successful principal.
The Intern Report
Wednesday, February 12, 2020, 9:40 AM
The intern learned that she needs to ask questions when there is
confusion about a task. By not asking, she wasted her time,
disappointed her principal, and caused more stress in the office.
She thought that concealing her confusion would end in
achieving greater respect from the Principal and Assistant
Principal. The opposite was the real effect. What she found out
was that a good leader makes sure she has all of her facts
straight before beginning a project. Sometimes, asking
questions is the only way to do that.
I have learned that when I give an assignment, I need to give
very specific directions and make my expectations clear. This
principal neglected to that. Even though he/she obviously had a
vision for the project, it was not communicated when the
assignment was given. What I would do differently is make
sure that my intern understood what I wanted, even providing an
example or some resources to use as a reference. In addition, I
find myself wondering why this intern did not feel free to ask
her questions and why there is already stress in those
administrative relationships. An effective principal must
10. establish an environment in which he/she works as a team with
all staff members. I am not sensing that to be the case here.
The way to prevent the strained relationships is to give voice
to the questions. The intern may have caused some resentment
in the Assistant Principal by acting like she knew what was
expected, when she didn’t. The AP may have felt out of the
loop. The Principal is now upset because the task was not
completed the way she wanted it and two weeks have been
wasted. The intern has put more stress on herself because now
she has to start over. Since the first submission was a bust, she
will now feel even more pressure to “get it right.” This is not a
healthy situation for anyone involved. There seems to be an
incredible lack of effective communication between these
players. This is not effective leadership from any of them.
The Intern Report
Wednesday, February 12, 2020, 9:40 AM
The intern learned
that she needs to ask questions when there is confusion about a
task. By not asking, she wasted her time, disappointed her
principal, and caused more
stress in the office. She thought that concealing her confusion
would end in achieving
greater respect fr
om the Principal and Assistant Principal. The opposite was the
real
effect. What she found out was that a good leader makes sure
she has all of her facts
straight before beginning a project.
11. Sometimes, asking questions is the only way to do
that.
I h
ave learned that when I give an assignment, I need to give very
specific directions
and make my expectations clear.
This principal neglected to that. Even though he/she
obviously had a vision for the project, it was not communicated
when the assignment
wa
s given.
What I would do differently is make sure that my intern
understood what I
wanted, even providing an example or some resources to use as
a reference. In
addition, I find myself wondering why this intern did not feel
free to ask her questions
and w
hy there is already stress in those administrative relationships.
An effective
principal must establish an environment in which he/she works
as a team with all staff
members.
I am not sensing that to be the case here.
12. The way to prevent the strained
relationships is to give voice to the questions.
The
intern may have caused some resentment in the Assistant
Principal by acting like she
knew what was expected, when she didn’t. The AP may have
felt out of the loop. The
Principal is now upset because th
e task was not completed the way she wanted it and
two weeks have been wasted.
The intern has put more stress on herself because now
she has to start over.
Since the first submission was a bust, she will now feel even
more pressure to “get it right.”
Th
is is not a healthy situation for anyone involved. There
seems to be an incredible lack of effective communication
between these players.
This
is not effective leadership from any of them.
13. The Intern Report
Wednesday, February 12, 2020, 9:40 AM
The intern learned that she needs to ask questions when there is
confusion about a
task. By not asking, she wasted her time, disappointed her
principal, and caused more
stress in the office. She thought that concealing her confusion
would end in achieving
greater respect from the Principal and Assistant Principal. The
opposite was the real
effect. What she found out was that a good leader makes sure
she has all of her facts
straight before beginning a project. Sometimes, asking
questions is the only way to do
that.
I have learned that when I give an assignment, I need to give
very specific directions
and make my expectations clear. This principal neglected to
that. Even though he/she
obviously had a vision for the project, it was not communicated
when the assignment
was given. What I would do differently is make sure that my
intern understood what I
wanted, even providing an example or some resources to use as
a reference. In
addition, I find myself wondering why this intern did not feel
free to ask her questions
and why there is already stress in those administrative
relationships. An effective
principal must establish an environment in which he/she works
as a team with all staff
members. I am not sensing that to be the case here.
The way to prevent the strained relationships is to give voice
to the questions. The
intern may have caused some resentment in the Assistant
14. Principal by acting like she
knew what was expected, when she didn’t. The AP may have
felt out of the loop. The
Principal is now upset because the task was not completed the
way she wanted it and
two weeks have been wasted. The intern has put more stress on
herself because now
she has to start over. Since the first submission was a bust, she
will now feel even
more pressure to “get it right.” This is not a healthy situation
for anyone involved. There
seems to be an incredible lack of effective communication
between these players. This
is not effective leadership from any of them.
The Intern Report
Tuesday, February 11, 2020, 2:42 PM
After reading this weeks chapter, it confirmed my belief that it's
always important to remain honest and trustworthy even you are
confused about a situation. The intern learned quickly the
importance of having these qualities. Throughout her internship
she realized that it wasn't a good idea as a leader to withhold
her confusion because she knew that it will affect the outcome
and also affect others in the process. You never want to be label
as untrustworthy or concealing information since other are
depending on you.
As an aspiring principal, I would have handle the situation a
little differently because I would have made sure I gave clear
explicit instructions and a realistic time frame in order for
completion. I would also want to be transparent because this
will create a trusting relationships between myself and my
employees. I would also create an open door policy so that they
feel comfortable with confining in me as well as me creating
opportunity. I've learned throughout my internship that it's best
15. to create a family orientated culture.
Throughout this journey also learned that it's very hard to
balance being a teacher and an intern not because of balance but
because administration naturally sees me as a teacher first. So I
fond my self always having to insert myself into opportunities
or leadership roles which was extremely hard at times.
The Intern Report
Tuesday, February 11, 2020, 2:42 PM
After reading this weeks
chapter, it confirmed my belief that it's always important to
remain honest and trustworthy even you are confused about a
situation. The intern
learned quickly the importance of having these qualities.
Throughout her internship she
realized that it wasn't
a good idea as a leader to withhold her confusion because she
knew that it will affect the outcome and also affect others in the
process. You never
want to be label as untrustworthy or concealing information
since other are depending
on you.
As an aspiri
ng principal, I would have handle the situation a little
differently because I
would have made sure I gave clear explicit instructions and a
16. realistic time frame in
order for completion. I would also want to be transparent
because this will create a
trusti
ng relationships between myself and my employees. I would
also create an open
door policy so that they feel comfortable with confining in me
as well as me creating
opportunity. I've learned throughout my internship that it's best
to create a family
orienta
ted culture.
Throughout this journey
also learned that it's very hard to balance being a teacher and
an intern not because of balance but because administration
naturally sees me as a
teacher first. So I fond my self always having to insert myself
into
opportunities or
leadership roles which was extremely hard at times.
The Intern Report
Tuesday, February 11, 2020, 2:42 PM
After reading this weeks chapter, it confirmed my belief that it's
always important to
remain honest and trustworthy even you are confused about a
17. situation. The intern
learned quickly the importance of having these qualities.
Throughout her internship she
realized that it wasn't a good idea as a leader to withhold her
confusion because she
knew that it will affect the outcome and also affect others in the
process. You never
want to be label as untrustworthy or concealing information
since other are depending
on you.
As an aspiring principal, I would have handle the situation a
little differently because I
would have made sure I gave clear explicit instructions and a
realistic time frame in
order for completion. I would also want to be transparent
because this will create a
trusting relationships between myself and my employees. I
would also create an open
door policy so that they feel comfortable with confining in me
as well as me creating
opportunity. I've learned throughout my internship that it's best
to create a family
orientated culture.
Throughout this journey also learned that it's very hard to
balance being a teacher and
an intern not because of balance but because administration
naturally sees me as a
teacher first. So I fond my self always having to insert myself
into opportunities or
leadership roles which was extremely hard at times.
The Intern Report
Monday, February 10, 2020, 6:51 PM
18. This event taught the intern to be more forthcoming in
expressing her confusion or lack of understanding of the
particular task. We have all been given a task at some point in
our career that we did not understand and some may have turned
out much like the intern in this scenario. However, it is
important that as a leader you ask those clarifying questions if
you do not understand. This intern felt as though she much
conceal her confusion to prevent looking incapable or stupid for
not understanding what the principal was asking.
If I was the principal in this scenario, the first thing I would
have done is make sure to allow enough time for the task to be
completed or develop, with the teacher, a timeline that fits the
aggressive deadline I set. I would also follow up with the
teacher throughout the process to make sure they understood
and were producing the intended product rather than waiting
until the end and being unhappy with the work they have done.
The principal did not seem incredibly supportive in this
situation, which is arguably one of the most important roles a
mentor should play. The biggest ways to prevent the strained
relationship seen here are by following up with the intern
throughout the process and creating a space where the intern
can ask questions to better understand the task. In situations
where growth is expected, it is incredibly important to foster an
environment where those learning feel comfortable asking for
help or clarification. Those questions could, in some cases,
make or break an experience for an intern. It is very much like a
classroom in the sense that if a student does not feel
comfortable asking a question, they can never be expected to
learn. Learning comes with questioning, clarification, and
sometimes through trial and error.
The Intern Report
Monday, February 10, 2020, 6:51 PM
19. This event taught the intern to be more forthcoming in
expressing her confusion or lack
of understanding of the particular task. We have all been given
a task at some point in
our career that we did not understand and some may have turned
out much like the
intern in this scenario. However, it is important that as a leader
you ask those clarifying
questions if you do not understand. This intern felt as though
she much conceal her
confusion to prevent looking incapable or stupid for not
understanding what the principal
was asking.
If I was the principal in this scenario, the first thing I would
have done is make sure to
allow enough time for the task to be completed or develop, wi
th the teacher, a timeline
that fits the aggressive deadline I set. I would also follow up
with the teacher throughout
the process to make sure they understood and were producing
the intended product
rather than waiting until the end and being unhappy with
the work they have done. The
principal did not seem incredibly supportive in this situation,
which is arguably one of the
most important roles a mentor should play. The biggest ways to
prevent the strained
relationship seen here are by following up with t
he intern throughout the process and
creating a space where the intern can ask questions to better
20. understand the task.
In
situations where growth is expected, it is incredibly important
to foster an environment
where those learning feel comfortable askin
g for help or clarification. Those questions
could, in some cases, make or break an experience for an intern.
It is very much like a
classroom in the sense that if a student does not feel
comfortable asking a question,
they can never be expected to learn.
Learning comes with questioning, clarification, and
sometimes through trial and error.
The Intern Report
Monday, February 10, 2020, 6:51 PM
This event taught the intern to be more forthcoming in
expressing her confusion or lack
of understanding of the particular task. We have all been given
a task at some point in
our career that we did not understand and some may have turned
out much like the
intern in this scenario. However, it is important that as a leader
you ask those clarifying
questions if you do not understand. This intern felt as though
she much conceal her
confusion to prevent looking incapable or stupid for not
understanding what the principal
was asking.
If I was the principal in this scenario, the first thing I would
have done is make sure to
allow enough time for the task to be completed or develop, with
21. the teacher, a timeline
that fits the aggressive deadline I set. I would also follow up
with the teacher throughout
the process to make sure they understood and were producing
the intended product
rather than waiting until the end and being unhappy with the
work they have done. The
principal did not seem incredibly supportive in this situation,
which is arguably one of the
most important roles a mentor should play. The biggest ways to
prevent the strained
relationship seen here are by following up with the intern
throughout the process and
creating a space where the intern can ask questions to better
understand the task. In
situations where growth is expected, it is incredibly important
to foster an environment
where those learning feel comfortable asking for help or
clarification. Those questions
could, in some cases, make or break an experience for an intern.
It is very much like a
classroom in the sense that if a student does not feel
comfortable asking a question,
they can never be expected to learn. Learning comes with
questioning, clarification, and
sometimes through trial and error.
The Intern Report
Monday, February 10, 2020, 8:14 PM
I believe the intern in this scenario learned the importance of
speaking up when confusion arises, communicating open and
honestly, and understanding that asking questions is not a
weakness. A lot can be gained from working through confusion
and seeking clarity. Afterward, the intern realized that
22. concealing her confusion and not taking time to gain
clarification from the principal or the assistant principal was
poor leadership as it prevented her from getting the planning
done properly and demonstrated poor decision making on her
part. Additionally, she unintentionally misled the assistant
principal who was operating under the understanding that she
had a clear picture of the task at hand. As a result, time was
wasted and plans for the orientation/development day were still
not completed to the expectation of the principal. Additionally,
because of the intern’s poor decision making, the mentor may
feel uncertain about giving the intern future tasks, not knowing
whether or not she will seek help or clarification as needed.
In thinking about this scenario from the perspective of a
principal giving this responsibility to a novice teacher, it would
be important for me to share my vision for the event with the
teacher and to open the conversation up to questions after my
explanation. I would share any critical elements that I wanted
included in the orientation/development session and even
mention examples of what I did not want included in this
session. I would remind the teacher that she can always come to
me during the planning process if she has any questions. I
would check in with the teacher after the first week to see how
the planning was going, give her the chance to ask questions,
and make sure that the initial plans were aligned with my
expectation before we got to the end of the two weeks.
Expressing an openness to hearing questions or discussing ideas
should help the teacher feel comfortable coming to me with
questions or concerns. It is important to give this time and
space for questions, as this will support the teacher in taking on
the leadership responsibility of planning this event and will
help ensure that the planning meets my expectations and vision
for the event. When questions and clarifications are not
welcomed, it can lead to misunderstanding, wasted efforts, and
frustration, as in the initial scenario.
23. The Intern Report
Monday, February 10, 2020, 8:14 PM
I believe the intern in this scenario learned the importance of
speaking up when
confusion arises, communicating open and honestly, and
understanding that asking
questions is not a weakness. A lot can be gained from wor
king through confusion and
seeking clarity. Afterward, the intern realized that concealing
her confusion and not
taking time to gain clarification from the principal or the
assistant principal was poor
leadership as it prevented her from getting the planni
ng done properly and
demonstrated poor decision making on her part. Additionally,
she unintentionally misled
the assistant principal who was operating under the
understanding that she had a clear
picture of the task at hand. As a result, time was wasted an
d plans for the
orientation/development day were still not completed to the
expectation of the principal.
Additionally, because of the intern’s poor decision making, the
mentor may feel
uncertain about giving the intern future tasks, not knowing
whether or
not she will seek
help or clarification as needed.
In thinking about this scenario from the perspective of a
24. principal giving this
responsibility to a novice teacher, it would be important for me
to share my vision for the
event with the teacher and to o
pen the conversation up to questions after my
explanation. I would share any critical elements that I wanted
included in the
orientation/development session and even mention examples of
what I did not want
included in this session. I would remind the teach
er that she can always come to me
during the planning process if she has any questions. I would
check in with the teacher
after the first week to see how the planning was going, give her
the chance to ask
questions, and make sure that the initial plans wer
e aligned with my expectation before
we got to the end of the two weeks.
Expressing an openness to hearing questions or discussing ideas
should help the
teacher feel comfortable coming to me with questions or
concerns. It is important to give
this time and
space for questions, as this will support the teacher in taking on
the
leadership responsibility of planning this event and will help
ensure that the planning
meets my expectations and vision for the event. When questions
and clarifications are
not welcom
ed, it can lead to misunderstanding, wasted efforts, and
frustration, as in the
initial scenario.
25. The Intern Report
Monday, February 10, 2020, 8:14 PM
I believe the intern in this scenario learned the importance of
speaking up when
confusion arises, communicating open and honestly, and
understanding that asking
questions is not a weakness. A lot can be gained from working
through confusion and
seeking clarity. Afterward, the intern realized that concealing
her confusion and not
taking time to gain clarification from the principal or the
assistant principal was poor
leadership as it prevented her from getting the planning done
properly and
demonstrated poor decision making on her part. Additionally,
she unintentionally misled
the assistant principal who was operating under the
understanding that she had a clear
picture of the task at hand. As a result, time was wasted and
plans for the
orientation/development day were still not completed to the
expectation of the principal.
Additionally, because of the intern’s poor decision making, the
mentor may feel
uncertain about giving the intern future tasks, not knowing
whether or not she will seek
help or clarification as needed.
In thinking about this scenario from the perspective of a
principal giving this
responsibility to a novice teacher, it would be important for me
to share my vision for the
event with the teacher and to open the conversation up to
questions after my
explanation. I would share any critical elements that I wanted
26. included in the
orientation/development session and even mention examples of
what I did not want
included in this session. I would remind the teacher that she can
always come to me
during the planning process if she has any questions. I would
check in with the teacher
after the first week to see how the planning was going, give her
the chance to ask
questions, and make sure that the initial plans were aligned with
my expectation before
we got to the end of the two weeks.
Expressing an openness to hearing questions or discussing ideas
should help the
teacher feel comfortable coming to me with questions or
concerns. It is important to give
this time and space for questions, as this will support the
teacher in taking on the
leadership responsibility of planning this event and will help
ensure that the planning
meets my expectations and vision for the event. When questions
and clarifications are
not welcomed, it can lead to misunderstanding, wasted efforts,
and frustration, as in the
initial scenario.
The Intern Report
Monday, February 10, 2020, 8:48 AM
The commonality I found between the mentor and intern is the
lack of communication throughout the planning of the
development session. Both sides are at fault in that the intern
did not ask for help from the mentor, but also the mentor is at
fault for giving unclear and unrealistic directions. The door of
communication was shut the minute the task was assigned.
27. Intern Response:
The intern learned from this event that she needs to ask for help
if needed. Whether the help comes from the mentor or other
teachers in the school (delegation.) The intern probably felt she
needed to prove herself that she can achieve the task on her own
without much help. However, she realized she could not and
was afraid to ask her mentor. She waited too long in asking and
felt her confidence go down as she realized her confusion on the
task.
Principals Response:
If I were providing a whole-staff orientation/development
session to a novice teacher, I would be very specific with what I
want. I would meet with the novice teacher first. At this
meeting I would explain exactly what I wished to achieve (end
goal) and provide the novice teachers with some examples of
what I want. This could be done with a video, a PowerPoint, or
another form of presentation. To prevent a strained relationship,
I would schedule weekly or biweekly “checkpoints” to meet
with the novice teacher to determine where they stand along the
process. Lastly, I would tell the teacher to reach out to me if
they needed any help and that questions may arise. This way I
open the door for the novice teacher to give a voice of question.
If this door is shut, then the teacher will be afraid to ask, which
could lead to the incorrect end product. Lastly, I would not
assign this task for someone to complete in two weeks, I would
provide the teacher with adequate time in completing the task.
28. The Intern Report
Monday, February 10, 2020, 8:48 AM
The commonality I found between the mentor and intern is the
lack of communication
throughout the planning of the development session. Both sides
are at fault in that the
intern did not ask for help from the mentor, but also the mentor
is at fault for givi
ng
unclear and unrealistic directions. The door of communication
was shut the minute the
task was assigned.
Intern Response:
The intern learned from this event that she needs to ask for help
if needed. Whether the
help comes from the mentor or other teache
rs in the school (delegation.) The intern
29. probably felt she needed to prove herself that she can achieve
the task on her own
without much help. However, she realized she could not and
was afraid to ask her
mentor. She waited too long in asking and felt her
confidence go down as she realized
her confusion on the task.
Principals Response:
If I were providing a whole
-
staff orientation/development session to a novice teacher, I
would be very specific with what I want. I would meet with the
novice teacher firs
t. At
this meeting I would explain exactly what I wished to achieve
(end goal) and provide the
novice teachers with some examples of what I want. This could
be done with a video, a
PowerPoint, or another form of presentation. To prevent a
strained relation
ship, I would
schedule weekly or biweekly “checkpoints” to meet with the
novice teacher to determine
where they stand along the process. Lastly, I would tell the
teacher to reach out to me if
they needed any help and that questions may arise. This way I
op
en the door for the
novice teacher to give a voice of question. If this door is shut,
then the teacher will be
afraid to ask, which could lead to the incorrect end product.
Lastly, I would not assign
30. this task for someone to complete in two weeks, I would
provide the teacher with
adequate time in completing the task.
The Intern Report
Monday, February 10, 2020, 8:48 AM
The commonality I found between the mentor and intern is the
lack of communication
throughout the planning of the development session. Both sides
are at fault in that the
intern did not ask for help from the mentor, but also the mentor
is at fault for giving
unclear and unrealistic directions. The door of communication
was shut the minute the
task was assigned.
Intern Response:
The intern learned from this event that she needs to ask for help
if needed. Whether the
help comes from the mentor or other teachers in the school
(delegation.) The intern
probably felt she needed to prove herself that she can achieve
the task on her own
without much help. However, she realized she could not and
was afraid to ask her
mentor. She waited too long in asking and felt her confidence
go down as she realized
her confusion on the task.
31. Principals Response:
If I were providing a whole-staff orientation/development
session to a novice teacher, I
would be very specific with what I want. I would meet with the
novice teacher first. At
this meeting I would explain exactly what I wished to achieve
(end goal) and provide the
novice teachers with some examples of what I want. This could
be done with a video, a
PowerPoint, or another form of presentation. To prevent a
strained relationship, I would
schedule weekly or biweekly “checkpoints” to meet with the
novice teacher to determine
where they stand along the process. Lastly, I would tell the
teacher to reach out to me if
they needed any help and that questions may arise. This way I
open the door for the
novice teacher to give a voice of question. If this door is shut,
then the teacher will be
afraid to ask, which could lead to the incorrect end product.
Lastly, I would not assign
this task for someone to complete in two weeks, I would provide
the teacher with
adequate time in completing the task.
The Intern Report
Sunday, February 9, 2020, 6:08 PM
32. In reading through this event/case study, it was clear that the
intern learned a lesson in being honest and forthcoming when
something is not clear to you. She felt that concealing her
confusion was not good leadership because it ultimately
affected the outcome and quality of her work and caused the
supervisor to no longer trust her to take on similar tasks in the
future.
If I were in the place of the principal, I would first have given
sufficient instructions and, more importantly, sufficient time,
for the intern to complete the task. I would hope that I had also
created a system of trust in which the intern would have felt
comfortable speaking with me about their apprehension or lack
of understanding of the assignment. I think this can be
accomplished by being a guide throughout the process rather
than an evaluator. Throughout this process, I have been blessed
to have leaders who have had open door policies and have
created opportunities for me to learn and grow. I think that all
of the leaders I have had have created a school culture that
resembles a family which makes you feel more welcome to
speak your mind and be honest.
As an intern, it can be really hard to speak up because you are
working so hard to prove yourself as a leader. This can be
amplified if you are in a situation where there is a possibility
for you to move up into a leadership role depending on the
results of your internship. That being said, we are only shooting
ourselves in the foot if we don’t express concerns or questions
when we need additional clarification or time. Any good leader
would appreciate your dedication to getting the clarifications in
order to increase productivity and the quality of the product in
the end, more so that appreciate that you seemingly have no
questions to begin with. No dynamic leader would expect
perfection out of a new or learning leader, so asking questions
shows that you are willing to work hard to get it right the first
time.
33. The Intern Report
Sunday, February 9, 2020, 6:08 PM
In reading through this event/case study, it was clear that the
intern learned a lesson in
being honest and forthcoming when something is not clear to
you. She felt that
concealing her confusion was not good leadership because it
ultimately affected the
outcome and quality of her work and caused the supervisor to
no longer trust her to take
on similar tasks in the future.
If I were in the place of the
principal, I would first have given sufficient instructions and,
more importantly, sufficient time, for the intern to complete the
task. I would hope that I
had also created a system of trust in which the intern would
have felt comfortable
speaking with m
e about their apprehension or lack of understanding of the
assignment.
I think this can be accomplished by being a guide throughout
the process rather than an
evaluator. Throughout this process, I have been blessed to have
leaders who have had
open door po
licies and have created opportunities for me to learn and grow. I
think that
34. all of the leaders I have had have created a school culture that
resembles a family
which makes you feel more welcome to speak your mind and be
honest.
As an intern, it can be re
ally hard to speak up because you are working so hard to prove
yourself as a leader. This can be amplified if you are in a
situation where there is a
possibility for you to move up into a leadership role depending
on the results of your
internship. That be
ing said, we are only shooting ourselves in the foot if we don’t
express concerns or questions when we need additional
clarification or time. Any good
leader would appreciate your dedication to getting the
clarifications in order to increase
productivity a
nd the quality of the product in the end, more so that appreciate
that you
seemingly have no questions to begin with. No dynamic leader
would expect perfection
out of a new or learning leader, so asking questions shows that
you are willing to work
hard to
get it right the first time.
The Intern Report
Sunday, February 9, 2020, 6:08 PM
In reading through this event/case study, it was clear that the
intern learned a lesson in
being honest and forthcoming when something is not clear to
35. you. She felt that
concealing her confusion was not good leadership because it
ultimately affected the
outcome and quality of her work and caused the supervisor to
no longer trust her to take
on similar tasks in the future.
If I were in the place of the principal, I would first have given
sufficient instructions and,
more importantly, sufficient time, for the intern to complete the
task. I would hope that I
had also created a system of trust in which the intern would
have felt comfortable
speaking with me about their apprehension or lack of
understanding of the assignment.
I think this can be accomplished by being a guide throughout
the process rather than an
evaluator. Throughout this process, I have been blessed to have
leaders who have had
open door policies and have created opportunities for me to
learn and grow. I think that
all of the leaders I have had have created a school culture that
resembles a family
which makes you feel more welcome to speak your mind and be
honest.
As an intern, it can be really hard to speak up because you are
working so hard to prove
yourself as a leader. This can be amplified if you are in a
situation where there is a
possibility for you to move up into a leadership role depending
on the results of your
internship. That being said, we are only shooting ourselves in
the foot if we don’t
express concerns or questions when we need additional
clarification or time. Any good
leader would appreciate your dedication to getting the
clarifications in order to increase
36. productivity and the quality of the product in the end, more so
that appreciate that you
seemingly have no questions to begin with. No dynamic leader
would expect perfection
out of a new or learning leader, so asking questions shows that
you are willing to work
hard to get it right the first time.