Training solutions for stuttering
•Download as PPT, PDF•
0 likes•444 views
The document discusses developing a training grant program to improve graduate student training in stuttering. Key aspects of the program would include: 1. Training students to work with individuals who stutter in school settings and understand alternative treatment models like intensive clinics and telepractice. 2. Developing additional coursework focused on stuttering, including guided observation, telepractice, intensive programs, supervision skills, and developing in-services. 3. Having students participate in traditional and intensive stuttering clinics during their clinical training. The goal is to formalize and expand existing community programs to strengthen training and apply for a larger grant from the Department of Education to fund 10 students in the new program.
Report
Share
Report
Share
![[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
What Is Stuttering?
What is stuttering? What causes stuttering? Can it be overcome? How should someone respond to someone who stutters?
Stuttering
This presentation contains information regarding stuttering (a type of disfluency). Its definition, characteristics, onset and management/intervention.
Documenting your educational efforts: What we wish we had known
Roopa Ram, M.D. (Radiology)
Katie Kimbrough, M.D. (Surgery)
Beatrice A. Boateng, Ph.D. (Pediatrics
Teaching talk-mkk edited 10.23.2019
Recommended
What Is Stuttering?
What is stuttering? What causes stuttering? Can it be overcome? How should someone respond to someone who stutters?
Stuttering
This presentation contains information regarding stuttering (a type of disfluency). Its definition, characteristics, onset and management/intervention.
Documenting your educational efforts: What we wish we had known
Roopa Ram, M.D. (Radiology)
Katie Kimbrough, M.D. (Surgery)
Beatrice A. Boateng, Ph.D. (Pediatrics
Teaching talk-mkk edited 10.23.2019
Documenting Your Teaching Efforts in a Way that Counts
Dr. Beatrice Boateng discusses "Documenting your educational efforts in ways that count".
Cognitivism as a means to teach it in a healthcare environment, are there alt...
Cognitivism as a means to teach it in a healthcare environment, are there alternatives
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...R.O.C.Ministry of Health and Welfare
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating Taiwan Interprofessionals -to be Teachers of CaregiversThe benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
2 part task APA FormatPart 1The role of the nurse educator requ.docx
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard: National Curriculum Standards for Social Studies (NCSS Standards)
Arts standard: American Arts Alliance Standards
Grade level: 5
Learning objective: To improve students’ societal understanding, critical thinking, and civic competence.
1-2 learning objectives:
1. To educate students on citizenship
2. To enlighten students on moral and civic virtues
3. To teach students about American history and enable them to understand how the society has evolved.
Instructional strategy: The main instructional strategies that will be used to impart social studies knowledge on students will include: classroom lectures, direct instructions, as well as audiovisual presentations. Direct instructions and lectures will primarily utilize scripts and anticipate the students’ responses and questions. These instructional strategies will be premised on the task analyses and mastery learning. Direct instructions and lectures will allow the students to master specific knowledge and skills that have been determined to be important. Technological tools and applications such as videos and PowerPoint presentations will facilitate audiovisual learning.
Description of the learning activity that successfully integrates social studies and the arts (100-150 words):
There are various sets of activities that will be implemented to complete social studies lessons to the target audiences. Examples of such activities will include: establishing good citizenship posters, writing class books about their communities, designing a chart about US government branches and respective responsibilities and powers, as well as exploring ancient kingdoms and writings. As soon as students will complete their reading, they will be required to engage in discussions within their groups by asking questions such as how they can become good American citizens. Furthermore, students will explore their respective communities, including cultural practices and traditions. Morality and ethical values will also form part of the lesson.
Formative assessment:
Formative assessment will be carried out to determine the student’s understanding and knowledge of each topic and sub-topics that they will learn. Examples of formative assessment procedures that will be implemented include: continuous assessment tests, homework assignments, quizzes, as well as mid-term examinations.
Part 3: Reflection
Part Two: Implementation
The implementation of mini-lesson plan will start by integrating the lesson into the whole classroom. Students will be provided with concise statement of goals, which will include what is expected of them and the learning outcomes. Thereafter, students’ previous knowledge and understanding will be assessed. Prior knowledge is important since it is necessary for the day’s lessons (Larson & Keiper, 2011). Students will also be presented with new information in small a ...
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Identification of Focus for Community Teaching
Focus of community teaching is not identified or is incomplete.
Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings.
Focus of community teaching is clear, but rationale for selection is not included.
Focus of community teaching is clear, with a detailed explanation of rationale for selection.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work Plan Proposal
Community teaching proposal is omitted or incomplete.
Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources.
Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria.
Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan.
Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and Transitions
Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or ...
Community Teaching Work Plan Proposal This is your plan BEFORE y.docx
Community Teaching Work Plan Proposal
This is your plan BEFORE you teach/present.
Directions: Develop an educational series proposal for your community using one of the following four topics: Tell me which one of these you will be doing.
· Bioterrorism/Disaster
· Environmental Issues
· Primary Prevention/Health Promotion
· Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: This is you
Estimated Time Teaching Will Last:
Location of Teaching:
Supplies, Material, Equipment Needed:
Estimated Cost: For example did you have to pay for any copying? Did you buy treats? Paper costs?
Community and Target Aggregate: Where was the community? Who was the target population?
Topic:
Epidemiological Rationale for Topic (statistics related to topic):
Include detailed data to support the need for your teaching project. The data includes national, state, and county data. For example, my county has a high incidence of driving while intoxicated deaths. This county data supports my teaching teens about the hazards of drunk driving. Always support information with in-text citations as needed.
Nursing Diagnosis: Remember, this is a community/group diagnosis; a diagnosis for the group you are teaching. A community diagnosis is a bit different than a diagnosis we would write in an acute care setting. A nursing diagnosis should include the diagnosis + etiology (related to) + manifestations.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Detailed discussion: How will you determine readiness to learn?
Learning Theory to Be Utilized: Explain how the theory will be applied.
Detailed discussion: What learning theory will you use? If you aren’t familiar with learning theories complete an internet search; there are many theories. You need to choose which is appropriate for your learners and your topic.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
Discuss the objective number that correlates to your teaching project/topic.
http://www.med.navy.mil/sites/nepmu2/Documents/health_promotion/HP2020objectives%5B1%5D.pdf
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?
Discuss the meaning of Alma Ata Health. How does it relate to your topic? Use your textbook and online resources to gain an understanding of Alma Ata. How does it relate to your teaching topic?
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Metho ...
Midterm Student Feedback: Reflecting on Lessons Learned and Best Practices
Midterm Student Feedback (MSF) is a win-win for faculty, students, and faculty developers. Instructors get valuable feedback on their teaching, students feel empowered, and faculty developers get a window into teaching practices on their campus, as well as consulting opportunities with faculty. MSF has been collected for decades in a variety of ways (SGID, TAP, QCD…). During this session, participants will discuss key aspects of the MSF process, including effective ways to advertise MSF services, conduct MSF surveys, and report MSF data to faculty. Also, what are pitfalls to avoid, and how can online tools make the process more efficient?
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
More Related Content
Similar to Training solutions for stuttering
Documenting Your Teaching Efforts in a Way that Counts
Dr. Beatrice Boateng discusses "Documenting your educational efforts in ways that count".
Cognitivism as a means to teach it in a healthcare environment, are there alt...
Cognitivism as a means to teach it in a healthcare environment, are there alternatives
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...R.O.C.Ministry of Health and Welfare
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating Taiwan Interprofessionals -to be Teachers of CaregiversThe benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
2 part task APA FormatPart 1The role of the nurse educator requ.docx
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
Clinical Field Experience C: Social Studies Mini-Lesson Plan
Part 1: Social Studies Mini-Lesson Plan
Social studies standard: National Curriculum Standards for Social Studies (NCSS Standards)
Arts standard: American Arts Alliance Standards
Grade level: 5
Learning objective: To improve students’ societal understanding, critical thinking, and civic competence.
1-2 learning objectives:
1. To educate students on citizenship
2. To enlighten students on moral and civic virtues
3. To teach students about American history and enable them to understand how the society has evolved.
Instructional strategy: The main instructional strategies that will be used to impart social studies knowledge on students will include: classroom lectures, direct instructions, as well as audiovisual presentations. Direct instructions and lectures will primarily utilize scripts and anticipate the students’ responses and questions. These instructional strategies will be premised on the task analyses and mastery learning. Direct instructions and lectures will allow the students to master specific knowledge and skills that have been determined to be important. Technological tools and applications such as videos and PowerPoint presentations will facilitate audiovisual learning.
Description of the learning activity that successfully integrates social studies and the arts (100-150 words):
There are various sets of activities that will be implemented to complete social studies lessons to the target audiences. Examples of such activities will include: establishing good citizenship posters, writing class books about their communities, designing a chart about US government branches and respective responsibilities and powers, as well as exploring ancient kingdoms and writings. As soon as students will complete their reading, they will be required to engage in discussions within their groups by asking questions such as how they can become good American citizens. Furthermore, students will explore their respective communities, including cultural practices and traditions. Morality and ethical values will also form part of the lesson.
Formative assessment:
Formative assessment will be carried out to determine the student’s understanding and knowledge of each topic and sub-topics that they will learn. Examples of formative assessment procedures that will be implemented include: continuous assessment tests, homework assignments, quizzes, as well as mid-term examinations.
Part 3: Reflection
Part Two: Implementation
The implementation of mini-lesson plan will start by integrating the lesson into the whole classroom. Students will be provided with concise statement of goals, which will include what is expected of them and the learning outcomes. Thereafter, students’ previous knowledge and understanding will be assessed. Prior knowledge is important since it is necessary for the day’s lessons (Larson & Keiper, 2011). Students will also be presented with new information in small a ...
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
Benchmark - Community Teaching Plan: Community Teaching Work Plan Proposal
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
83.00%
4
Good
94.00%
5
Excellent
100.00%
80.0 %Content
30.0 %Identification of Focus for Community Teaching
Focus of community teaching is not identified or is incomplete.
Focus of community teaching is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings.
Focus of community teaching is clear, but rationale for selection is not included.
Focus of community teaching is clear, with a detailed explanation of rationale for selection.
Focus of community teaching is clear, consistent with Functional Health Patterns (FHP) assessment findings, and supported by explanation of rationale.
50.0 %Detailed and Comprehensive Community Teaching Work Plan Proposal
Community teaching proposal is omitted or incomplete.
Community teaching proposal is unclear or inconsistent with Functional Health Patterns (FHP) assessment findings, demographic, or the scope of community-based resources.
Community teaching proposal is clear with a complete summary of each area listed in the assignment criteria.
Community teaching proposal is clearly described and is well supported by evidence from current literature and statistical/demographic data published on the community. There is a detailed summary of all required areas of the work plan.
Community teaching proposal is detailed and comprehensive, with supportive evidence and a detailed description of barriers and strategies to overcome barriers. Evidence from current literature and statistical/demographic data published on the community thoroughly supports the proposal in all required areas of the work plan.
15.0 %Organization and Effectiveness
10.0 %Organization of Proposal, Paragraph Development and Transitions
Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.
Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or ...
Community Teaching Work Plan Proposal This is your plan BEFORE y.docx
Community Teaching Work Plan Proposal
This is your plan BEFORE you teach/present.
Directions: Develop an educational series proposal for your community using one of the following four topics: Tell me which one of these you will be doing.
· Bioterrorism/Disaster
· Environmental Issues
· Primary Prevention/Health Promotion
· Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: This is you
Estimated Time Teaching Will Last:
Location of Teaching:
Supplies, Material, Equipment Needed:
Estimated Cost: For example did you have to pay for any copying? Did you buy treats? Paper costs?
Community and Target Aggregate: Where was the community? Who was the target population?
Topic:
Epidemiological Rationale for Topic (statistics related to topic):
Include detailed data to support the need for your teaching project. The data includes national, state, and county data. For example, my county has a high incidence of driving while intoxicated deaths. This county data supports my teaching teens about the hazards of drunk driving. Always support information with in-text citations as needed.
Nursing Diagnosis: Remember, this is a community/group diagnosis; a diagnosis for the group you are teaching. A community diagnosis is a bit different than a diagnosis we would write in an acute care setting. A nursing diagnosis should include the diagnosis + etiology (related to) + manifestations.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
Detailed discussion: How will you determine readiness to learn?
Learning Theory to Be Utilized: Explain how the theory will be applied.
Detailed discussion: What learning theory will you use? If you aren’t familiar with learning theories complete an internet search; there are many theories. You need to choose which is appropriate for your learners and your topic.
Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.
Discuss the objective number that correlates to your teaching project/topic.
http://www.med.navy.mil/sites/nepmu2/Documents/health_promotion/HP2020objectives%5B1%5D.pdf
How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives (See page 116 in the textbook)?
Discuss the meaning of Alma Ata Health. How does it relate to your topic? Use your textbook and online resources to gain an understanding of Alma Ata. How does it relate to your teaching topic?
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Metho ...
Midterm Student Feedback: Reflecting on Lessons Learned and Best Practices
Midterm Student Feedback (MSF) is a win-win for faculty, students, and faculty developers. Instructors get valuable feedback on their teaching, students feel empowered, and faculty developers get a window into teaching practices on their campus, as well as consulting opportunities with faculty. MSF has been collected for decades in a variety of ways (SGID, TAP, QCD…). During this session, participants will discuss key aspects of the MSF process, including effective ways to advertise MSF services, conduct MSF surveys, and report MSF data to faculty. Also, what are pitfalls to avoid, and how can online tools make the process more efficient?
Similar to Training solutions for stuttering (20)
Documenting Your Teaching Efforts in a Way that Counts
Documenting Your Teaching Efforts in a Way that Counts
Cognitivism as a means to teach it in a healthcare environment, are there alt...
Cognitivism as a means to teach it in a healthcare environment, are there alt...
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...
20171023 The Train-the-Trainer Model 1-1 Taiwan-USA Experience -- Educating ...
The benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency4.2 Communicate .docx
2 part task APA FormatPart 1The role of the nurse educator requ.docx
2 part task APA FormatPart 1The role of the nurse educator requ.docx
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
Clinical Field Experience C Social Studies Mini-Lesson Plan.docx
Admitted student open house, spring 2020 ma slp, final
Admitted student open house, spring 2020 ma slp, final
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
Benchmark - Community Teaching Plan Community Teaching Work Plan .docx
Community Teaching Work Plan Proposal This is your plan BEFORE y.docx
Community Teaching Work Plan Proposal This is your plan BEFORE y.docx
Understanding Why, When, and What it Will Take to do Operations and/or Implem...
Understanding Why, When, and What it Will Take to do Operations and/or Implem...
Midterm Student Feedback: Reflecting on Lessons Learned and Best Practices
Midterm Student Feedback: Reflecting on Lessons Learned and Best Practices
Recently uploaded
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological Screening of Herbal Drugs in detailed.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
Instructions for Submissions thorugh G- Classroom.pptx
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Recently uploaded (20)
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Training solutions for stuttering
- 1. Rod Gabel