VARK Analysis Paper
Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete "The VARK Questionnaire," located on the VARK website, and then complete the following:
1. Click "OK" to receive your questionnaire scores.
2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750‐1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
1. Provide a summary of your learning style according the VARK questionnaire.
2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria
The result for my VARK is the learning style of the “R” which is meant (read/ write).
People with a strong reading and writing preference for learning like list, note and text in all its formats and whether in print or online.
People with a Read/Write preference prefer:
· to write and read. They like words that have interesting meanings and backgrounds.
· to use lists (a, b, c, d, and 1, 2, 3, 4) and to order things into categories.
· to arrange words into hierarchies and points; order and structure in anything presented
· extracting meanings from headings and titles
· correcting mistakes
· clarity in what has been written
· challenging rules and regulations because of their wording
· people who write or speak using challenging words
To take in information:
· use lists (like this one!)
· use titles and headings that clearly explain what follows
· use bullet points and numbered paragraphs
· use dictionaries and glossaries, articles about trends in word usage
· spell-check; co ...
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
The document provides tips for teaching writing. It recommends that teachers:
1) Not require conventional spelling initially or rely solely on isolated grammar exercises, as this can interrupt ideas and learning grammar out of context has limited value.
2) Guide student writing using a trait model that focuses on ideas, organization, voice, word choice, sentence fluency and conventions.
3) Provide personalized feedback to students through one-on-one discussions and peer reviews to help students improve their writing.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
Scaffolding workshop notes from 18/8/11angietoppan
This document discusses strategies for scaffolding reading and writing for students in an academic setting. It emphasizes explicitly teaching academic language, reading skills and strategies, and the structures and choices involved in different types of texts. Some key strategies mentioned include modeling, joint construction of texts with students, providing graphic organizers, teaching vocabulary in context, and using techniques like partner reading, outlining, rewriting and feedback to support students in developing their skills. The goal is to make the processes involved in reading and writing as transparent as possible for students.
This document discusses learning styles and their implications for teaching. It describes the four main learning styles - visual, auditory, read/write, and kinesthetic. Each learning style uses different parts of the brain and has different preferred ways of taking in and processing information. Understanding a student's learning style allows teachers to tailor their instructional methods and materials accordingly. The document provides suggestions for teaching strategies that target each specific learning style to help students learn and retain information most effectively.
The VAK model describes three main learning styles - visual, auditory, and kinesthetic. Visual learners absorb information through sight, auditory learners through listening, and kinesthetic learners through physical experience and movement. While people may have a dominant style, integrating activities that engage all three learning styles can help more learners feel comfortable and engaged. Recognizing different styles in students allows teachers to differentiate instruction and incorporate a variety of teaching methods and activities into their lessons.
Reaching All Learners: Differentiating with TechnologyOHIO ITSCO
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
The document provides tips for teaching writing. It recommends that teachers:
1) Not require conventional spelling initially or rely solely on isolated grammar exercises, as this can interrupt ideas and learning grammar out of context has limited value.
2) Guide student writing using a trait model that focuses on ideas, organization, voice, word choice, sentence fluency and conventions.
3) Provide personalized feedback to students through one-on-one discussions and peer reviews to help students improve their writing.
The document discusses strategies for helping students improve their writing skills. It notes that writing involves many component skills that students may lack, such as reading comprehension, analytical abilities, and mechanics. To address this, instructors should prioritize the skills they value, communicate expectations clearly, and provide practice opportunities with feedback. Specific strategies include using rubrics to break down writing into skills; giving diagnostic assessments to identify weaknesses; scaffolding assignments from simple to complex; and creating multiple, lower-stakes practice opportunities such as peer review and targeted feedback.
Scaffolding workshop notes from 18/8/11angietoppan
This document discusses strategies for scaffolding reading and writing for students in an academic setting. It emphasizes explicitly teaching academic language, reading skills and strategies, and the structures and choices involved in different types of texts. Some key strategies mentioned include modeling, joint construction of texts with students, providing graphic organizers, teaching vocabulary in context, and using techniques like partner reading, outlining, rewriting and feedback to support students in developing their skills. The goal is to make the processes involved in reading and writing as transparent as possible for students.
This document discusses learning styles and their implications for teaching. It describes the four main learning styles - visual, auditory, read/write, and kinesthetic. Each learning style uses different parts of the brain and has different preferred ways of taking in and processing information. Understanding a student's learning style allows teachers to tailor their instructional methods and materials accordingly. The document provides suggestions for teaching strategies that target each specific learning style to help students learn and retain information most effectively.
The VAK model describes three main learning styles - visual, auditory, and kinesthetic. Visual learners absorb information through sight, auditory learners through listening, and kinesthetic learners through physical experience and movement. While people may have a dominant style, integrating activities that engage all three learning styles can help more learners feel comfortable and engaged. Recognizing different styles in students allows teachers to differentiate instruction and incorporate a variety of teaching methods and activities into their lessons.
Reaching All Learners: Differentiating with TechnologyOHIO ITSCO
1. The document discusses differentiating instruction using technology to meet the individual needs of students. It provides examples of how to use tools like webquests, blogs, videos, and graphic organizers to vary content, process, and products.
2. Formative and summative assessments are important aspects of differentiation discussed. Examples are given of using tools for pre-assessment, tracking assessment data, and student self-assessment.
3. Instructional strategies like tiered activities, learning contracts, choice boards, and RAFTs are provided to demonstrate how teachers can structure differentiated lessons.
This document provides an overview of study skills and strategies for effective learning. It discusses learning theories including behaviourism and cognitive approaches. Different learning styles such as visual, auditory and kinesthetic are described. Successful learning techniques involve practice, trial and error, repetition and experimentation. Effective study strategies include identifying assignment requirements, setting goals, finding links between concepts, working with others, and using note taking methods like mind maps, the Cornell method and SQ3R for readings. Time management is also important. The document recommends developing a study plan and learning journal to apply these techniques.
This document provides strategies and resources for teachers to help middle and high school students build their vocabularies. It begins by emphasizing the importance of vocabulary for reading comprehension and discusses how direct vocabulary instruction is needed but often lacking. It then outlines four effective practices for vocabulary instruction: developing word awareness through word play, providing explicit instruction to build vocabulary, teaching strategies for independence, and engaging students with a variety of texts. The document proceeds to describe and provide examples of 12 specific vocabulary-building strategies supported by research, including STAR, frontloading, semantic feature analysis, word sorts, and vocabulary notebooks. It concludes by listing additional resources for teachers.
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
The document summarizes key points from a workshop on writing across the curriculum and using the 6 Traits model to evaluate student writing. It discusses establishing a school-wide writing policy, including committing administrators and teachers, allocating time and resources for writing, providing training, and aligning practices with research on effective writing instruction. The 6 Traits model provides a framework to give students specific feedback through analytic scoring in ideas, organization, voice, word choice, sentence fluency, and conventions.
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
Assignment 1 Defining the Learning EnvironmentRefer to murgatroydcrista
Assignment 1: Defining the Learning Environment
Refer to the
Overall Concept for Assignments 1-4
for guidance in describing the scenario required here.
Note
: Do not use the real name of the organization you will describe in this assignment.
Write a five to six (5-6) page paper in which you:
1. Provide an overview of the organization for which you are to develop the training. The overview should include, at a minimum, the organization’s mission, vision, management structure, corporate culture, geographic location(s), community involvement, and experience in providing training and development activities.
2. Specify the task(s) for which the training is being developed. Analyze the most significant elements or steps for performing each task and examine the importance the task(s) to the organization’s overall mission.
3. Describe at least five (5) characteristics of the intended audience for the training. For example, describe the number of potential learners, type of learners, reading levels, gender, ages, culture, language(s) they use, and attitude toward learning. Evaluate the intended audience’s level of familiarity with technology overall.
4. Assess the degree to which the members of your intended audience are self-directed in their learning overall. Suggest the manner in which their self-directedness—or lack thereof—may affect the likelihood that they would successfully compete the training.
5. Select the theoretical basis for the planned training (i.e., andragogy or one of the other theoretical models on adult learning). Provide a rationale for your selection.
6. Propose at least two (2) strategies to incorporate key aspect of the selected theoretical model into the design and delivery of the planned training.
7. Use at least five (5) reputable Websites and scholarly articles for this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Analyze social, economic, cultural contexts and demographics that influence who adult learners are and what they learn.
· Analyze the basic principles of selected teaching and learning theories.
· Evaluate the methods that businesses and other post-secondary education environments use to respond to adult learning needs.
· Analyze the principles of andragogy and selected teaching and learning theories.
· Use technology and information resources to research issues, current trends, theories, and learning strategies for adult learning and d ...
Diana Guzman took a VARK learning styles assessment test which assessed her preferences for Visual, Aural, Read/Write, and Kinesthetic styles of learning. Her results showed a preference for Aural, Read/Write, and Kinesthetic styles (ARK multimodal). The document provided study strategies for each style based on her results. It emphasized using the VARK website to find more tailored study tips based on her assessed learning preferences to help her learn and process information more effectively.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Writing can be categorized into different modes such as narrative, informative, and persuasive. The types of writing are extensive writing, where the writer is given a broad topic, and intensive writing, where the topic is more focused. The writing process involves several steps: prewriting, drafting, revising, editing, and publishing. Qualities of good writing include having interesting ideas, clear organization, an engaging voice, precise word choice, varied sentence structures, and correct grammar conventions.
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
This document provides an overview of strategies for building literacy into content area classes to help struggling readers. It discusses how close to 50% of ninth graders cannot comprehend typical text assignments, and how content literacy strategies like modeling and think-alouds come from social learning theories. The document reviews challenges faced by poor readers and benefits of explicit strategy instruction. It also examines literacy demands in the Common Core standards and provides examples of strategies like Frayer models, QAR, discussion webs and journaling that teachers can use to develop content literacy.
Literacy instruction in the naf curriculum, andy rothsteinNAFCareerAcads
The document discusses the NAF literacy approach, which focuses on four critical experiences that drive literacy instruction: responding to texts, composing oral and written works, studying language patterns, and sustained self-selected reading. It also discusses developing vocabulary through word stories, genres that inform comprehension and writing, and the five-part cycle for literacy development that guides NAF courses. Key literacy strategies used in NAF include defining formats, taxonomies, anticipation guides, and the reading comprehension teaching cycle of before, during, and after reading activities.
The document provides an overview of Task 1 of the edTPA assessment for elementary education teacher candidates. Task 1 focuses on planning literacy instruction for a 3-5 lesson learning segment. Key requirements include describing the context for learning, writing detailed lesson plans, and a commentary explaining how plans support student literacy learning and address language demands. Teacher candidates will be assessed on their ability to effectively plan instruction that supports student needs, connects to research on learning, and uses assessments to monitor progress on literacy skills and strategies.
PRINTStrategies for Promoting Inclusiveness and Welcoming bernadettexrb
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
to learn how to use the levels of Bloom's taxonomy to enhance the way you think about and approach your assignments.
If you find these resources particularly helpful, remember to add them to the list of resources you started in Unit 1.
Resource ToolboxBEGIN ACTIVITY
ICON
Transcript
Critical Thinking ModelBEGIN ACTIVITY
ICON
Transcript
Bloom's TaxonomyBEGIN ACTIVITY
ICON
Transcript
Toggle Drawer
[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
Grand Canyon NRS 429V Week 1 Assignment.pdfBrian712019
This document provides instructions for a series of assignments for Grand Canyon University's NRS 429V course. It includes details on completing a VARK learning styles questionnaire and writing a paper analyzing one's learning style preferences. It also outlines two subsequent assignments: one analyzing health disparities and approaches for a selected minority group, and another conducting a heritage assessment of health traditions for three culturally diverse families. Students are directed to address specific topics in essays of 750-1000 words and cite at least three references using APA style. The document provides example approaches and additional instructions regarding formatting, participation, and communication.
The document discusses the importance of clear learning targets for students and teachers. It explains that standards need to be "deconstructed" or broken down into specific knowledge, skills, reasoning, and products that students need to demonstrate mastery. Examples are provided of strong and weak learning targets. The document also provides guidance on categorizing targets and examples of collaboratively deconstructing standards into clear targets.
Milestones Navigating Late Childhood to AdolescenceFrom the m.docxjessiehampson
Milestones: Navigating Late Childhood to Adolescence
From the movie, Lila, Eight to Thirteen in this week's materials, identify 2–3 developmental milestones Lila reaches, and assess whether or not you think she successfully navigates her way through them as she prepares for adolescence. Support your assertions with evidence from your text and this week's materials.
.
Migration and RefugeesMany immigrants in the region flee persecu.docxjessiehampson
Migration and Refugees
Many immigrants in the region flee persecution and then return after they are liberated. For example, 700,000 Jews were allowed to leave the former Soviet Union and enter Israel in the 1990s. There has also been a migration of Palestinian people. Discuss the following:
Why do you think that Israel is such an important place for the Jews?
What is the importance of the area to the Palestinians?
What do you think the impact would be on you and your families if you participated in such long-distance migration?
No references needed, need response within 3 hours!
.
More Related Content
Similar to VARK Analysis PaperLearning styles represent the different app.docx
This document provides an overview of study skills and strategies for effective learning. It discusses learning theories including behaviourism and cognitive approaches. Different learning styles such as visual, auditory and kinesthetic are described. Successful learning techniques involve practice, trial and error, repetition and experimentation. Effective study strategies include identifying assignment requirements, setting goals, finding links between concepts, working with others, and using note taking methods like mind maps, the Cornell method and SQ3R for readings. Time management is also important. The document recommends developing a study plan and learning journal to apply these techniques.
This document provides strategies and resources for teachers to help middle and high school students build their vocabularies. It begins by emphasizing the importance of vocabulary for reading comprehension and discusses how direct vocabulary instruction is needed but often lacking. It then outlines four effective practices for vocabulary instruction: developing word awareness through word play, providing explicit instruction to build vocabulary, teaching strategies for independence, and engaging students with a variety of texts. The document proceeds to describe and provide examples of 12 specific vocabulary-building strategies supported by research, including STAR, frontloading, semantic feature analysis, word sorts, and vocabulary notebooks. It concludes by listing additional resources for teachers.
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
The document summarizes key points from a workshop on writing across the curriculum and using the 6 Traits model to evaluate student writing. It discusses establishing a school-wide writing policy, including committing administrators and teachers, allocating time and resources for writing, providing training, and aligning practices with research on effective writing instruction. The 6 Traits model provides a framework to give students specific feedback through analytic scoring in ideas, organization, voice, word choice, sentence fluency, and conventions.
The document discusses issues with how instruction is defined and delivered through basal reading programs. It notes that basal programs assume one instructional approach for all students and lack differentiation. The summary provides 9 actions teachers must take to improve instruction when using a basal program, including setting goals for students, modifying lessons, and differentiating instruction based on student needs.
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
Assignment 1 Defining the Learning EnvironmentRefer to murgatroydcrista
Assignment 1: Defining the Learning Environment
Refer to the
Overall Concept for Assignments 1-4
for guidance in describing the scenario required here.
Note
: Do not use the real name of the organization you will describe in this assignment.
Write a five to six (5-6) page paper in which you:
1. Provide an overview of the organization for which you are to develop the training. The overview should include, at a minimum, the organization’s mission, vision, management structure, corporate culture, geographic location(s), community involvement, and experience in providing training and development activities.
2. Specify the task(s) for which the training is being developed. Analyze the most significant elements or steps for performing each task and examine the importance the task(s) to the organization’s overall mission.
3. Describe at least five (5) characteristics of the intended audience for the training. For example, describe the number of potential learners, type of learners, reading levels, gender, ages, culture, language(s) they use, and attitude toward learning. Evaluate the intended audience’s level of familiarity with technology overall.
4. Assess the degree to which the members of your intended audience are self-directed in their learning overall. Suggest the manner in which their self-directedness—or lack thereof—may affect the likelihood that they would successfully compete the training.
5. Select the theoretical basis for the planned training (i.e., andragogy or one of the other theoretical models on adult learning). Provide a rationale for your selection.
6. Propose at least two (2) strategies to incorporate key aspect of the selected theoretical model into the design and delivery of the planned training.
7. Use at least five (5) reputable Websites and scholarly articles for this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Analyze social, economic, cultural contexts and demographics that influence who adult learners are and what they learn.
· Analyze the basic principles of selected teaching and learning theories.
· Evaluate the methods that businesses and other post-secondary education environments use to respond to adult learning needs.
· Analyze the principles of andragogy and selected teaching and learning theories.
· Use technology and information resources to research issues, current trends, theories, and learning strategies for adult learning and d ...
Diana Guzman took a VARK learning styles assessment test which assessed her preferences for Visual, Aural, Read/Write, and Kinesthetic styles of learning. Her results showed a preference for Aural, Read/Write, and Kinesthetic styles (ARK multimodal). The document provided study strategies for each style based on her results. It emphasized using the VARK website to find more tailored study tips based on her assessed learning preferences to help her learn and process information more effectively.
The document discusses intended learning outcomes and student assessment. It defines intended learning outcomes as statements describing what students know, understand and can do as a result of their learning experiences. It provides examples of learning outcomes related to communication skills, research skills and ethics. It also discusses how to write learning outcomes using verbs that describe observable and measurable behaviors and aligning outcomes with courses, programs and institutions.
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
Writing can be categorized into different modes such as narrative, informative, and persuasive. The types of writing are extensive writing, where the writer is given a broad topic, and intensive writing, where the topic is more focused. The writing process involves several steps: prewriting, drafting, revising, editing, and publishing. Qualities of good writing include having interesting ideas, clear organization, an engaging voice, precise word choice, varied sentence structures, and correct grammar conventions.
This document discusses strategies for teaching close reading, including anticipation guides, vocabulary support, annotating, summarizing, notetaking templates, and self-generated questions. It describes using tools like Google Forms, Padlet, and wikis to engage students and have them analyze a poem using literacy strategies. Scaffolding strategies are recommended, such as breaking down readings into sections and providing tools and structures to help students comprehend parts of the text.
This document provides an overview of strategies for building literacy into content area classes to help struggling readers. It discusses how close to 50% of ninth graders cannot comprehend typical text assignments, and how content literacy strategies like modeling and think-alouds come from social learning theories. The document reviews challenges faced by poor readers and benefits of explicit strategy instruction. It also examines literacy demands in the Common Core standards and provides examples of strategies like Frayer models, QAR, discussion webs and journaling that teachers can use to develop content literacy.
Literacy instruction in the naf curriculum, andy rothsteinNAFCareerAcads
The document discusses the NAF literacy approach, which focuses on four critical experiences that drive literacy instruction: responding to texts, composing oral and written works, studying language patterns, and sustained self-selected reading. It also discusses developing vocabulary through word stories, genres that inform comprehension and writing, and the five-part cycle for literacy development that guides NAF courses. Key literacy strategies used in NAF include defining formats, taxonomies, anticipation guides, and the reading comprehension teaching cycle of before, during, and after reading activities.
The document provides an overview of Task 1 of the edTPA assessment for elementary education teacher candidates. Task 1 focuses on planning literacy instruction for a 3-5 lesson learning segment. Key requirements include describing the context for learning, writing detailed lesson plans, and a commentary explaining how plans support student literacy learning and address language demands. Teacher candidates will be assessed on their ability to effectively plan instruction that supports student needs, connects to research on learning, and uses assessments to monitor progress on literacy skills and strategies.
PRINTStrategies for Promoting Inclusiveness and Welcoming bernadettexrb
PRINT
Strategies for Promoting Inclusiveness and Welcoming DiversityINTRODUCTION
As an educator, you are likely working with students who demonstrate more types of diversity than ever before. Therefore, you should develop a repertoire of strategies for making learning accessible to all students and ensuring that your learning environment promotes inclusiveness and welcomes diversity in all its forms. In this unit, you will focus on two main ideas: implementing strategies to promote inclusivity and value diversity, and using critical thinking skills to support your work as a learner and educator.
LEARNING ACTIVITIES
Collapse All
Toggle Drawer
[u04s1] Unit 4 Study 1Weekly Planner and Reflection Journal
Use the Weekly Planner and Reflection Journal to help you keep track of your activities so you stay organized and meet all required deadlines. The tool also contains a section for you to record your reflections on your learning goals and experiences for the week. This space provides a private, informal area for you to record your thoughts on your strengths and challenges as they relate to inclusivity and diversity in learning environments. Your entries won't be read, responded to, or graded by the instructor; however, you are strongly urged to make weekly journal entries, as you will need this content to complete the Unit 10 Course Reflection assignment.
As you prepare your weekly reflection entry, remember to connect at least one of Brookfield's Four Lenses to your entry:
Autobiographical experiences.
Eyes of students or clients.
Relevant theories.
Colleagues’ perceptions.
Complete the
Weekly Planner and Reflection Journal
to track your activities.
Toggle Drawer
[u04s2] Unit 4 Study 2Develop Your Toolbox
Critical thinking skills help you in your own studies and development as well as in helping your colleagues and clients. The following Capella media will provide a framework for understanding critical thinking skills:
Click
Critical Thinking Model
to view the media piece. Use the guidelines and questions as helpful critical-thinking tools as you conduct your research in this and future courses.
Click
Resource Toolbox
to investigate the Critical Thinking section. There are many linked resources there for you to learn all about critical thinking in general, as well as how those skills can help you as a learner.
Click
Bloom's Taxonomy
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[u04s3] Unit 4 Study 3Diversity and Inclusion Strategies
Readings
According to the 1995 UNESCO Declaration of Principles on Tolerance, "Tolerance is respect, acceptance, and appreciation of t ...
Grand Canyon NRS 429V Week 1 Assignment.pdfBrian712019
This document provides instructions for a series of assignments for Grand Canyon University's NRS 429V course. It includes details on completing a VARK learning styles questionnaire and writing a paper analyzing one's learning style preferences. It also outlines two subsequent assignments: one analyzing health disparities and approaches for a selected minority group, and another conducting a heritage assessment of health traditions for three culturally diverse families. Students are directed to address specific topics in essays of 750-1000 words and cite at least three references using APA style. The document provides example approaches and additional instructions regarding formatting, participation, and communication.
The document discusses the importance of clear learning targets for students and teachers. It explains that standards need to be "deconstructed" or broken down into specific knowledge, skills, reasoning, and products that students need to demonstrate mastery. Examples are provided of strong and weak learning targets. The document also provides guidance on categorizing targets and examples of collaboratively deconstructing standards into clear targets.
Similar to VARK Analysis PaperLearning styles represent the different app.docx (20)
Milestones Navigating Late Childhood to AdolescenceFrom the m.docxjessiehampson
Milestones: Navigating Late Childhood to Adolescence
From the movie, Lila, Eight to Thirteen in this week's materials, identify 2–3 developmental milestones Lila reaches, and assess whether or not you think she successfully navigates her way through them as she prepares for adolescence. Support your assertions with evidence from your text and this week's materials.
.
Migration and RefugeesMany immigrants in the region flee persecu.docxjessiehampson
Migration and Refugees
Many immigrants in the region flee persecution and then return after they are liberated. For example, 700,000 Jews were allowed to leave the former Soviet Union and enter Israel in the 1990s. There has also been a migration of Palestinian people. Discuss the following:
Why do you think that Israel is such an important place for the Jews?
What is the importance of the area to the Palestinians?
What do you think the impact would be on you and your families if you participated in such long-distance migration?
No references needed, need response within 3 hours!
.
Min-2 pagesThe goal is to develop a professional document, take .docxjessiehampson
Min-2 pages
The goal is to develop a professional document, take a stake in your company (its a t-shirt and apparel company; see attached) as a business owner, and develop a business plan with the aim of securing financing to expand one’s business for an established firm.
Complete the following: (using the business plan working document)
10.0 Financials Plan
*Annotated plan has additional details if you have questions or need explanation
.
Mingzhi Hu
First Paper
3/5/2020
POLS 203
Application of Realism Theory on Civil war in Syria and International Relations
International relation can be best understood through the various schools of thought or
rather theories. They are significant in giving a comprehensive detail of the constructs that make
international relations. Realism theory still remains one of the most influential tools in
understanding events related to international relations. This is because it provides a pragmatic
approach in examining current events in the sphere of international relations (Maghroori, pg. 17).
Realism is divided into three subdivisions, seeking to explain causes of state conflict. This
include classical realism that argues that the conflict comes from the nature of man, neorealist
which associates conflict the elements of the state, and neoclassical realism which associates it to
both human nature and elements of the state. This school of thought is grounded on some
fundamental principles that make the core of its arguments.
The first assumption in realism is the idea that a country, usually referred to as a state,
serves as the main actor in international relations. It acknowledges the fact that there are other
actors like individuals and organizations, which have limited influence (Maghroori 11).
Secondly, the state is considered a unitary player, which is expected to work harmoniously, with
regard to matters of national interest. In addition, realists believe that the people who make
decisions are rational players, since this rationality is required in pursuing the interest of the
nation. In essence, the leaders are believed to understand these assumptions regardless of their
Laci Hubbard-Mattix
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But selfish
Laci Hubbard-Mattix
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Laci Hubbard-Mattix
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What do you mean by "work harmoniously"
Laci Hubbard-Mattix
90000004849605
It is not clear what this sentence means.
political position, so ensure their sustainability and continuity. Consequently, it is assumed that
states exist in an anarchy context, where there is no single international leader. In this
theorization, the role of nature in influencing human action is not ignored. It asserts that nature
influence people to continue acting in repetitive tendencies. In this assumption, it comes out that
people desire power because of the egoistic nature. The innate selfishness of human beings,
mistrust and their thirst for power explains the unpredicted consequences that can result from
their actions (Maghroori 20). Such human tendencies can explain the unending wars among
nations. Bearing the fact that nations are governed by human beings, their nature contributes
largely to their behavioral tendencies, which in turn influence its security.
Realist therefore assume that leaders have the responsibility to promote the security of
their country in all fronts. This can be realized through consta.
Miller, 1 Sarah Miller Professor Kristen Johnson C.docxjessiehampson
Miller, 1
Sarah Miller
Professor Kristen Johnson
CHID 230
2 April 2019
The Myth of Disability as Isolating in Tim Burton’s Edward Scissorhands
Jay Timothy Dolmage discusses the common disability myths that condition our
understanding of disability in his work Disability Rhetoric. He argues that these myths create the
perception that disabled people are “others”, through the portrayal of them as lesser, surplus, or
improper (Dolmage, 31). One of the myths that Dolmage examines is disability as isolating or
individualizing, which is perpetrated through narratives of disabled people living in isolation,
rarely having romantic relationships or friendships, and often being left alone at the end
(Dolmage, 43). This myth can be seen in the film Edward Scissorhands, directed by Tim Burton.
Edward is a human being created by an inventor, yet the inventor’s death before his completion
leaves him with scissor blades for hands. Edward lives in a gothic mansion atop a hill,
completely in isolation until local Avon saleswoman Peg Boggs visits. She is initially frightened
by his appearance, yet decides to take him home with her upon the realization that he is
harmless. Edward’s disability causes his transition into society to be largely unsuccessful, as he
is objectified and used by other people for their benefit, and at the end of the film he is forced to
return to living in isolation after their perception of him turns to one of fear and scorn.
Edward’s isolation from society is symbolically portrayed through many film design
techniques. The mansion in which he lives at the beginning and the end of the film starkly
contrasts the community in which the able-bodied society lives. The mansion is gothic, dark, and
partially in ruins, whereas the rest of the houses are brightly colored in pinks, yellows, and
Miller, 2
greens, all with perfectly manicured green lawns. His appearance also separates him from the
rest of society, as he has very pale skin, dark under-eyes, black untamed hair, and wears gothic
industrial clothes. The able-bodied individuals often wear colorful or light clothes and appear
quite “ordinary”. The contrast created between Edward and society through set, clothing,
makeup, and hair design work to portray Edward and his disability as unusual, creepy, and
“other”. Peg even attempts to “normalize” his appearance by giving him different clothes to wear
and attempting to cover his scars with makeup, in the hopes that it will ease his transition into the
community. This film phenomenon is discussed by Martin F. Norden in his book The Cinema of
Isolation: A History of Physical Disabilities in the Movies. He argues that filmmakers will
separate disabled characters from their able-bodied peers not only through the storyline, but also
through a number of design elements. He also states that this technique allows filmmakers to
reflect an able-bodied point of view and reduce d.
Migrating to the Cloud Please respond to the following1. .docxjessiehampson
"Migrating to the Cloud" Please respond to the following:
1. Imagine that you are a CIO and you have been tasked to examine the process of moving from one host server or storage location to another. Predict two foreseen challenges of migrating an application to the cloud in a live migration and high- availability setting. Propose a preventative measure or a solution for each of these challenges.
2. Imagine that you are the CIO for a midsized organization in this industry. Determine, in 10 or less steps, the timeline for a live migration to the cloud in your organization. Determine the three greatest risks in this deployment.
.
Mike, Ana, Tiffany, Josh and Annie are heading to the store to get.docxjessiehampson
Mike, Ana, Tiffany, Josh and Annie are heading to the store to get some snacks. Mike has $1, Ana has $2, Tiffany has $3, Josh has $4, and Annie has $5.
What's the average (mean) amount of cash the five kids have? What's the median? A few days later, Annie's family won the lottery, and the kids go together to the store to get some snacks again. This time Mike has $1, Ana has $2, Tiffany has $3, Josh has $4, and Annie has wad of cash totaling $5,000.
What's the average (mean) amount of cash the five kids have this time? What's the median?
From part a, how have the mean and the median changed?
Which one - the mean or the median - is a better reflection of how much money they have together? Take you time before answering.
.
Michelle Wrote; There are several different reasons why an inter.docxjessiehampson
Michelle Wrote;
There are several different reasons why an intervention fails, such as the wrong intervention being selected or trying to solve the wrong problem. It is important that when performing and intervention that every thing have been severely observed and taken into consideration. I worked with an organization that was a travel agency, and they operated off of the commission that was collected from the booking that are processed, but they also provided a discount to the members that was taken out of the commission total. The issue was that when they initially opened the department there was no budget plan done and no guidelines were given, the agents were told to use discretion, and all though the department was a huge success in booking reservations they were still failing, because they were not withholding enough commission for the organization to operate under. Where the intervention process failed is that they never had formal training, which would have been a focus group to define the exact percentage to give to customer and the amount the organization needed to cover their overhead. During the meeting process there should have been definite guidelines to lead employees and managers from the accounting department so that the employees did not need to play the guessing game. Although they had the meeting nothing changed, because the problem was not solved with the employees and managers and was not addressed by the accounting department. The business is now in danger of folding because of the poor communication practices.
William Wrote:
Although what I am going to talk about is not my workplace but the place that I volunteer my time to sit on the board of directors for a non profit agency. As a board member we oversee the agency as a whole but we also break down into small committee groups to address needs as they arise. One of the committees that I am on is the planning committee. A change that was implemented by administration, program staff, and the board was all departments would start entering all their own data. At the time the agency had two data entry personal that was entering all agency data. So the change we made was that instead of hiring another data entry person we would require all programs to enter their own data into the collection software. This ended up being a failure that could have been huge had we not pulled reports the first two quarters of the year. What we found was some programs were right on target with getting their information entered with the first quarter. The Executive Director addressed this with staff. When the second quarter reports were pulled the data did not get any better. As an agency this failed due to program staff just did not have the appropriate time to take on more data entry. The agency ended up where we should have to start off, hiring another data entry staff member. I will say with this failure it actually turned into a very positive experience over all.
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Midterm Lad Report 7
Midterm Lab Report
Introduction
Cellular respiration refers to all the metabolic processes and chemical reactions that take place in living organisms, particularly at the cellular level. These processes focus on the extraction of energy from nutrients. It is also responsible for converting the biochemical energy into 'adenosine triphosphate' (ATP) by the breakdown of sugars in the cells (Bennet 58). Cellular respiration is also responsible for the process by which cells release chemical energy required for conducting cellular activities. The reactions and processes facilitate the release of waste products from the cells. This experiment seeks to conduct a study of the processes and reactions involved during cellular respiration. The experiment will include several activities, such as having a study on the amount of Carbon dioxide produced during the experiment.
The number of levels of the growth of a yeast medium as a dependent variable will also be monitored during the experiment. There are other several independent variables associated with the experiment. These independent variables include sugar and temperature, among others, and their role in the experiment were also monitored. The experiment design involved the use of airtight balloons capped over reaction chambers that were used to collect the Carbon dioxide produced during the experiment. The reaction chambers contained sugars and yeast medium, which facilitated the reactions. Thermometers and pH scale were used to monitor the changes in temperature and acidity levels during the experiment. The paper involves a lab design that institute steps such as arranging the bottles used on the experiment. Notably, a proper arrangement to make sure that all the carbon dioxide released during the respiration process is well tapped in the bottles for correct lab results
Methodology
The actual procedure for experimenting involved taking measurements and recording of all observations made during the experiment. For accurate results, measures were taken three times, and a mean measurement was calculated and recorded. Winzler asserts that the mean obtained from the measurements should be used to calculate the standard deviation, which in turn facilitated the calculation of uncertainty (276). Below are the steps for conducting the experiment. It is essential to read the instructions carefully safety and accuracy during the experiment. Notably, all the lab and experiment results were well observed and thus making sure that there are limited errors in the whole process.
Consequently, all the steps required in the lab report were also clearly followed to help in getting the correct data and even not to affect the whole experiment process. The experiment involved setting the apparatus as per the set standard and the requirement. As per this concept, all the apparatus were set in a proper way to avoid vague results. Notably, to get the correct measurement and results, it is import.
MicroEssay Identify a behavioral tendency that you believe.docxjessiehampson
MicroEssay
Identify a behavioral tendency that you believe you have inherited (one that is determined, at least in part, by your genetic make-up). Explain the ways you think this trait has been affected by your environment by applying the different types of gene x environment correlations to your example (passive, evocative, and active)? What does this suggest about the nature-nurture debate?
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MILNETVisionMILNETs vision is to leverage the diverse mili.docxjessiehampson
MILNET
Vision
MILNETs vision is to leverage the diverse military experience of Crawford employees to create awareness opportunities that help forester an appreciation, understand, and respect for the military culture and members we serve
Benefits
· Know our Members
· Support recruiting and retention
· Facilitate transition from military to Crawford
· Centralized source to connect with peer veterans
· Provide Member Experience, Marketing, and other Crawford initiatives and expert knowledge base.
MILNET Leadership Team (Volunteer position)
· Event & Volunteer Lead- Plan and execute mandatory enterprise events
· Technology Lead- Maintain MILNET budget throughout the year and reports overview or expenses monthly
· MILNET Spouse Lead- Ensures connect of sites are up to date/accurate, to include Veteran/Military Spouse Registration
· Secretary-Manages relationships by identifying opportunism for partnership
· Communications/Marketing Lead- Communicates to the MILNET community regularly via multiple channels (Email, Internal Social) regarding upcoming events, announcement, and other communications.
Background
Grandfather Air force
Parents- Army
Myself- Army
Spouse Army
Skills
Knowledgeable
Passionate
Qualified
Education
-Associates Accounting
-Bachelor’s in business and HR
-MRA w/ HR concentration
1 – Paragraph for each question (Professional answers)
Question 1- What is your visions of MILNET?
Question 2-How would your selection impact the Leadership Team?
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midtermAnswer all question with proper number atleast 1 and half.docxjessiehampson
midterm
Answer all question with proper number atleast 1 and half page
APA FORMAT SIZE 12
1. Why is culture important to political scientists?
2. How is political science an interdisciplinary major?
3. How can politics be treated as a science?
4. Describe how modern liberalism differs from classical liberalism and explain how modern conservatism related to classical liberalism?
5. Explain how nationalism can be dangerous to a nation. Use both theoretical ideas and concrete examples to support your claims
6.
Evaluate the "end of ideology" argument by considering the facts that fit and contradict this view on today's world
7. What are the means by which power is institutionalized? What makes for good institutions? Provide examples from the United States and one other country
8. Identify the purposes of constitutions and explain why they are necessary
9. Describe how the principle of separation of powers is manifested in the U.S. Constitution and explain how this principle has evolved over time in the United States.
10. Bonus Question: What are the 10 Bill of Rights
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Midterm QuestionIs the movement towards human security a true .docxjessiehampson
Midterm Question
Is the movement towards human security a true paradigm shift? In answering this question make sure to consider which of the authors whom you have read in Weeks one to four of the course support your view and which do not. *The sole use of attached readings is required for the midterm*
Midterm Assignment – Instructions (Read Carefully)
In university courses, assignments (or assessments) are meant to give students the opportunity to demonstrate what they have been learning in the course – and give instructors evidence that such learning is occurring within the classroom. Because of these objectives, it is imperative to incorporate the specifics of what you’ve been studying in the course into your writing assignments. You accomplish this by answering the Midterm question in the assessment via the course objectives and readings from the course. The midterm will cover the following objectives:
1. Describe the role of rapid globalization in changing perceptions of security
2. Identify key threats to human security (food security, personal security, environmental security)
3. Apply the concepts of human security
4. Compare and contrast traditional international relations approaches to security with the doctrine of human security.
Additional Instructions
To answer the Midterm question you will write an analytical essay. The analytical essay is a practical approach to solving a problem. So think of this essay question as you would an assignment from your boss: “I need you to take a look at this problem and solve it for me using things from your IR toolkit (what you have learned, or know). Present a well-written, concise answer to me in four pages. I need it by tomorrow morning.” This is how it happens in the real world, and this is what we want to prepare you to do. To achieve this structure of the essay please keep the following tips in mind:
1. Remember that the analytical essay is highly-structured. Each paragraph should look like the others in terms of style and substance. Writing to the limit of four pages is an art and something you need to learn to do. So, don’t write fewer than four pages and don’t write more. You may need to write over just a little and then edit away the extra parts of the essay to reach the concise four pages.
2. Review your submission and make sure that you have covered the requirements of the assignment using only material from the lessons and readings.
Format for the Essay:
1. Do not use a cover page. Instead, create a header with your name, assignment name, and date. To do this in Word, go to “insert” and then “header.” Do the same thing to insert a ‘footer’ and include page numbers. If you need help, use the ‘help’ function to learn more within Word.
2. Your submission should be four pages (no more, no less) and look like this:
a. Introduction: Introduce your topic & include a thesis. To help you set up your analytical essay include three reasons why you agree or disagree with the midterm quest.
MGT/526 v1
Wk 2 – Apply: Organizational Analysis
MGT/526 v1
Page 2 of 2
Wk 2 – Apply: Organizational AnalysisInstructions
Complete the worksheet based on your chosen organization. Use Business Source Complete and your selected company’s website, annual report, and other available sources. Part 1: Organization Information
Organization
Define your chosen company and its industry.
Mission and Vision
Identify the mission and vision of the organization.
Mission
Vision
Organizational Initiatives
Outline 1-2 major initiative for this organization. What are they currently doing to support these initiatives?
Organizational Plans
Describe the plans employed by the organization. Determine which types of managers create each type of plan.
Type of Plan
Description
Type of Manager
SWOT Analysis
There are various factors within the external environment of an organization that impacts its strategy.
Analyze the organization’s SWOT analysis. Identify the internal and external factors. Include a link to the SWOT analysis in the Reference section of this worksheet.
Internal Factors
External Factors
Part 2: Evaluation
Evaluate if the mission, vision, planning process, and SWOT analysis meets the current needs of the organization. Include the following in your evaluation:
· Describe the unmet need, (not limited to product or service, can be new demographic, new mode of delivery, etc.).
· Analyze your competitive advantages.
· Based upon the SWOT analysis, is there another business that is doing something similar that can be referred to? Provide examples.
· If there is not another business, describe how what you’re doing is a unique product or service offering.
· Propose a competitive business initiative to address the unmet need.
· Create a high-level timeline and operational steps necessary to implement your solution. References
Include a link to theSWOT analysis.
Copyright 2020 by University of Phoenix. All rights reserved.
Copyright 2020 by University of Phoenix. All rights reserved.
COUN 6785: Social Change in Action:
Prevention, Consultation, and Advocacy
Social Change Portfolio
M. Negrón
Contents
Introduction
Scope and Consequences
Social-ecological Model
Theories of Prevention
Diversity and Ethical Considerations
Advocacy
INTRODUCTIONAdressing Teen Pregnancy in Pittsburg, California
In more recent years, there has been an effort in my community to address teen pregnancy due to its growing rates. Over the years teen pregnancy rates have continued to rise in Contra Costa County as well as surrounding counties. Unfortanately, the town I come from is a small town within Contra Costa County so resources are limited. In order to address teen pregnancy there needs to be easier access to resources to prevent teen pregnancy from occurring. Teen pregnancy can lead to a number of different problems such as low socioeconomic status, greater chance of contracting a sexually transmitted infec.
Microsoft Word Editing Version 1.0Software Requirement Speci.docxjessiehampson
This document provides a software requirements specification for Microsoft Word 2016. It includes an introduction, purpose, scope, definitions, and overview. Use cases are defined for signing in, opening, creating new files, saving, saving as, exporting, printing, and changing fonts. Requirements cover performance, usability, supportability, configurability, and recoverability. The 8 use cases are then described in more detail with normal and alternate flows and screenshots.
Microsoft Windows implements access controls by allowing organiz.docxjessiehampson
Microsoft Windows implements access controls by allowing organizations to define users, groups, and object DACLs that support their environment. Organizations define the rules, and Windows enables those rules to be enforced.
Answer the following question(s):
Do you think access controls are implemented differently in a government agency versus a typical information technology company? Why or why not?
2. Do you think access controls differ among private industries, such as retail, banking, and manufacturing? Why or why not?
.
MGT520
Critical Thinking Writing Rubric - Module 10
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Exceeds
Expectation -
Includes all of the
required
components as
specified in the
assignment.
Meets Expectation-
Includes most of
the required
components as
specified in the
assignment.
Below Expectation-
Includes some of
the required
components as
specified in the
assignment.
Limited Evidence -
Includes few of the
required
components as
specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Exceeds
Expectation -
Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Meets Expectation-
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Below Expectation-
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Limited Evidence -
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Exceeds
Expectation -
Provides strong
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Meets Expectation-
Provides adequate
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Below Expectation-
Provides poor
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
Limited Evidence -
Provides little or no
thought, insight,
and analysis of
performance
management
system, concepts
and applications.
13-15 Points 10-12 Points 7-9 Points 4-6 Points
Sources Exceeds
Expectation -
Sources go above
and beyond
required criteria,
and are well
chosen to provide
effective
substance and
perspectives on
the issue under
examination.
Meets Expectation-
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Below Expectation-
Sources meet
required criteria,
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Limited Evidence -
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates Exceeds Meets Expectation- Below Expectation- Limited Evidence -
MGT520
Critical Thinking Writing Rubric - Module 10
college-level
proficiency in
organization,
grammar and
style.
Expectation -
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure; contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references..
Midterm PaperThe Midterm Paper is worth 100 points. It will .docxjessiehampson
Midterm Paper
The Midterm Paper is worth 100 points. It will consist of a 500 word written description and analysis of a work of art using terminology from Chapters 2-5.
For this assignment, you are to discuss the form, content, and subject matter of a work of art chosen from the list provided. This is an exercise in recognizing visual elements and principles of design in works of art and demonstrating an understanding of how they relate to each other to create meaning. This paper is about looking and seeing. This is not a research paper; you will not need to do additional research. Please follow the outline provided below.
First: Select a work of art
Select one of the following listed works of art:
Circle of Diego Quispe Tito.
The Virgin of Carmel Saving Souls in Purgatory
. Late 17th century. Fig. 1.22, pg. 17.
Henri Matisse.
Large Reclining Nude
. 1935. Fig. 4.24, pg. 85.
Faith Ringgold.
Tar Beach
. 1988. Fig. 13.18, pg. 219.
Henry Ossawa Tanner.
The Banjo Lesson
. 1893. Fig. 21.15, pg. 373
Andy Warhol.
Marilyn Diptych
. 1962. Fig. 24.23, pg. 447.
Format
Describe the use of each visual element and principle of design in the order they are listed in the outline. You can simply list each term and address how it is used in the painting. If you write in paragraph form be sure to identify each term clearly. Any term not addressed will receive 0 points. Provide specific examples. For example, don’t just say “there are lines,” give specific examples of how line is used in the piece you’ve selected.
Papers should be 500 words minimum (not including images), double-spaced, 10 or 12 point, with 1" margins. The preferred format is Microsoft Word (.doc or .docx). If these formats are not available, other acceptable formats are ASCII (.txt), rich text format (.rtf), Open Office (.odt), and PDF. Make sure you proofread your papers for incorrect grammar, spelling, punctuation, and other errors.
The Midterm Paper is due at 11:59 pm CT Sunday of Week 4.
Midterm Paper Outline
Introduction (First Paragraph)
In the first paragraph, called the introduction, you will include:
An identification of the work of art you selected: The name of the artist, title (which is underlined or italicized every time you use the title in your paper), date, and medium.
Your initial interpretation of the subject based on your initial observations.
Description
Describe how each of the following is used in the piece you selected.
Visual Elements
:
Line: what types of lines do you see in the piece? Provide examples.
Shape: what types of shapes do you see? Provide examples.
Mass: How is mass implied?
Space: How is the illusion of space created in the piece?
Time and Motion: Are time and motion evident in tis piece? How so?
Light: How is light used here?
Color: How does the artist use color?
Texture: How does the artist create the illusion of texture, or incorporate actual texture
Principles of Design
Unity and Variety: In what way is this pi.
Miami Florida is considered ground zero for climate change, in parti.docxjessiehampson
Miami Florida is considered ground zero for climate change, in particular rising seas will not only drown coastal sections of the city but will disrupt our local supply of drinking water.
Based on what you have learned so far from this class, discuss the following:
Explain where the drinking water from South Florida primarily comes from and why would rising sea levels disrupt this supply?
What efforts can be made and are being made to mitigate the effects of rising seas on our drinking water?
If you were a local politician, what advice would you give to state and federal officials on the best way to ensure residents in South Florida had a steady supply of drinking water for many years to come?
.
MGT230 v6Nordstrom Case Study AnalysisMGT230 v6Page 2 of 2.docxjessiehampson
MGT/230 v6
Nordstrom Case Study Analysis
MGT/230 v6
Page 2 of 2
Nordstrom Case Study Analysis
Nordstrom—“High Touch” with “High Tech”
How does Nordstrom stay profitable despite dips in consumer spending, changing fashion trends, and intense competition among retailers? One answer: Acute attention to detail and well-laid plans.
All in the Family
The fourth generation of family members that runs Nordstrom has brought the store’s time-honored and successful retail practices into a new era. “Nordstrom, it seems, is that rarity in American business: an enterprise run by a founding family that hasn’t wrecked it,” says one business writer. The company provides a quality customer experience via personalized service, a compelling merchandise offering, a pleasant shopping environment, and increasingly better management of its inventory.
Secret of Success
The secret of this company’s success lies in its strategic planning efforts and the ability of its management team to set broad, comprehensive, and longer-term action directions, all of which are focused on the customer experience. The current generation of Nordstrom family members was quick to spearhead an ultramodern multimillion-dollar, Web-based inventory management system. This upgrade helped the company meet two key goals: (1) correlate purchasing with demand to keep inventory as lean as possible, and (2) give customers and sales associates a comprehensive view of Nordstrom’s entire inventory, including every store and warehouse.
Demand Planning
Instead of relying on one-day sales, coupon blitzes, or marking down entire lines of product, Nordstrom discounts only certain items. “Markdown optimization” software assists in planning more profitable sale prices. According to retail analyst, Patricia Edwards, this helps Nordstrom calculate what will sell better at different discounts and forecast which single items should be marked down. If a style is no longer in demand, the company can ship it off to its Nordstrom Rack outlet stores. It’s all part of Nordstrom’s long-term investment in efficiency. “If we can identify what is not performing and move it out to bring in fresh merchandise,” says Pete Nordstrom, “that’s a decision we want to make.”
Inventory Planning
Although inventory naturally fluctuates, Nordstrom associates can easily locate any item in another store or verify when it will return to stock. Customers on their smart phones and associates behind sales counters see the same thing—the entire inventory of Nordstrom’s stores is presented as one selection, which the company refers to as perpetual inventory. “Customer service is not just a friendly, helpful, knowledgeable salesperson helping you buy something,” says Robert Spector, retail expert and author of The Nordstrom Way. “Part of customer service is having the right item at the right size at the right price at the right time. And that’s something perpetual inventory will help with.”
The upgraded inventory management system was an .
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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IGCSE Biology Chapter 14- Reproduction in Plants.pdf
VARK Analysis PaperLearning styles represent the different app.docx
1. VARK Analysis Paper
Learning styles represent the different approaches to learning
based on preferences, weaknesses, and strengths. For learners to
best achieve the desired educational outcome, learning styles
must be considered when creating a plan. Complete "The VARK
Questionnaire," located on the VARK website, and then
complete the following:
1. Click "OK" to receive your questionnaire scores.
2. Once you have determined your preferred learning style,
review the corresponding link to view your learning preference.
3. Review the other learning styles: visual, aural, read/write,
kinesthetic, and multimodal (listed on the VARK Questionnaire
Results page).
4. Compare your current preferred learning strategies to the
identified strategies for your preferred learning style.
5. Examine how awareness of learning styles has influenced
your perceptions of teaching and learning.
In a paper (750‐1,000 words), summarize your analysis of this
exercise and discuss the overall value of learning styles. Include
the following:
1. Provide a summary of your learning style according the
VARK questionnaire.
2. Describe your preferred learning strategies. Compare your
current preferred learning strategies to the identified strategies
for your preferred learning style.
3. Describe how individual learning styles affect the degree to
which a learner can understand or perform educational
activities. Discuss the importance of an educator identifying
individual learning styles and preferences when working with
learners.
4. Discuss why understanding the learning styles of individuals
participating in health promotion is important to achieving the
desired outcome. How do learning styles ultimately affect the
2. possibility for a behavioral change? How would different
learning styles be accommodated in health promotion?
Cite to at least three peer‐reviewed or scholarly sources to
complete this assignment. Sources should be published within
the last 5 years and appropriate for the assignment criteria
The result for my VARK is the learning style of the “R” which
is meant (read/ write).
People with a strong reading and writing preference for learning
like list, note and text in all its formats and whether in print or
online.
People with a Read/Write preference prefer:
· to write and read. They like words that have interesting
meanings and backgrounds.
· to use lists (a, b, c, d, and 1, 2, 3, 4) and to order things into
categories.
· to arrange words into hierarchies and points; order and
structure in anything presented
· extracting meanings from headings and titles
· correcting mistakes
· clarity in what has been written
· challenging rules and regulations because of their wording
· people who write or speak using challenging words
To take in information:
· use lists (like this one!)
· use titles and headings that clearly explain what follows
· use bullet points and numbered paragraphs
· use dictionaries and glossaries, articles about trends in word
usage
· spell-check; correct written language errors
· read handouts
· read books that are dense with text, essays, manuals, reading
lists
· use definitions, constitutions, legal documents, minutes and
rules
· write notes (often verbatim)
3. · get information from people who use words well and have lots
of information in their sentences
· as you listen, sort out what they are saying into your own
categories and lists
To present information to others:
· Order things into priorities of importance, or categories, or
schemas…
· Contribute in print to a variety of print media
· Rewrite any ideas and principles in your own words
· Be aware that others may not have a Read/Write preference
like you, so respect their differences.
In education:
· Convert your “notes” into a learnable package by reducing
them from three pages down to one page.
· Write out the words again and again.
· Read your notes (silently) again and again.
· Do any “extra” suggested reading
· Organize any diagrams, graphs … into statements, e.g. “This
graph shows that the trend is…”
· Use a digital device to arrange your ideas and to “try”
different words.
· Imagine your lists arranged in multiple choice questions and
distinguish each from each.
In the workplace:
· Use SWOT analyses
showing Strengths, Weaknesses, Opportunities and Threats.
· Use Risk analyses
· Strategic and management plans e.g. management by
objectives (MBO), especially written ones.
· Write out your words for others to read, use handouts,
noticeboards, and post-its.
· Read carefully what others have written
· Watch and read new material appearing on noticeboards – in
the workplace, office, and online.
· Have current business news running on your computer
· Quote from business magazines and journals
4. · Write lists of tasks and carefully record important print
information.
· Find out the preferences of others and deliver in their
preferred modes.
·
ARK provides students with an indication of their preferences
for learning and as such it will indicate stronger and weaker
preferences. It would be wonderful if students could explore
their weaker preferences and enhance them by using all the
VARK strategies associated with them. A student with a
strong Read/Write preference might learn to
use Visualstrategies for note-taking or expressing his/her
learning. Or, a student with a strong Visualpreference might
attend a course to assist with Kinestheticways of taking
information in or for expressing it. Indeed, there are a number
of such courses available in most communities. For example,
there are usually seminars and workshops for developing mind-
mapping skills or creative writing or improving reading
comprehension or accelerated learning.
· But there is at least one point on which students and faculty
differ. For most students there are stressful tests and
examinations where they are expected to indicate how much
they have learned. For faculty there are fewer stress times in
their lives because of their prior experience and learning. This
has a significant effect on whether VARK can be used for the
development of new skills or the reinforcement of older ones.
While some students seek opportunities to learn new strategies
at every opportunity that is not general. Many students in higher
education are at critical points in their search for employment,
or partners, or self-esteem, and they often cling to the strategies
and preferences that they have, rather than extending
themselves into unknown areas. For them it is often a matter of
staying with what they know best, despite some professors
urging them, to expand their repertoire.
· The Absence of a Visual Preference (An example from the text
in the book).
5. · So your results show an absence (a zero score) on the Visual
(V) preference dimension!
· “You may have some distrust of graphs and diagrams and
anything that relies on symbolism. You don’t always share the
same meaning of these symbols as others do. An arrow
representing a flow may mean something quite different to you.
The placement of words on a page has little added meaning and
things like layout and style are not as important as they are to
some others. You may have difficulty understanding why others
place so much importance on trivial things like fonts and
formats and layouts. You probably get lost trying to find your
way to other places and you may have little memory for the
surroundings in a room, an auditorium or a house. You might
prefer not to use a map to find your way. Remembering what
people wear or what they look like is probably not a strong
point for you. Who cares about merely pictures!
· Just because it is on a screen does not make something
suitable for a student with a Visual preference. “
A Brief Overview of VARK and its Development. VARK is an
acronym made from the initial letters of Visual, Aural,
Read/Write and Kinesthetic. These four communication modes
are used in learning. Learners use them when they are taking in
or giving out information. They have preferences for some
modes and not for others. For example, some learners prefer to
‘read about it’ others to talk or draw or experience their
learning. Some have no strong preferences for any single
communication mode. They may be indifferent to which method
they use to express their learning – they are multimodal in their
preferences. This book is about identifying preferences and
using them to be successful learners. It will provide strategies
that align with your preferences and it will encourage you to
play to your strengths. Although we have known for centuries
about different communication modes, the VARK package,
initially developed in 1987 by Neil Fleming, was the first to
6. systematically present a modal preferences questionnaire with
VARK Help sheets for learners, teachers, employers, trainers,
employees and others to use when communicating. It also
sought to be advisory rather than diagnostic or predictive. A
brief inventory (16 questions) is another advantage because it
reduces “survey burnout and fatigue”! Many researchers had
focused on visual, aural and kinesthetic characteristics (V, A
and K), but Fleming subdivided the visual mode into two parts;
visual (iconic) and text (symbolic), creating four possibilities
for modality preferences. A fifth category was added to cater
for the 55% - 60% of respondents who have multiple
preferences (multimodal). The VARK materials are widely used
in educational and business institutions and have received high
acclaim for their powerful simplicity, their ability to spark
discussion about learning and the fact that VARK makes
intuitive good sense. The questionnaire is now in over 30
languages. The first VARK questionnaire was designed in 1987.
Version 2.0 was launched in January 1998 with the assistance
and insights of Dr. Charles Bonwell, then at St Louis College of
Pharmacy, Missouri, USA. The questionnaire has been altered
since and, after major reviews in 2006, 2009 and 2013. This
major revision in 2019 has produced Version 8.0. “It does seem,
then, that teachers may unconsciously try to push their pupils
into their own mode of thinking, once again a result of people’s
inability to appreciate the radical ways that pupils think.” S.V.
Thompson (1990) in Visual Imagery. People benefit from
knowing about their individualized ways of learning. Even the
exercise of reflecting about learning (metacognition) is a useful
technique for improving our communication. VARK is a tool for
any learning task. It is as helpful in running a business as it is
for studying at a college or university or coaching a team or an
athlete. One of its side benefits is that it is a catalyst for
conversations between coaches and mentors, learners and
learners; teachers and teachers; and trainers and their clients.
The citation for the initial research paper that launched VARK
is: Fleming, N. D. and Mills, C. (1992), Not Another Inventory,
7. Rather a Catalyst for Reflection From To Improve the Academy,
Vol. 11, 1992. page 137.
WHAT IS VARK? WHAT ARE LEARNING STYLES? Firstly,
VARK is not a learning style. The term learning styles is
frequently used in businesses, schools, universities and colleges
and there are a variety of books about them. A learning style
refers to an individual’s preferred ways of gathering,
organizing, and thinking about information1 . There are various
authors who have written about different types or categories
within the field of learning styles.2 A learning style is an
amalgam of preferences and VARK is not a learning style
because it is only one of the preferences that make up a learning
style. VARK is the part that deals with perceptual modes, which
means that it is focused on the different ways that learners take
in and give out or express information. Learners have different
learning styles, they learn in different ways and one preference
in a learning style is the preferences for the intake and the
output of ideas and information. No learner or teacher is
restricted to only one mode for communication intake or output.
Even so, it is interesting to note that there are some dominant
preferences and some voids (zero scores for a preference)
among different people. Some exhibit not only a strong
preference for one particular mode but also relative weaknesses
in other modes. For taking in our environment we use our senses
- sight, hearing, taste, touch and smell. In academic learning we
usually use our sight, our speech and our hearing (Visual, Aural
and Read./write) with less importance placed on taste, touch and
smell. Some learners like to use all their senses at once by
experiencing their learning and this uses their Kinesthetic
preferences. The power of VARK is that learners, understand it
intuitively and it seems to fit best practices. It provides a useful
way, therefore, to begin our discussion with the four VARK
modality preferences shown in italics above. WHY VARK? The
acronym VARK stands for Visual, Aural, Read/Write, and
Kinesthetic. These are the sensory modalities that are used for
8. learning any information. When we are training, teaching,
coaching or mentoring these four categories seem to reflect the
experiences of our learners. Although there is some overlap
between them, for the purposes of this book, they are defined as
follows. But, before reading about the definitions, keep in mind
that there will be combinations of these. So a learner may have
a preference for using Visual and Read/Write (V and R), or
Aural and Kinethetic (A and K) or all four (V, A, R and K). All
the possible combinations of V, A, R and K are part of having
Multimodal preferences. Visual (V): This preference includes
the depiction of information in charts, graphs, flow charts, and
all the symbolic arrows, circles, hierarchies and other devices
that are used to represent what might have been presented in
words. Layout, whitespace, headings, patterns, designs and
color are important in establishing meaning. Learners with a
strong Visual preference are more aware of their immediate
environment and their place in space. It does not include
pictures, movies, videos and animated websites (simulation).
They belong with Kinesthetic, defined below. Aural (A): This
perceptual mode describes a preference for information that is
spoken or heard. Learners with this modality report that they
learn best from discussion, oral feedback, asking questions,
email, mobile chat, texting, discussion boards, oral
presentations, classes, tutorials, and talking with others.
Read/Write (R): This preference is for information displayed as
words, either read or written. Typically it means those who
prefer books and handouts – anything with text. Not
surprisingly, many academics and high-achieving learners have
a strong preference for this modality. These learners place
importance on precision in language and are keen to use quotes,
lists, texts, books, brochures, handouts and manuals. They have
a strong reverence for words. Kinesthetic (K): By definition,
this modality refers to the “perceptual preference related to the
use of experience and practice (simulated or real).” Although
such an experience may use other modalities, the key part of
any definition is that the learner is connected to reality, “either
9. through experience, example, practice or simulation,” It is often
referred to as 1 Davis, 1993, p. 185 2 Murrell and Claxton
(1987) categorized learning styles into four groups: models that
focus on 1) personality characteristics (e.g., extrovert v.
introvert); 2) information processing (e.g., a holistic v. a
sequential approach); 3) social interaction, how students behave
and interact in the classroom e.g., learning oriented v. grade
oriented); and 4) instructional preference, the medium in which
learning occurs (e.g., graphic representation, listening, reading,
or direct experience). VARK is clearly an example of the
instructional preference category
How Do I Learn Best? “learning by doing” but that is an
oversimplification especially for higher levels of learning which
are often abstract and sometimes difficult or dangerous or slow.
Such learning can still be made accessible for learners with a
Kinesthetic VARK preference. This mode uses many senses
(sight, touch, taste and smell) to take in their environment and
to experience and learn new things. Some theorists believe that
movement is important for this mode, but it is the reality of the
situation that appeals most. Before you read any further you
should complete the 16 questions below. It is not a test, but it
will make more sense of what you are about to read. There are
some instructions at the top of the questionnaire. Not everybody
reads them. The most important instruction is that you may
choose more than one answer to any of the questions. It may be
somewhat more interesting to later limit yourself to one answer
per question or maybe two, but that is your choice. Please fill in
the questionnaire even if you have filled it in before. Just one
more time! If you prefer to complete the questionnaire online go
to www.vark-learn.com get your four scores and find out your
VARK learning preference. 3 The VARK questionnaire
indicates your preferences for the way you work with
information. When you have completed the questionnaire, you
should fill in the boxes on page 4 and record your profile of
preferences.
10. A Brief Biography of Neil Fleming Neil D Fleming is first and
foremost a teacher. He has taught in universities, teacher
education centers and high schools. Before working for eleven
years in faculty development at Lincoln University, he was for
nine years a senior inspector for the 105 high schools in the
South Island of New Zealand. This involved being a critical
observer of over 9000 'lessons' in classrooms. His task in those
years involved observing teachers and learners and writing a
report for the college or high school about the effectiveness of
the teaching by its impact on learning. He developed a healthy
respect for the different ways in which learners learned and
teachers taught. He re-established a faculty development center
(1987-98) and developed an ambitious web-based learning
project and a strategic plan for information technology at
Lincoln University, New Zealand. In this work he encouraged
teachers to respond to the diversity of learning styles among
their learners. He also worked closely to improve learners’
strategies for academic success as well as teaching regular
classes in communication and extension. Neil has written best-
selling educational textbooks on Consumer Education and
Economics and with Dr. Charles Bonwell developed the VARK
questionnaire and support materials that can be viewed
interactively at www.varklearn.com. One of his books applies
the VARK principles to athletics and sports and is titled Sports
Coaching and Learning. Another applies VARK principles and
best practice to the world of business. Neil has presented active,
participatory workshops at major conferences in the UK, USA,
Canada, Australia and New Zealand, Turkey, Thailand, India,
Malaysia and Brunei on such topics as assessment and
evaluation, curriculum redesign, marking and grading, learning
styles and shifting the campus focus from teaching to learning.
As a scholar with an international perspective, his writing can
be found in key faculty development journals in Britain, North
America and Australasia. He has undertaken educational
consultancies in Samoa, Fiji, Tonga, the Cook Islands and
Papua New Guinea. Today, Neil, in semi retirement, tends to his
11. very active website and has a regular seat as a lay member of
the Ethics Committee for Education Research at the University
of Canterbury. He is an active volunteer for his local primary
school and for a health provider and he has a beehive and makes
solid-wood furniture as hobbies. A Brief Biography of CHUCK
BONWELL Charles C. Bonwell has been engaged in the
scholarship of teaching for over twenty years. A former
Professor of History, he has facilitated workshops nationally
and internationally for faculty and teaching assistants on active
learning and critical thinking, and has given the keynote address
at numerous regional, national, and international conferences.
In 1986 Bonwell was one of 50 faculty honored by the
American Association of Higher Education and the Carnegie
Foundation for the Advancement of Teaching for his
“outstanding educational leadership.” He is co-author, with
James Eison, of the best-selling ASHE-ERIC monograph Active
Learning: Creating Excitement in the Classroom (1991). In
1996, Jossey-Bass published Using Active Learning in College
Classrooms:
HRT 4100 Article 1 Review Form
The Effect of Leader Values on Behavior
Overview of Article Reviews and Forum Participation. (3
points). After reading Article 1 complete this review form and
then upload your answers to the Article 1 forum in Blackboard
as your first thread. This must be completed before the cutoff
date and time specified in the course schedule. NOTE: To
receive credit for this assignment you must submit your
completed article review form and contribute a minimum of
three additional comments to the forum by the cut-off date and
times.
My expectations for your responses to the questions are a
minimum of 2-pages (single-spaced, 12 point font) for each
article review. Your article review should cover the three
12. statements/questions, which are listed below.
· Note cutoff dates and times. No late submittals accepted.
· Use spelling, grammar check, and page numbers.
· Article Review Assignments are open book, open note.
· Your completed answers to the questions must be uploaded to
the appropriate forum by the cutoff date and time.
· To receive credit for the assignment you must contribute a
minimum of three comments to the forum in addition to your
initial thread (completed Article Review Form).
Here are your three questions. Begin your answer immediately
after each question.
1. Summarize the relevant points of the article (list and explain
the major and minor points made by the author).
2. How could you apply the elements of the article to you
becoming an effective leader (how could this article be used to
help make you a better leader)?
3. How you feel about the article (what is your reaction to the
article—do you agree with it or not and why)?