This lesson plan is for a 12th grade government class at Jackson High School in Massillon, Ohio. The lesson will focus on the formation of the US Constitution through a video, lecture, and group activity. In the video, students will learn how a bill becomes a law. During the lecture, the teacher will cover the US Constitution, how it was formed, and the concepts of checks and balances. In small groups, students will identify which branches of government check the powers of other branches. At the end of class, students will have a brief preview of the upcoming week and take a short formative assessment quiz.
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A Sol e Lazer Piscinas em São Paulo realiza o projeto personalizado em sua piscina atendendo residências, clubes, hotéis, condomínios e construtoras.
Atendemos São Paulo e Grande São Paulo.
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A Sol e Lazer Piscinas em São Paulo realiza o projeto personalizado em sua piscina atendendo residências, clubes, hotéis, condomínios e construtoras.
Atendemos São Paulo e Grande São Paulo.
http://www.solelazerpiscinas.com.br
A Sol e Lazer Piscinas em São Paulo realiza o projeto personalizado em sua piscina atendendo residências, clubes, hotéis, condomínios e construtoras.
Atendemos São Paulo e Grande São Paulo.
http://www.solelazerpiscinas.com.br
A Sol e Lazer Piscinas em São Paulo realiza o projeto personalizado em sua piscina atendendo residências, clubes, hotéis, condomínios e construtoras.
Atendemos São Paulo e Grande São Paulo.
http://www.solelazerpiscinas.com.br
A Sol e Lazer Piscinas em São Paulo realiza o projeto personalizado em sua piscina atendendo residências, clubes, hotéis, condomínios e construtoras.
Atendemos São Paulo e Grande São Paulo.
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GONBIDATUAK: Raquel Ares + Iñaki Albistur // OpenBike
Laborategiaren erabilera irekia proposatzen duten saioei Hirikilabs Plaza deritzogu, osteguneroko hitzordua. Pertsonen, kolektiboen eta inguruneko praktika komunitateen artean elkarlanean proiektu irekiak garatu eta topatzeko lekua da.
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HOW TO MAKE #6: HIRIKILABS PLAZA 2015. PRESENTACIÓN DE PROYECTOS ABIERTOS.
INVITADOS: Raquel Ares + Iñaki Albistur // OpenBike
Hirikilabs Plaza es el nombre que toman las sesiones de uso abierto del laboratorio y que suceden todos los jueves por la tarde. Un espacio de encuentro y desarrollo de proyectos que se construyen a partir de la interacción con personas, colectivos y comunidades de prácticas del entorno.
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A Sol e Lazer Piscinas em São Paulo realiza o projeto personalizado em sua piscina atendendo residências, clubes, hotéis, condomínios e construtoras.
Atendemos São Paulo e Grande São Paulo.
http://www.solelazerpiscinas.com.br
A Sol e Lazer Piscinas em São Paulo realiza o projeto personalizado em sua piscina atendendo residências, clubes, hotéis, condomínios e construtoras.
Atendemos São Paulo e Grande São Paulo.
How To Make hilean behin ospatzen den topaketa da. Maker Kulturan murgildu, ikasi eta partekatzeko grina duten sortzaile, arkitekto, ingeniari, zientzialari eta hiritar orori zuzentzen da. Solasaldi ireki hauei esker Hirikilabs kultura, sormena eta fabrikazio digitalaren inguruko heziketa eta hausnarketa kritikorako gune bihurtzen da. Teknologia digitalaren aukerak, artisau eran norberaren lan esparruan aplikatu, ikertu eta partekatzeko Hirikilabsen biltzen den Talde Irekiari Artisau Berriak lantaldea deritzogu.
HOW TO MAKE #6: HIRIKILABS PLAZA 2015. PROIEKTU IREKIEN AURKEZPENA.
GONBIDATUAK: Raquel Ares + Iñaki Albistur // OpenBike
Laborategiaren erabilera irekia proposatzen duten saioei Hirikilabs Plaza deritzogu, osteguneroko hitzordua. Pertsonen, kolektiboen eta inguruneko praktika komunitateen artean elkarlanean proiektu irekiak garatu eta topatzeko lekua da.
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How To Make es un encuentro mensual de creativos, arquitectos, ingenieros, científicos y ciudadanos en general interesados en conocer la cultura maker, aprender y compartir. A través de una serie de charlas Hirikilabs se convierte en un espacio de formación y de reflexión teórico-crítica en torno a la cultura, la creación y la fabricación digital. Definimos como nuevos artesanos a la comunidad o grupo de personas que desde Hirikilabs investiga y comparte las posibilidades de la tecnología digital aplicada de modo artesanal a sus diferentes ámbitos de interés o trabajo.
HOW TO MAKE #6: HIRIKILABS PLAZA 2015. PRESENTACIÓN DE PROYECTOS ABIERTOS.
INVITADOS: Raquel Ares + Iñaki Albistur // OpenBike
Hirikilabs Plaza es el nombre que toman las sesiones de uso abierto del laboratorio y que suceden todos los jueves por la tarde. Un espacio de encuentro y desarrollo de proyectos que se construyen a partir de la interacción con personas, colectivos y comunidades de prácticas del entorno.
Consiste en el diseño y fabricación mediante herramientas tanto manuales como de fabricación digital de un modelo de bicicleta DIY abierto y replicable.
Week 4 Discussion 1Employee Testing Please respond to the fo.docxcockekeshia
Week 4 Discussion 1
"Employee Testing" Please respond to the following:
· Evaluate the types of employee testing that companies may require that are discussed in the text. Determine the two tests that you consider the most important. Support your reasoning.
· Go to Human Metric’s Websiteand take the Jung Typology Test™ (sample of the Myers Briggs personality test). Next, examine your test results. Determine whether you believe this type of personality test is beneficial to an organization. Support your position
Week 4 Discussion 2
"Employee Selection" Please respond to the following:
· Compare and contrast the structured interview, situational interview, and behavioral interview. Determine which type of interview would be more beneficial when interviewing applicants. Support your selection.
· In the selection of the candidate, determine if the manager should make the final choice or if others should be included in the final decision. Support your position.
Assignment 2: Job Analysis / Job Description
Due Week 4 and worth 100 points
Go to YouTube, located at http://www.youtube.com/, and search for an episode of “Under Cover Boss”. Imagine you are the CEO of the company in the selected episode.
Write a two to three (2-3) page paper in which you:
1. Compare two (2) job positions from the episode and perform a job analysis of each position.
2. Describe your method of collecting the information for the job analysis (i.e., one-on-one, interview, survey, etc.).
3. Create a job description from the job analysis.
4. Justify your belief that the job analysis and job description are in compliance with state and federal regulations.
5. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic 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 or school-specific format. Check with your professor for any additional instructions.
· 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:
· Formulate HRM strategies and policies to recruit, select, place, and retain the most efficient and effective workforce.
· Develop effective talent management strategies to recruit and select employees.
· Design processes to manage employee performance, retention, and separation.
· Use technology and information resources to research issues in strategic human resource development.
· Write clearly and concisely about strategic human resource development using proper writing mechanics.
2
Article Review Paper #2
Summary:
The article is based on the findings of a survey that was admi.
Learning Organizations and Learning Communities Please respond.docxcharlieppalmer35273
"Learning Organizations and Learning Communities"
Please respond to the following:
Examine the similarities and differences between learning organizations and learning communities. Create a scenario where it would be optimal for a learning organization and a learning community to collaborate and join forces.
Imagine that you are a teacher leader in a learning community. Describe the size and environment of your imaginary learning community. Propose at least three reasons why you could be considered a problem solver and an innovator.
Peer Response-
Examine the similarities and differences between learning organizations and learning communities. Create a scenario where it would be optimal for a learning organization and a learning community to collaborate and join forces.
My understanding of the differences between a learning community and a learning organization is that in a learning community is the interaction of groups of students or people who work together academically face to face, or electronically. Unlike a learning organization, a learning community is not considered being a formal organization, instead the curriculum happens to be more of a restructured program. The use of a learning community helps to increase student learning by linking courses and classwork as it will encourage students and teachers to collaborate together as a team to discuss or resolve any problems or issues that may present itself as a team. As for a learning organization on the other hand, is a formal organization that creates a culture that adapts to change and embraces growth. The use of a learning organization allows any new members to exchange their ideas and make sense of it as a team. Its said that transforming a school district to a learning organization will help promote profound learners v superficial learners that currently exists in our bureaucratic system.
Scenario:
An optimal learning and community organization joining forces and collaborating with one another would be in team building situation. Dealing with the many personalities on ones grade level there is always that someone who prefers to isolate themselves versus meeting as a whole team. I believe by incorporating these two organizations during a PLC meeting, or during grade level meetings will be a great way to collaborate and support each other by sharing and linking courses, ideas, and help solve any issues that may arise in their lesson plans. In doing so will certainly ensure that their students will thrive academically and become profound learners in the end.
Imagine that you are a teacher leader in a learning community. Describe the size and environment of your imaginary learning community. Propose at least three reasons why you could be considered a problem solver and an innovator.
If I were a teacher in a learning community it would take place in an elementary school setting K-5. My focus would be in small group interventions that targets all struggling .
Research paper for What is the No Child Left behind Act Defi.docxdebishakespeare
Research paper for:
What is the No Child Left behind Act?
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
· I have attached the five scholarly sources.
· Please provide well-researched evidence to support each claim.
· Write a paper that is approximately five pages of content based on the references
· five pages of body text at least 1,500 words
· Format the paper according to APA
· Must begin with an introductory paragraph that has a succinct thesis statement.
· Must address the topic of the paper with critical thought, well-supported claims, and properly cited evidence.
· Must end with a conclusion that reaffirms your thesis.
The Final Research Paper will be assessed on the following components:
· Structure
· Development
· Style
· Grammar
· APA formatting
· Resources
I need an outline of the paper, start with an outline helping you structure the essay. I have attached an outline guide for you to structure the paper. Fill out the outline and then write the paper from there but separate the outline to be by itself.
Recap: Please write 5 pages of content on the research paper: What is the No Child Left Behind Act? Please address this information in the paper:
Define this act and describe its original intentions. Has it been successful overall in regards to helping students, teachers, and schools? Why or why not?
First complete the outline based on the research material attached and then complete the paper based on the outline. I have already attached the references page below please cite these references correctly within the paper.
Reference:
Conley, M. W., & Hinchman, K. A. (2004). No Child Left Behind: what it means for U.S. adolescents and what we can do about it: the No Child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?. Journal Of Adolescent & Adult Literacy, (1), 42.
Hewitt, D. T. (2011). Reauthorize, Revise, and Remember: Refocusing the No Child Left Behind Act To Fulfill Brown's Promise. Yale Law & Policy Review, 30169.
Hyun, E. (2003). What Does the No Child Left Behind Act Mean to Early Childhood Teacher Educators?: A Call for a Collective Professional Rejoinder. Early Childhood Education Journal, 31(2), 119-125.
Mathis, W. J. (2004). No Child Left Behind Act: What Will It Cost States?. Spectrum: Journal Of State Government, 77(2), 8-14.
Pederson, P. V. (2007). What Is Measured Is Treasured: The Impact of the No Child Left behind Act on Nonassessed Subjects. The Clearing House, (6). 287.
I. IntroductionA. Thesis Statement
II. Body paragraph #1 - Topic Sentence #1
A. Supporting Evidence
B. Explanation
C. So What?
III. Body paragraph #2 - Topic Sentence #2
A. Supporting Evidence
B. Explanation
C. So What?
IV. Body paragraph #3 - Topic Sentence #3
A. Supporting Evidence
B. Explanation
C. So What?
V. Conclusion
A. Thesis Statement rephrased
Early C ...
CASE STUDY 9.2WHOSE BEST INTERESTS A TESTING DILEMMAThe meeting.docxwendolynhalbert
CASE STUDY 9.2WHOSE BEST INTERESTS? A TESTING DILEMMA
The meeting could have been worse. That thought provided Central High School Principal Charlie Franken little solace as he sat in his office reflecting on the discord created in the just concluded meeting with his department chairs. Their responses to the proposed curriculum change approached open revolt, and Charlie felt trapped with few good options.
Central High students always performed well on the state’s standardized tests by maintaining scores that were equal to or above state averages. The school continued to meet state-defined, adequate yearly progress targets. Unfortunately, it was the school’s future performance that most concerned the board of school directors. With each passing year, the state’s goals for acceptable scores became more aggressive. Due to such high expectations, it appeared that a large number of districts would not meet state goals in the coming years. The school directors wanted to ensure that their district would not be among them.
If the number of Central High students achieving acceptable scores increased, at the current rate, the school would be placed on the state’s “at-risk” list in two years’ time. Such an action would eliminate state funding incentives for good performance and open the door for a state takeover of the school district. With such dire consequences looming in the future, the directors thought it prudent to increase student performance on the state test. The board charged the district superintendent, Dr. Carl Horne, to design and implement a curriculum that specifically addressed state standards. Appreciating the gravity of the situation and the serious concern of the board, Dr. Horne developed a plan that he presented to Charlie Franken.
In a meeting with Charlie, Dr. Horne presented an outline of the curriculum changes that the board of directors agreed would address their concerns. Courses designed specifically to address the state standards would be created in each of the four core disciplines for grades 9 through 12. These eight new courses would provide intensive training in test-taking skills. The curriculum would be centered on the material covered by the state standards and would be mandatory for students who failed to meet acceptable levels of achievement on the state exams. Because there was no federal or state funding provided to support such an initiative, these changes were to be implemented utilizing current staff.
Charlie’s reaction to the proposal was less than enthusiastic. Sensing his opposition, Dr. Horne explained how such a curriculum was in the best interest of the school district. The community respected the accomplishments of the district and was proud of its standing in the state. The threat of falling below state expectations and being placed on an “endangered list” would undermine the trust and support of the community. The turmoil that would result from such a situation would be unthinkable; consequently, it wa ...
1. Educational Planning: Instruction, Assessment, & Classroom Management
5500:360
Lesson Plan (Portfolio Requirement II)
Introduction
This lesson plan is designed for use in a senior classroom at Jackson High School in Massillon,
Ohio. This class enrolls a total of 144 students, which is split into six different periods. The split amongst
boys and girls is fifty two percent boys and forty-eight percent female. The ethnicity break down goes as
follows; ninety five percent white, three percent black, and two percent Asian.
Jackson High School is a unique school. In 2012 it was rated as one of the top high schools in the
country, receiving the Blue Ribbon Award. The percentage of student who are limited or untested is
below one percent. A majority of the students fall in the achievement level 44.8%, or Accelerated 32.8%.
The schools four-year graduation rate is at 98.3%. The percentage of students who take AP Level course
is 55.1% and of those students 87.6% will receive a 3 or better on their score.
Jackson is already a successful school in the State of Ohio. To improve the level of education at
Jackson a few group of students need to be looked at. First one must look at the majority of students. The
majority of students are considered to be gifted. AP level course are offered at the High School for
students who want a more challenging level course. The important question is, what does the district due
to help out gifted students before they enter the high school doors? I think the AP level teachers at the
high school need to create an agenda or plan for middle school students to help those gifted students out.
Lastly roughly 21.5% of the students fall in the basic or proficient level of achievement level. The school
district needs to focus in and give the extra help to this group of students. Pushing these students to the
next level will improve the school to the next level.
NAME: Zachary Michel
LESSON TITLE: Forming America SUBJECT AREA: Government
GRADE LEVEL: 12th
TIME ALLOCATION: 55 minutes
STANDARD(S): The Federalist papers and the Anti-Federalist Papers framed the national debate over
the basic principles of government encompassed by the Constitution of the United States.
As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the
government of the United States as a federal republic including its structure, powers and relationship with
the governed.
Law and public policy are created and implemented by three branches of government; each functions with
its own set of powers and responsibilities.
OBJECTIVE(S): After a day of instruction the class in groups will partake in a debate on federalist vs
anti-federalist with each team.
ADVANCED ORGANIZER: At the beginning of class we will be starting by talking about current
events happening.
INSTRUCTIONAL ACTIVITY ONE:
Instructional model: Video Presentation/ Open Discussion
Capsule description: After watching the film School House Rock, I’m Just a Bill, the class will have an
open discussion on how a bill becomes a law in the United States.
Time needed: 12 minutes
Student grouping: Individual
Rationale for student grouping: For class discussion, there is no need to pair of in pairs.
Domain(s) activated: Cognitive
2. Modification for special needs (English Language Learner): Individuals who need a translator, may
use their translator to help them understand the School House Rock video.
Transition to activity two: Transitioning from discussion to lecture, I will pull up the slide presentation
on the SMARTBoard, and inform the class to take out their notes.
INSTRUCTIONAL ACTIVITY TWO:
Instructional model: Lecture
Capsule description: Using a power point the students will take notes on the U.S. Constitution. The notes
will include: how the constitution was formed; how a bill becomes a law; and checks and balances.
Time needed: 20 minutes
Student grouping: Individual
Rationale for student grouping: For class lecture the students do not need to be in a group setting
Domain(s) activated: Cognitive domain.
Modification for special needs: For students who need help, a print out of the notes will be available.
Transition to activity three: Transitioning from lecture to group activity, the students will be informed to
get in groups of four.
INSTRUCTIONAL ACTIVITY TWO:
Instructional model: Group work
Capsule description: Students in groups of four will receive a list of checks and balances. Working
together the group must decide how the checks and balances work, labeling who is checking whom. I.E.
the executive branch is checking the legislative branch through veto power.
Time needed: 15 minutes
Student grouping: Groups of 4 students
Rationale for student grouping: Students will be paired of in small groups of four to bounce ideas of
each other for which branch of government is checking the other branch.
Domain(s) activated: Cognitive and Affective
Modification for special needs: Students who wish to select not be paired will be given that choice. If a
student would also like to work with a particular student they may be given that opportunity.
CLOSURE: As students are leaving the students will have a brief preview on what is ahead in the week.
FORMATIVE ASSESSMENT: A short two-item bell quiz will be used. Sample questions are “Define
two differences between the Anti-Federalist and Federalist papers” and “What are three points that a bill
can be killed in the process of a bill becoming a law”
MATERIALS: Computer with PowerPoint software, projector and screen. Hand out of checks and
balances for each group of four students.