Surveying or previewing the text

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Survey

 

Another aspect of being a more efficient and effective reader is to look over the text before reading. This is called surveying or previewing the text. By looking over the material before reading it, you get a sneak preview of what you will be reading. This can aid in focus because you can identify which sections you may lose focus on. This, in turn, allows you to better plan the amount of time it will take you to read the assignment, think about what knowledge you already have of the topic—your schema (the less you know, the longer it will probably take), look up information before reading that may help you better understand the topic, and think about how the reading is organized.

 

How do I survey?

 

To survey you want to look at features of the text that help you predict what it will be about and prepare yourself for the information you will learn. Some common ways to survey include the following:

 

  • Read the title. The title indicates the topic of the

 

  • Check the author and source of the article. This information may provide clues about the reading’s content or

 

  • Read the first paragraph or introduction. The introduction introduces you to the topic and suggests how the rest of the reading will be

 

  • Read headings and subheadings. The subheadings or subtitles suggest the specific focus of the

 

  • Read the first few sentences after each heading and subheading. These sentences often state the main point of the

 

  • Read text that stands out typographically (such as bolded, italicized, or underlined text). This emphasis indicates important information or vocabulary that the author wants to stand

 

  • Look over graphics and pictures. If a graphic or picture is included, it often suggests the information in and around it is

 

  • Read the summary (if included). The summary provides a condensed view of the reading and often outlines key

 

  • Look for patterns of organization or how the reading is set up. These patterns will help determine what is important in the article and what information you should annotate most carefully. 1

 

 

 

 

1 From Reading Across the Disciplines by McWhorter.

 

 

 

 

Why should I survey?

 

Surveying will give you a mental outline of the reading. In other words, you will know the main idea and major points of the text before you start reading it. Additionally, you will know what to expect including patterns, difficulty level, and type of vocabulary. This mental outline of what is in the reading and what you need to do to prepare to read it helps you maintain focus because you are actively trying to fill out the details of the outline.

 

Surveying also makes it possible to assess your interest and knowledge level for the topic so you know if you need to build schema (prior knowledge) prior to reading. Knowing the difficulty level and how complex the text is will help you better estimate the time it will take to read so you can plan accordingly.

 

 

 

What should I survey for my current reading assignment?

 

For different classes on campus, different aspects of the text are important to survey.

For example, for History, it is very important to know who the author is before reading because different historians have different interpretations of history. For your ENGWR 300 class, the author may or may not be important. It depends on the type of text and the purpose for reading the text.

 

Think for a minute about the text you are reading for ENGWR 300. What features of the text do you think you need to look at as you survey? Make a list here:

 

Assignment: Survey

 

Based on the survey list you just created, begin surveying your current ENGWR 300 reading assignment. Then, answer the following questions. If you are having trouble answering, resurvey based on the questions.

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  1. What is the title?

 

 

  1. How long is the reading?

 

 

  1. Is the reading broken down into chunks (i.e. sections or chapters)? How long is each chapter or section?

 

 

 

 

 

  1. How difficult do you think the reading will be?

 

 

 

  1. What do you think your schema for the reading is? (Low, medium, high)

 

 

 

  1. How could you build your schema on the topic if necessary?

 

 

 

  1. What is the first paragraph about?

 

 

 

 

Next step: Now that you have surveyed, a good practice to enhance focus is to create questions out of what you surveyed. Then, when you read, you try to find the answers. This process of finding answers helps you to maintain focus. More information about moving from surveying to questioning can be found on the Survey slideshow on Canvas. As you get used to

 

surveying texts, you can combine these steps and annotate your assigned reading with surveying questions as you survey.

 

During the survey process you may have located barriers to your comprehending or completing the reading. If you are worried about schema, you can build schema. If you are worried about giving yourself enough time to focus, you can work on creating efficient and effective daily reading habits. If you realized during surveying that the reading didn’t look that difficult, you can focus on increasing your reading rate. When you do your metacognitive check- in this week, think about whether you would like to work on schema, reading habits, or reading rate next.

Pros and cons of communicating electronically

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Compose a short paper in Microsoft Word on how you feel about communicating through electronic devices. Is it easier than communicating with someone face to face? What do you think are the pros and cons of communicating electronically? What is your opinion on this issue? Make sure to use specific reasons and examples to support your position. If you use sources or direct quotes, be sure to cite them at the end of your paper.

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Please use writing template attached

600 words min

Behaviorism theory | Education homework help

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Behaviorism theory | Education homework help

Behaviorism theory | Education homework help. Behaviorism is the belief that instruction is achieved by observable, measurable, and controllable objectives set by the instructor and met by the learners who elicit a specific set of responses based upon a controlled set of stimuli. Behaviorism operates on the principle of stimulus-response and that negative and positive reinforcement increases the probability of behavior/learning. Theorists such as Pavlov, Skinner, and Thorndike are proponents of behaviorism.

Behaviorism does not concern itself with the learner’s internal mental states, constructs, and symbols that cognitivism considers in its focus on learning schemas. With cognitivism, the focus of research is on how the brain receives, internalizes, and recalls information. Behaviorism is not interested in internal mental states, but only in external outputs, learning products, and behavioral change. Behaviorism is not concerned with the willfulness, creativity, and autonomy of the learners that constructivism considers in its focus on the learning process. With constructivism, the focus of research is on how to help learners construct, rather than be controlled by the learning experience. Behaviorism is not interested in any behavior from the students that is not predicted beforehand by the learning objectives and demonstrated by the behavioral outcomes. Unlike humanism, behaviorism is not interested in the self-direction or self-actualization of the learner. It is not concerned about whether individual or social human needs arc met through the educational process, as is humanism. Behaviorism is concerned with learning outputs, with a set of single events controlled by the stimulus-response mechanism versus the learning and thinking that is the focus of humanism. Nevertheless, despite its detractors and opposing schools of learning (cognitivism, constructivism, and humanism), behaviorism is still a powerful force in how children and adults are taught nearly seventy years after Skinner began his research with animals.

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Guiding Questions

  • What is learning?  
  • How have Behaviorist approaches impacted teaching and learning and what is their significance?
  • In what ways do this week’s readings connect with your experiences of teaching and learning?

Pre-Reading 

Before attending to this week’s readings, think about the questions above. Much like you would do a K-W-L Chart with your students; determine what you KNOW about the topic and what you WANT to KNOW about the topic. Your R2R Post will indicate what you LEARNED about this week’s content. Refer to the R2R details and the success criteria outlined in the Syllabus.

Readings

Activities

    • Complete Assigned Readings
    • Post R2R#3
    • Comment on at least 3 of your classmates’ posts

 

 

  • Classmate  1 

Hi everyone!

This weeks reading focused on classical theories of learning, including behaviorism and the model of learning. Learning can be defined as knowledge or skill acquired by instruction or study; and also as modification of a behavioral tendency by experience (such as exposure to conditioning).

While reading this week, I stumbled across this quote, “It is most effective to present material in a way that is both interesting and understandable to those who are to learn it.” Phillips, D.C., & Soltis, J.F. (2009). Perspectives on Learning (5th ed.). New York: Teachers College Press. Page 9. There are many things that need to be in place in order to make learning happen. We have been taught that in order for learning to happen students need to have their basic needs met, interested in the topic, material is relevant,  demonstrates confidence, and has the skills necessary to learn; these are only a few examples.

The model of learning is made up of 3 components; learner inputs, learning agents, and learning outcomes. Learner inputs are skill (knowledge and ability), will (dispositions that affect learning), and thrill (motivations, emotions, and enjoyment of learning). “The inputs develop into the outcomes in achievement (skill) is as valuable as enhancing the dispositions towards learning (will) and as valuable as inviting students to reinvest more into their mastery of learning (thrill or motivations.”  The learning agents are success criteria, environment, and learning strategies. Hattie, John & Donoghue, Greg. (2016). Learning Strategies: A Synthesis and conceptual model. npj Science of Learning. 1. 16013. 10.1038/npjscilearn.2016.13. Page 101.

Behaviorism is the “theory that human and animal behavior can be explained in terms of conditioning, without appeal to thoughts or feelings, and that psychological disorders are best treated by altering behavior patterns.” Locke along with other behaviorists assumed that humans were biologically “wired” or equipped so that they could interact with the environment, and profit from this interaction. Behaviorism is the belief that conditioning is the single most thing that is responsible for producing learning, throughout the whole kingdom. Rewarding desirable behavior, and extinguishing (or even punishing) poor behavior is one of the techniques. Behavior is something that is learned; good or bad, and is always communication. Behaviorist approaches have impacted teaching and learning, it has changed what we teach and how we teach, and also how the students learn. Every student is different, and has their way of learning. Using the behavioral approach and paying attention to your students really helps when assessing if they are learning as you intended.

This weeks reading definitely connect with my experiences teaching AND learning. I am a teacher of students with autism. After reading this week I have seen that I see behaviorism in my classroom daily. Behaviors are a huge part of autism and I have learned so much about my students through their behaviors. I have absolutely rewarded students for positive behaviors, and have used planned ignoring in attempt to extinguish poor behaviors. Behavior is communication, we have all heard that probably a million times. My experiences have proven that to be true, my non-verbal students communicate through their behaviors, and my verbal students also communicate through behaviors. Knowing this allows me to plan better and how to respond to them.

I enjoyed this weeks reading, and look forward to reading everyone’s posts.

How have Behaviorist approaches impacted teaching and learning and what is their significance?

classmate  2

Learning is taking something you already know through experience and building from it to form a new understanding. It is important to me that learning starts with prior knowledge. Thorndike and Plato, also believed that prior knowledge was a reality and important for learning to take place. Whenever I teach a new subject I find that students more times than not have prior knowledge of a subject or knowledge that puts them in a position to understand a topic. I activate prior knowledge with a journal where students with no real support from me have to answer certain questions. It kind of freaks them out sometimes if I ask them a question and they are unsure of the answer because they want to get the right answer. What I try to convey to them is they usually have some part of an answer and they just need assistance from myself or other students to develop the best understanding.

When it comes to developing that best understanding what is important is the teacher understanding how learning best occurs. Hattie and Donoghue lay out for us, their model of learning.  With in their model is what they have coined “Skill, will, and thrill.”

“The model starts with three inputs, the thrill, skill, and will….Each of these inputs and more desirably the outputs…are open to being influenced by teaching both directly and indirectly, both intentionally and unintentionally.” I have never heard a teacher or administrator use thrill, skill or will or reference this work, it is kind of new but it is a reflection of most advice given to teachers. Teachers that want to succeed have to try and understand their students in order for them to learn. If you do not understand the skills they already have, their determination  to accomplish a task, or the enjoyment they may get out of certain learning over others or what gives them that enjoyment then your practice will not stick with the kids the ways in which you would want.

Behaviorists know the importance of at least part of the skill, thrill, and will. They want to achieve the right outputs from students yes but they primarily focus on the stimuli they provide and not external factors outside of their control. Behaviorism is rooted in psychology and when psychology was trying to gain legitimacy by conducting  experiments that were very scientific in nature. This reminded me when I worked in an elementary school and we used Classroom Dojo.  Dojo is an application or website that assigns students an avatar and they can receive or lose points. I used this system for a year before I noticed and other teachers told me that I have to make  sure the sound of my phone is on.  Students gaining points and losing points have different tones. Regardless if students know if they are giving points or not the tone can cause them to change their behavior.  Learning that and practicing it made me feel uneasy because I felt like I was treating them like Pavlo’s dog.

I enjoyed the work of Thorndike because he really believes in making sure students need to understand the purpose of their learning. Phillips and Soltis also support the importance of students being able to see how their skills work together. I always believed English and Social Studies worked well and supported one another. In my classroom students recently completed a unit that allowed them to explore different aspects of identity and how they impact people and their perspectives.  It allowed students to make connections with yes historical figures and authors as well themselves and their classmates. I would like to think that since their learning was usable in so may different areas that they found it more beneficial than a stand alone unit.

classmate 3

People believe that learning is just what the student is being taught but true learning is found in a model. Hattie and Donoghue (2016) describe a learning model “comprises the following three component: learner inputs, learning agents, and learning outcomes.” (p.99) Much of learning focuses on the first part which is learner inputs. This part is where you find the skill of the student, their will, and the thrill of learning. When you take into account all three of those pieces, you can find the best way to get the student started at their most successful place. From there the teacher then uses and tries different learning agents in which there is an abundant number to try from. The educator does want to think about the learning that takes place at two different levels. The first one is factual-content which is more surface level learning, which is critical when moving on to the next level which is integrated and relational (deep) level. When you take a look at all these different parts and how they fit together, that is when you get learning.

Another view on learning comes from Plato where he believes that “knowledge is innate, it is in place in the mind at birth.” (Phillips and Soltis, 2009, p.10) The knowledge that a student learns is only because that is what they were born already knowing, but needing to be retaught to them. Then there was Locke’s model where he believed that, “the newborn baby knows nothing, but it immediately states to have experiences of its environment via its sense.” (Phillips and Soltis 2009, p. 14) From that point those experiences build on each other which then produces complex ideas that they now know. This lends itself well to what Hattie and Donoghue were talking about because having that background knowledge is critical to build more complex learning opportunities.

The Behaviorist approach doesn’t care much for “how new knowledge is acquired; instead it was: How is new behavior acquired.” (Phillips and Soltis 2009, p. 23) They wanted to study how student behaviors impact their learning and can they be led to do specific behaviors that will show they are successful. This has impacted learning because teachers now focus much of their time on behavior strategies to get the students to do what they want and when they want it done. Teachers often do that with a reward or reinforcement. That then starts to take away part of the learning model which is the will and thrill of learning.

The first reading I did this week was by Hattie and Donoghue which was about the learning model and its different parts. As I read that, I made some connections to my own classroom. One example would be, “More often than not, a student must have sufficient surface knowledge before moving to deep learning and then to the transfer of these understandings.” (Hattie and Donoghue, 2016, p. 105) When I am getting ready to teach a lesson, I take on the assumption that they have very little background knowledge. This means that I do things such as focus on key vocabulary, give them some real life examples in visual form, and have them summarize the information from that lesson. However, at times I do recall lessons not going well because I tried to just jump right into that deeper learning which I didn’t set them up for. That is why this chapter really made an impact on me because it led me to reflect on my own teachings which is something I do consistently.  Hattie and Donoghue (2016) stated, “It is also our observation that the teaching of ‘learning’ has diminished to near extinction in many teacher education programs.” (p. 98) Being in the classroom, it has become clear over time that teaching and learning are two very different things but do go hand in hand. Thinking back to the classes that I took for my degree, I would have to agree with Hattie and Donoghue because I don’t recall there being much of a difference taught between the two in my classes. With my real life experience, I find that it does not set future teachers or students up for immediate success.

Annotating and note taking | Education homework help

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Annotating and note taking | Education homework help. For this assignment, you need to select pages from a textbook, read and annotate the pages, and then create a set of notes based on the material you read and annotated.

Step 1: Review the marking (annotating) strategies from Chapter 6 (pp. 134-136).

Step 2: Select at least four consecutive pages from one of your college textbooks. You may select the textbook for this course (except pp. 129-133) or another textbook; however, no math textbooks are allowed for this assignment.

Step 3:  Read and mark your annotations directly on the selected textbook pages.  Your annotations may be handwritten (see example (Links to an external site.)) or electronically produced (see directions below).  Your annotations should demonstrate your active involvement with the reading.

Annotating and note taking | Education homework help

Annotations should be varied and should appear throughout your selected pages.  Use each of the following annotation types at least once or more:

  • summarizing or paraphrasing in the margins
  • identifying key terms
  • defining unknown terms
  • jotting down questions that occur to you as you read
  • jotting down your reactions to the material
  • adding explanations or elaboration
  • providing additional examples
  • underlining and highlighting (no more than 10-15% of your pages)
  • color coding portions

*Add your name, the semester and year in which you are enrolled, and the professor’s name at the top of the first page of annotated text.

Step 4:  Next, create a separate, detailed set of notes over the same material you read and annotated.  The set of notes should be thorough, covering all major information in the selected pages. Your notes may be handwritten or typed.  Use one of the following note-taking methods (read Chapter 5):

  • Cornell Format
  • Outline Format
  • List Format

*Add your name, the semester and year in which you are enrolled, and the professor’s name at the top of the first page of your set of notes.

Step 5:  Submit BOTH your annotated textbook pages and your set of notes in the assignment link.  If you are taking this course online, you may need to scan or take a photo of any handwritten annotations or notes before uploading.  If you are taking this course in a face-to-face setting, your professor may require you to submit your work in class.

How to Annotate the eBook Electronically in Word

  • Click any LaunchPad links in Eagle Online Canvas.
  • After being directed to LaunchPad, click the “Home” button at the top left-hand corner.
  • Click the “eBook” button under the menu column to the left.
  • Select at least 4 consecutive pages from the eBook (that cover important information / major concepts).  Then, copy and paste the content of those pages to a Word document.
  • Place your cursor at the location where you want to place the comment.
  • Click the “Review” tab in the Ribbon and then click the “New Comment” button to type in your annotations (See Step 3 above).
  • You can also highlight, underline, and color code in Word.  Plus, you can use “Insert” to add arrows or other marks to emphasize terms or concepts. Using a variety of features in Word will help ensure your electronic annotations are varied (See Step 3 above).

View to the Student Example (click here)

Actions

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Major Case Analysis Instructions

For this assignment, you are required to address an issue or problem faced by your company of choice and will analyze it using the techniques taught in this course. The write-up is limited to 12-15 double-spaced pages, not including a title page and exhibits (include as appendices).

SELECTING AN ORGANIZATION

Explore news/current events to locate a business that has a complex problem which needs to be addressed. The problem may be related to any business topic (i.e. accounting, marketing, legal, etc.).

It is suggested that you select a recent problem of a public company, which will ensure that you will have access to the information necessary to complete your project.

As you select an organizational problem for your class project, it is important that you select an organization that is interesting, possibly useful to you in your career, industry, or interests. An organization or industry you are interested in should give you better access to information.

USE THE 9-STEP CASE ANALYSIS PROCESS AS A GUIDE:

  1. Skim the case to get an overview of the situation.
  2. Read the case thoroughly to digest the facts.
  3. Carefully Review information in exhibits.
  4. Decide what the strategic issues are.
  5. Begin your analysis with some number crunching.
  6. Apply the concepts of strategic analysis.
  7. Check out conflicting opinions
  8. Support your opinions with reasons and evidence.
  9. Develop recommendations and an action plan.

Your analysis and recommendations should be supported with high-quality evidence, including textbooks and peer-reviewed academic journal articles covering the appropriate topics that apply to your specific problem from the following list:

  1. Accounting
  2. Business Communications
  3. Business Ethics
  4. Business Finance
  5. Business Integration and Strategic Management
  6. Business Leadership
  7. Economics
  8. Global Dimensions of Business
  9. Information Management Systems
  10. Legal Environment of Business
  11. Management
  12. Marketing
  13. Quantitative Research Techniques/Statistics

NOTE: Rubric is attached.

Business problem article: https://finance.yahoo.com/new/delta-ceo-sees-path-to-recovery-despite-54-billion-loss-123724666.html

Assignment 3

Consider what you learned in the IOP/480 Assessment Tools for Organizations course. Based on the workplace needs assessment you completed in Week 1, identify a change initiative to mitigate the performance gap.

Create an organizational readiness survey with 10 questions to measure employee perceptions and support for the change.

Create a pulse survey with 3 to 5 questions to measure employee satisfaction midway through a change effort.

Write a 700- to 1,050-word change strategy paper addressing the following:

  • Strengths and challenges for the change adoption
  • Issues relevant to leadership managing change
  • Change leadership development
  • Your understanding of the DISC assessment and how this tool can be integrated into change leadership

You must support opinions and any facts by citing credible sources in the body of the assignment and listing the references including at least two scholarly references in APA style. See Tips for Success article for Class Announcements for guidance on selecting scholarly references.

Submit the paper, the organizational readiness survey questions, and the pulse survey questions in a single file. The organizational readiness survey and pulse survey should be Appendix 1 and Appendix 2 to the paper.

Successful implementation of an MTSS

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Successful implementation of an MTSS

Gathering together staff at most schools and announcing that they must stop the school-wide intervention model they have been implementing and start a new one would most likely elicit a harsh response. Many school-wide intervention models have been created and attempted with varying degrees of success and acceptance. It is only human nature that after a while, the receptivity dims. As a special education leader, what competencies will you need in order to overcome resistance to change?

For this Discussion, you will assume the role of the Special Education Leader in which you were given the responsibility of implementing a multi-tiered system of support in the high school featured in the media. Although this school has begun implementing RtI, it has not been operationalized or supported on a consistent basis. Staff is confused by what an MTSS is and how it would function in their school.

To prepare

· Review the module Learning Resources. Focus on leadership competencies needed for successful implementation of an MTSS. Review the rubric from the Colorado Department of Education.

· Review “RtI Meeting: High School” media. Consider the leadership competencies being demonstrated by each individual.

A brief summary analyzing the leadership competencies you would need to operationalize an MTSS at the high school featured in the media segment. Based on the media, what leadership competencies are most critical to foster collaboration and successful implementation of MTSS based on the school’s culture? Consider the team meeting goes terribly wrong. What competencies do you need to foster collaboration and successful implementation of an MTSS? Reference the team from the media segment as well as your readings to provide a rationale for your response.

A reflection to the following: Given the media segments, case study scenarios, and module Learning Resources reviewed within this course, what leadership competencies and actions would be needed to implement an MTSS and sustain the system over time at your local school or district, and why?

Learning Resources

Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press.

  • Chapter 6, “The Essential      Role of Teams in Supporting All Students” (pp. 51–60)
  • Chapter 7, “The Logistics of      Setting Up and Running Effective School Teams” (61–70)
  • Chapter 17, “Treatment Integrity” (pp.      169–175)

McIntosh, K. & Goodman, S. (2016a). Conclusion. In Integrated multi-tiered systems of support: Blending RTI and PBIS (pp. 325-332). New York, NY: Guilford Press.

Nelson, J. R., Oliver, R. M., Hebert, M. A., & Bohaty, J. (2015). Use of Self-Monitoring to Maintain Program Fidelity of Multi-Tiered Interventions. Remedial and Special Education, 36(1), 14-19.

Moolenaar, N.M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovation climate. Educational Administration Quarterly, 46(5), 623-670.

O’Connor, P., & Witter Freeman, E. (2012). District-level considerations in supporting and sustaining RtI implementation. Psychology in the Schools, 49(3), 297-310.

Whitelock, S. (2010). It’s not your grandmother’s school: Leadership decisions in RtI. Communique, 38(5), 26-27.

The Center for Comprehensive School Reform and Improvement. (2008). Response to intervention: Possibilities for service delivery at the secondary school level. The Center for Comprehensive School Reform and Improvement Newsletter. Retrieved from http://files.eric.ed.gov/fulltext/ED502906.pdf

Colorado Department of Education Implementation Rubrics

Colorado Department of Education. (n.d.-b). RtI implementation rubric: District level. Retrieved July 5, 2016, from http://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_district.pdf

RtI Implementation Rubric: District level. Reprinted by permission of Colorado Department of Education.

Colorado Department of Education. (n.d.-c). RtI Implementation rubric: School level. Retrieved July 10, 2016, from https://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_school.pdf

Fidelity of Implementation Tools: School-Level Rubric. Reprinted by permission of Colorado Department of Education.

Required Media

Laureate Education (Producer). (2012b). RtI meeting: High school [Video file]. Baltimore, MD: Author

Note: The approximate length of this media piece is 13 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Part 2

Meaning-Making Forums 1-4 are this course’s unique final project. Be fully engaged in Phase Two! After reviewing the readings, presentations, lecture notes, articles, and web-engagements, and previous assignments, artificially move your predetermined careseeker (i.e., Crossroads’ Careseekers: Bruce, Joshua, Brody, Justin, or Melissa) through Phase Two.

NOTE: These research-based forums require that you draw upon ALL of the required course readings and learning activities to date, in order to substantively develop each phase in our Solution-based, Short-term, Pastoral Counseling (SbStPC) process.  Make every effort to be attentive to our Solution-Based Short-term Pastoral Counseling handout. Be noticeably attentive to our Overarching Directive as you support each core assertion.

  • Rapport and Relational Alignment. Briefly discuss how you will continue to build rapport and shift your relational style in order to best align with the careseeker’s style (i.e., use DISC language) and current behavioral position (i.e., attending, blaming, or willing).
  • Phase Two Distinctive Features. Narrate movement of careseeker through Phase Two’s distinctive features (i.e., purpose, goal, chief aim, role/responsibility, use of guiding assumptions) and apply pertinent insights and techniques from ALL the readings, previous assignments, and the Bible.
  • Supportive Feedback Break. What portrait, definition(s), key thought(s), and/or assessment insight from the Quick Reference Guide might be utilized in the supportive feedback technique?
  • Phase Two Marker. Describe a marker that indicates you have collaboratively ‘imagineered” a picture of life without the problem. In what way does this marker indicate the careseeker is in a willing position and ready for Phase Three?
  • Food for Thought: When learning a new people skill or counseling technique, is it normal to “feel” awkward and fake?  Use at least 1 example and thoughtfully explain how this “feeling” might be normalized.

TIPS:

  • Carefully Follow Meaning-Making Forum Guidelines & Tips!
  • Make sure to use headings (5) so that the most inattentive reader may easily follow your thoughts.
  • Use the annotated outline approach. Bullets should have concise, complete, well-developed sentences or paragraphs.
  • Foster a “noble-minded” climate for investigating claims via well-supported core assertions (i.e., consider the validation pattern of the Bereans; Acts 17:11).  Noticeably support assertions to facilitate reader’s further investigation and to avoid the appearance of plagiarism. Follow current APA standards or Turabian form.
  • Make every effort to prove that you care about the subject matter by proofreading to eliminate grammar and spelling distractions.

Academic success and professional development

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Academic success and professional development

The Assignment:

Part 3, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity

Using the Academic and Professional Success Development Template you began in Week 1 and continued working on in Week 2, write a 2- 3-paragraph analysis that includes the following:

  • Clearly and accurately explains in detail the relationship between academic integrity and writing.
  • Clearly and accurately explains in detail the relationship between professional practices and scholarly ethics.
  • Accurately cite at least 2 resources that fully support your arguments, being sure to use proper APA formatting.
  • Use Grammarly and SafeAssign to improve the product.y

Clearly and accurately describe in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. Include sufficient evidence that Grammarly and SafeAssign were utilized to improve responses.

Part 3, Section 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Section 1 by:

  • Clearly identifying and accurately describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program and 2) professional work as a nurse throughout your career.
  • Include a clearly developed review of resources and approaches you propose to use as a student and a professional.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.

Remember to include an introductory paragraph that contains a clear and comprehensive purpose statement that delineates all required criteria, and end the assignment Part with a conclusion paragraph. Also, cite at least 5 references

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Assignment due date and Time

Week 5 Submission, February 19 2021 (1900 hrs, 7 pm Singapore Time).

Length:

2000 words maximum (+/- 10%)
(exclusive of references, appendices etc.)

Feedback mode:

Based on the Research Skills Development Framework and to AQF6/7 criteria.

Learning objectives assessed:

CLO1: Integrate and apply contemporary Ethics & Governance issues in a business context

CLO6: Effectively communicate ethics and governance concepts and arguments in a logical manner

Assessment declaration:

By submitting all work for this assessment you have read, understood and agree to the content and expectations of the Assessment declaration (Links to an external site.).

Getting trained and immersed in ethics and governance scholarly literature can be challenging, that students of this important subject need to understand, that to become future ethical business leaders and contributors. The purpose of this assignment is to build up your ability to bridge normative theories and scholarly readings.

From each of these readings, identify whether each uses Deontology, Teleology or Virtue ethics, or a combination to justify their approach. While it may seem like a challenging reading task, please remember, the use of these four readings actually makes your assignment easier.

Assignment 1 Readings

1Gupta R. 2019, Ethics and ethical dilemmas–a practical approach. Vinimaya. 2019; Vol: 40 No 1, pp. 5–19.2Hiekkataipale, M. and Lämsä, A.-M. (2017), “(A)moral agents in organisations? The significance of
ethical organisational culture for middle managers’ exercise of moral agency in ethical
problems”, Journal of Business Ethics Vol. 155, No. 1, 147–1613Reddy Y.R.K., 2009, The ethics of corporate governance An Asian perspective, International Journal of Law and Management, Vol. 51 No. 1, pp. 17-264Christensen, SL. and Kohls J, 2003, Ethical Decision Making in Times of Organizational Crisis A Framework for Analysis, Business & Society, Vol. 42 No. 3, 328-358.

Write an informative essay

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Assignment Overview: Write an informative essay

Take the time to think about your past speaking experiences. Were you nervous? What helped you get through this experience? Let’s write about it and discuss it.

Case Assignment

After reading and viewing the assigned material for Module 1, write a well-organized and well-supported essay in which you respond to the following:

1.       Share your public speaking experiences over the years—from childhood to the present day. Consider your experiences in front of an audience. This may include presentations, speeches, performance, theater, teaching, etc. Is speaking in public a talent of yours or is it outside of your comfort zone? Consider why you feel the way you do. What do you like or dislike about your voice, your delivery, your mannerisms, and non-verbal communication?

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2.       Address also your role as an audience and listener. What sort of public speaking, presentations, life performances, etc., do you enjoy or not enjoy?

A well-organized essay has a beginning, middle, and an end. The last sentence of the introduction is the thesis statement. The thesis states the main point of the essay.

A well-supported essay includes supporting points, details, and examples. Each body paragraph should have a topic sentence that states the main point of the paragraph and guides your reader through the essay.

The conclusion typically summarizes the main points of the essay and closes the essay with a lasting impression.

Be sure to proofread your essay and edit for proper grammar, punctuation, diction (word choice), and spelling.

Papers must be double-spaced in Times or Times New Roman font (12 cpi) with standard one-inch margins.

For this module’s Case, you may obviously write in the first person “I” as it is based on personal experience, although first person is not normally used in a formal essay.

Assignment Expectations

Write an informative essay (no less than two pages in length) outlining your background and feelings on public speaking, including a self-reflection on your own public speaking skills.

Kebedetch and Ms. Larson case study

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Kebedetch and Ms. Larson case study

The school day ended. Tired Ms. Larson took her classroom problems home with her. She shared her concerns at an

informal cocktail party, particularly her frustration with teaching English in the Ethiopian government school. “For three years, I’ve tried to get these girls to behave like normal human beings, to have some pride, to hold up their heads, look me in the eye, and answer a question in a voice I can hear without straining. They’re so bright; they learn as fast as the children back home, but they have no dignity. For all the good I’ve done here, I might as well have stayed home in Iowa.”

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The school day ended. Kebedetch walked stiffly home. The strange steel she had forced into her neck muscles seemed to have spread throughout her body. She felt rigid, brave, and frightened. Entering the gojo (small house or hut), Kebedetch was greeted warmly. Father asked the usual, daily question: “What did you learn today?” Kebedetch threw back her head, looked her father in the eye, and proclaimed in a loud, clear voice, “Ethiopia is composed of twelve provinces plus the Federated State of Eritrea. . . .”

Momma and Poppa talked late that night. What had happened to Kebedetch? She was no longer behaving as a normal human being.

“Did you notice how she threw back her head like a man?” asked Poppa. “What has happened to her shyness as a woman?”

“And her voice,” added Momma. “How happy I am that our parents were not present to hear a daughter of ours speak with the voice of a foreigner.”

“She showed no modesty; she seemed to feel no pride. If she were normal, she would be ashamed to raise her head like that, being a girl-child, and to speak so loudly,” Poppa added with a deep sigh.

“Kebedetch has learned so much,” said Momma. “She knows more than I, and this has given me great joy. But if her learnings are making her a strange, ungentle, beast-like person, I do not want her to learn more. She is my only daughter.”

Poppa pondered. Finally he shook his head and spoke. “You are right, Mebrat; our daughter must not return to school. The new education is not good, and only the strongest can survive. I had hoped Kebedetch could learn and remain normal and gentle, could become a woman of dignity. The frightening behavior of hers tonight has convinced me. She has lost her sense of pride, lost her sense of shame, lost her dignity. She must not return to the school. We shall try to help her find herself again.”

1.  What specific nonverbal behaviors did Kebedetch’s parents find objectionable? What meanings had Ms. Larson ascribed to these behaviors? What meanings had Momma and Poppa ascribed to these behavior?

2.  Within this story, what cultural information (values, attitudes, and expectations about parenting, education, etiquette, behavior of men and women, etc.) about the U.S. and Ethiopia is communicated through the words of Ms. Larson, Momma, and Poppa?

3.  Should certain changes be made if Kebedetch is to return to school? If yes, describe the changes that should be implemented. If not, think of any consequences that might occur as a result.

4. Was Ms. Larson teaching her Ethiopian students something valuable? What did she fail to take into consideration? How could she have prevented Kebedetch’s withdrawal from her classes?

How to do case study homework

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How to do case study homework

Case Study Scenario Part 2

 

Part 2

 

Jenny: I do not know Rhonda, something about this just does not seem right to me. Should I teach the biopsych course even though I have had almost no experience? I mean, why me?

 

Rhonda: Yeah, have you ever noticed how whenever a problem crops up at the last minute, it is always up to one of us to come in and save the day?

 

Jenny: I just do not get it. None of the full professors ever gets overloaded like this. Why did Ben not go to Alan? Do you think it is because we are not full professors yet or maybe it is because we are women?

 

Rhonda: I do not know. It seems like an old boys club to me. I bet if they asked Alan teach the class they would have offered to pay to pay him something extra. They did not offer to pay you something extra, did they?

 

Jenny: No, of course not.

 

Rhonda: See what I mean?

 

Jenny: Yeah, (sigh) something about it just is not right.

 

Review Part 1

 

Ben: Good Morning Jenny. Are you interruptible?

 

Jenny: Oh hi Ben. (friendly and teasing), nice surprise. Well, I was just prepping for my upcoming course, but for the department chair I am sure I can take a few minutes.

 

Ben: Well, I certainly appreciate the time, professor. I wish I had good news. Have you heard about Stan? His wife Julia just had a stroke yesterday.

 

Jenny: Oh my god, that is terrible!

 

Ben:I know. It truly is just awful. They think she will be okay but she is probably going to need lots of therapy. Stan is going to take the semester off to help out with her and the kids.

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Jenny: Oh what a nightmare. Poor Julia, and Stan and the kids.

 

Ben: I know, that is why I am here. It leaves us shorthanded here too. Stan was going to teach biopsychology this semester and now he will not be able to. I was hoping you could step in and teach the course.

 

Jenny: (apprehensive) Oh my, well I do not know Ben, I am really not sure. I only had one biospych course myself as an undergrad…

 

Ben: No need to worry, we can get all the syllabus and all the material information from Stan and I bet you would do a great job. Listen, there we have got fifteen students who need to that course to graduate. We cannot let them down.

 

Jenny: That is a sticky situation, Ben but I am just not sure…

 

Ben: Oh you will be fine. You are still interested in that full-time position when Professor Lee retires, right? Oh by the way, I need to know your answer by 3:00 today whether or not you can teach the course. If not I need to find anotehr professor.

 

Jenny: Okay Ben. Let me think about it and I will get back to you today.

 

Credits

 

Subject Matter Expert:

 

Bethany A. Lohr, Ph.D. LP; La Keita D. Carter, PsyD

 

Media Instructional Designer:

 

Peter Lindner

 

Instructional Designer:

 

Tina Houareau

 

Videographer:

 

Pat Lapinski

 

Interactive Designer:

 

Jay Austin

 

Interactive Developer:

 

Peter Hentges

 

 

 

View part two of the case study scenario in this unit’s studies and then answer the following discussion questions:

 

  • Compare this scenario to the one for the Unit 1 discussion. Are there different ethical and legal concerns? If so, specifically identify the ethical standards that apply.
  • Are there multicultural and personal concerns?
  • How could you use consultation in this situation?

 

Make use of scholarly materials to support your observations.

 

Response Guidelines

 

Given the additional information you have viewed, compare and contrast your response with that of your peers. Discuss how your perspectives have changed based on the information you learned. Where do you agree? Differ?

 

Refer to scholarly sources to support your observations where possible.

 

Note: Remember, all of your discussion posts are expected to be written at a graduate level, be free from typos and spelling errors, and follow standard English grammar. You will need to support your points with in-text citations and references in APA style. This may include your readings for this course, but also outside scholarly sources that you obtain relevant to this discussion from our library.

Do Women Have Different Ethical Standards

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Do Women Have Different Ethical Standards? Need help with my writing homework on Whether Women Have Different Ethical Standards When Compared to Men. Write a 2000 word paper answering; The paper looks at the feminist philosophical view in the determination of some discriminative concepts.

According to Hutchings (2007), feminism is an ethical tradition that examines some of the gender relations of power, which are tied to societal moral codes. The moral codes exist in the feminist global ethic, which occurs through the division of feminist thoughts into normative traditions that include care feminism, enlightenment feminism, and post-colonial feminism. Despite the categorizations, it is possible to determine that feminists might differ in their understanding and interpretations of the manner in which women are oppressed in society. However, the foundation of their arguments is based on women’s experience (Hutchings, 2007). For this reason, most feminists might argue that historically, not so many people consider a woman’s point of view. This means that men from the different communities, philosophies, religions, moral theory constructs and sciences for fellow men, as well as for the fulfillment of the male interests.https://eazyweezyhomeworks.com/unfair-employee-discharge-homework/

In order to evaluate the nature of sexist ethics, the basic requirement would be to develop an understanding of the same. The basic understanding of sexist ethics is that it is a moral theory that exhibits fundamental biases towards the interests of a single-gender. Most of the feminists believe that it is possible to consider the major moral theories as sexist since they exhibit biases towards the point of view of the male gender and their development seeks to fulfill male interests. However, an individual might argue that utilitarian and deontological theories are not sexist in nature, given their positions on the moral obligations of human beings.

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Utilitarianism, which is&nbsp.also known as the principle of utility, is a moral examination of the righteousness of some of the human actions, which are based on the amount of pleasure or pain that they produce.&nbsp.It is a “consequentialist” ethical theory that judges the righteousness or wrongful actions by the results that the action might produce.