Details: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: Click "OK" to receive your questionnaire scores. Once you have determined your preferred learning style, review the corresponding link to view your learning preference. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page). Compare your current preferred learning strategies to the identified strategies for your preferred learning style. 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: Provide a summary of your learning style according the VARK questionnaire. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style. 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. 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.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. This is the VARK questionnaireMY VARK ResultsYour scores were:Visual 15Aural 14Read/Write 16Kinesthetic 15You have a multimodal learning preference. (VARK)Use the following page for study strategies that apply to your learning preference:Multimodal strategiesVisual StrategiesAural StrategiesRead/Write StrategiesKinestheticBottom of FormAssignmentWeek 1 | Teaching and Learning StylesCurrentAll Save Link Assignment VARK Analysis Paper View RuDetails: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:Click "OK" to receive your questionnaire scores.Once you have determined your preferred learning style, review the corresponding link to view your learning preference.Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).Compare your current preferred learning strategies to the identified strategies for your preferred learning style. TitleAttached DocumentsCitation ReportSimilarity IndexFinal Submission Click 'New Attempt' to start assignment or attach documentsError DetailsApply RubricsVARK Analysis Paper 1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 79.00% 4 Good 89.00% 5 Excellent 100.00% 80.0 %Content 20.0 %Personal Learning Styles According to VARK Questionnaire Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. 20.0 %Preferred Learning Strategies Personal learning strategy content is missing. Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented. Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.20.0 %Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.20.0 %Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion) Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed. Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes. 15.0 %Organization and Effectiveness 5.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.15.0 %Organization and Effectiveness 5.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. 5.0 %Format 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage

Due 4/11/2019 Respond to at least two colleagues by doing all of the following: (Use 2 APA references) Offer critiques of their logic model as if you were a member of their work groups.Identify strengths of the logic models.Identify potential weaknesses in the assumptions or areas that may require additional information or clarification.Offer substantial information to assist your colleagues’ efforts such as:Information to support their understanding of the problems and needs in this populationSuggestions related to intervention activities, and potential outcomes Response to Chantelle Post a logic model and theory of change for a practitioner-level intervention Practice-Level Logic Model Outline Problem Needs Underlying Causes Intervention Activities Outcomes Low-Income Young Mothers Job Training and/or education -High School Diploma or GED is not complete -High School Diploma/GED is complete however there is a lack of job skills -Provide payment for GED -Provide classes for various job skills/certifications such as CNA, mechanic, etc. Mothers will have better education and/or job skills/certification to better provide for the family. Describe the types of problems, the client needs, and the underlying causes of problems and unmet needs The presenting problem in this scenario is low-income mothers. The client needs would be to increase the income including further education or job skills/training. The causes of this would be a lack of a high school diploma or GED. According to Lee and Oyseman (n.d), 22% of low income single mothers did not have a high school education among the population of their study. Among that same populatoin, 37% had a high school diploma but no additional job training and 41% had education higher than a high school diploma. The participants of the study were asked to answer various questions. One of the questions was pertaining to their future self and where they predicted they would be regarding finances. A large portion of the participants predicted themselves as "making ends meet" and feared loss of property including housing, cars, etc (Lee and Oyseman, n.d). The unmet needs of this population would be that job training programs are limited. Identify the short- and long-term outcomes that you think would represent an improved condition. Then describe interventions that would lead to a change in the presenting conditions. According to Lee and Oyseman (n.d), the goal among the population would be to provide these woman with job skills to further their career and become more financially stable. The short term outcomes would be for the women to attend the program to learn a new set of skills. The long term outcomes would be for the women to become more financially stable with the job skills put to use (Lee and Oyseman, n.d). An intervention that would lead to a change would be the job training program to teach new skill sets. Lee, S. J., & Oyserman, D. (n.d.). Expecting to Work, Fearing Homelessness: The Possible Selves of Low-Income Mothers. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, 39(6), 1334–1355. https://doi-org.ezp.waldenulibrary.org/10.1111/j.1... Response to Erica RE: Discussion - Week 7 Problem Needs Underlying Causes Intervention Activities Outcomes Mothers in domestic violence situations Housing, childcare, support, protection, medical care Lack of education, low income, lack of supports Legal resources, access to medical care with confidentiality, housing assistance, childcare resources, support groups Personal and legal protection, safe housing, safe childcare, supports, appropriate medical care The type of problem here is a mother who is in a domestic violence situation with her child(ren). She fears what to do next. She fears staying, but also fears leaving. When she feels the timing is right to leave, she will need housing, childcare, supports, protection and medical care for her and her children. The underlying causes of these problems and needs are someone who may lack education and knowledge, have low or no income solely on their own and lack enough supports. Without those things, she finds it difficult to make a move in any direction. A needs assessment should be conducted on every person that would come to this program to assist domestic violence victims that includes asking questions about their knowledge of domestic violence and how to address it (Dudley, 2014, p. 127). The outcomes (short and long term) that would represent an improved condition include the family establishing a new, safer environment. Those details may consist of safer things like housing, childcare, medical care, support systems and legal protection. Once the mom feels more comfortable in an environment, some success has been achieved. A program/shelter available to women of domestic violence would address the needs of these individuals and their children. The interventions would consist of case management to assist these mothers in accessing resources that would still keep them safe. These mothers know it can be risky to be involved in community agencies, but if they have security of knowing they will still be protected, they will feel better about accessing them. This includes seeking medical treatment where they can be listed as a confidential patient and nobody can call and get any information about their medical status. Interventions include private shelters and childcare facilities. Educational trainings on safe relationships and parenting would be a beneficial service to these mothers as well. A safety plan for this mother is critical for her in this situation. Assisting with access to medical care, whether it be transportation, phone calls or medical recommendations is another way the case manager at the agency could assist the mom with resources. Guiding the mother to legal agencies that assist domestic violence victims in a way that will protect her and not expose her, is the safest option. They can assist with questions regarding custody of the children. For example, it is possible to get an emergency temporary custody if the child, sibling or parent of the child is at risk for abuse (National Network to End Domestic Violence, Inc., 2019). These things need to be discussed with an attorney who will protect the parents’ location and safety. References Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books. National Network to End Domestic Violence, Inc. (2019). Legal Information: General. Retrieved from https://www.womenslaw.org/laws/general/parental-ki...

1) Academic Honesty Statement You must include the below paragraph in the comments box ALONG WITH your NAME and DATE. This information is worth part of your grade (see the grading rubric for this assignment). For further information regarding plagiarism, please see the Academic Honesty Policy in the Student Handbook.I, TYPE IN YOUR NAME, certify that I have personally completed this assignment based on my own personal efforts. I understand if I use outside sources, I must properly give my source(s) credit using the APA format and my paper should not include more than 20% of direct quotes from other sources. I understand if I do not provide proper credit to outside sources, I will be documented for plagiarism and be required to resubmit a new assignment. I will not divulge the content of this assignment or any of my work, generally or specifically, to any current or future James Madison High School students. DATE: Example of Academic Honesty Statement2) Grammarly Report All students in English courses must sign up for a Grammarly account at www.grammarly.com/edu/students using the following access code: TJQVqDM9uFErPwEHFor each written assignment, please save and upload your Grammarly report and follow the STEP BY STEP INSTRUCTIONS.Please also review the instructions below: Grammarly InstructionsAssignmentThe works we’ve read so far in Unit One have been both difficult to understand and hard to relate to. We don’t go on sea voyages anymore, or gather in mead-halls, or go on pilgrimages to Canterbury. But it would be a mistake to assume that you can’t relate to Old and Medieval English literature. All of these works also demonstrate universal themes and deal with emotions and experiences we recognize today: the loss of a home or a way of life, the need to stand up to evil, the need for community, and taking long, life-changing journeys.Choose one of the prompts below and develop a two-page (400-500 word) response that retells, or updates, one of the classics we’ve read. This is an informal writing assignment, so feel free to get creative and have fun with this assignment, or to get personal and expressive. You are welcome to use first person (I and we) and to write this in any form you choose — poem, short short, letter to the editor, journal entry, blog post, newspaper article, or even a series of Facebook status or Twitter updates — as long as your writing meets the minimum word count.PROMPT #1: Have you ever lost something that was really important to you? How did you feel about it? Did other people understand what you were going through, or did you constantly have to explain yourself? Have you ever moved? Did you miss your old home? Write a lament for something that you have lost. It could be something serious, like the death of a loved one or a move that was hard to adjust to, or it could be something not-as-serious, like the loss of a favorite childhood toy.PROMPT #2: You are trying to open up a restaurant / coffee shop that will become a social gathering place for your friends and peers. You want this place to be really cool — but also a place where people can relax and get comfortable. What kind of establishment will you open? How will you get people in the doors? What will they do once they get there? How will you keep them there for long periods of time and keep them coming back? Write a description or story of your ideal social meeting place.PROMPT #3: Imagine that you are going on a college study trip, or pilgrimage, with a group of four strangers. Where would you go and why would you be going there? How would you want your life to change? Who would the strangers be and how would they talk, act, and dress? A nerd? A prep? A jock? The pretty girl? Write your own social satire of the members of your group. This might be an ideal prompt for a blog post or a series of Facebook / Twitter statuses.Here are some tips.*Cite your sources in APA format.Make sure your thoughts are your own by using the information on Avoiding Plagiarism in the English Lab.Save your assignment as a Word (.doc) document and submit as an attachment below.Grading RubricCATEGORY4321-0OrganizationThe story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used.The story is a little hard to follow. The transitions are sometimes not clear.Ideas and scenes seem to be randomly arranged.PurposeThe essay clearly retells or updates a classic read in the unit. Author chooses one of the prompts provided to effectively and creatively approach the classic.The essay retells or updates a classic read in the unit. Author chooses one of the prompts provided to effectively and creatively approach the classic.The essay somewhat retells or updates a classic read in the unit. Author chooses one of the prompts provided but is not very effective or creative in approaching the classic.It is not clear which classic read in the unit is being retold or updated. Author struggles to use one of the prompts provided to approach the classic.CreativityThe story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.There is little evidence of creativity in the story. The author does not seem to have used much imagination.ActionSeveral action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.Little variety seen in the verbs that are used. The story seems a little boring.Grammar/Academic IntegrityWriter makes no errors in grammar or spelling that distracts the reader from the content.Grammarly report/Academic integrity statement are included.Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.Grammarly report/Academic integrity statement are includedWriter makes 3-4 errors in grammar or spelling. Grammarly report or academic integrity statement not included.Writer makes more than 4 errors in grammar. Grammarly report/ academic integrity statement not included.1) Academic Honesty Statement You must include the below paragraph in the comments box ALONG WITH your NAME and DATE. This information is worth part of your grade (see the grading rubric for this assignment). For further information regarding plagiarism, please see the Academic Honesty Policy in the Student Handbook.I, TYPE IN YOUR NAME, certify that I have personally completed this assignment based on my own personal efforts. I understand if I use outside sources, I must properly give my source(s) credit using the APA format and my paper should not include more than 20% of direct quotes from other sources. I understand if I do not provide proper credit to outside sources, I will be documented for plagiarism and be required to resubmit a new assignment. I will not divulge the content of this assignment or any of my work, generally or specifically, to any current or future James Madison High School students. DATE: Example of Academic Honesty Statement2) Grammarly Report All students in English courses must sign up for a Grammarly account at www.grammarly.com/edu/students using the following access code: TJQVqDM9uFErPwEHFor each written assignment, please save and upload your Grammarly report and follow the STEP BY STEP INSTRUCTIONS.Please also review the instructions below: Grammarly InstructionsAssignmentAnswer the following question in a clear, well-crafted paper (1-2 pages / 500-750 words). Be sure to cite specific details from the text in your answer. 1.) Compare Psalm 23 and The Sermon on the Mount. The works have similar themes, or messages. What is the main idea of each work? How are the works alike? How are they different? How is the style, or genre, of each work appropriate to its purpose? (These questions are meant to give you some guidance to compare the two works, but you will need to choose one or two of these questions to answer, or create your own comparison. You can't answer all of these questions well in 1-2 pages.)Here are some tips.*Cite your sources in APA format.Make sure your thoughts are your own by using the information on Avoiding Plagiarism in the English Lab. Save your assignment as a Word(.doc) document and submit as an attachment below.Grading RubricCATEGORY4321-0Ideas and content(Purpose/intro)Provides a clear thesis statement in intro. Contains insightful comparisons and contrasts of each work, shows strong understanding of each work’s style as it relates to purpose, is fully and effectively supported with specific details from text.Provides a thesis statement in intro. Contains strong comparisons and contrasts of each work, shows understanding of each work’s style as it relates to purpose, is effectively supported with details from text.Provides an intro but lacks clear thesis statement Contains information about each work, but does not provide clear comparisons and contrasts, shows some understanding of each work’s style, and is somewhat supported with details from text.No clear intro paragraph for thesis statement. Does not provide appropriate comparisons and contrasts, show understanding of each work’s style, or provide supporting details from text.OrganizationThe paper follows a clear and logical train of thought related to thesis and effectively uses transitions.The paper follows a logical train of thought related to thesis and uses transitions.The paper follows a train of thought related to thesis but does not effectively use transitions.The paper does not follow a train of thought related to thesis and fails to use transitions.ConclusionThe conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." A powerful conclusion leaves a lasting impression of the works with the reader.The conclusion is recognizable and ties up almost all the loose ends. The conclusion is present, but may not leave a lasting impression of the works with the reader.The conclusion is recognizable, but does not tie up several loose ends. The conclusion lacks a compelling aspect and is simply a repetition of ideasThere is no clear conclusion, the paper just ends.StyleFully engages the reader, uses colorful language, strong tone, voice, and point of view.Engages the reader, uses colorful language, good tone, voice, point of view.Rarely engages the reader, needs improvement in language, tone, voice, and point of view.Does not engage reader, lacks colorful language, appropriate tone, voice, and point of view.Grammar/Academic IntegrityWriter makes no errors in grammar or spelling that distracts the reader from the content.Grammarly report/Academic integrity statement are included.Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.Grammarly report/Academic integrity statement are includedWriter makes 3-4 errors in grammar or spelling. Grammarly report or academic integrity statement not included.Writer makes more than 4 errors in grammar. Grammarly report/ academic integrity statement not included.