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G329 Self Care Deficit Nursing Theory By Orem
Theories set guidelines of practice through general principles. A theory is a widely accepted set of concepts that describ ...
G329 Self Care Deficit Nursing Theory By Orem
Theories set guidelines of practice through general principles. A theory is a widely accepted set of concepts that describe a specific phenomenon and ...
complete in 2days
How Ethical Are You? Take The Ethics Guy's Quiz on CNN Watch Video How Ethical Are You? Take The Ethics Guy's Quiz o ...
complete in 2days
How Ethical Are You? Take The Ethics Guy's Quiz on CNN Watch Video How Ethical Are You? Take The Ethics Guy's Quiz on CNN Duration: (4:12) User: TheEthicsGuy - Added: 5/7/09 YouTube URL:
WATCH THIS VIDEO, then share your thoughts/opinions using the Blog assignment link. 1 Blog How Ethical Are You? Take the Ethics Guy Quiz on CNN. (Consider: what did you think about the video, relevance, how can you apply to you/your organization?).
UMCP Wk 6 Management Development Questionnaire Step Three Building the Decision Discussion
MDQ STEP THREE: BUILDING THE DECISIONGATHERING INFORMATION:The purpose of this week's discussions is to address the type o ...
UMCP Wk 6 Management Development Questionnaire Step Three Building the Decision Discussion
MDQ STEP THREE: BUILDING THE DECISIONGATHERING INFORMATION:The purpose of this week's discussions is to address the type of information HH needs to gather in coming up with creative alternatives to use in the MDQ decision making model. Useful information involves researching anything that the decision maker needs to know that might influence the decision making process. This includes experience from past or future situations as well as factual information. Even though the decision maker has no control over future events, information needs to be gathered to anticipate outcomes, consequences or actions when acting on Hannah's Hats' alternatives. CREATING ALTERNATIVES: In Building the Decision, the decision maker will create FOUR viable alternatives. The case study mentions several obvious alternatives, such as: Partnering with the investors or increasing E-commerce sales. However, NONE of these alternatives are strong enough on their own to meet all the objectives HH would like from the decision. Harry must look for ways to combine them with other possibilities to make stronger alternatives. The expectation is to create alternatives that are creative, demonstrate critical thinking, use additional research, and meet as many of the objectives as possible. Remember: The alternatives must satisfy as many objectives as possible.
EN106 Park University Unit 5 The New Psychology of Success Essay 4
In Essay #4, you will enter in conversation with other writers by writing a thesis-driven essay that responds to 3 reading ...
EN106 Park University Unit 5 The New Psychology of Success Essay 4
In Essay #4, you will enter in conversation with other writers by writing a thesis-driven essay that responds to 3 readings selected by your instructor. Your essay should include all of the following:A precise thesis, or main claimSupporting details or evidence for your claimA clearly defined audienceAn outline of the "conversation" begin by the 3 assigned articlesDirect reference (through quotation, summary, or paraphrase) to the 3 assigned articlesAssigned Readings Chapter 17:Carol Dweck From Mindset: The New Psychology of SuccessMargaret Talbot From Brain Grain: The Underground World of "Neuroenhancing" DrugsMary Aiken "Designed to Addict"Guidelines for Essay #4Length/Due Date: approximately 800-1,000 words, due Sunday, April 21st midnight Central Standard Time (CST).Style/Format: This, as all essays in EN106, should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following: Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.Research & Documentation: This essay must include formal references to the assigned articles. Use your skills of quotation, paraphrase, and summary to incorporate these writers' perspectives, and be sure to provide in-text citations using a standard scholarly style, such as MLA or APA. And, of course, you must also provide appropriate documentation for any other sources you cite.File format: Please submit your essay as a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Your essay should include an appropriate bibliography, with an entry for each individual source you reference in the body of the essay.Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your thesis. Do not format your title with quotation marks, boldface, underlining or italics.Cover pages: Please do not format your essay to include a cover page.Use of essays for future courses: Please understand that your essay may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work, of course, will only be used for educational purposes.Why Is This Assignment Important?This assignment asks you to put together all of the habits of mind and academic writing skills you have practiced so far this term. You will need to read the articles critically, looking for "openings" or gaps in the conversation. You will need to seek out complexity among the assigned articles, and use revision and reflection to enter successfully into the conversation. Along the way, you will practice your rhetorical analysis skills, your ability to develop a working thesis, and thesis development techniques.You have a great deal of choice in this assignment. You might start by reflecting: after reading the 3 assigned articles, what do you think? What can you add to the conversation? Remember that your essay must not simply be a summary of the three articles. Instead, you must develop and argue for a specific thesis, addressed at a particular audience. Consider who you want to write to about the issue: other students? Community members? Your friends? Your work colleagues? University instructors? The authors of the articles themselves? The discussion this unit will help you develop a thesis -- so make sure to participate!RubricEN 106 Online Rubric (Essay #4)EN 106 Online Rubric (Essay #4)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeFocusA successful essay will stay focused on the controlling idea, message, or thesis it is trying to convey. Without focus, an essay seems disjointed, uncentered, and lacking clarity. Here I will assess how closely your essay focuses on a complex idea or thesis throughout. Do you wander from topic to topic? Is it clear what you are arguing? Do you attend to your central thesis/message throughout the essay?30.0 ptsExceeds StandardThe essay is clearly focused around a creative and insightful central thesis/message. The writer lays out clear reasons/points that contribute to the overall central thesis/message. Everything in the essay contributes to the development of the message.26.0 ptsAbove StandardAbove Standard: The essay is clearly focused around a creative and insightful central thesis/message. There are several interesting points that support it. One place may wander a bit or need more development, but otherwise the focus is clear and interesting.23.0 ptsAt StandardAt Standard: The essay is focused around a central thesis/message. Parts of the essay might stray from this focus, but the overall message is there. The focus of the essay might be simplistic or obvious—it might be hard for the reader to feel engaged.20.0 ptsBelow StandardBelow Standard: There is no clear central thesis/message, or the focus is split across a variety of topics in a way that works against a specific focus. The overall point might be unclear, confusing, or the writer might indicate a focus, but little in the essay supports this focus.0.0 ptsNo evidence / no assignment submitted30.0 ptsThis criterion is linked to a Learning OutcomeDevelopmentEvidence is key to persuading a reader of your thesis. A successful essay will present enough evidence related to the topic or thesis to support the claims the writer is making. An essay without enough evidence to support claims will seem ungrounded and unconvincing. Do you have evidence and support for each of your claims? Is the evidence related to the claims that are made? Are the details specific or abstract? Is the evidence from relevant and reliable sources? A second—and very critical—evaluative criteria for academic writing is the complexity of the content. This means that the writer moves beyond summary, and beyond a surface analysis of the material to offer a new perspective on the subject. A writer might raise significant questions about a topic or reading, or make connections between and among varied texts. A less complex essay will stay on the surface by remaining summary or by pointing out only the obvious.30.0 ptsExceeds StandardThere is a variety of support (anecdotes, quotes, description, examples, etc.). The support is vivid, concrete, and connects clearly to the message of the essay. The essay raises well-thought out questions, or pursues a line of reasoning in an unexpected or unusual direction. The language and examples are clear and interesting. There are connections to other texts or examples that make the writer’s argument more vivid and clear.26.0 ptsAbove StandardThere is a variety of vivid support that illustrates and explains the points the writer makes. The evidence could be expanded in one or two places. The essay raises interesting and creative questions about a text or topic, and/or makes interesting connections with material. There are places where an idea is undeveloped or remains obvious, but the writer is clearly working toward moving beyond the obvious.23.0 ptsAt StandardThere are supporting details for many of the claims, but some parts of the essay may be overly general and vague. Some evidence might be unnecessary or distracting (doesn’t support thesis). The essay moves slightly beyond summary or pointing out the obvious, but the essay might still have a vague or generic voice. The essay may lack figurative language or details that would enhance the writer’s message.20.0 ptsBelow StandardDetails that would support the claims the writer is making are vague or missing. In key places, the writer has not effectively shown what he/she means. Almost all points remain abstract or general. The essay only touches upon the surface of a reading or topic, perhaps remaining only a summary, or only pointing out the immediately obvious about a topic. The wording is vague, and there is little evidence that the writer invested significant time or thought into the essay.0.0 ptsNo evidence / no assignment submitted30.0 ptsThis criterion is linked to a Learning OutcomeOrganizationA successful essay will have a clear beginning, middle, and end, with effective and creative transitions from idea to idea and from paragraph to paragraph. An essay without strong coherence will seem to wander from point to point, and each section will not seem obviously connected to the next. How is each point related to the next? Are the connections clear from paragraph to paragraph? Does the essay clearly develop an idea from beginning to end, persuasively ordering the main points?25.0 ptsExceeds StandardThe introduction and conclusion creatively tie the message together. Each paragraph is focused and effectively developed around an individual point. The overall paragraph organization is effective and creative. Transitions are effective and establish complex relationships between points.22.0 ptsAbove StandardThere is an engaging and well- organized introduction, body, and conclusion. Individual paragraphs are well-organized and developed. Essay may need paragraph breaks or more effective transitions.19.0 ptsAt StandardThere is a clear introduction, body, and conclusion. Several places in the essay need more effective transitions and/or paragraph breaks. Some paragraphs may need to be moved. Individual paragraph organization may be confusing in one or two places.16.0 ptsBelow StandardNo sense of introduction, body, and conclusion. There might be a clear middle, beginning and end with the content, but paragraph breaks don’t make sense or are missing. Overall organization of points might be confusing or jumpy.0.0 ptsNo evidence / no assignment submitted25.0 ptsThis criterion is linked to a Learning OutcomeMechanics“Mechanics” is used broadly here to encompass everything from word choice, sentence variety, and grammatical correctness to the accurate citation of sources using standard academic documentation guidelines, such as those compiled by the Modern Language Association (MLA) or the American Psychological Association (APA). A successful essay will use complex and effective sentences with sophisticated word choice, and will have very few, if any, significant grammatical or punctuation problems. An essay with a low level of linguistic maturity might repeat simple sentence structures and/or pose challenges to the reader due to grammatical and mechanical problems. Does the essay use only one kind of sentence? Has the essay been proofread to make sure all typos, grammatical and mechanical errors are eliminated? Are the ideas conveyed in sophisticated and interesting language? Has the writer acknowledged—with both in-text and end-text citations—all words and ideas gained from research?15.0 ptsExceeds StandardThe sentences are complex and effective, and the word choice is sophisticated. The writer uses sentence structure and word choice in creative ways to establish tone and meaning. There may be one or two very minor errors, but no patterns of error. All words and ideas from sources external to the writer are accurately documented via standard academic documentation guidelines (i.e., MLA or APA.13.0 ptsAbove StandardThe essay is clear with complex sentence structures. There may be a minor grammar problem such as misplaced apostrophes or missing commas in certain places, but the rest demonstrates a mastery of conventional grammar. Word choice might be off in one or two places. Documentation is essentially complete and accurate.11.0 ptsAt StandardThe essay is generally clear, but sentence structure may be simplistic and/or slightly repetitive. There are several grammar error patterns but nothing that seriously interferes with reading, perhaps a few comma splices and fragments. Word choice might be confusing in one or two places. Documentation is missing in some areas or incorrectly applied.9.0 ptsBelow StandardThere are several grammar patterns that seriously inhibit understanding, perhaps a pattern of fragments or run-ons throughout. Wording and sentence structure are confused to the point where they interfere with the reader’s understanding. Documentation is incorrect or absent.0.0 ptsNo evidence / no assignment submitted15.0 ptsTotal Points: 100.0PreviousNext
ACT 480 CSU Comparison between SAT Average Score & University Completion Rates PPT
I need this workpaper & presentation slides (7-10 slides) done by Saturday 2pm MST.Please provide detailed speaking notes ...
ACT 480 CSU Comparison between SAT Average Score & University Completion Rates PPT
I need this workpaper & presentation slides (7-10 slides) done by Saturday 2pm MST.Please provide detailed speaking notes and APA citation in the speaking notes section of presentation slides.APA 7 is required for all sources used and cited. Please review all attached details for Lab instruction (attached) for the option 1 & 2, as well as grading rubric and requirements noted.Must use attached excel template and build upon. OPTION #1: Data Reduction Approach to Data Analytics (Descriptive Analytics)You are required to complete both parts A and B. Part A:Complete Lab 3-1 Data Reduction Using Fuzzy Matching (pp. 121 – 125) in your textbook (Links to an external site.).Part B:Your analysis should include the following:IntroductionAnalysisHeadings - Part 1, Part 2, Part 3 (i.e., Part 1: Identify the Questions) – headings are shown in the Lab.Communicate your findings, as if to a Board Member from the audit committee and then write a brief paragraph of your analysis in layman’s terms. (For example, what were the key findings from your analysis?)Conclusion.Submit your analysis as a slide presentation (you may use PowerPoint or another tool of your choice). Submit any additional requirements noted in the Lab (i.e., Excel files, tables, etc.).undefinedCSU Global Writing Center (Links to an external site.)undefinedCSU Global Library (Links to an external site.)undefinedOPTION #2: Regression Approach to Data Analytics (Predictive Analytics)You are required to complete both parts A and B. Part A:Complete Lab 3-2 Regression in Excel (pp. 125 - 126) in your textbook (Links to an external site.). Part B:Your analysis should include the following:IntroductionAnalysisHeadings - Part 1, Part 2, Part 3 (i.e., Part 1: Identify the Questions) – headings are shown in the Lab.Communicate your findings, as if to a Board Member from the audit committee and then write a brief paragraph of your analysis in layman’s terms. (For example, what were the key findings from your analysis?)Conclusion.Submit your analysis as a slide presentation (you may use PowerPoint or another tool). Submit any additional requirements noted in the Lab (i.e., Excel files, tables, etc.).undefinedCSU Global Writing Center (Links to an external site.)undefinedCSU Global Library (Links to an external site.)undefinedRubricACT480 Mod 3 CTACT480 Mod 3 CTCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRequirements20 to >16.0 ptsMeets ExpectationIncludes all of the required components, as specified in the assignment.16 to >12.0 ptsApproaches ExpectationIncludes most of the required components, as specified in the assignment.12 to >8.0 ptsBelow ExpectationIncludes some of the required components, as specified in the assignment.8 to >0 ptsLimited EvidenceIncludes few of the required components, as specified in the assignment.20 ptsThis criterion is linked to a Learning OutcomeContent20 to >16.0 ptsMeets ExpectationDemonstrates strong or adequate knowledge of the materials; correctly represents knowledge from the readings and sources.16 to >12.0 ptsApproaches ExpectationSome significant but not major errors or omissions in demonstration of knowledge.12 to >8.0 ptsBelow ExpectationMajor errors or omissions in demonstration of knowledge.8 to >0 ptsLimited EvidenceFails to demonstrate knowledge of the materials.20 ptsThis criterion is linked to a Learning OutcomeCritical Analysis15 to >12.0 ptsMeets ExpectationProvides a strong critical analysis and interpretation of the information given.12 to >9.0 ptsApproaches ExpectationSome significant but not major errors or omissions in analysis and interpretation.9 to >6.0 ptsBelow ExpectationMajor errors or omissions in analysis and interpretation.6 to >0 ptsLimited EvidenceFails to provide critical analysis and interpretation of the information given.15 ptsThis criterion is linked to a Learning OutcomeSources / Examples5 to >4.0 ptsMeets ExpectationSources or examples meet required criteria and are well chosen to provide substance and perspectives on the issue under examination.4 to >3.0 ptsApproaches ExpectationSources or examples meet required criteria but are less‐than adequately chosen to provide substance and perspectives on the issue under examination.3 to >2.0 ptsBelow ExpectationSources or examples don't meet required criteria and are poorly chosen to provide substance and perspectives on the issue under examination.2 to >0 ptsLimited EvidenceSource or example selection and integration of knowledge from the course are clearly deficient.5 ptsThis criterion is linked to a Learning OutcomeDemonstrates college-level proficiency in organization, grammar and style.5 to >4.0 ptsMeets ExpectationProject is clearly organized, well written, and in proper format as outlined in the assignment. Strong sentence and paragraph structure; few errors in grammar and spelling.4 to >3.0 ptsApproaches ExpectationProject is fairly well organized and written and is in proper format as outlined in the assignment. Reasonably good sentence and paragraph structure; significant number of errors in grammar and spelling.3 to >2.0 ptsBelow ExpectationProject is poorly organized and does not follow proper format. Inconsistent to inadequate sentence and paragraph development; numerous errors in grammar and spelling.2 to >0 ptsLimited EvidenceProject is not organized or well written and is not in proper format. Poor quality work; unacceptable in terms of grammar and spelling.5 ptsThis criterion is linked to a Learning OutcomeDemonstrates proper use of APA style.5 to >4.0 ptsMeets ExpectationProject contains proper APA formatting, according to the CSU Global resources on APA citation style, with no more than one significant error.4 to >3.0 ptsApproaches ExpectationFew errors in APA formatting, according to the CSU Global resources on APA citation style, with no more than two to three significant errors.3 to >2.0 ptsBelow ExpectationSignificant errors in APA formatting, according to the CSU Global resources on APA citation style, with four to five significant errors.2 to >0 ptsLimited EvidenceNumerous errors in APA formatting, according to the CSU Global resources on APA citation style, with more than five significant errors.5 ptsTotal Points: 70PreviousNext
When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), te
When working with students with exceptionalities, it is important to understand the roles of various members of the specia ...
When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), te
When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), teachers, and school nurses can all be members of this group, depending on the individual needs of the student. Understanding the role of each person during the IEP process and providing students with services in an educational setting is an integral part of instructing students with disabilities. This ensures their needs are being met within the requirements of the law and that the students and families are receiving appropriate support and resources.Allocate up to 2 hours in the field to support this field experience.Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.In person or via phone, interview two individuals who each represent a different role on the special education team specific to a grade range relevant to your program of study. Potential interviewees could include a school administrator, paraprofessional, school psychologist, service providers such as a speech, occupational, or physical therapists, or a school nurse. Do not interview a special education or general education teacher for this assignment, as those individuals will be interviewed in later field experiences. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.In the interview, address the following.Discuss the characteristics of individuals with exceptionalities whom you serve, including gifted as well as those with disabilities.Describe the educational, developmental, and medical services available for individuals with disabilities in your district.Describe the specific steps in the IEP process.Explain how special education and general education teachers are supported in the IEP process.Describe how you collaborate with members of the IEP team. List other stakeholders you collaborate with as part of the IEP process and describe this collaboration.Describe what you do to support families of individuals with disabilities.Explain the process of addressing behavioral issues for students with disabilities.Discuss the professional development that is available to you regarding special education policies, services, and educational strategies. Discuss whether there is specific training related to confidentiality, including who leads the training and how often it is required.Discuss what you do to stay current on special education law.In 250-500 words, consider what you learned from the two interviews and discuss the following:Describe the similarities you noted in the responses of both interviewees. Include discussion of why you think that, regardless of their unique roles on the special education team, these commonalities exist.Describe what made the role of each of your interviewees unique on the special education team. Include discussion of the key responsibilities each has in ensuring the needs of individuals with disabilities are being met in the educational setting.Discuss what you learned about the significance of collaboration between members of the special education team. Include discussion of why collaborative professional practice is essential to meeting the needs of students with disabilities in the educational setting.Explain how you will apply what you have learned from the interviews in your future professional practice related to using collaboration and other best practices to meet the needs of students with disabilities in the educational setting. Provide specific examples of ways that you can collaborate with individuals in the roles of the interviewees.Submit your interview notes and reflection to the LMS.APA is not required, but solid academic writing is expected.Hi Please see this note for interview that’s needed. You can search for a vid using any of these websites ( just add reference). Or if your creative you can make up an interview just answer the questions accordingly and make notes. In regards to the Field Experience, The College of Education understands it may be challenging to complete practicum/field experience hours in the field during this time due to school closures and restrictions. In light of the current situation and as a temporary exception, students may utilize virtual options or supplemental videos to complete the required practicum/field experience hours. If possible, collaborate with a mentor by supporting the mentor and their students, in person or virtually. If not possible, you may watch supplemental videos that align with the Clinical Field Experience Assignment objectives. Youtube, TeacherTube, Teaching Channel, ASCD, Edutopia, The Teacher’s Network, Progress Center (SPED) and PBS are all great online resources that post many videos that could be watched in lieu of time in the physical placement. If you watch supplemental videos in lieu of time in the physical placement or collaborating with a mentor, please document the time watched for each video and include a brief summary of 1-2 take-aways noted for each video on your Clinical FieldExperience Verification Form.Just a few references that I think might help Read “The Short-and-Sweet IEP Overview,” located on the Center for Parent Information & Resources website (2017).URL:https://www.parentcenterhub.org/iep-overview/Complete “IEPs: Developing High Quality Individualized Education Programs,” located on the Iris Center website, according to the on-screen instructions.URL:https://iris.peabody.vanderbilt.edu/module/iep01/View "FIEP: A Facilitated IEP Meeting," located on the Region 13 Education Service Center website (2020).URL:http://www4.esc13.net/fiep/fiep-a-facilitated-iep-meeting/Explore the IDEA website.URL:https://sites.ed.gov/idea/
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G329 Self Care Deficit Nursing Theory By Orem
Theories set guidelines of practice through general principles. A theory is a widely accepted set of concepts that describ ...
G329 Self Care Deficit Nursing Theory By Orem
Theories set guidelines of practice through general principles. A theory is a widely accepted set of concepts that describe a specific phenomenon and ...
complete in 2days
How Ethical Are You? Take The Ethics Guy's Quiz on CNN Watch Video How Ethical Are You? Take The Ethics Guy's Quiz o ...
complete in 2days
How Ethical Are You? Take The Ethics Guy's Quiz on CNN Watch Video How Ethical Are You? Take The Ethics Guy's Quiz on CNN Duration: (4:12) User: TheEthicsGuy - Added: 5/7/09 YouTube URL:
WATCH THIS VIDEO, then share your thoughts/opinions using the Blog assignment link. 1 Blog How Ethical Are You? Take the Ethics Guy Quiz on CNN. (Consider: what did you think about the video, relevance, how can you apply to you/your organization?).
UMCP Wk 6 Management Development Questionnaire Step Three Building the Decision Discussion
MDQ STEP THREE: BUILDING THE DECISIONGATHERING INFORMATION:The purpose of this week's discussions is to address the type o ...
UMCP Wk 6 Management Development Questionnaire Step Three Building the Decision Discussion
MDQ STEP THREE: BUILDING THE DECISIONGATHERING INFORMATION:The purpose of this week's discussions is to address the type of information HH needs to gather in coming up with creative alternatives to use in the MDQ decision making model. Useful information involves researching anything that the decision maker needs to know that might influence the decision making process. This includes experience from past or future situations as well as factual information. Even though the decision maker has no control over future events, information needs to be gathered to anticipate outcomes, consequences or actions when acting on Hannah's Hats' alternatives. CREATING ALTERNATIVES: In Building the Decision, the decision maker will create FOUR viable alternatives. The case study mentions several obvious alternatives, such as: Partnering with the investors or increasing E-commerce sales. However, NONE of these alternatives are strong enough on their own to meet all the objectives HH would like from the decision. Harry must look for ways to combine them with other possibilities to make stronger alternatives. The expectation is to create alternatives that are creative, demonstrate critical thinking, use additional research, and meet as many of the objectives as possible. Remember: The alternatives must satisfy as many objectives as possible.
EN106 Park University Unit 5 The New Psychology of Success Essay 4
In Essay #4, you will enter in conversation with other writers by writing a thesis-driven essay that responds to 3 reading ...
EN106 Park University Unit 5 The New Psychology of Success Essay 4
In Essay #4, you will enter in conversation with other writers by writing a thesis-driven essay that responds to 3 readings selected by your instructor. Your essay should include all of the following:A precise thesis, or main claimSupporting details or evidence for your claimA clearly defined audienceAn outline of the "conversation" begin by the 3 assigned articlesDirect reference (through quotation, summary, or paraphrase) to the 3 assigned articlesAssigned Readings Chapter 17:Carol Dweck From Mindset: The New Psychology of SuccessMargaret Talbot From Brain Grain: The Underground World of "Neuroenhancing" DrugsMary Aiken "Designed to Addict"Guidelines for Essay #4Length/Due Date: approximately 800-1,000 words, due Sunday, April 21st midnight Central Standard Time (CST).Style/Format: This, as all essays in EN106, should be formatted in a standard scholarly format. (Most students follow MLA or APA guidelines, which are outlined in Easy Writer.) No matter what format you follow, be sure to do the following: Use 12 point, Times New Roman font, double-spaced.Use 1-inch margins top, bottom, and sides.Although no cover page is needed, you should include your name, my name, the course number/title, and date at the upper left-hand corner of the manuscript.Research & Documentation: This essay must include formal references to the assigned articles. Use your skills of quotation, paraphrase, and summary to incorporate these writers' perspectives, and be sure to provide in-text citations using a standard scholarly style, such as MLA or APA. And, of course, you must also provide appropriate documentation for any other sources you cite.File format: Please submit your essay as a .doc, .docx, or .pdf file. These formats are available in most word processors, including Google Docs and Open Office, and will ensure that your instructor is able to comment on your work.Works Cited/References: Your essay should include an appropriate bibliography, with an entry for each individual source you reference in the body of the essay.Titles: Include a descriptive title at the beginning of your essay that tips your readers off to your thesis. Do not format your title with quotation marks, boldface, underlining or italics.Cover pages: Please do not format your essay to include a cover page.Use of essays for future courses: Please understand that your essay may be used— anonymously—as a sample for future EN106 students and instructors unless you expressly request that it not be used. Your work, of course, will only be used for educational purposes.Why Is This Assignment Important?This assignment asks you to put together all of the habits of mind and academic writing skills you have practiced so far this term. You will need to read the articles critically, looking for "openings" or gaps in the conversation. You will need to seek out complexity among the assigned articles, and use revision and reflection to enter successfully into the conversation. Along the way, you will practice your rhetorical analysis skills, your ability to develop a working thesis, and thesis development techniques.You have a great deal of choice in this assignment. You might start by reflecting: after reading the 3 assigned articles, what do you think? What can you add to the conversation? Remember that your essay must not simply be a summary of the three articles. Instead, you must develop and argue for a specific thesis, addressed at a particular audience. Consider who you want to write to about the issue: other students? Community members? Your friends? Your work colleagues? University instructors? The authors of the articles themselves? The discussion this unit will help you develop a thesis -- so make sure to participate!RubricEN 106 Online Rubric (Essay #4)EN 106 Online Rubric (Essay #4)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeFocusA successful essay will stay focused on the controlling idea, message, or thesis it is trying to convey. Without focus, an essay seems disjointed, uncentered, and lacking clarity. Here I will assess how closely your essay focuses on a complex idea or thesis throughout. Do you wander from topic to topic? Is it clear what you are arguing? Do you attend to your central thesis/message throughout the essay?30.0 ptsExceeds StandardThe essay is clearly focused around a creative and insightful central thesis/message. The writer lays out clear reasons/points that contribute to the overall central thesis/message. Everything in the essay contributes to the development of the message.26.0 ptsAbove StandardAbove Standard: The essay is clearly focused around a creative and insightful central thesis/message. There are several interesting points that support it. One place may wander a bit or need more development, but otherwise the focus is clear and interesting.23.0 ptsAt StandardAt Standard: The essay is focused around a central thesis/message. Parts of the essay might stray from this focus, but the overall message is there. The focus of the essay might be simplistic or obvious—it might be hard for the reader to feel engaged.20.0 ptsBelow StandardBelow Standard: There is no clear central thesis/message, or the focus is split across a variety of topics in a way that works against a specific focus. The overall point might be unclear, confusing, or the writer might indicate a focus, but little in the essay supports this focus.0.0 ptsNo evidence / no assignment submitted30.0 ptsThis criterion is linked to a Learning OutcomeDevelopmentEvidence is key to persuading a reader of your thesis. A successful essay will present enough evidence related to the topic or thesis to support the claims the writer is making. An essay without enough evidence to support claims will seem ungrounded and unconvincing. Do you have evidence and support for each of your claims? Is the evidence related to the claims that are made? Are the details specific or abstract? Is the evidence from relevant and reliable sources? A second—and very critical—evaluative criteria for academic writing is the complexity of the content. This means that the writer moves beyond summary, and beyond a surface analysis of the material to offer a new perspective on the subject. A writer might raise significant questions about a topic or reading, or make connections between and among varied texts. A less complex essay will stay on the surface by remaining summary or by pointing out only the obvious.30.0 ptsExceeds StandardThere is a variety of support (anecdotes, quotes, description, examples, etc.). The support is vivid, concrete, and connects clearly to the message of the essay. The essay raises well-thought out questions, or pursues a line of reasoning in an unexpected or unusual direction. The language and examples are clear and interesting. There are connections to other texts or examples that make the writer’s argument more vivid and clear.26.0 ptsAbove StandardThere is a variety of vivid support that illustrates and explains the points the writer makes. The evidence could be expanded in one or two places. The essay raises interesting and creative questions about a text or topic, and/or makes interesting connections with material. There are places where an idea is undeveloped or remains obvious, but the writer is clearly working toward moving beyond the obvious.23.0 ptsAt StandardThere are supporting details for many of the claims, but some parts of the essay may be overly general and vague. Some evidence might be unnecessary or distracting (doesn’t support thesis). The essay moves slightly beyond summary or pointing out the obvious, but the essay might still have a vague or generic voice. The essay may lack figurative language or details that would enhance the writer’s message.20.0 ptsBelow StandardDetails that would support the claims the writer is making are vague or missing. In key places, the writer has not effectively shown what he/she means. Almost all points remain abstract or general. The essay only touches upon the surface of a reading or topic, perhaps remaining only a summary, or only pointing out the immediately obvious about a topic. The wording is vague, and there is little evidence that the writer invested significant time or thought into the essay.0.0 ptsNo evidence / no assignment submitted30.0 ptsThis criterion is linked to a Learning OutcomeOrganizationA successful essay will have a clear beginning, middle, and end, with effective and creative transitions from idea to idea and from paragraph to paragraph. An essay without strong coherence will seem to wander from point to point, and each section will not seem obviously connected to the next. How is each point related to the next? Are the connections clear from paragraph to paragraph? Does the essay clearly develop an idea from beginning to end, persuasively ordering the main points?25.0 ptsExceeds StandardThe introduction and conclusion creatively tie the message together. Each paragraph is focused and effectively developed around an individual point. The overall paragraph organization is effective and creative. Transitions are effective and establish complex relationships between points.22.0 ptsAbove StandardThere is an engaging and well- organized introduction, body, and conclusion. Individual paragraphs are well-organized and developed. Essay may need paragraph breaks or more effective transitions.19.0 ptsAt StandardThere is a clear introduction, body, and conclusion. Several places in the essay need more effective transitions and/or paragraph breaks. Some paragraphs may need to be moved. Individual paragraph organization may be confusing in one or two places.16.0 ptsBelow StandardNo sense of introduction, body, and conclusion. There might be a clear middle, beginning and end with the content, but paragraph breaks don’t make sense or are missing. Overall organization of points might be confusing or jumpy.0.0 ptsNo evidence / no assignment submitted25.0 ptsThis criterion is linked to a Learning OutcomeMechanics“Mechanics” is used broadly here to encompass everything from word choice, sentence variety, and grammatical correctness to the accurate citation of sources using standard academic documentation guidelines, such as those compiled by the Modern Language Association (MLA) or the American Psychological Association (APA). A successful essay will use complex and effective sentences with sophisticated word choice, and will have very few, if any, significant grammatical or punctuation problems. An essay with a low level of linguistic maturity might repeat simple sentence structures and/or pose challenges to the reader due to grammatical and mechanical problems. Does the essay use only one kind of sentence? Has the essay been proofread to make sure all typos, grammatical and mechanical errors are eliminated? Are the ideas conveyed in sophisticated and interesting language? Has the writer acknowledged—with both in-text and end-text citations—all words and ideas gained from research?15.0 ptsExceeds StandardThe sentences are complex and effective, and the word choice is sophisticated. The writer uses sentence structure and word choice in creative ways to establish tone and meaning. There may be one or two very minor errors, but no patterns of error. All words and ideas from sources external to the writer are accurately documented via standard academic documentation guidelines (i.e., MLA or APA.13.0 ptsAbove StandardThe essay is clear with complex sentence structures. There may be a minor grammar problem such as misplaced apostrophes or missing commas in certain places, but the rest demonstrates a mastery of conventional grammar. Word choice might be off in one or two places. Documentation is essentially complete and accurate.11.0 ptsAt StandardThe essay is generally clear, but sentence structure may be simplistic and/or slightly repetitive. There are several grammar error patterns but nothing that seriously interferes with reading, perhaps a few comma splices and fragments. Word choice might be confusing in one or two places. Documentation is missing in some areas or incorrectly applied.9.0 ptsBelow StandardThere are several grammar patterns that seriously inhibit understanding, perhaps a pattern of fragments or run-ons throughout. Wording and sentence structure are confused to the point where they interfere with the reader’s understanding. Documentation is incorrect or absent.0.0 ptsNo evidence / no assignment submitted15.0 ptsTotal Points: 100.0PreviousNext
ACT 480 CSU Comparison between SAT Average Score & University Completion Rates PPT
I need this workpaper & presentation slides (7-10 slides) done by Saturday 2pm MST.Please provide detailed speaking notes ...
ACT 480 CSU Comparison between SAT Average Score & University Completion Rates PPT
I need this workpaper & presentation slides (7-10 slides) done by Saturday 2pm MST.Please provide detailed speaking notes and APA citation in the speaking notes section of presentation slides.APA 7 is required for all sources used and cited. Please review all attached details for Lab instruction (attached) for the option 1 & 2, as well as grading rubric and requirements noted.Must use attached excel template and build upon. OPTION #1: Data Reduction Approach to Data Analytics (Descriptive Analytics)You are required to complete both parts A and B. Part A:Complete Lab 3-1 Data Reduction Using Fuzzy Matching (pp. 121 – 125) in your textbook (Links to an external site.).Part B:Your analysis should include the following:IntroductionAnalysisHeadings - Part 1, Part 2, Part 3 (i.e., Part 1: Identify the Questions) – headings are shown in the Lab.Communicate your findings, as if to a Board Member from the audit committee and then write a brief paragraph of your analysis in layman’s terms. (For example, what were the key findings from your analysis?)Conclusion.Submit your analysis as a slide presentation (you may use PowerPoint or another tool of your choice). Submit any additional requirements noted in the Lab (i.e., Excel files, tables, etc.).undefinedCSU Global Writing Center (Links to an external site.)undefinedCSU Global Library (Links to an external site.)undefinedOPTION #2: Regression Approach to Data Analytics (Predictive Analytics)You are required to complete both parts A and B. Part A:Complete Lab 3-2 Regression in Excel (pp. 125 - 126) in your textbook (Links to an external site.). Part B:Your analysis should include the following:IntroductionAnalysisHeadings - Part 1, Part 2, Part 3 (i.e., Part 1: Identify the Questions) – headings are shown in the Lab.Communicate your findings, as if to a Board Member from the audit committee and then write a brief paragraph of your analysis in layman’s terms. (For example, what were the key findings from your analysis?)Conclusion.Submit your analysis as a slide presentation (you may use PowerPoint or another tool). Submit any additional requirements noted in the Lab (i.e., Excel files, tables, etc.).undefinedCSU Global Writing Center (Links to an external site.)undefinedCSU Global Library (Links to an external site.)undefinedRubricACT480 Mod 3 CTACT480 Mod 3 CTCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRequirements20 to >16.0 ptsMeets ExpectationIncludes all of the required components, as specified in the assignment.16 to >12.0 ptsApproaches ExpectationIncludes most of the required components, as specified in the assignment.12 to >8.0 ptsBelow ExpectationIncludes some of the required components, as specified in the assignment.8 to >0 ptsLimited EvidenceIncludes few of the required components, as specified in the assignment.20 ptsThis criterion is linked to a Learning OutcomeContent20 to >16.0 ptsMeets ExpectationDemonstrates strong or adequate knowledge of the materials; correctly represents knowledge from the readings and sources.16 to >12.0 ptsApproaches ExpectationSome significant but not major errors or omissions in demonstration of knowledge.12 to >8.0 ptsBelow ExpectationMajor errors or omissions in demonstration of knowledge.8 to >0 ptsLimited EvidenceFails to demonstrate knowledge of the materials.20 ptsThis criterion is linked to a Learning OutcomeCritical Analysis15 to >12.0 ptsMeets ExpectationProvides a strong critical analysis and interpretation of the information given.12 to >9.0 ptsApproaches ExpectationSome significant but not major errors or omissions in analysis and interpretation.9 to >6.0 ptsBelow ExpectationMajor errors or omissions in analysis and interpretation.6 to >0 ptsLimited EvidenceFails to provide critical analysis and interpretation of the information given.15 ptsThis criterion is linked to a Learning OutcomeSources / Examples5 to >4.0 ptsMeets ExpectationSources or examples meet required criteria and are well chosen to provide substance and perspectives on the issue under examination.4 to >3.0 ptsApproaches ExpectationSources or examples meet required criteria but are less‐than adequately chosen to provide substance and perspectives on the issue under examination.3 to >2.0 ptsBelow ExpectationSources or examples don't meet required criteria and are poorly chosen to provide substance and perspectives on the issue under examination.2 to >0 ptsLimited EvidenceSource or example selection and integration of knowledge from the course are clearly deficient.5 ptsThis criterion is linked to a Learning OutcomeDemonstrates college-level proficiency in organization, grammar and style.5 to >4.0 ptsMeets ExpectationProject is clearly organized, well written, and in proper format as outlined in the assignment. Strong sentence and paragraph structure; few errors in grammar and spelling.4 to >3.0 ptsApproaches ExpectationProject is fairly well organized and written and is in proper format as outlined in the assignment. Reasonably good sentence and paragraph structure; significant number of errors in grammar and spelling.3 to >2.0 ptsBelow ExpectationProject is poorly organized and does not follow proper format. Inconsistent to inadequate sentence and paragraph development; numerous errors in grammar and spelling.2 to >0 ptsLimited EvidenceProject is not organized or well written and is not in proper format. Poor quality work; unacceptable in terms of grammar and spelling.5 ptsThis criterion is linked to a Learning OutcomeDemonstrates proper use of APA style.5 to >4.0 ptsMeets ExpectationProject contains proper APA formatting, according to the CSU Global resources on APA citation style, with no more than one significant error.4 to >3.0 ptsApproaches ExpectationFew errors in APA formatting, according to the CSU Global resources on APA citation style, with no more than two to three significant errors.3 to >2.0 ptsBelow ExpectationSignificant errors in APA formatting, according to the CSU Global resources on APA citation style, with four to five significant errors.2 to >0 ptsLimited EvidenceNumerous errors in APA formatting, according to the CSU Global resources on APA citation style, with more than five significant errors.5 ptsTotal Points: 70PreviousNext
When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), te
When working with students with exceptionalities, it is important to understand the roles of various members of the specia ...
When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), te
When working with students with exceptionalities, it is important to understand the roles of various members of the special education team. Administrators, paraprofessionals, service providers (such as a speech, occupational, and physical therapists), teachers, and school nurses can all be members of this group, depending on the individual needs of the student. Understanding the role of each person during the IEP process and providing students with services in an educational setting is an integral part of instructing students with disabilities. This ensures their needs are being met within the requirements of the law and that the students and families are receiving appropriate support and resources.Allocate up to 2 hours in the field to support this field experience.Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.In person or via phone, interview two individuals who each represent a different role on the special education team specific to a grade range relevant to your program of study. Potential interviewees could include a school administrator, paraprofessional, school psychologist, service providers such as a speech, occupational, or physical therapists, or a school nurse. Do not interview a special education or general education teacher for this assignment, as those individuals will be interviewed in later field experiences. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.In the interview, address the following.Discuss the characteristics of individuals with exceptionalities whom you serve, including gifted as well as those with disabilities.Describe the educational, developmental, and medical services available for individuals with disabilities in your district.Describe the specific steps in the IEP process.Explain how special education and general education teachers are supported in the IEP process.Describe how you collaborate with members of the IEP team. List other stakeholders you collaborate with as part of the IEP process and describe this collaboration.Describe what you do to support families of individuals with disabilities.Explain the process of addressing behavioral issues for students with disabilities.Discuss the professional development that is available to you regarding special education policies, services, and educational strategies. Discuss whether there is specific training related to confidentiality, including who leads the training and how often it is required.Discuss what you do to stay current on special education law.In 250-500 words, consider what you learned from the two interviews and discuss the following:Describe the similarities you noted in the responses of both interviewees. Include discussion of why you think that, regardless of their unique roles on the special education team, these commonalities exist.Describe what made the role of each of your interviewees unique on the special education team. Include discussion of the key responsibilities each has in ensuring the needs of individuals with disabilities are being met in the educational setting.Discuss what you learned about the significance of collaboration between members of the special education team. Include discussion of why collaborative professional practice is essential to meeting the needs of students with disabilities in the educational setting.Explain how you will apply what you have learned from the interviews in your future professional practice related to using collaboration and other best practices to meet the needs of students with disabilities in the educational setting. Provide specific examples of ways that you can collaborate with individuals in the roles of the interviewees.Submit your interview notes and reflection to the LMS.APA is not required, but solid academic writing is expected.Hi Please see this note for interview that’s needed. You can search for a vid using any of these websites ( just add reference). Or if your creative you can make up an interview just answer the questions accordingly and make notes. In regards to the Field Experience, The College of Education understands it may be challenging to complete practicum/field experience hours in the field during this time due to school closures and restrictions. In light of the current situation and as a temporary exception, students may utilize virtual options or supplemental videos to complete the required practicum/field experience hours. If possible, collaborate with a mentor by supporting the mentor and their students, in person or virtually. If not possible, you may watch supplemental videos that align with the Clinical Field Experience Assignment objectives. Youtube, TeacherTube, Teaching Channel, ASCD, Edutopia, The Teacher’s Network, Progress Center (SPED) and PBS are all great online resources that post many videos that could be watched in lieu of time in the physical placement. If you watch supplemental videos in lieu of time in the physical placement or collaborating with a mentor, please document the time watched for each video and include a brief summary of 1-2 take-aways noted for each video on your Clinical FieldExperience Verification Form.Just a few references that I think might help Read “The Short-and-Sweet IEP Overview,” located on the Center for Parent Information & Resources website (2017).URL:https://www.parentcenterhub.org/iep-overview/Complete “IEPs: Developing High Quality Individualized Education Programs,” located on the Iris Center website, according to the on-screen instructions.URL:https://iris.peabody.vanderbilt.edu/module/iep01/View "FIEP: A Facilitated IEP Meeting," located on the Region 13 Education Service Center website (2020).URL:http://www4.esc13.net/fiep/fiep-a-facilitated-iep-meeting/Explore the IDEA website.URL:https://sites.ed.gov/idea/
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