Go to the link https://www.thinkculturalhealth.hhs.gov/clas/standards (Links to an external site.).View the National Culturally and Linguistically Appropriate Services Standards (CLAS) categories aimed at equity and quality care (HHS, n.d.). Notice how these standards overlap with many of the expectations and standards in professional nursing practice! In what ways are you and your peers using these standards in your areas of nursing practice? Discuss one nursing action you might incorporate to improve cultural competence in your organization.Reference Textbook: American Nurses Association. (2015). Nursing: scope and standards of practice (3rd ed.). Silver Spring, MD: Author. Scholarly source in addition to textbook

An Introduction to Operations Management: The Joy of Operations Ajay Das, 2016 Routledge ISBN.13: 978-1-138-88457-1

COMPETENCIES2048.2.4 : Reflecting on Classroom PracticeThe graduate evaluates classroom practices to determine how theories of child and adolescent psychology, learning, and development are applied in the classroom environment.INTRODUCTIONWestern Governors University employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and school system. This assessment falls under step one of the three-step framework.In this task and others in this program, you will use Gibbs's reflective cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs's reflective cycle encourages you to think systematically about the phases of an experience or activity, first by describing the experience, then addressing how it made you feel, next by evaluating and analyzing the experience, then drawing a conclusion, and finally by considering how this experience will apply to your future practice.In this task, you will complete video observations and related reflections focusing on elements of educational psychology and human development in classroom settings.REQUIREMENTSYour submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).Note: Choose videos from the list in Supporting Documents.A. Watch a video listed in the elementary list and do the following:1. Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories.2. Explain why the example in A1 is an application of Piaget’s or Vygotsky’s cognitive development theories.B. Watch a video listed in the middle school list and do the following:1. Describe one learning barrier.2. Describe one example of a teacher addressing this learning barrier.C. Watch a video listed in the high school list and do the following:1. Describe one example of a teacher applying Bloom’s Taxonomy.2. Explain why the example in C1 is an application of Bloom’s Taxonomy.D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.E. Demonstrate professional communication in the content and presentation of your submission.File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( )File size limit: 200 MBFile types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7zRUBRICSOE PROFESSIONAL DISPOSITIONS AND ETHICS:NOT EVIDENTThe submission demonstrates both behavior and disposition that conflict with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics.APPROACHING COMPETENCEThe submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. COMPETENTThe submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the SOE Professional Dispositions and Ethics. A1:COGNITIVE DEVELOPMENT THEORYNOT EVIDENTA description of 1 example is not provided.APPROACHING COMPETENCEThe 1 described example is not aligned with Piaget's or Vygotsky's cognitive development theory. COMPETENTThe 1 described example is aligned with Piaget's or Vygotsky's cognitive development theory. A2:APPLICATION OF COGNITIVE DEVELOPMENT THEORYNOT EVIDENTAn explanation is not provided.APPROACHING COMPETENCEThe explanation of why the example in A1 is applying Piaget's or Vygotsky's cognitive development theories is not logical or is not related to the example in A1.COMPETENTThe explanation of why the example in A1 is applying Piaget’s or Vygotsky’s cognitive development theories is logical.B1:LEARNING BARRIERNOT EVIDENTA description is not provided.APPROACHING COMPETENCEA learning barrier is not accurately described.COMPETENTA learning barrier is accurately described.B2:ADDRESSING LEARNING BARRIERNOT EVIDENTA description is not provided.APPROACHING COMPETENCEThe 1 example does not describe a teacher addressing the learning barrier in B1.COMPETENTThe 1 example describes a teacher addressing the learning barrier in B1.C1:BLOOM’S TAXONOMYNOT EVIDENTA description is not provided.APPROACHING COMPETENCEThe 1 described example is not aligned with Bloom’s Taxonomy. COMPETENTThe 1 described example is aligned with Bloom’s Taxonomy.C2:APPLICATION OF BLOOM’S TAXONOMYNOT EVIDENTAn explanation is not provided.APPROACHING COMPETENCEThe explanation of why the example in C1 is applying Bloom’s Taxonomy is not logical or not related to the example in C1.COMPETENTThe explanation of why the example in C1 is applying Bloom’s Taxonomy is logical.D:SOURCESNOT EVIDENTThe submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.APPROACHING COMPETENCEThe submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.COMPETENTThe submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.E:PROFESSIONAL COMMUNICATIONNOT EVIDENTContent is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.APPROACHING COMPETENCEContent is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.COMPETENTContent reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.SUPPORTING DOCUMENTSVideo Observation List.pdf