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General Education Capstone

General Education Capstone

For your final assignment in this course, go back through your experiences in this course and in your Grantham experience so far. Think about the ways your course work has helped to make you a stronger, better informed individual, and what rights and responsibilities come along with that growth.

 Write a two to three page reflection paper addressing the following questions.

    What have you learned about the world around you?
    What have you learned about creating and maintaining relationships with others?
    What have you learned about yourself and the way you learn?
    What have you learned about your responsibility to others?
    What more do you need to know?

At the conclusion of your paper, create a brief, personal mission statement about what you value, what you want to accomplish, and your plans to achieve those goals.

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Statistics

A sample of students attending a large university has been selected. Is there a statistically significant difference between Liberal Arts majors and other students on average number of books (other than those required by course work) read per year? Use the five step model and write a sentence or two interpreting your results.

Liberal Arts               Other

X1= 16.2                    X2 = 13.7

s1 =   2.3                      s2 = 9.0

N1 = 236                     N2 = 321

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course work

Describe ways that you have taken initiative this semester to complete course work, generate and pursue opportunities to expand your knowledge, skills, and abilities in this field. (Consider attendance, class participation, and meeting deadlines as indicators of this)

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Mapping process/reengineer

How to map a patients journey
Steps in mapping
Description of the text
Explanation on how to connect each steps
Explanation on how the boxes communicate
Benefit and limitation of the map in business
What is BPR reengineer

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Programming and Evaluation

Assessment item 2
Programming and Evaluation
Length: Variable
Task
To complete this task you will
1 Develop a detailed teaching program for one Year 1-2 or HSC level module or on similar document from other jurisdictions senior science courses. It is strongly recommended that you focus on the area that you have already explored, Your program must include:

a. Literacy and numeracy strategies
b. Instructional strategies adopted
c. Information and Communication Technology and
d. Safety considerations

Further, it must be developed on the basis of

• Ensuring that the relevant hours outlined in the syllabus are met
• Being organised into a sequence that reflects the authentic organisation of most school settings (i.e. approximately four hours of science instruction per week, spread over the week)
• Includes time for the implementation of the assessment task you have developed in Assignment 1.

The following guideline is based on the NSW syllabuses. If you are not from NSW, please ensure that you add a copy of the relevant sections of the documentation from your jurisdiction as an appendix to your assignment.
In the development of your teaching program, it is recommended that you follow the various steps outlined below, reporting on and providing information on the following aspects in your assignment:
a. An analysis of the relationship between the Prescribed Focus Areas (PFA’s) and the selected HSC Module’s Outcomes and the Contextual Outline of the module that you have chosen.
b. A list of the key concepts or ideas that are included in the whole module based upon the Knowledge and Understanding outcomes that are found in the central column of the module that you have chosen.
c. From the right hand column, develop a full list the investigations (both first hand and second hand) that must be performed. Include full reference details for each investigation. Using the Skills Outcomes map the specific skills being developed in/through each investigation for your chosen module.
d. A fully developed teaching program in which the scope and sequencing of all teaching/learning activities is indicated. As part of this teaching program an appropriate timescale which is related to the components of your sequence and permits the teaching of all the concepts and skills within the total time available (usually 35 hours) and integrates the main concepts/ideas and skills. The teaching program must include information on Module outcomes, lesson content and investigations, teaching strategies, and resource materials.
e. A brief lesson sequence suggesting/summarising what you would anticipate doing in each of the lessons across the unit (N.B. you do NOT have to develop full lesson plans for this section, but need to indicate an outline of your direction)
f. A list of teaching resources (texts, worksheets, websites etc.) covering the concepts, content and problems that need to be examined in this module.
From all of the information gathered for the above sections, you should now be able to develop the final teaching program for the module you have chosen.

Your program should be sufficiently detailed so that the program could be used as is, by another teacher, without reference to you, to teach this module to HSC standard.

As the modules from different syllabus documents will vary in length, there is no set “limit” on this assignment. The following, however, should be taken as a guide. Each part of (a) to (c) should be able to be answered in one page (combined). Part (d) should be answered in 3-5 pages while Part (e) should take a maximum of one page.

Include a list of references using APA guidelines for resources used, citations included and syllabus references.

2 The second part of this assessment task requires you to indicate how your teaching program (from Q1) will be evaluated. That is, what strategies will you use to evaluate the impact that your program is having on student learning? You need to describe at least three ways in which you would collect evidence, including feedback from students, and student assessment data. Then, explain how you would process the evidence collected to inform your planning and teaching.

Rationale
The purpose of this assignment is to develop your expertise in programming a senior science course. In EMS441, you examined the structure and requirements of the development of a junior teaching program and this assessment applies those skills for a piece of work at Senior level. As such, it represents an authentic task that would be required of you as a school practitioner and will result in a resource able to be used in your teaching. Also authentic to good teaching practice is the use of feedback for evaluation of teaching. Feedback and the consequent changes made to teaching/learning activities form an important part of good teaching practice

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Critique

critique
1. Write your Critical Assessment by following these steps.
a) State the Title of the Paper & Name(s) of the Authors.

b) State whether the article is an Original Article, a Systematic Review, a Critical Review or a Meta-analysis?

c) Did the author state a Hypothesis or raise a Guiding question or make ordinary statement about the Research Topic. Identify the hypothesis or question asked or statement made either in the Introduction or Materials/Method section of the article (paper).

d) Critique that is criticize the Literature Review part? Is the information her relevant to the Title of the Article, Is it too little or too much in scope ? Any other criticism you may wish to make

e) What were the Materials and Methods? Describe these as stated by the authors. This part is very important in any scientific article

f) Explain how Results were presented.

g) What is your opinion about the Discussion/Conclusions/Recommendations?

h) In a separate paragraph, explain well why you “enjoy” or “do not enjoy the Article.

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In Craft of Research, Chapter 5

In Craft of Research, Chapter 5, “From Problems to Sources,” (68-83), primary, secondary, and tertiary sources are discussed. Review these types of sources and then, in your own words, define each and state how you might use each type for your own particular research topic this term. (200-250 words)

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Procrastination and Mindfulness as Predictors for academic stress.A regression analysis

Procrastination and Mindfulness as Predictors for academic stress.A regression analysis
 
The results section from the dissertation would be a Regression analysis of 3 variables (multiple regression). Procrastination and mindfulness rates (Independent Variables) as predictors of Academic stress rates (Dependent Variable).Use the provided Data (scores of the 3 above variables from the survey provided)  run the analysis in SPSS and do the write up . The structure of section includes 1) Assumptions 2) Descriptives 3 )correlations and 4)regression. In the descriptives, correlation and regression parts should be added and 3 tables.In total the analysis should be approximat 600 words and the pages are 2-3 (due to tables). APA format is required.
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Equity coursework(problem question)

 
1)Introduction should cover all possible causes of action even if you don’t have room to cover in detail
2)OSCOLA referencing; footnotes; bibliography(books, cases, journals)
3)Might be more than one possible way to get client what they want�
4)Need to communicate clearly – headings, plain English
5) Apply the law to the facts – describing the law is insufficient
6)Address counterarguments!
7) Advise the client�
�8)The longest part of your answer should be the ‘Application’ part.
9) ALWAYS cite a case or statute as your authority for the law.

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course work

 

Part 1

For each of the variables listed below, you must 1) determine the level of measurement and 2) say whether it is categorical or continuous:

a) the amount of resistance a suspect displays toward the police, measured as not resistant, somewhat resistant, very resistant

b) the number of times someone has shoplifted in his/her life

c) the number of times someone has shoplifted, measured as 0-2, 3-5, 6 or more.

d) in a sample of juvenile delinquents, whether or not those juveniles have substance abuse disorders

e) the type of attorney a defendant has at trial, measured as privately retained or publicly funded

f) a prosecutor’s filing decisions, measured as filed charges and did not file charges

g) in a sample of offenders sentenced to prison, the number of days in their sentences.

Part 2

Below are two research scenarios. For each scenario, answer the three questions below

1. A researcher wishes to test the hypothesis that arrest deters recidivism. She gathers a sample of people who have been arrested.

a) what is the independent variable?

b) what is the dependent variable?

c) what is the unit of analysis?

2. A researcher wishes to test the hypothesis that prison architecture design affects the number of inmate-on-inmate assaults that take place inside a facility. He gathers a sample of prisons across the United States.

a) what is the independent variable?

b) what is the dependent variable?

c) what is the unit of analysis?

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