Category: Essay

 

Authentic Assessment Curriculum Based Assessment (150 total points)
Students will develop and describe Curriculum Based assessments. These are all student-centered and developed for the individual student in order to link the IEP to daily instruction targeting individual needs. Authentic assessments allow for frequent individual monitoring for progress to determine needs for instruction. Utilizing the collaborative approach to determine assessment needs increases parent, teacher and student participation in the assessment process.

Select primary area of “focus” to assess with the focus student social skills; behavioral concerns– other areas may be addressed as necessary. The assessments are worth 50 points each for a total of 150 points.
Develop and Administer

1) Curriculum Based

The student will submit the assessment developed and results of the selected authentic assessments with a brief (one to two paragraph) analysis of each assessment administered to the “Administered Assessments” module. (50 points each). Assignments that are missing the summary/analysis are subject to loss of points.

 
Task  Body systems – adaptations (100 per cent, 1000 words)

The body responds and adapts to the type of lifestyle and physical activity in which individuals participate. The case study below shows the lifestyle and physical activity for a male teacher, Shaun. Read the case study and then respond to the task below.

Shaun
Shaun is a 35-year-old Maths teacher at a comprehensive school. Shaun used to be a keen footballer and wants to start playing five-a-side football after a long period of inactivity. Shaun is out of condition and he realises he is not fit enough for the demands of football so he joined a gym with a fellow teacher and started training. For the past three months, he has been training four times a week to improve his cardiovascular fitness and his muscular strength and endurance.

A typical training week looks like this:
Monday – weight training for 45 minutes
Tuesday – running (30-minute run)
Thursday – weight training for 45 minutes
Saturday – circuit training class.

Weight training

Shaun does a session of ten exercises that cover all the muscle groups of the body. He started off doing two sets of 20 repetitions for the first month, then in the second month he progressed to two sets of 15 repetitions with a higher resistance and in the third month he progressed again to three sets of 12 repetitions with a higher resistance.

Running

Shaun does one session of steady-state running for 30 minutes on the treadmill and measures how far he runs for each session. He has progressed from covering 4000 metres in his first sessions to covering over 5000 metres a session.

Circuit training

This consists of three circuits of 12 stations where he does 30 seconds work followed by 30 seconds rest.

Task
Explain six chronic (long-term) adaptations that you would expect to see in the muscular and the cardiorespiratory system as a response to Shaun’s three months of increased training.
Guidance notes for Task
•Your answer must include adaptations to the muscular and cardiorespiratory systems.
•In your answer, you must explain why these adaptations are occurring and the physiological processes that produce them.

•In completing this task, you may find it useful to refer to Sections 2.9, 3.8 and 4.11 of the Study Guide.

•You should note that the question is asking you to explain the chronic (long-term) effects of exercise on the body systems and not the acute (short-term) effects.
•Your answer should apply specifically to the case study of Shaun.
•In writing your answer, it is best to avoid the overuse of bullet points.

 
In this rather open-ended analysis, you will discuss how internal influences relate to marketing practices and the building of a marketing strategy for your selected product or service. Identify at least three marketing tactics to be developed as part of the overall marketing strategy you will develop in Unit 6.

Assignment Instructions

In this assignment:
1.Return to the product or service selected for the Unit 3 assignment. Visit the Web site of a competitor’s product or service.
•How does the competitor use or infer income, social class, age, and subcultures to sell its products or services?
•How do cultural elements such as income, social class, and age, as well as subcultural elements such as religion, ethnicity, and race influence the consumer behavior?

2.Interview briefly three consumers who fit the target profile for your product, and ask them questions about a recent purchase or consideration of a purchase of the product category you selected. These are informal interviews and can be with family members or friends.
•Ask what specific factors led them to problem recognition. Also ask them to explain the similarities or differences that existed between their choices at decision time.
•Ask them what attitudes they have about the product and the actual purchasing experience.
•Determine the influence of cultural elements such as income, social class, and age, as well as subcultural elements such as religion, ethnicity, and race on consumer behavior.

3.Summarize your findings from steps one and two.
4.Review your summarized information. Identify at least three marketing tactics to be developed as part of the overall marketing strategy you will develop in Unit 6.

You will want to fully explore and research this topic by raising questions that may be pertinent to your specific product or service. Note: Keep in mind that your previous assignment focused on external influences, and this assignment should focus on internal influences.

To successfully complete this assignment, you are expected to:
•Identify consumer characteristics of the selected product.
•Analyze contemporary issues that impact consumer purchasing patterns of the product.
•Describe how internal influences impact consumer behavior within different product or service segments of the consumer market.
•Demonstrate how internal influences relate to marketing practices when building a marketing strategy.
•Identify marketing tactics and strategies specific to the product or service.
•Present the analysis in a smooth manner, supported by properly cited resources.

Your paper should be 3–5 pages in length. Be sure to include at least 2–3 scholarly sources supporting your work, cited and referenced per current APA.
Internal Influences and Motivation Scoring Guide Grading Rubric
Criteria

Non-performance

Basic

Proficient

Distinguished

Identify consumer characteristics of the selected product.
10%
Does not identify consumer characteristics of the selected product. Identifies consumer characteristics but not for the selected product. Identifies consumer characteristics of the selected product. Identifies consumer characteristics of the selected product and describes possible segments.

Analyze contemporary issues that impact consumer purchasing patterns of the product.
20%
Does not identify contemporary issues that impact consumer purchasing patterns of the product. Identifies but does not analyze issues that impact consumer purchasing patterns of the product. Analyzes contemporary issues that impact consumer purchasing patterns of the product. Analyzes contemporary issues that impact consumer purchasing patterns of the product and supports with relevant real-world examples.

Describe how internal influences impact consumer behavior within different product or service segments of the consumer market.
20%
Does not identify how internal influences impact consumer behavior within different product or service segments of the consumer market. Describes internal influences but not the impact of these on consumer behavior within segments of the market. Describes how internal influences impact consumer behavior within different product or service segments of the consumer market. Describes how internal influences impact consumer behavior within different segments of the consumer markets, and links description to relevant concepts or theories.

Demonstrate how internal influences relate to marketing practices when building a marketing strategy.
20%
Does not address how internal influences relate to marketing practices when building a marketing strategy. Demonstrates how internal influences relate to marketing practices when building a marketing strategy, but elements of the explanation are missing or associated impacts are unclear. Demonstrates how internal influences relate to marketing practices when building a marketing strategy. Demonstrates how internal influences relate to marketing practices when building a marketing strategy, and links conclusions to relevant examples or theories.

Identify marketing tactics and strategies specific to the selected product or service.
20%
Does not identify marketing tactics and strategies specific to the product or service. Identifies marketing tactics and strategies but these are not specific to selected the product or service. Identifies marketing tactics and strategies specific to the selected product or service. Identifies marketing tactics and strategies specific to the selected product or service, and provides insights for developing new tactics or strategies.

Present the analysis in a smooth manner, supported by properly cited resources.
10%
Does not present analysis in a smooth manner, supported by properly cited resources. Supports analysis but does not use academically appropriate sources or has errors that distract from meaning. Presents the analysis in a smooth manner, supported by properly cited resources. Provides well-supported analysis, using appropriately formatted references that support the credibility of information presented.

 
Where to start?
The following text describes the working life of five successful individuals with high levels of job satisfaction. You are asked to read this text and then discuss five questions presented in a table immediately after. You will find each of the assignment questions that you need to address on the left column, and the instructions to answer each question on the right column. READ this very carefully as these instructions give clear guidelines about what it is expected to be discussed in each question.
In order to answer these questions, you will need to draw on the material we work through in Term 1: job attitudes, personality and organizational context.

TESTIMONIALS: DOES THIS SOUND LIKE A SATISFYING JOB?
1) John Bishop, 31, is an investment banker who works for Citigroup’s global energy team in New York. A recent workday for Bishop consisted of heading to the office for a conference call at 6:00 pm. He left the office at 1:30 am and had to be on a plane that same morning for a 9:00 am presentation in Houston. Following the presentation, Bishop returned to New York the same day, and by 7 pm he was back in the office to work an additional three hours. Says Bishop “I might be a little skewed to a workaholic, but realistically, expecting 90 to 100 hours a week is not unusual”.
2) Irene Tse, 34, heads the government bond-trading division at Goldman Sachs. For ten years, she has seen the stock market go from all-time high to recessionlevels. Such fluctuations can mean millions of dollars in either profits or losses. “There are days when you can make a lot, and other days when you lose so much you are just stunned by what you’ve done”, says Tse. She also states that she hasn’t completely slept completely through the nights in many yearsand frequently wakes up several times during the night to check the global market status. Her average workweek? Eighty hours. “I’ve done this for 10 years, and I can count on the fingers ofone hand the number of days in my career when I didn’t want to come to work. Every day I wake up I can’t wait to come here.
3) Tony Kurtz, 33, is a managing director at Capital Alliance Partners and raises funds for real-estate investments. However, these are not your average properties. He often travels to exotic locations like Costa Rica and Hawai, wooing prospective clients. He travels more than 300.000miles a year, often sleeping on planes and dealing with yet lag.Kurz is not only one he knows with such a hectic work schedule. His girlfriend, Avery Baker, logs around 400,000 miles a year, working as the senior vice president of marketing for Tommy Hilfiger. “It’s not easy to maintain a relationship like this. But do they like their jobs? You bet
4) David Clark, 35, is the vice president of global marketing for MTV. His job often consists of travelling around the globe to promote the channel as well as to keep up with the global music scene. If he is not travelling (Clark typically logs 200,000 miles per year) a typical day consists of waking at 6:30 am and immediately responding to numerous messages that have been accumulated throughout the course of the night. He then goes to his office. Where throughout the day he will respond to another 500 messages or so from clients around the world. If he’s lucky he gets to spend an hour a day with his son, but then is back to work until he finally goes to bed around midnight. Says Clark “there are lot of people who would love this job. They are knocking on the door all the time. So that’s motivating.
Many individuals would balk at the prospects of a 60-hour or more workweek with constant travelling and little time for anything else. However, some individuals are exhilarated by such professions. According to the Bureau of Labor Statistics in 2004, about 17% of managers worked more than 60 hours per week. But the demands for such jobs are not for everyone. Many quit with turnovers around 55% for consultants and 30% for investment bankers. However, it is clear that such jobs which are time consuming and often stressful, can be satisfying for some individuals.
Case Study extracted from Robbins and Judge (2007, p. 98)
ASSIGNMENT QUESTION INSTRUCTIONS FOR EACH QUESTION
1) What are the characteristics of the job that might contribute to high levels of job satisfaction in these examples? (500 words)
-Identify these elements from the text and explain to what extent the literature on job design and satisfaction supports these findings

Support your arguments with relevant sources using Harvard Reference in both questions (start with notes from week 5)
2) Pick one of these individuals (1,2, 3, or 4 ) and explain potential cultural manifestations that might be experienced in the organisation.
What surface manifestations and values seem to be supportive of/consistent with the “satisfying” job characteristics discussed in Q.1? (500 words)? -Identify and discuss some of the cultural manifestations of the chosen companies.
-Critically analyse how these cultural elements seem to be consistent (or not) with the satisfying elements the job discussed in Q1.
Support your arguments with relevant sources using Harvard Reference in both questions (start with notes from week 2, mention Schein’s levels of culture)
3)Discuss the role of personality in finding this type of jobs satisfying (500 words) -Use the Big 5 model of personality as a theoretical framework to explain some of these individuals’ behaviour
-You can also use other personality traits if you think are relevant for the answer
Support your arguments with relevant sources using Harvard Reference (start with notes from week 4)
4) These individuals seem satisfied with their jobs. Discuss how this relates to (500 words):
 Their performance
 The perceived organizational support
 The possibility of them leaving the organization
 Their general attitudes and
 Their general behaviour -Use relevant research to back up your arguments about how job satisfaction is associated with other attitudes and behaviour

Support your arguments with relevant sources using Harvard Reference (start with notes from week 5)
5)Write a conclusions and “lessons learned for managers” that discusses the following:
a. Discuss the relative value of personality, job design and culture to explain job satisfaction. (250 words)
b. All these individuals had very long hours work, what are the aspects that a manager can still use for individuals working in lower ranked jobs? (250 words)
(a) Evaluate how the individual and organisational factors play a role in job satisfaction. Is it enough by looking at an individuals’ personality? Or the way we design the jobs? Do we need both? How does this reflect the contingent element of this discipline?
(b) Identify the key learning points about job satisfaction that can be extrapolated to different (probably less glamorous jobs)
Support your arguments with relevant sources using Harvard Reference
In particular the following materials will be useful for you;

• Critical thinking and logical argument skills
• Building an argument
• Analytical thinking
• Report writing and report layout

What format?
1) Like any other assignment, it should have an introduction, body and a conclusion
2) The intro makes clear to the reader the topic to be discussed and how you will do so
3) In the body you begin to discuss each of the questions. A recommended heading structure is as follows:
1. Job design and Job satisfaction
2. Organizational culture and Job satisfaction
3. Personality and Job satisfaction
4. Outcomes of Job satisfaction
5. Lessons learned
4) Within each heading, there should also be a logical structure. You should start by introducing the “theme” that you are discussing (in other words, the general topic or heading), follow up with some theory/published findings about it/then application of this theory to the testimonials/ look for agreements but also discrepancies and extract some conclusion.
For instance, the first question discusses job satisfaction and characteristics of the job. Thus, you could start your answer to Question 1 by arguing that “The way jobs are designed affects individual’s attitudes towards it, in particular their job satisfaction. Studies have found that X, Y, Z elements seem to be highly correlated with job satisfaction (Reference)…In this particular case (examples from the testimonials), respondents seem to agree that their jobs provide them XXX . According to (Reference) these aspects are key drivers of job satisfaction.
5) In your overall conclusions you draw together all of the main points without adding anything that has not been discussed in the body

6) You must stick to the limit of the word count for each section. Your marks are distributed evenly to each of the five questions so avoid doing great in one and limit your efforts for the rest
Use of sources?
1) Use a wide range of sources including textbooks (as a start) but mostly peer-reviewed journal articles
2) Answers that read like “opinions” without any sources to backed them up and no evidence of reading will not be counted
MARKING CRITERIA
1) Business –. Appreciation of international, national and organisational context
a. 20%
2) Knowledge of subject matter. Evidence of wide reading and a comprehensive familiarity with the topic reinforced by citation from appropriate third part sources, rese4arch and relevant literature
a. 30%
3) Critical thinking. Demonstration of the ability to analyse and evaluate both theory and research and to make objective and impartial judgments and proposals
a. 30%
4) Application capability. The development of firm conclusions which reflect the analysis undertaken
a. 10%
5) Presentation and persuasion skills. The systematic organisation and presentation oif the assignment so that it is coherent, convincing, accurate, reader friendly and business like.

 
Hi, this is my first academic essay which I will write in English. English is not my first language that is why for first time it is too difficult for me. Above all, this essay must contain at least some point from the text which i uploaded. I know you have much more experiences than me but this essay must contain, Topic sentences, supporting point sentences, examples at least 3 . another supporting sentences, examples at least 3, and concluding sentence. Please for bibliography list, references have to be not out-dated. Finally, this essay to contain 5 in-text citation.

 
Item 3: Essay Relates to learning outcomes: 1,2,&3 Weight: 40% DUE: 11:59PM FRI 6 NOVEMBER, 2015 via turnitin

You will write an interpretive essay of 1500 words (plus/minus 10%). In the essay you will respond to a scenario that will be reflective of unit material.

The grading rubric is attached here. The Turnitin link for submission will be open in week 10.

Essay Scenario

Through her unique voice and significant community response to her first book publications, an early-career author attracts the attention of a commissioning editor of a major multinational publisher. So surprised is the author when she gets the unsolicited commissioning phone call she thinks someone is playing a joke on her. The editor convinces the author it is a genuine call and a genuine offer, and a standard publishing contract gets negotiated and signed. This author’s trademark writing is ribald satire, her subject matter drawing on the lives of many, including her own, is complex and layered. This contract is for her memoir.

The author achieves submission of her completed manuscript by the only date that is stipulated in the contract. Sometimes writing 2000 words a day, the author dedicates a large part of a solid six months to writing. At the point of submission she is thrilled at her manuscript achievement and is looking forward to working with the editor with whom she now shares good relationship and common publishing goal.

Author and editor work their way through a first edit, this involves structural editing input from a contract editor; all three are in different locations, the publisher in metropolitan Australia, the author in regional Australia, and the contract editor in New York. All editorial negotiations are facilitated onscreen, sometimes difficult but all resolvable.

One day the commissioning editor calls the author to tell her she will no longer be officially editing her manuscript as she has just lost her job. The publisher had not long merged with another major house and organisational restructures were continuing to change personnel and priorities. Officially no further contact is made between the author and these two editors, and a new editor is assigned to this author. The new editor disagrees with earlier edits, wants to edit out a significant number of scenes from the work, and challenges the humour in some of the memoirist recounts.

This third editorial relationship never achieves lift-off although the author considers all edit suggestions and rejects the majority of them using the Track Changes reject function in Microsoft Word. The publisher assigns a new editor, by which time the author has lost confidence in the process. The author considers the fourth editor’s suggestions, responds, and then prepares to get busier with other new professional developments in her life. The manuscript has now been edited by four different editors, the author has retreated from the frontline of the editorial relationship, and the manuscript about her life continues to sit with the merged corporate entity promoted as the ‘world’s first truly global trade publisher’.

Identify three key variables that first supported this publishing opportunity and three key variables that altered the publishing momentum. Taking into account the merger, design alternatives for how this could have been better managed and anticipate what options are now available to author and publisher.
CRITERIA

INTERPRETATION/
RATIONALE

The interpretation / rationale is sophisticated, clear, and well-justified through use of research.

STRUCTURE
The essay material is organised in an insightful manner. The material is presented in a mature and thoughtful way and demonstrates a deep understanding of contemporary publishing phenomena and significant number of key concepts around writing and editing.
COMPOSITION
The essay is written with clarity, flair, and sophistication.
MECHANICS
The piece is well written and requires no proofing for spelling, grammar, and/or punctuation.

CRITERIA FOR EVALUATING WRITE-UPS
Feedback will consist of narrative comments, corrections, and suggestions and an overall rating
as described below: Preceptors will attend to the following criteria in evaluating the quality of
write-ups:
a. Punctuality
b. Adherence to specified format with correct organization of data.
c. Write-up is neat, legible, and with few spelling errors..
d. Write-up accurately reflects what the patient reported during the interview.
e. Thoroughness (this will be evaluated in light of the amount of information provided in
the interview e.g. it is expected that much information will not be covered by the
interview).
f. Correct use of medical and psychiatric terminology
g. Conciseness, i.e. write-up is not long-winded, rambling, or filled with extraneous detail.
Please edit your work before turning it in.
NOTE:Your ability to arrive at the correct diagnosis is not the major criterion for
evaluation. We are trying to help you learn to take, and then report, an
accurate and thorough psychiatric history and evaluation. You will learn
diagnostics more fully in your clinical clerkship.
Rating Scale
Outstanding: Adheres to specified format within correct organization of data; neat with no
grammar or spelling errors; accurate reflection of patient report; thorough, but concise; correct
use of medical/psychiatric terms, AND PUNCTUAL.
Excellent: Adheres to specified format with minor errors in organization; no grammar or
spelling errors; generally reflects patient report; generally thorough (left out a few minor
points) OR a bit rambling with some unnecessary detail; correct use of medical/psychiatric
terms, AND PUNCTUAL.
Good: Some errors in adhering to format or organization, and/or some grammar/spelling
errors; missing a few major points or rambling with unnecessary details; some errors in
medical/psychiatric terms AND PUNCTUAL.
Fair: Some problems adhering to format; major errors in organization of data; grammar or
spelling errors; incomplete, missing some major points; some incorrect use of terms and/or
handed in LATE.
Unsatisfactory: Does not adhere to specified format or data poorly organized; some
grammar/spelling errors; poor reflection of patient report; incomplete; some incorrect use of
terms, and/or LATE.
16
FORMAT FOR WRITE-UPS
• See the attached sample annotated write-up.
• Leave at least 1 inch margins on top, bottom, right and left to allow space for
written comments by preceptors.
• At the top of the page, put your name, your preceptors’ names, date of interview
(DOI), date the write-up is turned in, and the number of the write-up (the practice
write-up is write-up #1.)
• Type or handwrite neatly.
– single space within paragraphs
– double space between paragraphs
– triple space between sections
• Do not use the name of the patient in the write-ups. Use a letter instead (Mr. A or
Ms. B., etc.)
• Organize the write-up into discrete sections with the following labels:
– Chief Complaint (Identifying Data & Presenting Problem)
– Source and Reliability
– HPI (History of Present Illness)
– Past Psychiatric Hx (Psychiatric History)
– Family Hx (Family History)
– Personal/Social Hx (Personal History)
– Medical Hx (Medical History including allergies & current medications)
– MSE (Mental Status Exam) [See Sample for organization]
– Summary (Summary of Clinical Data)
– Principal Dx (Principal Diagnosis)
• Staple all pages in the upper left hand corner.
17
ANNOTATED SAMPLE OF A WRITE-UP OF A PSYCHIATRIC EVALUATION
(The case is entirely fictional)
This write-up is very detailed for illustration. The level of detail is more than you can extract
from an average patient in less than an hour, but it should give you an idea of what data are
useful, as well as how to organize your own write-up. For example, it also reflects what might
be typically obtained from patients or their charts, given more time. Ideally, you would want to
know many specific details about treatment, but often the patient cannot recall them extensively,
or chart data are missing.

Assignment Instructions:
For this benchmark,you will design a visual classroom environment plan (1,000-1,250 words) that includes the physical arrangement and organization of materials and resources. Be creative; there are no money or size constraints.
Review the instructor feedback on your “Classroom Management Tools” from Topic 5. In 250-500-words, describe your classroom environment plan, including how you willrevise each of the following areasas well as provide an explanation for each improvement:
• Define classroom management policy
• Reinforcementsand consequences for behavior
• Consider individual differences in ability, culture, and language
• Family support, routines, and schedules
Createtwo classroom environment maps, one for Birth-PK, the other for K-3.
• Label both maps with materials, furniture, and other design elements. Maps can be hand-drawn or computer generated, but must be submitted in a PDF or Word document.
In 500-750-words, describe best practices for development of a healthy, supportive, and challenging environment for learning. Include the following in your description:
• Diversity of your students
• Students interests and special needs
• Families as partners
• Rationale for both environments you designed. Justify each item in your designs (e.g., materials, furniture, design elements, how they are arranged).
Use 3-5 scholarly resources.
Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Additionally, submit the assignment in Taskstream. Directions for submitting to Taskstream can be found on the College of Education site in the Student Success Center.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:
• NAEYC: 1b, 1c
• InTASC: 1f, 3c
• COE Program Competencies:
1.2: Identify readiness for learning while taking into account the multiple influences on early development and learning. (NAEYC 1b; InTASC 1f)
1.3: Collaborate with learners and colleagues to develop shared values and expectations to create healthy, respectful, supportive, and challenging learning environments for young children. (NAEYC 1c; InTASC 3c)
Scoring Rubric
Criteria % Value 1: Unsatisfactory 2: Less Than Satisfactory 3: Satisfactory 4: Good 5: Excellent
% Scaling 0% 65% 75% 80% 100%
Content – 80%
Classroom Management Tools Revision and Explanation

NAEYC: 1c
InTASC: 3c
COE: 1.3 30% No evidence provided. Classroom management tools revision does not explain what improvements have been made in any of the following areas: defined classroom management policy, reinforcement/consequences for behavior, consideration for individual differences, and family supports, routines, and schedules. Classroom management tools revision explains what improvements have been made in some of the following areas: defined classroom management policy, reinforcement/ consequences for behavior, consideration for individual differences, and family supports, routines, and schedules. Classroom management tools revision explains what improvements have been made, and why they have been made, in eachof the following areas: defined classroom management policy, reinforcement/ consequences for behavior, consideration for individual differences, and family supports, routines, and schedules. Classroom management tools revision explanationexhibits critical thinking in the improvements that have been made, and why they have been made, ineach of the following areas: defined classroom management policy,
reinforcement/consequences for behavior, consideration for individual differences, and family supports, routines, and schedules.
Environment Maps
10% No evidence provided. Environment map for both age groups is not clearly labeled, well thought out, or clear. Environment map for both age groups is clearly labeled, but not well thought out. Environment map for both age groups is clearly labeled and well thought out. Environment map for both age groups is clearly labeled, professional done, and exhibits critical thinking.

Best Practices for Creating an Environment for Learning

NAEYC: 1b
InTASC: 1f
COE:1.2 40% Description not provided. Best practices are not accurately described for development of a healthy, supportive, and challenging environment for learning. Best practices are not clearly linked to specific theories and research and do not include some of the following areas:diversity of students, students interests and special needs, families as partners, and rationale for both environments that were designed. Best practices are described for development of a healthy, supportive, and challenging environment for learning. Best practices are clearly linked to specific theories and research butdo not clearly address some of the following areas: diversity of students, students interests and special needs, families as partners, rationale for both environments that were designed. Best practices are described for development of a healthy, supportive, and challenging environment for learning.Best practices are clearly linked to specific theories and research. Best practices address theeach of the following areas:diversity of your students, students interests and special needs, families as partners, and rationale for both environments that were designed. Various best practices explanationexhibits critical thinking in the development of a healthy, supportive, and challenging environment for learning. Best practices are clearly linked to specific theories and research. Best practices address each of the following areas:diversity of your students, students interests and special needs, families as partners, and rationale for both environments that were designed.
Format 20%
Mechanics of Writing
(includes spelling, punctuation, grammar, language use), APA format 10% No evidence Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.
Reference page includes errors and/or inconsistently used citations. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language.
Reference page lists sources used in the paper. Sources are appropriate and documented, although errors are present. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.
In-text citations have few errors. References used are reliable and reference page lists all cited sources with few errors. Writer is clearly in command of standard, written academic English.
In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
Paper Format (use of appropriate style for the major and assignment) 5% APA is not used appropriately, or documentation format is rarely followed correctly. APA is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. APA is used. Formatting is correct, although some minor errors may be present. APA is fully used. There are virtually no errors in formatting style. All format elements are correct.
Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5% No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.

Overview

In this assignment, you will describe your perceptions of yourself as a writer.
Audience and Purpose
The audience for this document is me, your instructor.
Instructions
• give some history of your experience as a writer. (e.g. I am a good writer, I hate writing, etc.)
• explain how your perceptions have changed while you’ve been in this class
• explain how you would like to change and mature as a writer (unless you are already okay with yourself as a writer — then comment on why)
• Length: approximately 300- 500 words
Evaluation Criteria
Note: Pay particular attention to the evaluation criteria for each assignment; they will help you focus on the key strategies to use for each document.
Content (50%)
• The introduction indicates the purpose of the piece
• The body addresses the issues mentioned above
• The conclusion summarizes your
perceptions and goals
Organization (25%)
• The information is chunked for the reader and organized in a logical flow. The memo has a clear introduction, body, and conclusion.
• The paragraphs hold together well, and each has a unified theme.
• The transitions help link sentences and paragraphs in a flow of ideas.
Expression (25%)
• The writing is clear and concise.
• The style and tone are appropriate for the audience.
• The memo uses correct grammar, punctuation, and word choices.

The element of design will not be evaluated for this assignment, since at this point in the course we won’t have addressed it yet. However, the design of your documents will become more critical as we move forward.

 

– I will start with the course description (taken from the syllabus of this course I’ve already sent you before): This course focuses on the myriad of activities that define the first phase of emergency and disaster management, namely planning and preparedness. Highlights of the curricula include the hazard vulnerability analysis, development of an emergency operations plan and understanding the importance of mitigation strategies to reduce risk to a community, agency or hospital.
The required Textbooks for this course: Required: 1. Disaster Medicine, Comprehensive Principles and Practice 2011, Koenig and Schultz 2. Disaster Policy & Politics, 2nd Ed., Richard Sylves 3. Emergency Planning, Perry and Lindell, 2007 4. Select journal articles – posted under Topics of Study 5. *Mass Notification and Crisis Communications, Denise C. Walker *only one chapter is used from this book for this course (although the text is used in other DMM courses); the chapter is provided electronically in Topics of Study. Suggested: Disaster Medicine, Ciottone
– The topic of this week (last week of the term), Week 12, is :Special Topics in Emergency Planning: Mass Gatherings and Altered Standards of Care in Disasters
THE RESOURCES (READING ASSIGNMENTS) OF THIS WEEK, Wk12, are :
Reading Assignments
1. Sylves, Chapter 9
2. Attached to each Discussion Board question

– The assignment of this week can be found in the first attachment called DB WK12. *NOTE:
For us this week, we will do the SECOND CHOICE that has a medical background. THIS QUESTION NEED AN IMPORTANT FILE THAT I WILL UPLOAD WITH THIS ORDER, so the number of attachments of this order are two: one has the question itself (the second part in particular) AND the other file is the attachment, which you MUST use please to answer this question.
NOTE: I don’t know how many references you need, but please use whatever needed BUT PLEASE USE THE ATTACHMENT AS THE MAIN SOURCE TO ANSWER THIS QUESTION.
PLEASE COVER IT VERY WELL FROM ALL ITS ASPECTS.