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Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
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Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
Ashford University EDU 671 Complete Course
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2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 1/3 Assignment due Week 5 - Mainstream media and HIV/AIDS Due Thursday by 11:59pm Points 30 Submitting a text entry box or a file upload Assignment Rubric Submit Assignment Purpose Critical analysis is a vital part of learning. The goal of this assignment is to help you practice your skills in reading mainstream media articles and being able to critically evaluate it as a source of information. Instruc ons Your analysis of the article should exhibit careful thought, logical reasoning and provide evidence for your answers. Each post should be at least two well-developed paragraph (approximately 4-6 sentences each minimum). Use correct spelling, punctuation, and grammar. Identify an article released by the mainstream media to the general public that discusses HIV/AIDS. Example of an article is Botswana HIV Aids Deaths Decline (https://allafrica.com/stories/201810030288.html) . 1. Identify which levels of the SEM are being addressed 2. Identify which levels of the SEM not addressed 3. In what ways might this article lead to stigma and discrimination that places a person or group at risk of contracting HIV/AIDS? 4. Provide a written opinion on the how this article positively, negatively, or even excludes information that contributes to the stemming of the HIV/AIDS epidemic. Submission Details Due: Thursday by 11:59 pm Grading Criteria Opinion based in logical reasoning and evidence: 4 points Identified SEM levels (both addressed and not addressed): 2 points Length of post approximately 4-6 sentences or more: 2 points Spelling and grammar: 2 points 2/4/2019 Assignment due Week 5 - Mainstream media and HIV/AIDS https://oregonstate.instructure.com/courses/1708319/assignments/7429085?module_item_id=18423339 2/3 Criteria Ratings Pts 8.0 pts 8.0 pts 4.0 pts 3.0 pts Organization 8.0 pts Full Marks Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic. 6.0 pts Above Average Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. 4.0 pts Adequate Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay. 2.0 pts Inadequate Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. 0.0 pts No Marks Level of Content 8.0 pts Full Marks Content indicates synthesis of ideas, in-depth analysis and evidences original thought and support for the topic. 6.0 pts Above Average Content indicates original thinking and develops ideas with sufficient and firm evidence. 4.0 pts Adequate Content indicates thinking and reasoning app.
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Final Reflection for SOM 301 Due Dates:During your lab the week of April 25-29, 2016 (Week 15) Points:50 points maximum Objective:To reflect on your learning process and experience Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word. Audience: Self (and instructor) Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date Grading:See page 2 of this document Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course. Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously. NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation. You are expected to reflect on each of the following seven (7) questions. Process Reflection on the Final Persuasive Memo 1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them? 2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work? Summative Reflection 3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection. 4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific. 5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific. Process Reflection on the Course 6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
Final Reflection for SOM 301Due DatesDuring your lab the week .docx
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Ashford 5: - Week 4 - Discussion 1 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Share Your Action Research Study Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. In this discussion, you will create a presentation using the software of your choice (e.g., PowerPoint, Google Docs, Present.me, YouTube, Prezi, Jing, SlideRocket, or another program) to present your findings to your school at an after school staff meeting. Include speaker notes if using PowerPoint. If using a program other than PowerPoint, submit a document with speaker notes included for each slide. There are two parts to this discussion. Part 1: Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum: Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences). Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences) Outcomes/Results The “so what?” of your study—Answers to your research questions. (three to four sentences) Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences) Explain why this study is important to the school and the students. ( two to three sentences) Explain why this study is important it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences) Part 2: Attach a link to your ePortfolio (Pathbrite) . In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress. Use the PowerPoint Template as a guide to help create a high quality presentation. Alternate: If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion.
Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
Ashford 5 - Week 4 - Discussion 1Your initial discussion .docx
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Assessment for Learning I
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BA 606 Team Management Hybrid Course Instructor Information Name: Jane Corbett, PhD Email: [email protected] (preferred method of contact) Office Location: Remote Dates: October 15, 2018 – March 3, 2019 Course Information Course Number: BA 606 73 H2 Course Name: Team Management Credits: 3 Format: This class will be delivered online using Moodle Platform. Class sessions will consist of discussions, assignments, and exam. Discussions, assignments, cases and exam will focus on readings, and other professionally/academically reviewed journals. Course Description: Course Description: This course will explore the psychological contract between leader and follower that take many forms between two people or between the leader and groups. Students will study group formation and group development as well as the intricacies of coaching, mentoring, and disciplining. Course Objectives & Learning Outcomes Upon completion of the course, students should be able to: 1. Analyze the importance of working together collaboratively. 2. Improve your analytic abilities in understanding the behavior of individuals and groups in organizations. 3. Apply tools for diagnosing and enhancing team effectiveness. 4. Increase your awareness of how successful business executives lead and what separates them from their unsuccessful counterparts. 5. Gain experience in leadership situations, including learning to deal with conflict, time pressure, and different accountability systems 6. Evaluate the stages of team development. 7. Appreciate and adapt to different behavioral styles with a team. 8. Utilize this information to communicate more effectively with team members. Course RequirementsComputer Literacy Students are expected to be able to use word processing and presentation software, as well as access E-mail, utilize Moodle (including forums, assignment submissions, quizzes), Google Docs and other technological tools that may enhance the content of this course. Please refer to the CU Distance Education Help Desk for instructions, when necessary.Required Materials Required Materials: Making The Team (5th Edition) by Thompson (ISBN: 9780132968089) Published by Pearson Recommended: Publication Manual of the American Psychological Association (6th Edition) (ISBN-13: 9781433805615) Internet Access: Some of the course materials and problems will be posted and completed on the internet. It is therefore imperative that you have access to the internet in order to successfully complete this part of the class assignments. Class Attendance/Participation As stated in the Campbellsville University catalog, students are expected to attend class regularly. To be counted present, a student in online courses must log-in to their course in the LMS (Moodle) at least once a day and complete those activities as prescribed by the instructor in the syllabus. When the prescribed amount of inactivity has passed or the prescribed number of assig.
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Assignment 2: Fink Step 3 Due Week 7 and worth 200 points For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies. Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value. For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons. First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it. For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects. Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it. 1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge? 2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this. 3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments? 4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments. It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
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Week 6 - Discussion 1 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Action Planning for Education Change In Chapter 7, Mills (2014) discusses a variety of challenges action researchers face with implementing positive change. What potential challenges or obstacles do you predict facing in your current or future role as an educator when implementing positive change (lack of resources, resistance to change, reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, difficulty finding a forum to share what you have learned, lack of time for action research endeavors, unsupportive administration, other)? Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome potential obstacles that you may encounter in taking action. Guided Response: Respond to a minimum of two classmates. Provide suggestions for overcoming their potential obstacles. What is something they shared that you hadn’t considered in your own future endeavors? *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. - Week 6 - Discussion 2 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Final Self-Reflection Describe some of your take-aways from this course. Consider all of the topics including use of digital tools when responding. Do not respond in list form. These are merely prompts to get you thinking: What concepts or principles have you learned from this course that you might use in your work setting? How do you feel about conducting action research now, compared to before you started this course? Describe how you perceive the value of qualitative and quantitative data when considering improvements. How do you plan to use the knowledge you gained in this course to be a positive change agent in your own work setting? In other words, what are your next steps? Include a new, different quote than you did in you r week one introduction. Why does this quote inspire you? Guided Response: Respond to a minimum of two classmates. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstrati.
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Week 6 - Discussion 1 Your initial discussion thread is .docx
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Students will get the knowledge of the following: - meaning of Pharmaceutical sales representative (PSR) - purpose of detailing, training & supervision - norms of customer calls - motivating, evaluating, compensation and future aspects of PSR
Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
VishalSingh1417
Psychiatric Nursing History collection format
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
PoojaSen20
Nutritional Needs and Food Safety
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
misteraugie
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Thiyagu K
https://medicaleducationelearning.blogspot.com/2024/02/using-micro-scholarship-to-incentivize.html
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
Poh-Sun Goh
My CV as of the end of April 2024
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
agholdier
process recording format
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
PoojaSen20
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
Class 11th formulas physics
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
AyushMahapatra5
Z Score,T Score, Percentile Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Thiyagu K
A Transgenic animal is one that carries a foreign gene that has been deliberately inserted into its genome. The foreign gene are inserted into the germ line of the animal, so it can be transmitted to the progeny. Transgenic animals are animals that are genetically altered to have traits that mimic symptoms of specific human pathologies. They provide genetic model of various human disease which are important in understanding disease and development of new target.
Role Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptx
NikitaBankoti2
Python notes for Unit 1 Avanthi PG College
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
Ramakrishna Reddy Bijjam
Andreas Schleicher, Director for Education and Skills at the OECD, presents at the webinar No Child Left Behind: Tackling the School Absenteeism Crisis on 30 April 2024.
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
EduSkills OECD
A short exhibit showcasing three concepts from sociology.
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
jbellavia9
Importance of information and communication (ICT) in 21st century education. Challenges and issues related to ICT in education.
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
MaryamAhmad92
Mehran University Newsletter is a Quarterly Publication from Public Relations Office
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University of Engineering & Technology, Jamshoro
38 K-12 educators from North Carolina public schools
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
Mebane Rash
ICT Role in 21st Century Education & its Challenges •This presentation gives an overall view of education in 21st century and how it is facilitated by the integration of ICT. •It also gives a detailed explanation of the challenges faced in ICT-based education and further elaborates the strategies that can help in overcoming the challenges.
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
AreebaZafar22
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Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
kauryashika82
Numerical on HEV
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
RamjanShidvankar
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Unit-IV; Professional Sales Representative (PSR).pptx
Unit-IV; Professional Sales Representative (PSR).pptx
psychiatric nursing HISTORY COLLECTION .docx
psychiatric nursing HISTORY COLLECTION .docx
Nutritional Needs Presentation - HLTH 104
Nutritional Needs Presentation - HLTH 104
Measures of Central Tendency: Mean, Median and Mode
Measures of Central Tendency: Mean, Median and Mode
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
PROCESS RECORDING FORMAT.docx
PROCESS RECORDING FORMAT.docx
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Class 11th Physics NEET formula sheet pdf
Class 11th Physics NEET formula sheet pdf
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
Role Of Transgenic Animal In Target Validation-1.pptx
Role Of Transgenic Animal In Target Validation-1.pptx
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Application orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
MBA Instructional Methodology
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Instructional Methodology New
Course Template Resources & Guidelines 2009-2010 Davenport University MBA
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