In planning and instructing ELA content, it is important to be able to create a cohesive unit that encompasses various aspects of ELA including reading, writing, speaking, viewing, listening, and thinking skills.

In planning and instructing ELA content, it is important to be able to create a cohesive unit that encompasses various aspects of ELA including reading, writing, speaking, viewing, listening, and thinking skills.

Part 1: Unit Plan

For this benchmark, you will choose one of the three lesson plans you created in this course to build a weeklong unit plan. Complete the “ELA Unit Plan” template to prepare a weeklong English language arts unit plan. Utilize any previously received feedback from your instructor to modify and adjust instruction to meet the diverse needs of “Class Profile” students.

After looking at the case from the perspective of the major actors, you take on the role of the ethicist and analyze the actual choices made.

After looking at the case from the perspective of the major actors, you take on the role of the ethicist and analyze the actual choices made.

Josephine Stewart, a 78-year-old Caucasian woman with no family support, has lived for more than ten years with diabetes and, what she has called, “pretty painful” arthritis. In addition to these medical problems, Josephine had a pacemaker inserted nearly six years ago because of her severe arrhythmia. Yet despite all this, she remained very active: she was a regular volunteer at her parish, attended bingo with friends religiously, and even worked more than thirty hours a week at the Wal-Mart near her home. About a year ago Josephine noticed significant swelling in her face and neck as well as a “tightness in her chest” that had never been there before. Initially, she brushed these off as possible side effects from the new medication she was taking for her arthritis. Soon after though, she began coughing up blood, which prompted her to visit her primary care physician. After extensive testing, it was determined that Josephine had non-small cell lung cancer (NSCLC) with lymph node metastases (N3), which made her ineligible for surgical resection. The consulting oncologist suggested, nonetheless, that she undergo chemotherapy to combat the spread of the disease and possibly induce a remission. After considerable reflection and talking with her pastor, Josephine consented to chemotherapy.

Nine months of on-again, off-again chemotherapy did little to defer the NSCLC and after talking with her physicians, Josephine decided hospice was the best option for her. She told her oncologist “her time had come” and it “made no sense to keep fighting when God was calling.” The hospice nurse was notified and the next day came to visit Josephine to discuss plans for leaving the hospital and being enrolled in hospice. During the visit, the hospice nurse made it clear that all curative treatments would be forgone and that this included medical nutrition and hydration. Josephine informed the nurse that she understood and made it clear she did not want a feeding tube if and when the time came. To the astonishment of the hospice nurse, though, Josephine asked if she could also have her pacemaker turned off. Her reason was she did not want to have her life prolonged “any more than it needed to be.” The hospice nurse consulted with Josephine’s primary care physician, who did not like the idea of turning off the pacemaker. She thought this was “tantamount to euthanasia” and called for an ethics consult to help her work through the conflict.

Discuss the interpretations other literary critics offer about the primary text(s) and the issues that your secondary sources examine.

Ultimately, the research paper will focus on some aspect of the play. In other words, the play itself is the primary source and is what your research will help you to discuss in greater detail. Your research articles are the secondary source materials that you will use to help you develop your ethos as a student-critic. You will eventually write an essay that is similar in style to your synthesis essay, where I gave you the open-ended question and both articles, only this time, YOU make the question and YOU find the research articles.

The Annotated Bibliography prompts you to begin your secondary research for the research project. Using MDC library databases and, if you like, you can also use Google Scholar, you will locate and select 3 sources–at least 1 of which will be a scholarly source. (Remember, the final paper will need to cite 4 sources, 2 of which will be scholarly.) The annotated bibliography is designed to demonstrate your ongoing, but perhaps still unfinished, secondary research.

There are two main components to your Annotated Bibliography: the introduction and the entries for each source.

The introduction offers an 1-2-paragraph overview of your ongoing secondary research:
Provide an overview of the information you have gathered about the primary text and its relevant contexts.
Discuss the interpretations other literary critics offer about the primary text(s) and the issues that your secondary sources examine.
Discuss how these other perspectives have influenced your own interpretation.
Explain your plans for further research.

Compose one entry for each of your secondary sources. (A total of at least 3 entries.) Each entry will contain:
an MLA-style bibliographic entry for each source, followed by
a one-paragraph summary of the source.
The entire document must follow MLA formatting guidelines. I have provided a rubric and a model Annotated Bibliography for you to follow as you compose your own document.

Once you complete your Annotated Bibliography, you must then create a Proposal, which is the next assignment in this Research Project series. After you complete and submit the Proposal, you may then begin to write your actual Research Paper, which the final assignment for this course.

If you have not already done so, please be sure to view the video link I have provided in the Research Project folder that explains how to conduct research using the MDC library databases. You should already be familiar with using www.scholar.google.com. Bear in mind that under no circumstances should you have to pay for access to a source. If you find something on scholar.google.com that requires a fee to access, then note the author and the title and try searching for it in the MDC databases. Chances are good that our library will have it and you will then have access for free.

If you have questions, please do not hesitate to email me immediately.

How would you redesign your recruitment efforts in the discussion to account for the fact that sales personnel will need additional training?

The issue here is how to communicate with the new sales personnel. They need more scientific training than you originally envisioned, and you must redesign the hiring process to include a training program, which should include a needs analysis.

How would you retrain these valuable personnel?
How would you redesign your recruitment efforts in the discussion to account for the fact that sales personnel will need additional training?
Display an ability to behave in a diplomatic fashion.
The following is a basic checklist for solutions:

Identify and address the main issue.
Provide real-life solutions (more than just theoretical considerations).

35% – How would you retrain these valuable personnel?

35% – How would you redesign your recruitment efforts in the discussion to account for the fact that sales personnel will need additional training?

20% – Display an ability to behave in a diplomatic fashion.

Give a brief history of the topic and why are you interested in the subject. What may be special about this particular subject?

The final presentation should have four basic sections:

1. An introduction to the subject: What is the subject of the case study? Give a brief history of the topic and why are you interested in the subject. What may be special about this particular subject?

2. This is where the essential elements of campaign itself is presented and analyzed, and the largest section of the case study. What are the issues? Who are “the players” in this campaign? What are the components of the campaign? What strategies are being used? Who is the target audience? What “counter-propaganda” is being offered, and from which group? Are there any special media strategies or unusual strategies?

3. An evaluation of the success (or failure) of the campaign. This may be difficult to assess depending on the available information, but there should be an attempt to evaluate the outcome of the campaign. Try to examine the strength of the various elements that went into the campaign.

Compare to the more traditional concepts presented in class and in the text.

The Goal: by Eliyahu M. Goldratt and Jeff Cox Book analysis and writeup consisting of around four pages of written material. General Guidelines:  Discuss the concepts of flow control as presented in The Goal. Compare to the more traditional concepts presented in class and in the text.  Highlight the Operation’s Management concepts and ideas discussed in The Goal.  Critically review the book’s content. Include both positive and negative comments regarding the value of the book.  What insights does The Goal give Managers?

Examine whether or not there are systems thinking in public health and how this could, or could not, be applied to your vision.

In the initial post, examine the following topics using a new paragraph for each topic based on the required reading and external resources:

1. Using a strategic analysis from a public health leadership perspective, explain how public health systems can or should be modernized in the future for disease prevention, preparedness, and education. Please be specific with cumulative learned content and visionary insights that exhibit a comprehensive response as well as the current COVID-19 into consideration, as well.
2. Examine whether or not there are systems thinking in public health and how this could, or could not, be applied to your vision.