Write a research paper about the effect of coursework focused on academic writing on student paper scores in subsequent courses.
Using any methods, such as mind-mapping, lists, flowcharts, or other graphics, think about what your class and lesson plans will involve. You do not need to include everything from this section in your mini assignments but will use this section to help inform your decisions and have a rough road map of what your class and lesson plans are based upon.
What would you like to teach? Think of subjects, activities, lesson hooks, and other items that you might want to include in your lesson.
Is your lesson plan part of a single subject plan or is this interdisciplinary?
Include that factors that affect what you can teach, such as class size, time for lesson, re-sources, and classroom space.
Describe the demographic section of your lesson plan. This piece is longer than a real class room lesson plan, because your peers need to understand the setting and students in your class. Describe the school setting and environment. Describe the students’ demographics, including age, gender, socioeconomic class, ability levels (gifted), students with disabilities, and English Language Learners. Include any other pertinent information about the classroom, such as unusual schedules or other staff who are part of the classroom.
What are at least three potential advantages to teaching this mix of students?
What are at least two potential challenges to teaching this mix of students?
Define the time necessary to teach your lesson. What classroom/school resources can you use in your lesson, such as a computer lab, science lab, Smartboard, manipulatives, space in your classroom for circle time, or breakout groups?
Describe how your plan fits into either a single subject curriculum or how it connects as an interdisciplinary plan.
The specific course learning outcomes associated with this assignment are:
Create a lesson plan that outlines objectives and the instructional and assessment strategies.
1. Mother Jones, a colorful figure in U.S. labor history who will be introduced in chapter 3, said in 1913, “The world is suffering, today, from an industrial yellow fever, not less fatal, but I am certain, as preventable.” Yellow fever was caused by mosquitoes, so Mother Jones continued, “Search for the mosquito! That ought to be a slogan with investigators on both sides of the labor question.” What is the mosquito that causes the labor problem in each of the four schools of thought?
2. How are the major premises of the mainstream economics and industrial relations schools consistent with Figure 2.2? (Picture uploaded) How would you change the label on the gun to make this into a mainstream economics cartoon? An industrial relations cartoon?
3. Think of jobs you or someone you know has had. What was undesirable about these jobs? Was the pay too low? Hours too long? Were you treated poorly? Which of the four schools of thought best explains the causes of these undesirable aspects? What would you try to do to redress these undesirable features?
4. How should the workplace be governed? Why?
Identification of student strengths, preferences, interests, and needs is key to successful transition planning. Discuss how transition services may be unique for the varying disabilities. Include at least 3 different types of disabilities (i.e. intellectual disabilities, emotional/behavior disabilities, learning disabilities, physical disabilities, visually impaired, hearing impaired, autism spectrum, etc.). Also, describe how cultural factors can impact the identification of student strengths, preferences, interests and needs, and the establishment of goals.
Source needed: (book called) G.U.I.D.E differentiated instructions for Christian Educators by Beth Ackerman
Select one of the suggested references listed below. Based on your selection, complete the following tasks:
Identify and describe the research problem, purpose, objectives, and hypothesis identified in the article.
Describe how you would evaluate the credibility and validity of the study.
Ko, E., Nelson-Becker, H., Park, Y., & Shin, M. (2013). End-of-Life decision making in older Korean adults: Concerns, preferences, and expectations.Educational Gerontology, 39(2), 71–81.
Roulston, A., Bickerstaff, D., Haynes, T., Rutherford, L., & Jones, L. (2012). A pilot study to evaluate an outpatient service for people with advanced lung cancer. International Journal of Palliative Nursing, 18(5),225–233.
Raurell-Torreda, M., Olivet-Pujol, J., Romero-Collado, A., MalagonAguilera, M. C., Patino-Maso, J., & Baltasar-Bague, A. (2015). Case-based learning and simulation: Useful tools to enhance nurses? education? Nonrandomized controlled trial. Journal of Nursing Scholarship, 47(1), 34-42.
Create a PowerPoint® presentation with detailed speaker notes in which you compare two juvenile diversion, intervention, or prevention programs operating in your city or state.
How do the programs work to reduce juvenile crime?
What are the programs’ major goals, objectives, and core beliefs?
How do community-based programs address issues related to juvenile gang violence?
What is the role of law enforcement in the programs?
Who are the key participants in these programs?
What services do they provide to juveniles?
Which of the two programs is more effective at reducing juvenile crime? Why?
After reading the… Are we there yet.. article answer the following questions; you may use quotes from the article to enhance your response; make sure to add quotation marks and the page number.
After you Post please read and comment/respond to 2 classmates impressions as well.
Remember writing counts as does quality in your comments…
1. What were your impressions of the ECE-early childhood education or CYC-child and youth care field before you read this? How have they changed?
2. How are child and youth workers portrayed in our culture and society?
3. What are the comparable work situations (jobs that are underappreciated by the public) that you know of when working with young children?
Identifies the various ethical aspects of the topic
-Analyzes, at least, two practical examples
-Relates the topic to the theories and principles studied in the class
-Discusses the potential challenges resulting from real-life ethical dilemmas and points toward solutions that are suggested in scholarly resources.
-Compares to Christian worldview and principles
2) Positive and negative critique
-Shows critical thinking in assessing the strong and weak points of relevant ethical theories applicable to the chosen topic
-Suggests new possible avenues for understanding and solving the practical challenges of the chosen topic
3) Biblical evaluation
-Compares to biblical principles in a clear and objective manner
-Critically asses the topic in the light of biblical revelation
-Makes clear and relevant practical application of analysis and principles discussed in the paper to modern day life situations.