...and magnets all have in common? They all require forces to set them in motion! 2B. Identify an essential question that invites students to consider how or why this phenomena occurs. How do force and motion affect movement of objects? 2C. Write 4-5 learning outcomes/objects using ABCD format and SMART criteria for your unit: 2D. Create a formative assessment to check student understanding during a unit. This graphic organizer can be used by the students to track experiments which will help them determine what forces and motions must be used to move objects. Students will work in groups of two and must make an observation, such as “Motion is a way that things move. Blowing is a motion.” They will form a question such as, “How much force does it take to move different objects the same distance?” Students will then form a hypothesis such as, “I think it will take the same amount of blows to move different objects.” Students will then experiment with blowing the objects listed on the graphic organizer and record their findings. Once the students have recorded findings, they will write a conclusion sentence. While circulating among the students, the teacher will be able to assess whether or not the students are making the proper connections through observations. After the students have completed their graphic organizers, the teacher should facilitate further discussion....
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...further development of the Internet, this kind of method is becoming more and more popular. Chinese companies still use method of promotion as the Chinese tend to give more opportunities to them know. 2a &Develop realistic goals/manage interview process (structure: RJP, Selling/Message Content, Measurement) &Define differentiating job performance expectations (barriers, & competency requirements) necessary to perform successfully &Ask questions that predict candidate’s ability to meet performance standards &Decide on answers to the targeted questions in advance of the interview &Conduct the interview in a manner that maximizes effective communication & accurate measurement &Use behavioral decision-making to predict candidate job performance 2b Develop realistic goals/manage interview process The interview strategy aims to find out the real ability to apply for this position. It emphasizes on behavior. Therefore, this process must give priority to achieve the goal of reality. The interviewer interview examination, rather than the interviewee, should collect fees, which may improve...
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...University of Phoenix Material Practicum Learning Agreement Approved – AJP – 4-1-2014 Christine Lanthorn Anna Jean Pickus RN, MSN Student’s Name Faculty Name 606-932-9131 lanthorn7@aol.com University of Phoenix online Student’s Phone E-mail UOPX Campus 122 Saint Christopher Drive Ashland, Kentucky 41101 (606-836-0202) Ashland Bellefonte Cancer Center (ABCC) Michelle Brown contact person Practicum Site Name Practicum Address, City, State, Zip No practicum projects can be approved if they are based in Maryland, Tennessee, or Washington State, USA. No RN MSN mentors can be approved if they live and/or work in Maryland, Tennessee, or Washington State, USA. Stephanie Johnson EdD©, MSN,RN Morehead State University 150 University Boulevard Morehead, Ky 40351 Mentor’s Name and Educational Credentials Mentor’s Agency (Minimum of RN MSN required) Clinical Nursing Instructor 606-836-0202 sj.johnson@moreheadstate.edu Mentor’s Job Title Mentor’s Phone E-mail Maryland, Tennessee, and Washington, USA Students Students cannot complete ground-based clinical hours within the states of Maryland, Tennessee, or Washington, USA. Residents of these states must contact their instructor for further direction. |Practicum Goal: ...
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...submit this portfolio with your final assignment. Contents Overall Assessment of Achievement 3 Portfolio Instructions & Your Responsibility 4 Guidance for the Supervising Mentor 6 Who can be your learner during the mentorship course? 7 Key meetings and activities with your Learner 8 Record of your initial meeting with Supervising Mentor 9 Learning Contract 10 Assessment of the eight domains of mentorship 11 1 - Establish effective working relationships 12 2 - Facilitation of learning 13 3 - Assessment and accountability 14 4 - Evaluation of learning 16 5 - Creating an environment for learning 17 6 - Context of practice 19 7 - Evidence-based practice 20 8 - Leadership 21 Record of progress meetings 23 Record of final meeting 24 Future developmental Action Plan 25 Acknowledgements This portfolio was developed by the Supporting and Assessing Learning in Practice Settings module team at City University London, with the kind help of practice facilitators who are the members of the Mentorship Programme Board. The table of key meetings and activities (page 7) is adapted from ‘A guide for mentors when using the record of achievement in practice’ by Practice Education Facilitators Gareth Evans (The London Clinic), Anne Levington (St. Bartholomew’s Hospital), Maggie Maxfield (Newham University Hospital NHS Trust) and Raj Samraj (Newham University Hospital NHS Trust). Overall Assessment of Achievement This must be completed by the named supervising mentor...
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...LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE AND LANGUAGE TEACHING 19 iii 2.7 LANGUAGES WITH HIGH AND LOW STATUS IN SOUTH AFRICA 21 2.8 OVERVIEW OF THE STUDY UNIT 23 2.9 CONCLUSION ...
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...Moderate assessment Department of Education Moderate assessment A module of the Advanced Certificate: Education (School Management and Leadership) © Department of Education 2008 Creative Commons License The copyright for this work is held by the Department of Education. However, to maximise distribution and application, the work is licensed under the Creative Commons License. This allows you to copy, distribute, and display the work under the following conditions: By attribution. You must attribute the work in the manner specified by the Department of Education. For non commercial use1. You may not use this work for commercial purposes. Profit-making entities who charge a fee for access to the work are not permitted to copy, distribute and display the work. By attribution, share-alike. Should this core material be supplemented in any way to create a derivative work, it is expected that the derivative work will be made available to the Department of Education to post onto the Thutong website for others to access and adapt as needed. For any reuse or distribution, you must make clear to others the license terms of this work. Any of these conditions can be waived if you get permission from the Department of Education. Department of Education Sol Plaatje House 123 Schoeman Street Tshwane South Africa Tel: +27 12 312 5344 Fax: +27 12 323 0134 http://www.education.gov.za © Department of Education 2008 1 How does the Department of Education define commercial...
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...Assignment: Clinical Assessment Chaz Hedgspeth Axia College What other information would you like to learn during the interview with the family? What questions would you ask? If I were interviewing the family I would want to know extensive information about the child, including her home life, her life at school, and what types of relationships she has in both environments. Does she interact with the children well at school? Does she get punished for doing bad and rewarded for doing well? I would also want to know when she started behaving this way in the first place. Has she always behaved in this fashion? When did the behavior begin? Knowing if the behavior has affected her everyday living would be essential as well and if they feel like she is a threat to herself. Do her teachers say anything about her in the classroom? Is her attitude affecting her grades? Do you as the parents feel like your child is a threat to herself or anyone else around her? Finding out all of the information about the child’s life is essential to getting a complete outlook on what the possibilities of her behavior are. In addition to the clinical interview, what other types of assessments would you utilize? What would you hope to learn with each type of assessment? Since a patient is able to be assessed from the different psychological perspectives, I would want to assess the child with a combination of each of the perspective theories. First, I would want to assess the...
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...UNIVERSITY OF THE WEST OF SCOTLAND NURSE PRESCRIBING V150 CASE STUDY COURSE: NURS09125 BANNER NUMBER: B00113677 DATE OF SUBMISSION 13/12/10 COURSE LEADER FRANCES DOWNER WORD COUNT: 3745 CONTENTS PAGE 1. INTRODUCTION & GENERAL OVERVIEW, Pgs3-4. 2. ASSESSMENT PROCESS, Pgs 5-8 3. TREATMENT OPTIONS, Pgs 9-12. 4. EVALUATION, Pgs 13-16 5. CONCLUSION. Pg 17 6. COPY OF PRESCRIPTION, Pg 18 7. REFERENCE SECTION, Pgs 19-23 8. BIBLIOGRAPHY, Pg 24. INTRODUCTION In the following case study, the author will discuss the issues surrounding a seventy-year-old female with a chronic neuropathic ulcer on the sole of her right foot and the rationale and implications of prescribing in the community setting. The author a (trainee nurse prescriber) will display the need for a robust assessment, exploring all areas of health and well-being in order to achieve a safe outcome. The author will further follow current guidelines and be mentored by a senior nurse prescriber throughout the process. The aim of the case study is to display the implications involved in issuing a nurse prescription if deemed appropriate. With regard to writing a prescription as a qualified practioner, the author will adhere to the guidance within the Nursing and Midwifery Council (NMC 2006a) standards for safe prescribing. To protect this patient’s identity and maintain confidentiality, she will be referred to as Mrs X throughout the...
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...Essay Questions Kristy Bazzanella Liberty University Essay Questions Assessment is a vital component in the counseling process. Use of both informal and formal assessment methods ensure that clinicians judgments are non-biased, and when utilized correctly aide in formulating of case conceptualizations and treatment plans (Whitson, 2013). The primary purpose of assessments, for the counselor, is to obtain information to effectively counsel clients. According to Whitson (2013), once all information is gained, the counselor, can “either formally or informally, diagnose the client” (p.285). It is critical that the counselor choose assessments that are both reliable and valid. The choice of assessment type and instrument will vary depending on the presenting problem, age, and cognitive and developmental state of client. Assessments will also vary according to settings. For example, the choice of assessment instruments utilized by a school counselor will differ greatly from the assessments utilized in a drug treatment or psychiatric facility. Assessments can have either a negative or positive impact on treatment planning. Counselors who use informal assessment techniques, such as unstructured interviews may find that the information gathered is not reliable and, therefore, prone to error (Whitson, 2013, p.111). Inexperienced counselors who use unstructured interviews have been observed to focus on minor issues and have failed to collect adequate data...
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...Weeks 13 and 14 (4/21-5/1): Lease Financing and Course Conclusion Yikes! We are at the bittersweet time in our course together. It is almost over. We’ll miss it so much, but we might also want to do something else with the rest of our lives. In these last 1.7 weeks, we’ll cover another topic which, in addition to Financial Analysis and Planning, serves the function of integrating much of the material we have covered. That topic is Lease Financing. There is a lot of material on the structure of the lease and on the accounting treatment of leases, but the analytical focus will be on the lease-buy decision. The lease-buy decision is actually a financing decision. The analysis of the advisability of a lease typically follows a prior decision to acquire an asset (based on an investment decision analysis). In lease analyses we are comparing lease financing (which is a type of debt) to “regular” debt financing. Video 20 and Chapter 25 in BMA are the main materials. As you review the video, work through the lease example in the Excel file (financing uma 13.xlsx). Toward the end of video 20 is described the concept of adjusted present value. Pay close attention to this material as well, because it describes how in some very specific cases the results of an investment decision and a financing decision must be considered together. The deliverable for this two-week period is Exercise 4, which is an individual, i.e., not a team, exercise. We’ll also use the time to review...
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...Running Title: Informal Assessment Informal Assessment of a Student Barbara Brown Grand Canyon University: SPE-536 Professor Haynes October 31, 2012 Informal Assessment of a Student In the process of developing an informal assessment I have discovered how important it is to effectively develop an assessment that matches the criteria that I want to assess my students’ progress. To do an informal assessment on my students, I chose the unit that we are working on in Biology. At the moment we are learning about the parts of the cells and how the cell works to maintain life. As I did an informal observation on different students in the classroom, I observed that several of the students were having difficulties remembering the parts of the cell and their functions. To solve this problem, I developed an informal assessment that would allow students to learn the cell parts and its functions. The informal assessment that I developed is a game of battle ship on Quia. Quia is a learning tool that I have had the opportunity to use and observe other educators use to help educate and enhance their students learning. The game consists of the game battleship. Like the game, the player is looking for the ships of the enemy. When the student picks a spot that the enemy ship is located on, a question pops up asking a question supply a multiple choice of four answers that the student can choose from. If answered correctly the student gets a hit. There are about 17 questions;...
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...Gung Ho Training in Organization Need Assessment, Development, and Evaluation Peer Shmelzer-Moratin MGMT 3441 HPU Term 2 2012 Gung Ho is a 1986 Ron Howard comedy film, released by Paramount Pictures, and starring Michael Keaton and Gedde Watanabe. The film's story portrayed the takeover of an American car plant by a Japanese corporation. While it might seem like just another fun movie to watch on a Friday night, it is actually a great movie with great lesson to teach to those who underestimate the power of training. Training is defined as the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance in another environment (Goldstein 1). The above movie is great example of how training can lead to much better results and performance. Irwin Goldstein, a leader in the training field, teams up with Kevin Ford and wrote "Training in Organization” to provide readers with a framework for examining and establishing viable training programs in education, business, and government. Capturing the excitement of training research and systems issues, the author discusses training as it occurs in real organizations. In their book they present different types of training programs and their effectiveness, ways in which training needs to be assessed and evaluated. With today’s technology the concern for utilizing training systems and developing new ones increase. Trainers are struggling with how to work with teams. The movie Gung Ho presents...
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...stated that a test is a systematic and standardized qualification procedure or device that produces information about behavior, and cognitive processes, and measures a sample of behavior rather than an extensive examination of the variety of individual’s behaviors Describe the major categories of tests and identify the major uses of these tests. The major categories of psychological tests are, mental ability, achievement, personality, interests and attitudes, and neuropsychological tests. Mental ability tests measure cognitive functions, such as intelligence, memory, spatial visualization, and creative thinking. Achievement tests assess capability within certain areas of expertise, and sometimes include assessments of reading, math, science, and social studies, at the same time identify more specific achievement. Personality tests are designed to produce information about personality and are most widely applied of all psychological tests. These tests compare an individual’s responses to different clinical groups for similarity, and sometimes measure depression, eating disorders, pathological or disabling conditions, or fascinations of the human personality. Interests and attitudes tests include vocational interest...
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...| | FACULTY OF BUSINESS School of Accounting & Management | SEMESTER 2, 2012 | | | | 353.503 – Organisation and Management Assignment 2 – Group Wiki | | | DUE DATE: See course outline for due dates | INSTRUCTIONS: * Your group will create a Wiki page within eMIT. * You may work in groups of up to 3 people or individually. * You must cite any information that comes from the internet or text books APA style. * Be creative when preparing your wiki - assume it will be used on Wikipedia. * You must ensure that you check spelling and grammar - make the wiki interesting for your readers. * This assessment is 10% weighting over 30 marks. | LEARNING OUTCOME ASSESSED: LO 3: Students will use analytical tools to evaluate the impact that internal and external environments have on organisations. | | | | | | Preparation: Using Pumpkin Patch Ltd, as a Case Study: Read the case study page 57 of your textbook: Crunch Time: What would you do? For further information go to: http://www.pumpkinpatch.biz/documents/762_Press_Release_FY11.pdf http://www.pumpkinpatch.co.nz Task: 1. Analyse the external environmental (mega and task) for this organization, and then assess the characteristics of the environment and comment on the environmental elements in relation to their external environment (10 marks). 2. Analyse the internal environmental conditions for this organisation by: assessing the type of culture...
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...environmental management as developed in previous modules. The emphasis throughout will be to complement theoretical knowledge gained in classroom activities with practical application. Students will work in groups to present their work, and most of the module assessment is associated group activity and interaction. Module Format The intensive five-day course is conducted at the University of Abertay Dundee, with visits to industrial and utility sites. The programme consists of seminars and group activities. Emphasis is given to developing teamwork skills and all group sessions will be interactive and will involve group working / discussion. Accommodation Rooms have being reserved at Dudhope Castle and details are given in the Case Study Week programme(see page 4). Module Assessment The module is assessed is by coursework only, which comprises the following THREE elements :- an individual report based on one of the industrial visits. a group report on the evaluation of the information collected in the data gathering exercise. an inter-group debate. Fuller details of the assessment process and associated weightings are given on the following page. Case Study Assessments. Report 1 – Individual Report on Industrial Site visit Each student should present an individual report on one of the industrial sites visited on Wednesday 14th February 2006. The...
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