...Individual Analyzing Internet Sources Week 2 What did you learn? I learned more than I expected from the Pearson student lab activities. In the first activity I knew most of the information presented, but in the second activity I learned quite a bit about researching a topic. I did not know that the URL .org is no longer limited to a non-profit or research organization; which makes it harder to use that as a reliable resource but it can still be useful. I learned it is important to look for non-bias opinions, information with publish dates are resourceful, research based, and the best domains to find good information on are .org, .gov, .mil, and .edu. Although just because the site has one of these domains it does not mean the resource is accurate or correct necessarily. What did you not learn? Well as I said in the previous paragraph in the first activity most of the information that was present I acquired before. The comparison between the library and the internet are basic knowledge to most people. The Library is based for research purposes, with trained staff to help you, but closes at certain times. The internet has multiple reasons for use, with no trained assistance, but it never closes. They each have great traits that can be used for study. I also knew it is not safe to purchase items online you must be careful when doing this. You need to do research and make sure the site is reliable. Some people think because a paper has a title and author that it is true but...
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...EDU 675 Week 1 Assignment Action Research Consent NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-1-assignment-action-research-consent-new Obtaining Informed Consent Mills (2014) states, “The role of ethics in action research can be considered in terms of how each of us treats the individuals with whom we interact at our school setting…” (p. 38). As such, the participants must be informed of the nature of the research that is to involve them. Additional and important components of ethical considerations of action research are freedom from harm, anonymity, and confidentiality. Typically, the process of obtaining Institutional Review Board (IRB) approval is required for action research as well as other types of research in the field of education for the purpose of protecting human research participants (Brydon-Miller & Greenwood, 2006). However, IRB approval for your action research project conducted in this class only will not be required since the consent form will be used. The process of obtaining permission by the participant and submitting a completed Consent Form is pivotal to the continuation of this research project and in the successful completion of this course. Some students received approval for the Informed Consent process from your EDU671 Instructor. If this is the case, please submit the approved Informed Consent document only. If you have had a change to your organization, research, or parties, you are required...
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...EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-3-assignment-ongoing-analysis-and-reflection-new Ongoing Analysis and Reflection Action research methodology can provide valuable assessment information regarding the outcome of your research. The major purpose of this assignment is to begin to identify significant themes that are becoming evident in the implementation of your action research project and your data collection. The key is to begin to discover trends in your data without making premature decisions; however minor adjustments can be made next week. Action research provides correlative and data driven information that can be used to make positive changes in the teaching and learning environment (Buczynski & Hansen, 2014); Mills, 2014). Additionally, thinking about the key stakeholders and their role in your research is important as well. In summary, this assignment is a preliminary interpretation of the various data obtained thus far. Without committing to initial assumptions, you are to begin to identify the key patterns that are emerging. To prepare for this assignment, view the Silva (2011) video, Action Research @ a Glance. Next, construct your written assignment to meet the content and written communication expectations stated below. Content Expectations • Video Reflection (2 Points): In at least one paragraph, reflect on the knowledge you gained or...
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...EDU 675 Week 1 Assignment Action Research Consent NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-1-assignment-action-research-consent-new Obtaining Informed Consent Mills (2014) states, “The role of ethics in action research can be considered in terms of how each of us treats the individuals with whom we interact at our school setting…” (p. 38). As such, the participants must be informed of the nature of the research that is to involve them. Additional and important components of ethical considerations of action research are freedom from harm, anonymity, and confidentiality. Typically, the process of obtaining Institutional Review Board (IRB) approval is required for action research as well as other types of research in the field of education for the purpose of protecting human research participants (Brydon-Miller & Greenwood, 2006). However, IRB approval for your action research project conducted in this class only will not be required since the consent form will be used. The process of obtaining permission by the participant and submitting a completed Consent Form is pivotal to the continuation of this research project and in the successful completion of this course. Some students received approval for the Informed Consent process from your EDU671 Instructor. If this is the case, please submit the approved Informed Consent document only. If you have had a change to your organization, research, or parties, you are required...
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...EDU 675 Week 3 Assignment Ongoing Analysis and Reflection NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-3-assignment-ongoing-analysis-and-reflection-new Ongoing Analysis and Reflection Action research methodology can provide valuable assessment information regarding the outcome of your research. The major purpose of this assignment is to begin to identify significant themes that are becoming evident in the implementation of your action research project and your data collection. The key is to begin to discover trends in your data without making premature decisions; however minor adjustments can be made next week. Action research provides correlative and data driven information that can be used to make positive changes in the teaching and learning environment (Buczynski & Hansen, 2014); Mills, 2014). Additionally, thinking about the key stakeholders and their role in your research is important as well. In summary, this assignment is a preliminary interpretation of the various data obtained thus far. Without committing to initial assumptions, you are to begin to identify the key patterns that are emerging. To prepare for this assignment, view the Silva (2011) video, Action Research @ a Glance. Next, construct your written assignment to meet the content and written communication expectations stated below. Content Expectations • Video Reflection (2 Points): In at least one paragraph, reflect on the knowledge you gained or...
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...EDU 675 Week 5 DQ 1 School Leaders – Engage NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-5-dq-1-school-leaders-engage-new School Leaders – Engage! Action research has long been the research method used in education and in many organizations for the purpose improving the art of teaching and leading. However, there are those that strongly criticize this research method. Proponents of traditional research methods argue that the data that is collected in action research is not reliable and does not yield valid results in part, because of possible research bias (Mckay & Marshall, 2001). Initial Post: Read the articles from Fitchman-Dana (n.d) and Eikeland (2003) and explain in your post how action research will benefit your setting/organization by granting teachers and other leaders the ability to identify and solve their own problems. Consider, too, the arguments opposing the use of action research as a validated research methodology. The second article is a controversial narrative where the author responds to a previous writing which has highlighted the reasons that action research is not a viable research method. Post your summary of the importance of action research as depicted in these articles and what points resonate during the implementation of your research. • Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database...
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...EDU 675 Week 5 DQ 1 School Leaders – Engage NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-5-dq-1-school-leaders-engage-new School Leaders – Engage! Action research has long been the research method used in education and in many organizations for the purpose improving the art of teaching and leading. However, there are those that strongly criticize this research method. Proponents of traditional research methods argue that the data that is collected in action research is not reliable and does not yield valid results in part, because of possible research bias (Mckay & Marshall, 2001). Initial Post: Read the articles from Fitchman-Dana (n.d) and Eikeland (2003) and explain in your post how action research will benefit your setting/organization by granting teachers and other leaders the ability to identify and solve their own problems. Consider, too, the arguments opposing the use of action research as a validated research methodology. The second article is a controversial narrative where the author responds to a previous writing which has highlighted the reasons that action research is not a viable research method. Post your summary of the importance of action research as depicted in these articles and what points resonate during the implementation of your research. • Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database...
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...EDU 675 Week 5 DQ 2 Data Analysis and Early Feedback NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-5-dq-2-data-analysis-and-early-feedback-new Data Analysis and Early Feedback School leaders have found many benefits from the implementation of action research methodology to initiate the change process (Buczynski & Hansen, 2014; Mills, 2014). It has been stated that action research “has been and continues to be a process of practical and grounded inquiry that reflects in its origins the empowerment of teacher to identify and solve their own problems” (Stringer, 2007, p. 32). Further, Buczynski and Hansen (2014 p. 365) explain that action research provides a clear path to understanding change because it is a “powerful tool” that guides our decisions and practices. As you have now finished implementing your intervention/innovation directly, this discussion provides the opportunity to prepare your data analysis as is expected for the final project, and to share it in the discussion forum for the purpose of providing and receiving feedback from your peers. This collaboration and preparation will further inform your analysis and revisions in preparation for the final project in Week Six. Initial Post: Post your data analysis as an attachment following the format outlined below: • Data Collection Strategies: In one-to-two pages, describe the data obtained through the observations. Charts, diagrams, or other visual depictions of...
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...EDU 675 Week 5 DQ 2 Data Analysis and Early Feedback NEW To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-5-dq-2-data-analysis-and-early-feedback-new Data Analysis and Early Feedback School leaders have found many benefits from the implementation of action research methodology to initiate the change process (Buczynski & Hansen, 2014; Mills, 2014). It has been stated that action research “has been and continues to be a process of practical and grounded inquiry that reflects in its origins the empowerment of teacher to identify and solve their own problems” (Stringer, 2007, p. 32). Further, Buczynski and Hansen (2014 p. 365) explain that action research provides a clear path to understanding change because it is a “powerful tool” that guides our decisions and practices. As you have now finished implementing your intervention/innovation directly, this discussion provides the opportunity to prepare your data analysis as is expected for the final project, and to share it in the discussion forum for the purpose of providing and receiving feedback from your peers. This collaboration and preparation will further inform your analysis and revisions in preparation for the final project in Week Six. Initial Post: Post your data analysis as an attachment following the format outlined below: • Data Collection Strategies: In one-to-two pages, describe the data obtained through the observations. Charts, diagrams, or other visual depictions of...
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...EDU 675 Week 1 DQ 1 Building Capacity in the Collaborative Process – What’s Your Focus (NEW) To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-1-dq-1-building-capacity-in-the-collaborative-process-whats-your-focus Building Capacity in the Collaborative Process – What’s Your Focus? The sharing of ideas can be a beneficial process during collaboration (Atweh, Kemmis, & Weeks, 1998; Goleman, Boyatzis, & McKee, 2002). Those researchers and professionals in the field who support collaborative learning strongly believe that sharing ideas with others “increases interest among the participants but also promotes critical thinking” (Gokhale, 1995, para 2). Further, “collaboration lets you share responsibility and combine the knowledge, creativity, and experiences of others” (Unknown (n.d.) Often, when we collaborate through the exploration and insightful sharing of each other’s ideas, we can systematically improve upon our own. As a way of further developing your action research and communicating your ideas to your classmates, you now have the opportunity to accomplish both while providing feedback to your class peers. The purpose of this process is twofold. First, it promotes your critical thinking and, second, it gives you an opportunity to share your experiences in the research design. In summary, the process of providing collaborative feedback builds capacity in your thought process and in the implementation of your action research...
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...EDU 675 Week 1 DQ 1 Building Capacity in the Collaborative Process – What’s Your Focus (NEW) To Buy This material Click below link http://www.uoptutors.com/edu-675-new/edu-675-week-1-dq-1-building-capacity-in-the-collaborative-process-whats-your-focus Building Capacity in the Collaborative Process – What’s Your Focus? The sharing of ideas can be a beneficial process during collaboration (Atweh, Kemmis, & Weeks, 1998; Goleman, Boyatzis, & McKee, 2002). Those researchers and professionals in the field who support collaborative learning strongly believe that sharing ideas with others “increases interest among the participants but also promotes critical thinking” (Gokhale, 1995, para 2). Further, “collaboration lets you share responsibility and combine the knowledge, creativity, and experiences of others” (Unknown (n.d.) Often, when we collaborate through the exploration and insightful sharing of each other’s ideas, we can systematically improve upon our own. As a way of further developing your action research and communicating your ideas to your classmates, you now have the opportunity to accomplish both while providing feedback to your class peers. The purpose of this process is twofold. First, it promotes your critical thinking and, second, it gives you an opportunity to share your experiences in the research design. In summary, the process of providing collaborative feedback builds capacity in your thought process and in the implementation of your action research...
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...Strategies to Build Culture Natasha Rodriguez Edu 675 Prof. Laurie Wellner May 28, 2014 The strategy I chose to build relationships in my work place is Mentoring. I chose mentoring because it is a way for workers to work with one another as well as learn from one another. What better way to build a relationship with someone while learning from them. I would assign new employees with those who have been in the field for some time and can offer advice, suggestions, and insight on a job that can be extremely stressful and time consuming. The beauty of mentoring programs is that there is not only advantages for the employee, the employer benefits as well. “The employer of a mentored employee gains from greater productivity in the workplace. As employees turn to their mentors for advice, they make fewer mistakes on the job, cutting losses to the employer” (Tingum, 2014). There is also a sense of loyalty and bonding because employees do not come into a new job with no direction. They have someone to guide them and also help them feel included. The first articles I have located that focus on my strategy of mentoring is, Mentoring work values: Implications for counselors by Carolyn, Kern. This article discusses the mentoring values of man to younger generations. Details on career and developmental theories; Definition of mentoring; Implication of mentoring to work values. It was a great source for getting a better understanding on how to implement mentoring into the work...
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...How Much Public and Private Investment in Education Is There? Indicator B3 • On average in OECD countries, 83% of all funds for educational institutions come directly from public sources. • An average of 91% of primary, secondary and post-secondary non-tertiary education in OECD countries – and never less than 80%, except in Chile, Korea and the United Kingdom – is paid for publicly. • Compared to primary, secondary and post-secondary non-tertiary education, tertiary institutions and, to a lesser extent, pre-primary institutions, obtain the largest proportions of funds from private sources, at 31% and 19%, respectively; but these proportions vary widely between countries. • In all countries for which comparable data are available, public funding on educational institutions, all levels combined, increased between 2000 and 2008. Private spending increased at an even greater rate in more than three-quarters of countries and, on average among OECD countries, the share of private funding for educational institutions increased between 2000 and 2008. Chart B3.1. Share of private expenditure on educational institutions (2008) Primary, secondary and post-secondary non-tertiary education Tertiary education 90 80 70 60 50 40 30 20 10 0 Chile Korea Japan1 United Kingdom United States Australia Israel Canada1 Portugal Russian Federation OECD average Poland Mexico New Zealand Italy Netherlands Slovak Republic1 Estonia Spain Czech...
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...The Midwest Energy Research Center FINAL REPORT BUSINESS PLAN FOR SOAR ENERGY COOPERATIVE Prepared by Management Consulting Services, Inc. Washington, DC On behalf of The Midwest Energy Research Center Findlay, OH December 2001 Management Consulting Services, Inc. Washington, DC T ABLE OF CONTENTS Abstract ....................................................................................................................................... vi Study Objectives ...................................................................................................................... vii 1. 1.1 1.2 1.3 1.4 2. 2.1 2.2 2.3 2.4 2.5 2.6 3. 3.1 3.4 3.2 3.3 4. 4.1 4.2 4.3 4.4 4.5 5. Introduction...........................................................................................................................1 Restructuring Legislation ....................................................................................................... 1 Renewable Generation in Ohio............................................................................................... 2 SOAR Energy Concept......................................................................................................... 3 Feasibility of SOAR Energy................................................................................................... 5 Market Assessment and Marketing Strategy....................................................................6 Market Size ..............................
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...Differentiated & Culturally Relevant Instruction EDU 675 Change Leadership for Differentiated Education Environment Dr. Patricia Raney August 13, 2012 Differentiated & Culturally Relevant Instruction American classrooms are full of diverse learners. Some educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset...
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