...AED 200 Week 7 CheckPoint Key Players in Curriculum Development Get Tutorial by Clicking on the link below or Copy Paste Link in Your Browser https://hwguiders.com/downloads/aed-200-week-7-checkpoint-key-players-curriculum-development/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) AED 200 Week 7 CheckPoint Key Players in Curriculum Development CheckPoint: Key Players in Curriculum Development Resource: Appendix C Use Appendix C to identify key players in curriculum development and management. Describe the role each member plays and the influence they have on the curriculum. Post your completed Appendix C as an attachment. AED 200 Week 7 CheckPoint Key Players in Curriculum Development Get Tutorial by Clicking on the link below or Copy Paste Link in Your Browser https://hwguiders.com/downloads/aed-200-week-7-checkpoint-key-players-curriculum-development/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) AED 200 Week 7 CheckPoint Key Players in Curriculum Development CheckPoint: Key Players in Curriculum Development Resource: Appendix C Use Appendix C to identify key players in curriculum development and management. Describe the role each member plays and...
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...Curriculum Goals and Development Army Linguist Screening Course Christian R. Chenard Strayer University Chesapeake, Va 6 August 2010 Dr Edwin Martinez del Rio 1 Curriculum Goals and Development Abstract The curriculum goal of this paper is to present the course designed to develop screenerinterviewers for the Army's Military Intelligence personnel tasked with interviewing civilian contractors interested in applying for positions of trust with the US Government. This powerpoint slide presentation is the product this author put together for the United States Army. It takes us through the major steps necessary to show how two things happen. First are the roles played by the main participants in this effort, i.e., the Army and several contractors bringing together civilians who wish to hire on as linguists to the military to work shoulder to shoulder with the forces deployed in the Middle East combat zones. These candidates would be native speakers of arabic, farsi, pashto, urdu and other languages needed in the area. Second, the new screeners are also in training to become experienced at interviewing these linguist candidates. The new screeners are mostly not used to interviewing anyone, so interrogators who are already skilled counter intelligence interviewers are selected to train the other military intelligence soldiers as to methods of obtaining personal information from the candidates who come to the interview with already filled out documentation...
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...Sport and opportunities of play, consistent with the rights of the child to optimum development, has been identified by UNICEF as among the crucial components to the delivery of quality education. Without sports, elementary education would be boring and lifeless for young school children. In fact, sports are vital in the very young lives of kids as it gives them a lot of things to learn about life aside from entertainment and cool moments with friends. Immersing kids in various sports is truly a valuable Endeavour for the things it could bring to children is priceless and even valuable as they get older. The first reason why children should be encouraged to get involved with sports is discipline. It is a fact that physical training and exercises help to inculcate discipline. Every game or sport has its own set of rules. One has to follow them scrupulously. Martial arts like karate, taekwondo, judo, etc. make kids well disciplined. Further, sports and games give the youngsters an opportunity to lead as well as be lead. Thus, sports help to bring out and nurture the qualities of leadership. The second reason is sports build a spirit of teamwork as most sports are played by two or more persons. In other words, playing and participating in sports is a social game wherein children get to know how to get well with other children. It would give them a blazing start since actual work in the real world requires workers or employees who know how to blend well with the work environment...
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...NATIONAL SKILLS DEVELOPMENT CORPORATION NSDC is a not- for- Profit Company set up by the Ministry of Finance, under Section 25 of the Companies Act. It has an equity base of Rs 10 crore, of which the Government of India accounts for 49%, while the private sector has the balance 51%. NSDC is a first-of-its-kind Public Private Partnership (PPP) in India set up to facilitate the development and upgrading of the skills of the growing Indian workforce through skill training programs. A large part of the organization’s efforts are directed at the private sector and towards developing the skills in the unorganized sector in India. NSDC supports skill development efforts, especially in the unorganized sector in India by funding skill training and development programs. It also engages in advocacy and training programs, in-depth research to discover skill gaps in the Indian workforce, and developing accreditation norms. Roles: Funding and incentivizing: In the near term this is a key role. This involves providing financing either as loans or equity, providing grants and supporting financial incentives to select private sector initiatives to improve financial viability through tax breaks etc. The exact nature of funding (equity, loan, grant) will depend on the viability or attractiveness of the segment and, to some extent, the type of player (for-profit private, non-profit industry association or non-profit NGO). Over time, the NSDC aspires to create strong viable business models...
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...Module 7: Curriculum IMPLEMENTATON “Homework Must Be More Fun and Meaningful’ In Module 5 we discussed what was involved in curriculum planning and in Module 6 we looked at different techniques of designing the curriculum focusing on some curriculum design models. The next stage in the curriculum development process according to Tyler, Taba and Alexander & Saylor is the implementation of the curriculum plan. The final destination of any curriculum (whether it be a school, college, university or training organisation) is the classroom involving students, teachers, administrators and the community. Implementing the curriculum is the most crucial and sometimes the most difficult phase of the curriculum development process. Those responsible for implementing a curriculum often hear comments and concerns such as: o Teachers are already overloaded – how are they going to implement the new ideas. o Parents and education officers are only interested in a high pass rate in examinations – how are schools to incorporate suggested changes. These are real concerns and made worse when persons implementing the curriculum are not clear what is expected of them. How often have we heard people say, ‘the plan was good but implementation was poor’. On the other hand, if a curriculum plan is not implemented and remains on the shelf then all efforts in planning will be a sheer waste. A curriculum must be delivered...
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...In the past, computer games have been dismissed as a distraction from more ‘worthy’ activities, such as homework or playing outside. Today, however, researchers, teachers and designers of learning resources are beginning to ask how this powerful new medium might be used to support children’s learning. Rather than shutting the door of the school against the computer game, there is now increasing interest in asking whether computer games might be offering a powerful new resource to support learning in the information age. This review is intended as a timely introduction to current thinking about the role of computer games in supporting children’s learning inside and out of school. It highlights the key areas of research in the field, in particular the increasing interest in pleasurable learning, learning through doing and learning through collaboration, that games seem to offer. At the same time, the review takes a measured tone in acknowledging some of the obstacles and challenges to using games within our current education system and within our current models of learning. It goes on to propose some ways in which designers, researchers and educational policy makers might draw on the growing body of research in the field to create learning resources and environments that go beyond a sugar-coating of ‘fun’ to the...
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...[pic] [pic] LOG BOOK CO-CURRICULUM FOR BASKETBALL SEMESTER 1 SESSION 201509 Personal Information Name :CHAN WAI YEE Student’s Reg. No :15WBR11337 I.C No :941021-14-5108 E-mail :vannyhuiyee@gmail.com Programme/ Course :RMK2 Current address :12A-1B PANDAN PERDANA 2/3A,TAMAN PANDAN PERDANA, 55300 KUALA LUMPUR. Performance Evaluation Throughout the practical session, the performance of all the students who enroll in the co-curriculum course will be evaluated through marks and graded. However, the grades will not contribute to the GPA and CGPA. Games/Sports & Cultural courses are evaluated based on the following: i. Attendance 20% ii. Log Book 20% iii. Involvement 10% iv. Achievement 10% v. Technical skills 40% Attendance 1. Students who are absent from the Co-curriculum course and present a letter/proof of the reasons stated below will be considered present with a remark: a. Medical Certificate (MC) b. Represent TAR College for external events c. Death of IMMEDIATE family member 2. Students who are absent with the reasons below will not be considered present: a. Involvement in club/societies/school activities b. Personal matters Course Content/ Lesson Plan (to be given) |Week 1 |Warming up exercise | ...
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...Special Needs and Inclusive Education Program in Uganda This essay urges that the state is a relatively stronger player in delivering public policy in contemporary governance. This essay will discuss this with reference to the implementation of the Special Needs Education and Inclusive Education (SNE/IE) program in Uganda. The Special Needs Education (SNE) program in Uganda was introduced in the 1950’s by the Colonial Government for provision of ‘special education’ services to children who had visual, hearing, learning and motor impairments (CSBAG, 2013, p.15 see Civil Society Budget Advocacy Group). The author indicates that, with the introduction of the Universal Primary Education (UPE) Policy in 1997, Inclusive Education (IE) as a key component of the policy was emphasized with a major goal of increasing access, equity and quality of educational services for persons with special learning needs (pp.15-16). Special Needs Education and Inclusive Education (SNE/IE) is drawn from the ultimate right of every child to education which is declared in various international instruments to which Uganda is a signatory. These instruments include; the Universal Declaration of Human Rights (1948), the Convention on the Rights of the Child (1989), the Salamanca Statements and Framework for Action on Special Needs Education (1994), United Nations Convention on the Rights of Persons with Disabilities (2006) and the African (Bunjul) Charter on Human Rights and People’ Rights (1986) (p.23)...
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...constructive attitude towards the course of learning , promote inquiry-based and integrate multiple topics to confront learners. The emergence of entertainment-based cultural background increased the subject of taking serious action towards the implementation of videogames into classroom. Videogames have the capacity to enrich the learning process and encourage student commitment. This paper examines the integration of videogames into classrooms, as it can benefit students to improve cognitive skills and reach curricular education goals. Thesis statement “The integration of videogames into classroom learning process can allow students to reach curricular learning goals and develop critical thinking skills” Historical background The rapid development of gaming industry is on its way to outdistancing television and film industry. A movement was started in the year 2003 to use videogames in training and teaching process. This movement is known as serious games. The significant range of representations of worldwide people and society in the field of video games created a huge opportunity for cross-cultural learning and education in any field of study. In the world of globalization, screen culture plays a vital role in defining the work and need of people. The young generation of people is gaining further...
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...Dissertation on Analysis of Competitor Games Name Institution Contents 1.0 Introduction…………………………………………………………………………….5 1.1 Aims and Objectives of the Study....... 6 2.0 Project Approach 7 2.2 Background…………………………………………………………………………….9 2.3 Current Problem 9 2.4 Solution 10 2.5 Why Educational game fails? 11 2.6 Why are arcade games so popular 11 Arcade games 11 2.7 Why games on a computer are better? 12 2.8 Tables 13 2.9 Figures 14 3.0 Approach or Methodology………………………………………………………………15 3.2 Why is methodology important 15 3.3 Software Methodology 16 3.4 Chosen Methodology (the Waterfall Methodology) 17 3.5 Summary 19 4.0 Analysis……………………………………………………………………………….19 4.1 Survey 19 4.2 Data 20 4.3 Unity 5 Game Engine 25 5.0 Implementation………………………………………………………………………..25 5.1 Design 25 List of Tables and Figures Table 2.8 A risk analysis table 12 Figure 2.9 A generic model of the Final Year Project 13 Introduction The main purpose of this project is to implement an educational game where children would enjoy learning mathematics without having the pressure of being in a controlled environment. An article by Dr. Brent Conrad on teaching addiction stated that “children consume just over three hours of media and two thirds is spent on screen media e.g. TV...
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...read or write. The new learning has a capacity to inform, who should do what during, before or after a disaster.” Ali Akbar, A primary school teacher in Chack Tumb Bhel, U.C Khoski, Badin. “Disaster Reduction Begins at School” (United Nations International Strategy for Disaster Reduction, 2006-8) 1 CONTENTS 1. Introduction……………………………………………………………………..……3 2. Growing Frequency of Natural Disasters: A Major Concern……..….…………7 3. Relevant UN Conventions and Other International Commitments….…………7 4. Impact of Natural Disasters on Children and Schools.……………………….....9 5. Education and Psychosocial Impact on Children………………………………10 6. Connecting Education, Safe Schooling and DRR……………………………...10 7. Significance of Mainstreaming DRR in Curriculum and Children’s Potential Role....…………………………………...……………………………………….…12 8. Approaches to Integrate DRR with Sindh and Punjab’s Textbooks….…..…..14 8.1. Infusion or Permeation Approach…………….…………………………………16 8.1.1. Holistic Review of Sindhi, Urdu And English Textbooks….……………..…17 8.1.1.1. Sindhi and Asaan Sindhi Language and Literature………...………….…17 8.1.1.2. Analysis of Urdu Language and Literature Texts…….…………….…….19 8.1.1.3. Textbook Review of English Subject…….………………………….……..21 8.2. Textbooks Review for Limited Infusion: Social Studies & Pakistan Studies.22 8. 3. Centralized Competency based Approach….………………………………...23 8.4 . Dedicated Subject Approach…………………………………………………...24 8.5. Extra...
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...|[pic] |Syllabus | | |Axia College/College of Education | | |AED/200 Version 5 | | |Contemporary Issues in American Education | Copyright © 2010, 2009, 2006 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the teaching profession. It introduces the student to the various issues affecting teachers. Its primary focus will be on contemporary issues teachers and educators face in today’s schools. Throughout the course, all aspects of the teaching profession will be incorporated from the diversity of students in the classroom, to school organization and governance, to teaching philosophies and instruction. This course provides a foundation for understanding the education profession. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies:...
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...Introduction Curriculum as a field of study is relatively young. Most place its birth during the second or third decade of this century, often with the publication of Franklin Bobbitt's. In 1918, Denver superintendent Jesse Newlon's suggested use of teachers in curriculum development . It is important to note that the study of curriculum did not begin as an addition to an extant field, say as a subfield of psychology or philosophy. Rather, it began in administrative convenience: professional responsibility for curricular matters. They came from every academic background imaginable. This means different kinds of thinking from the scientific to the artistic have emerged in the curriculum field. Curriculum as a field includes curriculum theory, development, implementation (that is, instruction), and evaluation. Traditional, conceptual-empiricist, and reconceptualist are theoretical frameworks that govern specific approaches to curriculum issues. Each of these frameworks can be characterized by the dominant and subordinate assumptions that govern the knowledge and values which underline their respective modes of inquiry. Traditionalists: Educational philosophy (Pernalism and Essentialism) General Philosophy (Idealism and Realism) Educational Psychology (Behaviorism) History The field of curriculum studies began in the early 1920's, and grew out of the necessity and need...
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...centered on the present generation of learners. Introduction In this modern era of change and educational accountability, the role of school manager has grown in complexity and many school administrators welcome the effective collaboration of teacher leaders. Many principals find that administrative and accountability tasks can take their time and energy away from being effective educational leaders. The volume of paperwork and the multifaceted nature of the problems to be solved are increasing. It is difficult for school leaders to offer adequate assistance and guidance to teachers who want to experiment and find new ways to engage their students. The school leader may not have the expertise to advise teachers about instruction, curriculum, procedure, new practices, and new technologies (Harrison & Killion, 2007). Furthermore, within the school environment, there is great emphasis on implementing new policies, promoting improvement goals, and documenting student achievement as gauged through standardized test results, all of which have intensified the workload of principals (Larson & Howley, 2006; Renihan & Noonan, 2012). In turn, these pressures that are being...
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...intersection of four constructs: values, norms, science and laws. They suggest that these constructs help to shape our responses to ethical dilemmas or problems. In the section that follows, there are ten real-life dilemmas from education. Each of the dilemmas requires a choice. Give your first reaction to each question by answering no, depends, or yes. Your responses should reflect what you believe you would actually do in the situation, not what you think should do or believe is the best answer. 1. You have just been hired as a new curriculum director for a suburban school district, and you have been attending a conference sponsored by the state educational agency. You had planned to fly home on Saturday, but two friends from a neighboring school district that you met at the conference are driving back by car and have invited you to join them. They suggest that in riding together you can discuss the suggested curriculum changes that were presented at the conference. It would be a good opportunity to network with others on the four-hour trip instead of flying, which would take two hours. In addition, they would drop you off at home and your family would not have to make the thirty-minute drive to the airport to meet you. It would be stimulating to ride back with your new colleagues. You reason that the additional travel time would come out of your pocket, not the school district’s. You drive back with your new colleagues, and give them “PhP1,000.00” for gas...
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