Final Research/Philosophy Paper (25 points)
Based on course materials, discussions, and your interactions with families, you will write a final
paper highlighting your personal philosophy as it relates to special education and the basis of
your developing philosophy.
Please address (minimally) the following topics:
?how you will work to merge ?special? and ?regular? education; your thoughts about
including students with disabilities in general education classrooms
?what you see as the major challenges to inclusion as well as the opportunities it presents;
your concerns, fears, apprehension about including (or more fully including) students
with disabilities in your classroom
?your understanding of current laws as they relate to students with special needs,
?what you see as the critical resources which will support your ongoing professional
development as a teacher, and what type(s) of information, support, and/or collaboration
will improve your ability to fully include students with disabilities in your classroom,
?your role as a special education teacher; what strengths do you possess that will (or does)
enable you to provide instruction to students with disabilities
Your final paper should be a minimum of seven pages, include at least four references from
current texts or academic, peer-reviewed journals (not more than 10 years old) in the field (one
reference may be from assigned course readings), and follow APA format.
Course Description:
This course presents an overview of issues related to people with disabilities. It specifically
focuses on the critical issues that individuals with disabilities and their families face
educationally, socially and vocationally across the lifespan. Disability is examined beyond
specific characteristics to the social systems in which people live, work and recreate. The
attitudinal barriers faced by people with disabilities in our society will be discussed throughout
the course. A major focus of the course is on people with disabilities in k-12 and the role of
teachers in adapting curriculum and the educational setting to create an inclusive learning
environment. The role of families and support networks will also be explored. Students will be
involved in a service- learning project with families and their special education system.
Readings
Required Text: Turnbull, A.P., Turnbull, H.R., Wehmeyer, M.L. (2007). Exceptional Lives:
Special Education in Today?s Schools. (5th Edition). Upper Saddle River, N.J.: Prentice-hall, Inc.

Please write 3 pages that satisfy Part C plan and criteria, which is based on previous work in parts A and B shown below. This is at Masters Degree level and should be at A grade standard.

I would like you to use the following sources plus others. (some of which I will send)
Argyris, C. & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey Bass.

Berliner, D. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers. New York: Random House.

Carini, P. F. (2001). Valuing the immeasurable. In P. F. Carini (Ed.), Starting strong: A different look at children, schools, and standards (pp. 165-181). New York: Teachers College Press.

Earl, L. M., & Katz, S. (2006). Putting data at the centre of school improvement. In L. M. Earl & S. Katz (Eds.), Leading schools in a data rich world: Harnessing data for school improvement (pp. 1-15). Thousand Oaks, CA: Corwin Press.

Fasoli, L., Scrivens, C., & Woodrow, C. (2007). Challenges for leadership in Aotearoa/New Zealand and Australian early childhood contexts. In L . Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp.231-253). NSW: Pademelon Press.

Fink, D. (2005). Leadership for mortals: Developing and sustaining leaders for learning. Thousand Oaks, CA: Sage.

Hammerness, K., & Darling-Hammond, L., et al. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Francisco, CA: Jossey-Bass.

Henderson-Kelly, L. & Pamphilon, B. (2000). Womens models of leadership in the childcare sector. Australian Journal of Early Childhood, 25(1), 8-12.

Le Fevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Advances for research on teaching: Using video in teacher education. New York: Elsevier.

Robinson, V. M. J. (2010). Fit for purpose: An educationally relevant account of distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 219-240). Berlin: Springer.

Santamara, L. J., & Santamara, A. P. (2011). Applied critical leadership: Choosing change. New York, NY: Routledge.

Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 245-279). Great Britain: Kluwer Academic Publishers.



Part C: Plan for action (3 pages)
Explain some possible leadership actions that might address the issue described in Part A and also refer to Part B below (These should be referenced and informed by relevant literature and research).
Explain how you would know whether leadership effectiveness was improved by application of these ideas (what evidence would you need?).

Part C Assessment Criteria
Provision of rich examples of practice to back up claims.
Evidence of accurate understanding concepts/ideas discussed and logical approaches to evaluating leadership effectiveness provided.

Part A
Description of professional learning context and issue
A challenge faced by many schools and particularly my school is having a system that places accountability on teachers for their effects on student outcomes. Since joining the school, it has been my responsibility to develop an appraisal system that focuses on improving student outcomes by improving the quality of teaching. After several months of researching different models of appraisal and professional development in other schools, the issue of accountability was partially addressed with the launch of an appraisal system based on the New Zealand Registered Teacher Criteria that links to professional learning needs.
Currently teachers reflect on their effectiveness, comparing attributes to a rubric that describes effective teaching. Through reflection and comparison the teacher identifies and sets professional learning goals which they work towards over the year. Although clear goals have been established, it is not clear that they have led to improved student outcomes and in many cases it is apparent that the goals were written retrospectively. I will use components of applied critical leadership from Santamaria & Santamaria (2012) to improve communication of the philosophy of professional development for staff to take ownership of the process. Applied critical leadership emphasises the need to recognise and exploit existing needs of followers to engage them. (Santamaria & Santamaria 2012: 3-4)
Identifying a challenge
The challenge is to improve the quality of education through accurate self-appraisal. Improvement in teaching must be an integral part of the professional development process and an important aspect of the schools philosophy. Teachers have shown varying ideas about teaching as inquiry so implementing a cohesive system of teaching as inquiry requires careful and effective leadership to ensure on-going teacher improvement. When energies are directed towards multiple, sometimes conflicting initiatives that are not part of an overall plan they are unlikely to be successful (Le Fevre 2010: 75).
To manage the process of setting appropriate teacher goals, the self-evaluation stage must have better structure and closer monitoring. Teachers must be made aware of expectations and the schools goals. While the high trust model is a non-threatening way of identifying less effective attributes it is also ineffective for monitoring development goals. Being personally involved with the identification and monitoring stages and engaging in dialogue with teachers will allow them to have input about their progress and the process. Continuing in a transformational model of leadership should lead to a collective change process and a sense of ownership for the teacher.
The goal to improve the quality of teaching and raise student attainment must be given priority. While teaching must be of a high standard and can be developed, factors influencing student outcomes outside of the learning environment is difficult to assess (Fenstermacher & Richardson 2008: 187) so a link between them should be established.
The significance of issue in relation to relevant research and literature
All school change must be built in a collective fashion (Le Fevre 2010: 72). The changes made in the school have been directed by the leadership. Although the appraisal system requires evaluation and analysis for effectiveness, the importance of linking teaching as inquiry to professional development must be highlighted for teachers to accept and understand. In identifying goals, school leaders must engage in professional learning discussions, obtain feedback, involve teachers and use research.

Part B
To maintain an environment that is conducive to professional dialogue and thus allow for a smoother running of the school, an atmosphere of relational trust should be encouraged. This will help with the process of improving teaching in line with the school wide goals and strategic plan. Mutual respect of teachers and leaders should exist with both parties being open to learning from the experience of others. To be reassured that teachers are working towards the goals they must trust that the goals are realistic and achievable. However, in the context of working towards goals for professional development there is an absence of this trust; Teachers perceive the school goals is to be unrealistic and and unachievable while the leadership feel that teachers are not contributing or cooperating with improvement.

Organisational improvement is needed in the area of building relational trust as it is evident that the teachers and leaders are working against each other. Bryk & Schneider (2002) asked

"What factors make the difference between schools that got better at educating children as measured against improved test scores and schools that did not? The answer was relational tust betwen teachers and leaders, teachers and parents, teachers and teachers. Schools with relational trust and/or leaders who cared about it had a much better chance of serving students well than schools with less relational trust" (Cited by Barkley 2008).

Schools without relational trust have many cliques that usually work toward satisfying their personal interests rather than the interests of students.

To encourage accountability, teachers are required to compare the current teaching effectiveness against a rubric which describes attributes of teaching. The teachers are then asked to identify their own professional learning goals, which they work toward for improvement. As results have not shown marked improvements in student outcomes a question must remain over the suitability of the teachers learning goals. The leadership is lacking trust of whether learning goals have been adequately selected. Teachers doubt the leadership's direction with the effectiveness of the program to improve student outcomes. Engaging mentors in the dialogue for professional learning goals and expectations to help teachers set more realistic targets leading to improvement in classrooms is a transformational approach to leadership. "Applied transformational leadership encompasses the act of empowering individuals to fulfil their contractual obligations, meet the needs of the organisation and go beyond the "call of duty" for the betterment of the organisation" (Santamaria & Santamaria, 2012:3). Unless organisation responds to the personal needs of teachers and students, the benefits of the transformational approach will not be realised.

In order to engage staff in the process of realising the leadership's direction, relational trust needs to be built. Louise Anaru sees face-to-face interactions as an important aspect. She did this by meeting with all staff one-to-one asking what they saw as successes, values, aspirations, improvements and career development (Building relational trust, 2013, Educational Leaders). The career development (professional development) aspect is an area which requires improvement as change is impacting the teachers without real 'buy-in. Transformational leadership should include building relational trust in order to understand and respond to the needs of teachers and thus include them in the change process.

Part of the problem with the appraisal process is the way it was implemented, rather imposed on teachers. Leadership developed the process to enhance student outcomes and teacher accountability. Teachers were guided towards self-reflection to highlight areas for professional development that would lead to improved outcomes for students. As the process was loosely controlled and also required an increased workload, teachers were able to disguise their present development needs with paperwork used for past development.

In modifying the appraisal process, four core elements of building relational trust should be considered. Respect: Acknowledging dignity and ideas, interacting courteously and listening and talking as indicated by Bryk & Schneider 2002 (as cited in Barkley, 2008). In context the process is in procedural form with very little interaction and dialogue. The second element is competence: believing in each other's ability and willingness to fulfil responsibilities effectively. (Bryk & Schneider 2002) In context there is a lack of confidence among teachers that the process is of benefit them or the students. Furthermore "Incompetence left unaddressed can corrode school wide trust" (Bryk & Schneider 2002). A lack of improved teaching and student outcomes gives weight to those who argue against the leadership's plans and reducing the level of confidence and trust in the measures introduced. The process of identifying areas for improvement suggests that teachers are not competent in some aspects of their teaching. Naturally, teachers are cautious when identifying incompetence and admitting to it indirectly through requests for professional development to the leadership. While leadership want to see teachers develop, teachers are reluctant to show they are incompetent but that they have made improvements. The third element of relational trust is personal regard: Taking an interest personally and professionally and outside formal roles and responsibilities. Going the extra mile if necessary (Bryk & Schneider 2002). In context personal regard for teachers by the leadership is not evident; teachers have been given the task of identifying improvement goals by the leadership without regard for their feelings to the process and without providing any form of professional support. Leaders have not gone the extra mile to ensure that teachers are comfortable with the appraisal process. Teachers have responded by making 'half hearted' attempts of completing the appraisal process, they have not set appropriate or meaningful goals. A hands-on transformational leadership approach to support, model and communicate the process is necessary. The final element of relational trust is integrity: Can we trust each other to put the interests of children first, especially when tough decisions have to be made? Do we keep our word? (Bryk & Schneider, 2002). Although the intention of the appraisal system is to improve student outcomes by improving teaching, the focus is distracted by accountability leading to friction between the leadership and teachers. Redirecting the focus back to school outcomes as opposed to accountability, while maintaining that an honest reflection is beneficial for teachers as well as students is necessary to reaffirm integrity. Reassuring teachers that they need not feel threatened by showing weaknesses because it is a part of the teachers inquiry into improvement requires trust but ultimately on the integrity of the leadership. An open dialogue based on evidence from research is needed to help break down barriers.








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Internship Plan- requires students to assess, analyze, prepare, and
present a draft internship. This allows interns to take leadership roles in the development
of their internships.
Using 1 or both activities below:
Strategic Plan
-Review the strategic plan for your school/district. Note personnel involved in the plans development, implementation, and evaluation. Investigate support and concerns from the various parties involved.

Vission/Mission
- Review and compare two different school/district vision statements.
Try to obtain these from two distinct types of districts/schools
(i.e., rich/poor, urban/suburban/rural, regular/charter/private, etc.).
Note strengths and weaknesses of each and make recommendations for
your school/district.


All in all, this outline is to feel as if I met supervisor/administrators to reach consensus on the planned activities and plan local project(s) and various service activities. Decide which individuals to work with, observe, and interview, and compile a networking list of these contacts.

Assignment
Develop an internship plan that you, your instructor, and your principal mentor can support.
In outline form, identify at least one activity/skill area/standard. I gave you two activities ??" you could either do two internship plans in two pages, or you could choose one activity and complete it at least two pages??"all up to you

You will need this information -- I will be sending you a sample internship plan- to give you an idea(that plan actually confused me-please do assignment as you feel best fit)- Feel free to add anything youd like- this plan is very flexible- it doesnt have to be set up exactly like the sample.

Educational Leadership Policy Standards: ISLLC 2008
Standard 1
An educational leader promotes the success of every student by facilitating
the development, articulation, implementation, and stewardship of a vision
of learning that is shared and supported by all stakeholders.

Correlated NASSP Skills: (1) setting instructional direction, (2) teamwork,
(3) sensitivity, (5) results orientation, (6) organizational ability, (7) oral communication,
(8) written communication.
Correlated NAESP Standards: (2) set high expectations and standards,
(3) demand content and instruction that ensures student achievement,
(5) use data as a diagnostic tool, (6) actively engage the community.
Skill and Experience Areas for Standard 1: Vision
1. Vision/mission
2. Strategic plan
3. Data collection and analysis
4. Effective communication
5. Negotiation/consensus building
6. Collaborative decision making
School

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AUSTRALIAN PROPERTY AND TRUST LAW
Part A: (65% of word count)
You are the solicitor for the Goldstone City Council (a fictional local authority in Queensland, Australia). You head the property law division of Council, under the direction of the Head Legal Counsel. Your Head Legal Counsel has asked you to provide a written response to her in respect of the following matter:
In 2014, a wealthy local citizen, Mr. Robert Kennedy, died. Clause 5 of his Will provides:-
?I GIVE AND BEQUEATH the sum of FIVE HUNDRED THOUSAND DOLLARS ($500,000.00) to my trustee, the said James Stewart, to establish a fund for the intercultural education of my grandchildren within the Asia-Pacific region AND I DECLARE that the fund so created shall be utilised towards the costs of travel and accommodation within that region and the costs of the educational process, which process shall include the learning of languages of the said region AND I FURTHER DECLARE that the suitability of such expenditure shall be determined by my said Trustee.?
Clause 6 of the Will is a residuary clause that provides that if the bequest in Clause 5 should fail, then it shall be paid to the Goldstone City Council. Robert had one son, Dean who was 60 years old when Robert died and still survives. Dean has no children. You have been asked to advise your Head Legal Counsel how the Council might obtain the funds in clause 5 of the Will, now or in the future. In responding, you must clearly refer to, and apply, Australian statutory provisions supporting your opinion.

Part B: (35% of word count)

You are a solicitor in legal practise in Queensland, Australia. Mary has come to see your supervising partner, rather distraught, seeking advice. Her son, Alex is in year 10. He recently found a usb stick at his school, Goldstone State High School. It was a school issued usb stick to students once they start year 11. The usb stick does not have any external marks distinguishing it from another usb stick. Alex accessed the data on the usb stick and it contained a file that, when opened, allowed Alex to essentially ?hack? the online computer game, Skyrim, which he did at school. The firm?s legal file notes that Alex has apparently been very naughty and used the hack to create online quest items. He has then sold those quest items to his friends and third parties. He has used the money to buy himself new clothes and a new bike, the remaining money is held is his personal bank account. These purchases alerted his mother to his activities. The following parties have now come forward claiming all of the money that Alex obtained from using the hack:
? the Skyrim game developers;
? the Principal (on behalf of Goldstone State High School) because the activities occurred using a school computer, on school time and using a school usb; and
? Katie, a student who says she owns the usb stick.

To make matters worse, all the people that Alex sold quest items to now have also sought their money back, as they believe their items are tainted and may be removed by the game developers.

Advise Mary. Refer to any Australian or English cases, legislation or journal articles which are relevant to your answer. Please note that your supervising partner will deal with any issue NOT related to property law

*I will upload the directions for you.I will also upload for you the previous papers that you may need to look back on for reference.

In this Application assignment, you have followed the steps of the Quality Improvement
Process. You identified an opportunity for improvement, documented current reality, determined
a root cause for the problem, and selected several research-based strategies as solutions.
The next step in the process is action planning. Action plans are an essential part of any School
Improvement Plan (SIP). They specify how the school will act to improve learning, which is the
goal of all schools, no matter how well their students are doing. In this modules Application, you
will create an action plan that specifies the details of how the strategies you selected will be
implemented, monitored, and evaluated.

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FOR WRITER JOHNFITZ44 ONLY!!!

Ashford University: MAED Capstone FINAL PROJECT!!!!! 20pts!!!!

Source 1: Online Course Textbook: https://content.ashford.edu/books/AUEDU695.14.1

You will create an ePortfolio that includes redesigned activities from prior coursework in the Masters of Arts in Education (MAED) Program that demonstrate your competency with the nine Program Learning Outcomes, which are also the Course Learning Outcomes for EDU 695. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from the MAED Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. For the ePortfolio, you use a system called Pathbrite. Within this ePortfolio, you will tell the story of your educational journey and value of your personal MAED experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have for input from your peers and instructor to improve your work before the final submission of this assignment.

Creating the Final Paper and ePortfolio
Please include a link to the ePortfolio (Pathbrite) within the paper portion of this assignment. As needed, refer to the MAED program learning outcomes (PLOs) list. Then, create your final assignment to meet the content and written communication expectations below.

Content Expectations
ePortfolio Components (5 Points): Include at least one artifact demonstrating mastery for each of the nine MAED Program Learning Outcomes (PLOs).

ePortfolio Design (3 Points): Design the ePortfolio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the ePortfolio logically organized in a visually appealing way.

Narrative ? Ranking (5 Points): Rank and discuss the importance of each Program Learning Outcome to your individual work setting, including an explanation of each ranking and its value to you in your learning environment or your position. Discuss how you currently use each PLO in your work setting and, if PLOs are not used, discuss ways you might begin to use them in your current or future work setting. If you are unemployed or otherwise do not work in a teaching role, you can either (a) use a previous work location, or (b) imagine the perfect work location (e.g., your dream job), and use that fictional work center to rank and discuss each PLO. The overall goal of this section of the narrative is to rank each PLO according to its importance to you as an educator or potential educator, starting by listing the most important PLO to you first.

Narrative ? Challenges/Solutions (5 Points): Discuss the design and development challenges you experienced while creating this ePortfolio in Pathbrite and explain how you overcame those challenges. If you feel that you did not face any challenges during your design/redesign, please state that there were no challenges and clearly support this statement with a discussion of the details, or reflect and think deeply about your design/redesign process and offer a detailed narrative of how the process excelled. Examples of challenges include: (a) getting accustomed to specific technology to communicate and showcase your learning, (b) difficulty ranking the PLOs, (c) finding creative ways to display your newly learned skill sets, and (d) tying together concepts and theories into one cohesive digital collection. When you explain how you resolved or worked around challenges you need to consider how you became proficient in using various digital tools, how you linked PLOs to your job responsibilities, how Internet searches uncovered new ways to utilize your talents, how peer collaboration produced ways to effectively consolidate multiple concepts and theories in one package, and how ePortfolio examples sparked creative thought.

Written Communication Expectations
Page Requirement (.5 points): Include one page per discussion of each of the nine MAED Program Learning Outcomes and a tenth page for the narrative response for a total of ten pages (not including the title and reference pages).

APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.

Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

PLO source from Ashford University:

PLO 1
Instructional Planning for
Learner Development
The MAED graduate designs appropriate and challenging learning
experiences informed by analysis of how learners develop
individually across the cognitive, linguistic, social, emotional, and
physical patterns to promote student learning and growth.
PLO 2
Differentiated Practice for
Diverse Learners
The MAED graduate employs differentiated instructional practices
aligned with learner strengths and differences, diverse cultures, and
diverse communities to promote student learning in a safe,
collaborative, engaging, inclusive, 21st century learning
environment.
PLO 3
Assessment for Learning
in the 21st Century
The MAED graduate designs a variety of evidence-based
assessments used for ongoing evaluation of student progress, and to
guide teacher and learner decision making.
PLO 4
Leading Change through
Research
The MAED graduate executes an action research study that draws on
the research and methods of various disciplines to address local or
global educational issues.
PLO 5
Dynamic Curriculum and
Instruction in the 21st
Century
The MAED graduate designs learner-centered instruction aligned
with Common Core State Standards, digital age standards (NETS-S),
and 21st Century skills to promote learner achievement and growth.
PLO 6
Professional Growth,
Leadership, and Ethical
Practice in the 21st
Century
The MAED graduate engages in continuous professional growth
through leadership in educational environments and the
demonstration of legal and ethical behavior in professional practices.
PLO 7
Content Knowledge
The MAED graduate uses knowledge of subject matter and central
concepts of the discipline(s) to create technology-enriched learning
environments that promote learner achievement and innovation.
PLO 8
Communication and
Collaboration in a Digital
Age
The MAED graduate effectively communicates and collaborates
with various stakeholders through written communication, verbal
communication, and a variety of current and emerging digital age
tools to ensure learner growth and to advance the profession.
PLO 9
Information, Media, and
Technology Skills
The MAED graduate uses a range of digital technology tools to
research, organize, evaluate, and communicate information while
exhibiting an understanding of ethical and legal issues surrounding
the use of information technologies.

****Sample from my professor
Capstone Experience & Learner Outcomes
Introduction
Ashford University?s Master of Arts in Education (MAED) program is designed to prepare educators to effectively meet the challenges that can arise in today?s classroom. Modern educators are increasingly faced with a variety of challenges as the student population changes. In the new era of education, classrooms have become more inclusive of students with different learning needs and cultural backgrounds. This change necessitates that educators be prepared with the skills and knowledge to make an equitable education accessible to all of their students. Ashford University has designed its MAED program to produce nine program learner outcomes (PLOs) that insure mastery of the skills necessary to do so. The capstone course is the culmination of the program. The course requires redesigning lesson plans from previous courses to align with various current frameworks as well as the MAED learning outcomes. For example, some lessons were redesigned to include the use of technology, which is a component of MAED outcomes as well as the Framework for 21st Century Learning.
Application of Knowledge
All of the knowledge accumulated over the course of the program is intended to prepare educators for the work that lies ahead in their prospective classrooms. When that time comes, it is imperative to be able to apply that knowledge. Theoretical know how is much different than the actual application. This is because there are always unknown variables that will present challenges in the field. Therefore it is essential to practice the application of any new skills one acquires. The following link is a demonstration of how pedagogical theory and instructional strategy skills can be applied in practice:https://pathbrite.com/portfolio/P25LaP0X/ashford-university-capstone (remember to include a usable link)
PLO Ranking
Although Ashford University lists the PLOs in its own order, each education practitioner may view them in his or her own individual ranking of importance. This ranking can be based on specific job functions or other professional priorities. Coincidentally, PLO 1 remains the top concern on this list. This outcome requires that graduates master the ability to design learning experiences based on knowledge and analysis of the way that individual learners develop in order to promote learning and growth (Ashford University, 2014). As a practitioner heading into the classroom, creating effective learning experiences that enrich student development and meets all learning needs is paramount.
Today, more than ever, students? individual learning needs are being recognized, acknowledged, and respected. Yet, teachers are expected to teach the same content to all students while meeting a single level of standards. This presents a challenge that the modern teacher must be able to meet. In order to meet this formidable challenge, teachers must have the skills to analyze student capabilities, skill levels, and learning needs. Then, they must take this information and use it to design effective instruction that meets the prescribed standards in a manner that addresses each student?s capabilities, skill levels, and learning needs. This is why planning instruction for learner development is such an important outcome in the MAED program. It is essential to any teacher?s repertoire of skills to be able to provide his or her students with instruction and learning activities that teach them content in a way that is meaningful and effective. Otherwise, students are being given loads of random information that has no purpose. When students don?t see the purpose for their learning and cannot connect to the material they are being taught, instruction is ineffective. However, it is extremely important that teachers understand their students? needs in order to facilitate this process as well. This is why PLO 1 also ties in very closely with PLO 2.
PLO 2 requires the mastery of differentiating instructional practices in order to meet the needs of diverse learners (Ashford University, 2014). That diversity may be cultural, lingual, socioeconomic, or a variety of other factors including learning differences. While PLO 1 deals with the design of learning experiences, PLO 2 is about understanding how to incorporate a variety of approaches into instruction in order to make it accessible for students who may need some extra support in order to grasp content and concepts. For example, a teacher who has ELL (English language learner) students in his or her class needs to have the skills to accurately assess those students? understanding and use that information to insure that they generate products of that knowledge that demonstrate their true level of comprehension. This may be accomplished in a wide variety of ways. What works best is highly dependent upon individual student strengths and needs. This is why mastery of differentiating skills is so critical.
Differentiation strategies that work for one student with a particular learning need may not be effective for a different student with the same area of need. In other words, a teacher may have two ELL students who are on the same reading level and speak the same native language. However, a differentiation strategy that greatly benefits one of those students may not work at all for the other. This is due to the fact that each student is an individual. No matter how many similarities they may have in common, there will always be factors that differentiate the needs of one from the other. Those factors may be personal interests, family beliefs, or any number of factors that make the individual unique. The key to successfully differentiating instruction is having a good understanding of who students are and how to meet them where they are with accessible content and learning activities. Another highly important aspect of successfully differentiating instruction is having a solid foundation of knowledge in the content area being taught.
This brings us to the next most important outcome. PLO 7, which requires the use of solid content knowledge and concepts of that content area in order to create learning environments that incorporate the use of technology in order to provide innovative learning experiences and promote learner achievement (Ashford University, 2014). As previously stated, the education field has entered a new era. This new era has been marked by a rapid increase in the use of technology. This integration of technology extends beyond support functions in education. There has been a global movement toward technology as the platform for education. While some educational institutions have blended traditional classrooms with online options, we increasingly see learning institutions that operate exclusively online. This use of technology makes education accessible to many people who otherwise would not be able to continue their education.
Although most people are familiar with this use of technology for higher education, the 21st century has seen this application move into the primary grades through high school as well. For those students and their parents, the draw is often the ability to move at the student?s own pace as well as the individualized focus the child receives from teachers. Even with this movement toward using technology to access education over distances, it still has its place in the traditional classroom. The context is different from that of technology in the distance education setting. In the traditional classroom, technology is used as a support and enrichment tool. Students who have difficulties can be supported through the addition of technology within a lesson. Those who are not struggling benefit from an enriched and interest grabbing addition to the lesson. This integration of technology is also acritical element of education in the 21st century. As technology has come to dominate modern communication and tools used in the work place, students must be exposed to technology in education as a means to prepare students for higher education, career and life (Framework for 21st Century Learning, 2014).
This brings us to the next PLO in the ranking. PLO 5 is the mastery of designing instruction that addresses and aligns with both ISTE (International Society for Technology in Education) standards and CCSS (Common Core State Standards) as well as 21st century skills (Ashford University, 2014). CCSS is particularly important as this is an initiative to move toward a single set of learning outcomes across multiple states (Common Core State Standards Initiative, 2014). This inherently means that technology must be integrated in the design of lessons in order to create dynamic and innovative instruction. Today?s students were born into the age of constant technological advance. The use of technology has become commonplace in everyday life for even very young children. This widespread presence of technology even crosses socioeconomic boundaries. According to Smith (2012), 46% of all Americans adults own smartphones.
These facts about the prevalence of technology in modern society, coupled with the movement toward the CCSS make it clear that education must include innovative instruction that incorporates technology. Since students are exposed at such early ages by a variety of means that range from applications on their parents? cell phones to laptops, they often arrive to kindergarten with some level of technological awareness and capability. Therefore, today?s students have a natural predisposition toward the use of technology for learning. This allows teachers to address content in a manner that students find appealing, interesting, and comprehensible. Even more cognitively demanding content becomes accessible for students who would have struggled with that content due to the use of technology. Technology allows teachers to prepare students for their future by teaching the multiple 21st-century skills in a variety of ways. This includes creative project oriented collaboration, information literacy, and digital communication skills. Additionally, technology can be used to provide a window into the students? level of understanding via innovative assessment.

This brings us to PLO 3. This PLO addresses the use of evidence-based assessment in order to track student progress and act as a guide to both teacher and learner decision-making (Ashford University, 2014). There are multiple types is assessment. Someone best suited to particular purposes. The two main types are formative assessment and summative assessment. Formative assessment is most widely used as an ongoing tool during the process of instruction. It can indicate student grasp of concept as well as progress towards mastery of the prescribed learning outcomes. Summative assessment is more suited to the completion of instruction. It serves as an indicator as to whether or not students have mastered prescribed learning outcomes.
While both types of assessment have their uses in the classroom, formative assessment is particularly useful in guiding instructional decision. Formative assessment allows teachers to gain insight to what their students may already know prior to teaching a lesson. This allows teachers to construct effective lesson plans that meet students? current level of readiness. During the course of instruction, teachers may use formative assessment in order to figure out how well students are understanding the concepts and content that are being conveyed. If students happen to be struggling with a particular concept, the results of an evidence-based formative assessment can indicate exactly where students are having difficulty. This allows the teacher to make any necessary changes in his or her instructional strategies and methods of conveying content in order to better address the students? learning needs.
Summative assessment has a very different purpose. It is designed to be an indicator of understanding at the end of the instructional process. Summative assessment is often formal in nature. Additionally, the results are usually recorded as evidence of mastery of content will or lack of mastery of content. The results of summative assessment will are also often included in research.

The topic of research leads us to the next PLO, which is PLO 4. This particular PLO requires the completion of an action research study that addresses local or global educational issues (Ashford University, 2014). Action research is a very important part of an educator?s practice because it provides the opportunity for reflective critical thinking. Typically, this type of study is conducted an effort to solve a specific problem. Often, multiple stakeholders participate in this type of research project. This can include teachers and administrators as well as students and their parents. What specific stakeholders participate in the study is largely dependent upon the scope and purpose of the study.
The results of action research can have a far reaching ripple effect in the field of education. Those who conduct the study can, and often do, share the results of their study with colleagues. Although the concept of educational research is not new, action research studies possess a unique element. This type of research gives educational practitioners the opportunity to examine their own practices, strategies, and methods. In many ways, it can be a teacher?s opportunity for self-assessment. Sometimes, the colleagues may be educators in other districts or states. This type of knowledge and skill sharing across distances is an effective way to expand opportunities to grow and develop professionally. Those who conducted the research can benefit from the feedback that is generated by the colleagues that the study results are shared with. The colleagues view any presentations of the study results gain the benefit of knowledge and skills that provide helpful guidance in solving similar problems within their own classrooms or schools. Therefore, this sort of research and networking is beneficial in multiple ways to multiple stakeholders involved in the education process. This leads to the next outcome in the PLO ranking.

PLO 6 requires the demonstration of continuous professional development both leadership and behavioral practices within the PLC (Ashford University, 2014). The PLC (professional learning community) is an integral part of teacher development. The PLC is an invaluable opportunity to receive guidance and feedback. It is also a haven for the exchange of thoughts and ideas. Teachers and administrators alike can collaborate in order to build a support network that enhances the quality of instruction and learning experiences that they provide to students.
While many people tend to view the professional learning community as a continuous training resource that is intended to benefit learner development, the PLC is actually a valuable resource for educators as well. Training and learning are aspects of a PLC. However, they do not encompass the entire purpose. As the name suggests, it is intended to be a community. This means that all participants should work together in support of one another as well as contribute to the positive development of the community as a whole. As previously stated, this means a continuous exchange of ideas as well as providing constructive feedback to members of the PLC. Sometimes, this means participating and learning activities, discussions, and research projects. At other times, it requires assuming a leadership role in conducting research, workshops, and collaborative learning efforts. The key to a successful PLC is approaching it as an opportunity to grow with an open mind and respect for a diverse range of ideas, beliefs, and backgrounds. This openness is best accomplished through effective communication and collaboration with a united purpose of providing an enriched and innovative learning environment that contributes to positive student development.
Clearly, communication and collaboration also play a very important roles and effective teaching in the 21st century. This carries over into the next PLO in the ranking.

PLO 8 is the mastery of effective communication and collaboration with various stakeholders through a variety of me including oral, written, and digital communication tools for the purpose of ensuring learner development and advancing the teaching profession (Ashford University, 2014). Communication and collaboration are critical elements of growth, development, and progress. In order to teach these skills to our students, educators must also possess solid knowledge and skills in these areas.
These skills carry deeper purpose than the simple connotations that they seem to have. Effective communication is essential to the conveyance of information, ideas, and thoughts. Without the skill, thoughts, ideas, and information can become confused or lost altogether. This is especially true in the area of collaboration. Collaboration relies heavily on effective communication between the members of the team. If effective communication is not present, critical information, completed work, and necessary materials can be lost. Therefore, the ability to collaborate effectively is dependent upon the ability to communicate effectively. However, it is important to note that collaboration is important in its own right. Collaboration enables participants to experience a diverse range of thoughts and ideas. Additionally, members of collaborative groups benefit from the support of team members united in a single purpose. This means that no single member of the team must carry the weight of the group?s task more than any other member of the team. Equal distribution of responsibilities makes large projects less daunting for an individual person. When collaboration is performed correctly, individual members of the group can accomplish much more than they would have if they had taken on the entire task alone.
Just as important as communication and collaboration, the sources of information and ideas that are conveyed via these means are significant. This brings us to the final PLO in the ranking.

PLO 9 addresses the use of digital tools to communicate, evaluate, organize, and research information while observing ethical and legal guidelines (Ashford University, 2014). This PLO is so closely related to the previous one because the information used in communication and collaboration must be reliable as well as presented ethically and without infringing on legal rights to that information. Otherwise, the results of that work would be invalid.
In addition, the sources of information and tools used to communicate it are equally important. As we move through the 21st century, digital technology has opened the world to a myriad of possibilities. Whereas we were once limited to what could be found in print, the digital age has allowed us to access information that is literally from all over the planet. Clearly, this is a boon to those seeking information and research efforts. However, this benefit also comes with some responsibilities as well as pitfalls.
In addition to ensuring that we observe copyright laws in the ethical use of information, it is absolutely necessary to ensure that the information we cite as valid and accurate. Many people base their critical decision-making process on the information that is presented to them. Basing decisions on invalid or unreliable information can negatively impact and impede efforts to learn and develop. At the very least, this type of misinformation results in flawed critical thinking and poorly made decisions. However, the fallout could potentially be catastrophic. This is especially true in the education field where learner development is at stake. In addition to that, this is another area where educators must be skilled and knowledgeable in order to impart those skills to students and prepare them for higher education, career, and life in the 21st century.

Challenges & Solutions
In reflecting on this course, it was a challenging experience. The redesigning of previously completed lesson plans was initially very challenging. However, some strategizing and opening up to a new thought process paved the way to a very different view. Eventually, it was easy to see where there were gaps and how to fill those gaps in. This is a valuable skill because it means that there is much more potentially useful instructional material available than before.
New knowledge of software uses and websites was acquired as well. For example, Pathbrite presented a new opportunity for organizing work samples in a creative and professional manner. Although Microsoft PowerPoint was not a new program, new functions such as the poster template were discovered in this course. These two things were not as much of a challenge to navigate. It was actually engaging to learn something new and extremely useful.
While digital technology can still be challenging and even slightly frustrating at times, this course presented an opportunity to learn useful skills and knowledge that will be applied in the field. From instructional skills to instructional design, this course covered a great deal of information in a short period of time. Although some peers were frustrated by the high level of challenge, it was rewarding to make it through the gauntlet with more tools. These skills are very important to being a 21st century instructor. Burnaford and Brown (2014) state that the majority of K-12 teachers in the United States use some sort of media or technology in their classrooms for locating and retrieving information. This fact alone means that education has entered a new era. Therefore, it is critical to be prepared with the necessary skills in order to be an effective educator. This course was definitely a step on the path toward that goal. Learning and developing new skills must always be a continuous evolution.

References
Ashford University. (2014). 2013-2014 academic catalog. Retrieved from https://student.ashford.edu/CMCPortalFileShare/AU-AC%20Forms/Catalogs/2013-2014%20Academic%20Catalog.pdf
Burnaford, G. & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. San Diego: Bridgepoint Education, Inc.
Common Core State Standards Initiative. (2014). About the common core state standards. Retrieved from http://www.corestandards.org/about-the-standards/
Smith, A. (2012). Nearly half of American adults are smartphone owners. Retrieved from http://www.pewinternet.org/2012/03/01/nearly-half-of-american-adults-are-smartphone-owners/

2 questions.1 page per answer.

1.A freshman at the high school where you are principal runs into the office claiming that he was assaulted by three upperclassmen in the restroom. He reports that a teacher witnessed the incident but quickly left the scene. The student says he can identify the three students who assaulted him. Respond to the questions in the discussion.

How should you go about investigating the student's claim?
If it turns out there was an assault, can you or the school be held liable? Explain.
What should you do about the teacher who witnessed the incident but left the scene?

2. This module's lecture included information about two competing viewpoints on education. Those who support the "marketplace of ideas" view believe that school is a place where students are exposed to free and open discourse. Those who support the "value inculcation" view feel that public education should stress the values of the community. Respond to the questions in the discussion.

Which of these ideas best represents your view of education's role in society?
How will you balance these differing views as a school leader?

University of Phoenix Material

Instructional Leadership/Professional Development Plan


Directions

Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session that will help a selected group of teachers increase the academic gains of their diverse classroom populations.

Plan and facilitate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Include the following:

? A sustainable vision of student learning supported by resources
? Goals for the session, a communication plan for the school and other relevant stakeholders, activities that are research-based, and an assessment (aligned with session goals)
? Future plans for on-going evaluation and monitoring

Include consultation and direct communication with relevant stakeholders (e.g. teachers, administrators, community, families) and how you would use technology, and both human and fiscal capital to organize and implement the session.

The professional development session must be facilitated by you and must be a minimum of one-hour in length. After facilitating the professional development session, write a report that includes the following:

1. Development, articulation, and implementation of a vision of student learning

? Include how your vision of student learning is aligned to the vision of the school.
? Describe the process that was needed to implement and promote your vision and explain how you facilitated the planning and implementation of your vision.
? Describe the communication plan that you used to share your vision.

2. Planning and implementation

? List the stakeholders involved in the process and their roles, and explain how you included these stakeholders to support the process.
? List the planning steps you took prior to implementation, and include how you organized and developed your plan using technology applications.
? Discuss issues of school climate or culture uncovered during planning and who you included in the discussions of your findings.
? Describe how you used internal and external resources to implement your plan.

3. Goals and topic(s) of the session

? Identify the goals and topics for the session and how they align with the district?s or school?s improvement goals. The goals and topic(s) must be related to standards, curriculum, instruction, and/or assessment.
? Explain how you used student demographic data and other school or community contextual data in preparing the session.

4. Presentation

? Provide the arguments and/or evidence that supported the need for the professional development session, including relevant student achievement data.
? Provide detailed information about the activities used in the session and why you chose those activities.

5. Session assessment

? Create an assessment that aligns to the goals and objectives of the presentation to be completed by participants during or after the session.
? Report and analyze the assessment results.
My school name is Paterson Public school, Paterson NJ K-8 you will find the curriculum there.

Each candidate will compose awritten response to the scenario below...........

The principal has asked you to serve as a consultant to the School Improvement Committee. She has provided you with demographic and achievement data for the school and a copy of last year?s plan. She wants you to come to the first meeting with some ideas for school improvement in the area of reading. According to last year?s needs assessment, reading scores for all segments of the school have not improved for the past three years. African American (20% of school population) and English Language Learners (35% of school population) student scores are significantly lower than other groups. Since you have had success improving student achievement for all students and involving parents, the principal wants you to provide ideas to the committee to improve student achievement and parent involvement. She also wants to know what steps will be needed to enhance professional practice to meet student needs.

Action Plan Steps Part 2
Submit a paper that continues the explanation of your action plan designed to decrease or eliminate the achievement gap. In this part of the paper, you should:

Describe what strategies will be used to assess the impact of the action plan on the school\'s culture and foster a positive school culture that centers on the diversity of the community.
Discuss what activities you will facilitate to apply principles of effective instruction to improve instructional practices and curricular materials by monitoring instructional practices; making recommendations regarding the design, implementation, and evaluation of the curriculum; planning and using technology to enrich the curriculum and instruction; and providing staff the assistance needed for improvement.
Discuss how you will monitor the components of the school improvement plan to ensure actualization of the identified goals. Discuss the evaluation process that will be utilized to assess the effectiveness of school improvement plan including the data that will be analyzed. Describe how progress toward achievement of school vision and goals will be shared with pertinent stakeholders, including the community. (ELCC 1.4)
Use the Template to complete your paper.

Complete the following: Many programs that teachers and paraprofessional for their new career require students to create a professional portfolio as a record of their professional development. Use Appendix A to help you create a Professional Development Plan-a component that can be added to your professional portfolio. In your word paper comprised in Microsoft Word, include answers to the following questions:


1.What are goals in the next five years? In the next 10 or more years?
2.What steps are necessary to get you to your goals? What obstacles can you foresee and how will you overcome them?
3.What is one principle from the INTASC principles web site that you feel you need to imporove the most in order to be effective in the education profession? What existing professional development programs could you pursue to address the need to improve in this area?http://cte.jhu.edu/pds/resources/intasc_principles.htm4.What professional development programs can you enroll in to help you prepare to meet the diverse needs of todays learners?
5.How will you evaluate your progress? What will help keep you motivated toward achieving those goals?
6.What professional organizations will you join? Why? What do you expect to gain from membership in these organizations?
7.What techniques will you use to help you develop leadership skills?

Format your paper according to APA guidelines.

I have answer the above questions to help out.
I hope this helps! Please read my notes at the end.

1. What are your goals in the next 5 years? In the next 10 or more years? In the next five years I would like to have graduated with my bachelors degree and take the necessary steps in becoming an elementary teacher (K-2). In the next ten years I would like to have been teaching for a few years before starting to work on my for my masters degree, also in elementary education and specifically in grades (K-2). Before ten years, I would like to have started working on my National Board Certification.
2. What steps are necessary to get you to your goals? What obstacles might you foresee and how will you overcome them? First of all, I know that becoming a teacher does more than just entail a piece of paper. Once I have completed my bachelors degree and, hopefully, have obtained a job, I pray that there will be a good mentor (or several of them) available to help me to become the best. I know that I will always need to keep learning and taking every professional development opportunity seriously.
I know that there will be many obstacles, primarily making sure that I write lesson plans that cater to all of the students I teach. I also know that it will be difficult at times trying to break down the material or come up with creative lesson plans that keep my students interest. Of course, the way for me to overcome these obstacles is to always reflect on what worked and what didnt, and again, it will be crucial that I get help from other teachers who know what they are doing and do it well.
3. What is one principle from the INTASC Principles Web site (http://cte.jhu.edu/pds/resources/intasc_principles.htm ) that you feel you must improve the most to be effective in the education profession? I know that I really need to work at developing lessons for different learning styles and diversities. What existing professional development programs might you pursue to address the need to improve in this area? From what I have researched on the internet, I need to find programs that will show me how to differentiate instruction and plan lessons for different learning styles. While I wasnt able to find any specific professional development opportunities, I believe that I will be able to recommend what I need, not only for me but for other teachers, to my principal and school district in hopes that they will be able to help me find the guidance that I need.
4. What professional development programs might you enroll in to help you prepare to meet the diverse needs of today's learners? I have learned that the Ruby Payne program will help me to understand and reach children living in poverty and those who come from diverse and rather unstable environments. I also discovered that the ASCD web site has a lot of books and professional resources, like vocabulary development and assessment. Also, I know that if I join different professional organizations, they will also have a variety of opportunities for me as well.
5. How will you evaluate your progress? I want to keep a teaching journal of my first few years just so I can reflect on what I have done and what progress I have made as a teacher. I want to be sure to identify where I am making the same mistakes and what I am doing well. I also want to be part of a teaching community that is open enough to tell me where I can improve and what steps I can take toward improving. What will help keep you motivated toward achieving those goals? I know that if I surround myself with teachers who are as enthusiastic as I am about being in the profession, then I believe without a doubt that I will be able to achieve my goals. The key is to stay positive, even when things are difficult.
6. What professional organizations will you join? I want to join the National Council of Teachers of English because language is the foundation of any subject. I would also like to join my states teachers association because of the benefits and support that they offer teachers. What do you expect to gain from membership in these organizations? I expect to gain access to different resources, teaching ideas, and sound advice from teachers who know what they are doing.
7. What techniques will you use to help you develop leadership skills? I think the first thing I need to understand is when I should be a leader and when I should be a follower. If I want to lead, then I know that I need to observe a lot of teachers, both effective and ineffective, do my research and make sound decisions based on my observations and research. From there, I should still work with a team, but always try to contribute something to the team.
++++++++++++++++++++++++++++++++++++++++++++++++++

I really want to become a teacher and so far from want I am learning, it is some big challenges ahead for me to take on and also the expectations of the teaching profession are very high. I am very passionate for this profession!
You do have some big challenges up ahead of you. That is for certain. One thing you should always remember is that faith in yourself and your students will go a long, long way. Hopefully, I will be fortunate enough to work with really good principals and teachers. I wanted everything I do to be better--not just to show off--but because it is the right thing to do for my students. And back to the students--even when you dont think they are the best, tell them that they are the best and that you think that they are the most wonderful students in the world. In reality, if you do that, they will be the best students in the world. We always live up to others expectations, so if others have negative ones of us, well live up to that.
I will like to thank you Gwyn for your support through my journey of college to become a teacher. You have been very supportive.
Whatever you do, dont be afraid to mess up. Teaching is like a computer. You can always reboot. If you do mess up, then dont be afraid to admit it. Everyone is human.

If you need anything else please feel free to contact me via email.

Curriculum Review
This project is designed to provide you with 1) an opportunity to become knowledgeable about a contemporary curriculum program that interests you; 2) an opportunity to share your findings with the class and 3) a number of handy summaries and critiques of curriculum programs prepared by your classmates.
For this project you will select a Curriculum Program from the course list (or a different one for which you receive approval in advance). You will conduct research into the approach you have chosen and prepare a critical review.
Steps:
1. Take some time to browse the websites of different programs in order to choose one that especially interests you. Then, choose one.
2. Read a selection of materials, including (but not limited to) the website for your chosen program
3. Read one independent research article about your chosen program. (Its okay if it is listed on the website as long as it represents work conducted by scholars independent of the organization they are writing about.)
4. Prepare a 1-2 page written summary of the program organized by the following headings in the order below:
a. philosophy/guiding principles;
b. history and current status;
c. schools in our region that employ the program;
d. approach to curriculum development, instruction, evaluation, and staff development as relevant;
e. Implementation strategy
Note: It is okay to quote heavily from the website or other sources in completing your summary. Please make sure, however, that you cite any and all sources that you quote or paraphrase.. Also, please be sure to format your summary according to the headings above.
5. Prepare a one page summary of the research article about the program. Include an appropriate citation for each article.
6. Prepare a 1 page written critique identifying strengths and limitations based on your personal beliefs and knowledge of curriculum. Include a bibliography as necessary.

There are faxes for this order.

Write a complete 10-page paper. As for quoting, Use quotation marks, page number(s), author, and year. Please use quote sparingly.

Action research can be described as a family of research methodologies that pursue action [or change] as well as research [or understanding] (Dick, 2000). Within the action research paradigm there are several established methodologies (Participatory, Practical, and Teacher Action Research)

Review the literature and present the common methodologies, information collection and data analysis used in action research.

Synthesize from the literature the advantages and disadvantages of action research and evaluate the effectiveness of action research within the higher education setting.

Present an Action Research process for a program of your choice.

Reference
Dick, B. (2000). A Beginners Guide to Action Research [On line]. Available at http://www.scu.edu.au/schools/gcm/ar/arp/guide.html

Customer is requesting that (TOMAR) completes this order.

This is the begining work I have accomplished so far, which gives a general idea of what I'm attempting to do for my dissertations; although, the problem statement, research questions, hypothosis and etcetera need a lot of work!





The power of the crowd: A study of applying crowdsourcing techniques in developing co-value between call center customers, call center employees and the overall organization.

04/21/10)



Problem Statement



Call centers are critically important as they are a vibrant parts of the American business culture (Dawson, 20006). The importance stems from the fact that they are at the center of an organization’s relationship with its customers. Case and point, call centers are the front door to a business; further, according to Dawson (2006) the call center’s front line position is even more important in today’s global economy. However, the link between how well call center’s perform their mission and translating that into actionable plans for improving other business areas has not been fully capitalized on. This threatens an organization’s competitive advantage and decreases efficiencies in both the call centers and the businesses functional areas.

Purpose Statement

A very promising phenomenon that lends itself to call centers’ ability to improve their own and their other business units’ efficiency is the employment of crowdsourcing. However, there has been limited research on the most effective ways to apply crowdsourcing techniques to foster a collaborative environment between call center employees and customers. The main purpose of the study is to assess the effect that crowdsourcing techniques can have on the development of call center business strategies and functional area operational practices alignment that allows for the identification, socialization and alignment of customer-focused business strategies that create value for both the customer and the organization.

Significance of the study

Crowdsourcing provides a key framework for organizations to capitalize on the wisdom of the crowd, that is, the average of diverse, independent, and decentralized crowds (Surowiecki, 2004). The groundswell is a social development in which people use modern technologies to get the things they need from one another (Li & Bernoff, 2008). Specifically, the impact of the well-informed crowds on an organization’s attempt to develop business strategies and operational efficiencies that allow the organization and its customers to co-develop and co-create value is very promising in the business area of call centers. That said; it is not known to what extent crowdsourcing techniques can be effectively applied in call centers to increase call center performance as measured by established key performance indicators, ultimately resulting in operating efficiencies that fosters an environment where the organization and its customers co-develop value.

Research Questions

The intention of this study is to illuminate and explain the aspects that enable call centers to more effectively assist their organizations main business units in increasing operational efficiencies through the use of crowdsourcing techniques. With this goal in mind, the following research question will be addresseda.

What is the relationship between the application of crowdsourcing techniques and call center performance as measured by normal call center key performance indicators and an organization’s functional business areas operational efficiencies?

Hypothesis

1. The affective application of crowdsourcing techniques leads to increased call center performance.

a. Crowdsourcing techniques are related to an increase in first call resolution in call centers.

b. Crowdsourcing techniques are related to decreased average call handle time in call centers.

c. Crowdsourcing techniques are related to decreased cost per call in call centers.

d. Crowdsourcing techniques are related to decreased abandonment rates in call centers.

e. Crowdsourcing techniques help to optimize call center agent utilization.

2. The increased performance of call centers, which results from the application of crowdsourcing techniques, are associated with increased operational efficiencies in an organization’s major business functional areas.

3. Operational efficiencies, which are the results of increase call center performance due to the affective application crowdsourcing techniques, help foster a business environment where both the organization and its customer co-develop

Methodological Approach

Participants

The participants to be analyzed involves managers of call centers in specifying what they fill is important in effectively running their call centers. Additionally, customers’ value inputs will be analyzed.

Design

The study will employ survey research through the application of questionnaires to the population to analyze the participants with a between-participants approach; that is, the variation needed for the study comes from changes in the participants for a specific period of time. To accomplish this, the researcher will employ a quasi-experimental research design in an attempt to determine a correlation between the application of crowdsourcing techniques and increased efficiencies in call centers and their supported major business functional areas.

The variables, according to Swanson & Holton (2005), are the phenomena , which vary depending on the circumstances affecting them.

The dependent variables in this study are effective application of specific crowdsourcing techniques to the independent variables , which are call center key performance indicators and customer value inputs.

Procedures

Following development of the questionnaires, they will be pilot tested by a small sample of experienced call center managers to assess the validity and reliability of the survey questions as a whole. Additionally, the validity and reliability of the surveys will be accessed qualitatively through conducting interviews of a small number of the samples respondents to provide additional insight into the questionnaire answers.

I will send an introductory letter to the sample frame explaining the purpose of the survey. I will use a mail survey as the tool to employ my questionnaire to the managers and customers. Fowler (2009) suggests that anything that can be done to make a mail questionnaire appear more professional, personalized and/or attractive to the potential respondents usually has a positive effect on response rates. Therefore, work will be done to make the questionnaire as attractive to the participants as possible. For example: the survey’s layout will be clear, easy to read and to follow. Additionally, Fowler (2009) suggests the instrument be easy to complete. The questionnaire will use closed ended questions with check box or similar answers. My questionnaire will be self administeredâ€"mailed to the sample frame .

The returned survey questionnaires will be converted into data files so they can be analyzed on a computer. Each respondent will receive a serial identifier to allow for organization and tracking. Data will be coded in the order it is present in the questionnaire to allow for ease of coding, data entry and programming tasks (Fowler, 2009). The data will be coded with numeric codes by answer; additionally, I will provide a missing answer code to allow for questions that are not answered. I do not have in mind to provide any monetary or other tangible form of motivation to respondents; however, I will provide them the results of the survey if they desire to see them. Again, any results provided will be sanitized to ensure confidentiality of all respondent’s identifiable information.

The research will be theory testing and will be conducted as a quantitative methodology which will test hypothesis quantitatively and thoroughly investigated an assessed in accordance with traditional research practices and procedures. Examining this topic through an interpretative lens would add to the body of knowledge in this area in a productive manner by helping in understanding the meaning of the situations. Examining call centers through observation and communicating face-to-face would bring understanding of the meaning apparatus that individuals bring to and develop from, a dynamic stream of events (Swanson & Holton, 2005).

Analysis of Data

The statistical procedure that will be used for this study is a regression analysis. The response or dependent variable (organizations productivity) will be analyzed through regression testing to see the affect that the independent variables of (1) key performance indicators and (2) customer value input have on the dependent variables. The initial step in the procedure will be to develop a scatter plot of the variables to see if there is any easy to see relationship between them. According to Albright, Winston, & Zappe (2006), a scatterplot graph is an excellent way to determine if there is a relationship between variables. If a relationship is observed between manager’s productivity and both independent variables, a multiple regression analysis will need to be performed to determine if a correlation exist. If a relationship is seen between only one of the variables, a simple regression will be performed between manager’s productivity and the independent variable that shows a relationship.

Ethical Considerations

Research ethics are governed by the National Research Act of July 1974 (Swanson & Holton, 2005). The Act created a commission, which was chartered to protect the interest of humans and subjects in research. The commission produced The Belmont Report, which defined practices and research so the boundaries of the two could be established (Swanson & Holton, 2005). According to Swanson & Holton (2005), the commission defined practice as interventions intended to improve the well-being of a patient or client, and research as activity designed to evaluate hypothesis and add to generalized body of knowledge concerning a topic. In Swanson and Holton (2005), they also noted that The Belmont Report identified three principles that should guide research: (1) Respect for personsâ€"where persons is identified as autonomous individuals that are able to make independent decisions. (2) Beneficenceâ€"has to do with the researcher’s obligation to protect human subjects. (3) Justiceâ€"requires that parity be at hand in determining who will bear the burden of human subject research.

Creswell (2003) notes that the identification of the problem to be researched is one of the initial decisions that require ethical consideration; that is, the problem studied should benefit the individuals being studied. According to Creswell (2003), a pilot test is an excellent way to gain trust and respect from participants because the pilot test allows for the discovery of marginalization before the study is developed and conducted. Additionally, Creswell (2003) identifies ethical considerations in data collection during research. First, research plans for school projects must be reviewed by the schools institutional review board (IRB). The IRB is chartered with upholding the established research standards. Secondly, an informed consent form (ICF) must be signed by both the researcher and the participants. The ICF should contain the following elements per Creswell (2003):

1. The right of the participants to participate voluntarily and withdraw any time desired.

2. The purpose of the study should be clearly identified.

3. The procedures to be used in the study should be clearly identified.

4. The right of the participants to ask questions and to get a copy of the results of the study.

5. Signatures of both the researcher and participants; signifying that both agree to the terms of the research.

Creswell also wrote about ethical issue in data analysis and interpretations; specifically, they noted that researchers should consider how their study will protect the anonymity of the individuals in the study. Finally, Creswell explained that date should be kept for 5 to 10 years, who owns the data should be clearly outlined, and the proven accuracy of the information extracted from the data should be considered (2003).



Literature Review

Groundswell: Winning in a World Transformed by Social Technologies is a very well written book written by Charlene Li and Josh Bernhoff; in which, they expand on the Forrester Report (2006). They describe how the business environment has been changed by the emergence of powerful social media technologies. However, they note that the relationships that spring from the new technologies are more important than the actual technology. Li and Bernoff (2008) define these relationships as the Groundswell. The book very effectively defines and explains the implications of the groundswell technologies; that is, blogs, social networks, wikis, forums, really simple syndication (RSS), and widgets are characterized and details are provided on how to best employ them. Furthermore, the authors delve into how the technologies threaten institutional power and what organizations can do about the threat. Several strategies are discussed in the book on how to leverage the groundswell. These strategies are illuminated through the use of case studies. The final section of the book enumerates on how connecting with the groundswell transforms an organization.

This book is a must read for any organization wanting to learn how to position itself in a way to be able to exploit the new social technologies that are already or coming available.

Another book that is very insightful in detailing the phenomena of crowdsourcing is “The Wisdom of Crowds�. In the book, Surowiecki puts forth that informed group judgments can be more valuable in reaching business and investment decisions than even the most brilliant individuals conclusion. The key, according to Surowiecki (2004), is the group (crowd) must be diverse, have independence, and be decentralized. Surowiecki briefly describes the seminal research in group dynamics when he touches on Hazel Knight’s (Sociologist) initial group experiments conducted in the 1920; additionally, he mentions several other sociologists’ research on the crowd’s wisdom. However, he does caveat that the majority of the early research for the larger the group the better the decision dynamic remained relatively within the academic world.

Surowiecki uses multiple examples to illustrate his ideas. For instance, he writes about the popular TV show Who Wants to Be a Millionaire. In the show, the contestant is given three life-lines to use if they are unable to answer a questions: (1) They can ask a single smart friend or family member, (2) They can use 50/50â€"elliminate two incorrect answers, and (3) They can ask the audience (crowd). According to Surowiecki, the audience picked the correct answer 91% of the time as opposed to the smart friend choosing the correct answer only 65% of the time. This, as noted by Surowiecki, is not scientific proof of the possibilities of group intelligence; however, is does provide a very powerful unproven illustration of the crowds potential.

The principal message of the book’s author is that the average of independent, well-informed decisions on a particular subject matter can be more useful than the determination of one individual, regardless of that one individual’s qualifications. This theory has wide applicability for market research, business and investment decisions.

Redesigning computer call center work: A longitudinal field experiment (Workman,& Bommer, 2004). The problem statement for this study outlines the issue of simultaneous demand for technical and customer service skills that places strain on call center employees and which frequently leads to employee poor job attitudes. This article is a quantitative experimental study that utilized a field study with a randomly assigned pretest-post-test and control group designed to compare three interventions’ effectiveness on employee job attitudes in a computer technology call center. The following hypothesis were clearly stated in the article:

1. Alignment job design will increase employee job satisfaction.

2. Alignment job design will increase employee commitment.

3. High involvement work process will increase employee job satisfaction.

4. High involvement work process will increase employee commitment.

5. Autonomous work team will increase employee job satisfaction.

6. Autonomous work team will increase employee commitment.

The purpose statement and hypothesis fit the experimental research design very nicely. The researcher used randomly assigned subjects for both the experimental and the control group and administered the pretest and posttest to each, while only administering the intervention to one of the groups. This design of study does align with the positivist tradition; that is, it is obvious the author viewed technology call centers as independent and measurable when developing the above listed hypothesis and author identified purpose statement.

The author identified that there may have been some cross group contamination, which was a threat to validity and that due to the short interval (six months) between pre and post test there may not have been enough time to fully group and novelty effects . In the area of external validity, the author raised the question for further research as to whether the study could be generalized to call centers other than computer technology centers .

Another article dealing with this topic, “The application of knowledge management (KM) in call centres� (Koh & Gunasekaran, 2005). The purpose of this article is to evaluate the need for knowledge management in a help desk, for improving the level of customer services through addressing the issues dealing with information KM. The following research questions were depicted from the article:

1. Is it useful to know whether a formal KM effort would improve the quality of customer service in a call centre, and at what price?

2. Can KM be achieved by effectively managing the five roles of knowledge; that is, knowledge acquisition, utilization, adaptation, distribution, and generation?

Evidenceâ€"based management is the practice of using research to acquired evidence (facts) concerning a business situation or problem for the purpose of making the best decision on how to resolve the concern or develop the soundest principles for the issue. Evidence-base research is almost always used to gather the facts surrounding the problem. That is exactly what Biggs and Swailes did in their study .

The role of knowledge repositories in technical support environments: Speed versus learning in user performance (Gray & Durcikova, 2006). This is an article that details a quantitative investigation concerning why technical support analyst prefer specific sources of information over others. Particularly, technical support analyst chose between their colleagues, official company document, and solutions available in technical support knowledge repositories. The authors of the article theorize that technical analyst with stronger learning orientation would engage in higher levels of knowledge sourcing by seeking knowledge directly from their colleagues, official company documents, and technical knowledge repositories. Additionally, the authors presume that technical analyst that face higher perceived intellectual demands, higher levels of work-related time pressure demands, and analyst that are risk adverse would all engage in more knowledge sourcing behavior; consequently, they too would source more knowledge from all three knowledge sources identified earlier. The authors developed a cross-sectional survey to measure how the subjects learning orientation, intellectual demands, risk aversion, and time pressure reaction would affect their preference for sourcing specific information. The results were mostly in line with what knowledge sourcing theory would predict when it came to sourcing knowledge from their colleagues. One notable exception for sourcing knowledge from colleagues occurred when time pressure was introduced into the equation. When analysts were under time pressure, they did not consult their colleagues for information. However, there were some noted exceptions when it came to sourcing knowledge from company documents and repositories. For example, neither time pressure nor risk aversion predicted sourcing from company manuals. On the other hand, risk aversion and intellectual demand (as theorized) both significantly predicted sourcing from repositories, one positively and one negatively.

These are the types of books and articles that provide the relative information that provides seminal information and broad views of the development of the crowdsourcing phenomenon, and its applicability to multiple business situations. In the study, these forms of literature will be thoroughly examined to provide strong foundation for further research on the subject.



References

Albright, S.C., Winston W.L., & Zappe, C. (2006). Data Analysis and Decision Making with Microsoft Excel, 3rd Ed. Mason, OH: Thomson South-Western.

Li, C., & Bernoff, J. (2008). Groundswell: Winning in a world transformed by social technologies. Boston: Harvard Business Press.

Biggs, D., & Swailes, S. (2006). Relations, commitment and satisfaction in agency workers and permanent workers. Employee Relations, 28, ½, 130-143.

Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousands Oaks, CA: Sage Publications.

Dawson, K. (2006). ACCE/Special preview: The State of the call center industry. Retrieved February 11, 2009 from http://www.callcentermagazine.com/shared/article/showArticle.jhtml?articleId=192202464.

Gray, P. H., & Durcikova, A. (2006). The role of knowledge repositories in technical support environment: Speed versus learning in user performance. Journal of Management Information Systems, 22, 3. 159-190.

Fowler, F. J. (2009). Survey research methods (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.

Koh, S. C. L., Gunasekaran, A., Thomas, A., & Arunachalam, S. (2005). The application of knowledge management in call centres. Journal of Knowledge Management, 9, 4, 56-69

Swanson, R. A., & Holton, E. F., III. (Eds.). (2005). Research in organizations: Foundations and methods of inquiry. San Francisco: Berrett-Koehler.

Workman, M., & Bommer, W. (2004). Redesigning computer call center work: A longitudinal field experiment. Journal of Organizational Behavior, 25, 3, 317- 337





There are faxes for this order.

Subject: Principals of Marketing
Words: 1500, Part A and B

Case Study analysis, download the case study link below:

http://users.tpg.com.au/jodaniel//clubmed.pdf

-----------------------------------------------------------
Assignment Brief and questions:

Please analysis following dot points and answer the 3 questions for the CLUB MED case.

Part A (800 words altogether)

the external environment
(Competitor Analysis/Evaluation: Who are the current direct and indirect competitors? What is their differential advantage? Who are likely to be the major competitors in the future ie. what replacement products may threaten the future of the product? Is this dependent on positioning strategies? You need to refer to relevant industry characteristics that will influence elements of the marketing mix and specify how these would have an effect on each
element. You could also analyse the PLC at this point)

product life cycle

customer analysis & evaluation (segmentation and customer behavior)
Customer Analysis & Evaluation: Identify and describe the target market(s) for the product/brand in terms of their demographic, psychographic, behavioural and geographic characteristics (segmentation).
Analysis of present customers behaviourin terms of:
Type of purchase decision
Information on consumption such as social influences, where used, how used, frequency of use, average amount used, etc.
Attitudes about products such as product quality, price, packaging, styling, brands reputation, etc
What problems does the product solve for the consumer? Is the consumer aware of these benefits?
How loyal are present customers? Does brand-switching occur? If so, among this brand or others?
Do customer perceptions influence your analyses?
Critically evaluate how the product/company is currently marketed. In this section, you will need to address each of the marketing mix elements, namely:

Product
Product/branding strategies:
Eg, Is it a convenience, shopping, specialty or unsought good or an industrial product? Where is the product in its lifecycle? (linkthis back to the industry characteristics identified earlier). What is the products differential advantage (augmented product)? Comment on branding, the perception of the brand, brand equity, the extent to which line extensions have been used etc. Comment on packaging and labelling.
What about service, if this is provided with the product? Is this a high or low involvement good? (Link to consumer behaviour!).
How does the product compare to competition in terms of features, uses, consumer acceptance, etc.? What has been added or improved in the last few years, new uses, new markets, etc.?
Remember to INTEGRATE theory.

Promotion
Apply relevant promotion theory
Eg, Where is promotional expenditure concentrated? PR, Advertising, Sales Promotion, Personal Selling, Direct communications? Why and what benefits does this approach deliver? Are there any frameworks that appear to be the foundation of their campaign, such as the AIDA model? Does the company use a specific type of advertising to appeal to a type of consumer? Are the objectives of communications evident for this company/product? Are sales people or other types of promotions used?
INTEGRATE this with other elements of the marketing mix and/or
segmentation, consumer behaviour or the external environment

Place
Apply relevant place theory Eg, Is distribution widespread? Where is the product available?
Is it direct, or indirect, or dual? Is a VMS or HMS being used or neither? How do retailers feel about the product? Do they want to stock and sell it? Is distribution adequate?
INTEGRATE this with other elements of the marketing mix and/or
segmentation, consumer behaviour or the external environment.

Price
Apply relevant price theory
INTEGRATE this with other elements of the marketing mix and/or segmentation, consumer behaviour or the external environment How strong is demand for the product/brand? How is the product/brand priced relative to competitors brands? What price adjustment and product mix pricing strategies have been used in the past and have they been successful?
Note:
If you tackle a service, you MUST review the additional 3 Ps in the same manner.
These are Place, People and Physical Evidence.

Part B (700 words altogether)
Please answer follow questions:

1. Compare the PLC phase of Club Med in France and Spain market, are they the same? If not, what are the different stages and relevant marketing activities?

2. Why and how do Club Med need to change their communication mix to suit the Spain market?

3. What changes might be appropriate for Club Meds marketing strategy to ensure success in the Spain market?

I need a 6-8 page essay identifying and describing what organizational requirements must be in place to set the stage for successful work teams and describe any of these as to whether they are not present in my current work setting.

I presently work for Charter Schools USA, its run like a corporation and we do utilize the concept of working on a team. Both the corporation and the concept that is utilized works effectively. However, in this essay, I want it to focus on how effective the concept is(working in teams)not only in a school setting but as a corporation like that of Charter Schools USA. Or in that respect...any organization that utilizes teaming as a means to manage their work force.

Outline below

I will look closer into popular movies in the 1980s and the role Ronald Reagans presidency played in them. I will take three different years in the 1980s (1982, 1985, and 1986) and parallel them with two different genres from each of those years. Each of these movies will fit into one of two genres: Teen Comedy and Drama. I will show how all these films follow the same narrative. A specific concentration will be placed with the historical time period these movies were released, mainly through the political events of the decade. Also, each of the three years will possess a certain theme relating to Reagans Presidency (Outsiders, Redemption, and Victory).

In 1982, while the President is attempting to gain power, authority figures (antagonist) are winning in films. This is the theme of being an outsider (protagonist). As the years go on, President Reagan enters his second term and gains more popularity. The theme of redemption in 1985 is represented not only with the President but also in film. The next year the Presidents popularity is at a record high. He has achieved victory with the nation. In film, the protagonist who was once represented as an outsider achieves full victory over his antagonist authority figures.


I. Introduction
a. Pre 1981 - The state of the United States before Ronald Reagan enters office.

II. 1982 Outsiders looking in
a. The beginning of Ronald Reagans presidency
1. In 1982 Reagan obtains a 42% approval rating but by the end of the year it drops to a record low 35%
2. Nation suffers Recession
b. Fast Times at Ridgemont High Teen Comedy
1. Many of the students feel like outsiders as they enter the new world of High School
2. No matter the problems of each student, the adults figures still are the dominate authority
c. Officer and a Gentleman - Drama
1. Each of the new officers is trying to get into the Navys Aviator program. A program that is reserved for the brightest students.
2. At the end, Mayo (Richard Gere) does graduate, but only with the help of his superior officer
d. Ronald Reagan continues with his policies, improving on his approval rating and gaining re-election.
1. 1983 Conflict in Grenada

III. 1985 Redemption is near
a. Ronald Reagan 2nd Term
1. 62% Approval Rating
2. Relations with Mikhail Gorbachev
3. Economy picks up
b. The Breakfast Club Teen Comedy
1. As the Reagan economy picks up, teenagers are going on their own and looking to High School for the answers on life.
2. The students find redemption in themselves, but the Assistant Principal still remains in charge in the end.
c. Rocky IV Drama
1. The relationship forming with Russia is in political culture while we still need to beat them on the movie screen
2. Rocky wins his epic battle with the dominant Russian boxer but the government that he fights against will still remain in charge.

IV. 1986 Victory at last (but at a cost)
a. Reagans approval rating is at an all time high of 68%
b. Ferris Buellers Day Off Teen Comedy
1. Although breaking rules and defying authority figures, Ferris achieves his goals of the day.
2. In the End, the authority figure (Principal Ed Rooney) is in serious trouble after breaking into a students house.
c. Top Gun Drama
1. Overshadowed with the past (his fathers mysterious death) Maverick (Tom Cruise) must take charge of his life and graduate Top Gun school to prove he is the best pilot.
2. In the end, the authority figure is not dead as in the last two movies. But Maverick takes over and will now become an authority figure to teach the next young pilots. It is the death of the old way of teaching.

V. Conclusion
a. The ending of Ronald Reagans presidency 1987-1989
1. Intermediate-Range Nuclear-Force Missile Treaty
b. The downfall of the Soviet Union.
c. The end to the lifestyle of the 80s

I would like this work assigned to Jordan Crystal. My school system started requiring that all students in grades 4 thru 8 study word stems this current school year. My principal assigned me the task of making sure that all teachers in these grades we trained , had the proper materials and were following the timeline to implement this program. I obtained the materials from the Central Office. Met informally with each grade level since each grade has a different set of assigned word and stems and went over all the aspects of this program. I ran off the weekly lessons and put them in a binder for each teacher. As a follow -up every nine weeks I check with each teacher to make sure they are following the timeline and see if they need any other materials. So far program is going well and most teachers are reasonably close to the expected timeline.

An Analysis Paper (2pages, typed, double-spaced) will be completed by each student. Using some of the philosophic tools which will be introduced in Workshop One, analyze the following editorials, ?War on Boys is War on Manhood.?
1. You will use the following questions when constructing this paper:
a. What is the problem the author is addressing?
b. What position does the author take concerning the problem?
c. What are the key arguments he makes to support his position?
d. What are the main assumptions which underlie his arguments?
e. What statements does the student disagree with and why?

FORT WAYNE JOURNAL-GAZETTE
Copyright ? 2000, The Journal Gazette

TAG: 0007170383
LENGTH: 72 lines

DATE: Monday, July 17, 2000
EDITION: Final Edition
SECTION: Perspective
PAGE: 11A
COLUMN: OPINION
SOURCE: Jonah Goldberg

Column/War on boys is war on manhood

I attended a touchy-feely grade school on the Upper West Side of Manhattan where grading was rare, hugs were frequent and feelings were very important and therefore easily hurt.
For example, beginning in first grade, my mom took to drawing a little whale, complete with water spout, on my lunch bag instead of my name. Jonah and the whale; get it? Well, one day Mom got a call from the principal. Apparently, my whale was making the dis with less pictographic names ? ?Sam,? ?Kenny? etc. ? jealous.
In other words, I was getting special treatment at the expense of the other kids? self-esteem. The principal and my teacher asked Momma Goldberg if she could stop the practice for the sake of ?the children.? My mom told them to blow it out their blowholes.
Alas, my alma mater was out of the ?Lord of the Flies? compared to some schools today. The New York Times reported recently about Sunrise Drive Elementary School in Sayville, N.Y., which has implemented the latest thinking in physical education.
The gymnasium, where dodge ball has been permanently banned, is decorated with signs informing students they?ve entered a ?no fault zone? where ?if you had fun, you won.? Students aren?t allowed to pick their own teams; ?egos are too easily wounded that way,? reports the Times.
?No one ever gets their feelings hurt in my class,? assures the school?s gym teacher. Indeed, no one even strikes out. Three-out innings have been abolished in baseball. Each team gets 10 minutes at bat, then 10 minutes in the field. You can opt to pitch the ball to yourself, or you can choose to hit the ball pitched at you. At the annual field day, nobody comes in ?first? or ?second? place. Instead, everyone gets a ribbon declaring ?Everybody?s a Winner? or ?It?s Great to Participate.?
This is all an outgrowth of what author and philosopher Christina Hoff Sommers calls ?The War Against Boys? in her book of the same name. For the last generation, academic feminists have insisted that girls are an endangered species, falling further behind academically and socially. Of course, the girls? problems are all the boys? fault. Boys create a competitive, nasty environment. Thus, Gloria Steinem says in Sommers? book, ?We need to raise boys like we raise girls.?
According to Steinem and others, boys only behave like boys because society tells them to. In other words, if you raise boys to love Barbie dolls they will love Barbie dolls. If you punish boys for behaving boyishly they will learn to stop. That?s why a New Jersey school recently suspended two kindergarten boys for playing cops and robbers.
There are two problems with this analysis, as Sommers points out. First, girls do better than boys in almost every category. Girls read more books, get better grades, take more Advanced Placement classes, do more homework and plan to go to graduate school in higher numbers than boys. More girls go to college (56 percent of college freshmen were girls in 1997, boys 44 percent). And the only reason girls do slightly worse on average on the math part of the SAT is that there are more college-bound girls taking the test, thus bringing down the average.
The second problem is that you can?t fix the problems of young boys or girls by raising boys like girls. First of all it won?t work. The scientific literature is rich with evidence that if you give a little boy a Barbie doll, he?ll turn it into some kind of weapon, because that?s what boys do.
More importantly, if teachers - and, increasingly, parents - refuse to recognize that, well boys will be boys, it?s unlikely that boys will ever be turned into well-adjusted men.
All children are essentially barbarians, but boys especially so. Thus it requires more work to make them
into human beings. If we remove the opportunities for boys to express their natural inclination for competition and personal achievement - Atlanta schools have eliminated recess entirely - they will find other outlets. Boys need to learn to harness and control their instincts toward productive ends, not pretend they don?t exist.
Jonah Goldberg is a columnist for Tribune Media Services. His e-mail address is [email protected]

Multiculturalism, Critical Thinking, and Business
Read Lane Wallace, "Multicultural Critical Theory -- At B-School?", and write a reflective essay in which you consider the following:

1. Based on this article, what is wrong with the way business students usually think? How should they be thinking?

2. What specific teaching strategies and course components are being used in order to foster more Critical Thinking?

3. What hurdles might instructors and students need to overcome in pursuing the goal of better Critical Thinking?

POSITION PAPER
Position Paper (15%) Assume that McGills Principal, Dr. Heather Monroe-Blum, has issued an open invitation
to McGill students to express their opinions on academic integrity and grade inflation ??" two areas that pose
major problems for both universities and their students. She is looking for short (1- to 2-page) position papers
that will tell her how concerned McGill students are about these issues, exactly what they think the problems are,
and how they would like to see the problems resolved. Choose only one of these topics, either academic
integrity or grade inflation. Read at least five short articles on your topic. Then write a memo or a letter
expressing your views on the subject to Dr. Monroe-Blum. Remember that you are not writing an essay on your
topic. You are examining how your topic affects McGill. You are taking a position, expressing your opinions,
making useful suggestions to your reader. Include a short annotated bibliography in APA style with your paper.
Tips
1. Topic: Be sure to narrow your topic and define it clearly for the reader. For example,
you cannot say everything about academic integrity (honesty); it is just too broad a topic.
You might discuss cheating on exams, or copying papers from the Internet, or not giving
proper credit to your sources, or buying term papers. You might talk about how
technology is affecting students honesty. You might talk about photocopying textbooks
or parts of textbooks to save money, or selling or sharing your class notes with a student
who hasnt attended class.
There are many, many ways to practice honesty in school or to be dishonest, but you
cannot discuss them all in a short paper. In the beginning of the paper, define your topic
and tell the reader which two or three aspects you are going to cover.
2. Organization: Remember to use memo headings if you are writing a memo. Use
letter format for a letter. Arrange your argument in a persuasive structure. The easiest
pattern is probably the problem-solving framework you used for your last assignment:
Define the problem and subproblems.
Explain why it is significant to you and your reader.
Explore the causes.
State the most likely solutions.
Give the strengths and weaknesses of each solution.
Recommend the best solution or solutions.
3. McGill Connection: Dont forget that you are writing specifically about how your
topic applies to McGill. The Principal doesnt want a paper on the topic of academic
integrity. McGill has several papers on this topic published on its website already. (See
http://www.mcgill.ca/edu-sao-archive-june1/integrity/ )
She wants to know how YOU feel about the topic, what YOU think is wrong, what YOU
would like to change about the way McGill is handling the problem.
4. Documentation: Dont forget to support your argument with information from your
sources. Be sure you dont just repeat what your sources say, but use the information to
support YOUR OWN ARGUMENT.




Need A S A P please

Thanks!

Jean-Yves Lalibert

Topic:An Analysis of the Value of a Corporation''s Intellectual Capital: Its Impact on the Bottom Line and How it Should Be Managed

Please make sure to include the following in the Proposal.
1.Statement of research Objective.
2.Statement of the problem.
3.Brief summary of existing literature related to the problem and a short list of references attached to the proposal.
4. Study framework.
5.Principal Variables under investigation.
6.Sources of data
7.Methods of Data collection and analysis

Specific guidelines: Apply theoretical concepts associated with leadership to Further Higher Education college and undertake a thorough analysis, making sense of the situation in an objective and analytical way. Having analysed the situation,and discussed the nature of the problem, the ideas and concepts used to anlyse it, clear conclusions and recommendations need to follow, followed by self-reflective element.
STRUCTURE to include analysis of the isssue or porblem;coneptual thinking about the issue/problem/ development of a solution or conclusion/ self-reflection on the learning experience...ie the learning that has occurred within oneself as a person and how one will be able to apply that learning. (Self-reflection forms 10% of task grade).
SECTION A - INTRODUCTION
Terms of Reference - introduction to problem ; outline what one is aiming ato achieve and set the parameters. State exactly what is being investigated and what is not.
-Brief background to organisaation - sets investigation in context. ..need to provide 'flavour' of type of organisation used.
-Background to the issue in organisation (Further /Higher Education College) - outline how the problem relates to the organisation and why it is an important issue - the strategic consideration.
SECTION B Litterature Review
-Critical review of the literature, citing a number of different sources. Need to group the information into sub-sections and compare and contrast authors within each sub-section.
-Review of best practice - the "third" part to the investigative triangle;identify how other organisations are coping with the problem.
-Focus solely on the literature-issues concerning the study organisations that are addressed in the analytical section.
SECTION C - Analysis
Analysis and discussion - need to develop the analysis under sub-titles, grouping thoughts from similar areas.
-Use the literature to support the issues that have been identified - remaining focused on the key question(s)
-Introduce comparative data from other organisations to ground ones approach.
SECTION D Conclusions
- Restate the purpose of the study. Conclusions flow logically from the analysis.Discussion should revolve around key points and their implications. Provide reasons why some elements have been accepted and others rejected.
- Conclusions must relate to the problem/issue set at the beginning.
SECTION E Recommendations
They should flow clearly from conclusions. They need to be realistic and, in addition, precisely stated. Cost-benefit analysis indicates key resource implications of recommendations.
SECTION F - SELF -REFLECTIVE LEARNING focuses on what has been larnt, how the learning took place and how that learning is to be applied to the workplace.
Appendix/ Bibliography)
In the FE/HE College the management structure and approache changed from 1996 - a new principal who has become chief executive as the college has become incorporated; a vice principal then took voluntary as the post no longer seemed relevant....but has been replaced by a new principal just in 2003 when staff felt incresinlgy isolated and 'headless chickens'...The new approach involved empowerment - which has greatly encouraged the proactive staff and that coupled with increasing number of new ideas which have been put into action and made feasible as a result of empowerment and support from the new principal/ chief executive since 1996.
The college became a hive of activity. Many new administrators were apponted to support new MIS and many projects. All staff, if now senior lectures, have opoportunity to become a coordinator through ouwn initiative - the coordinators prior to 1987 were all appointed to lecturer 2 scale promotion point- that scale was eroded by Unions. Amidst all the activity and 'face lift' there is now a growing number of lecturing staff who have taken on responsibilities in the belief that it will be advantageous to promotion or at least some recognition or it attracts some admin. hours but an increasing number who feel like 'headless chickens' and who are , in the case of older members of lectuing staff in particular, are sentimental about the 'good old days' when everybody knew their role and who were monitored ...and whomspent most time in or preparing fro the classroom situation instead of having a lot ot admin. and who aer uncertain of who is doing what or what they should be doing. There is also pressure to attract older and unreached learners - Lifelong learners to the college , situated in a rural area , where there has been a fall in birthrate, now apparent in the teenager section. /the schoold are aimong to retain their pupils. lecturers have many pressures to attract, retain learners and to find novel ways of doing so. The best are proactive ...the question is --- is the issue/problem one of leadership?management? empowerment?
Of interest are works by Huczynski, A.A & Buchanan, D.A. (2001) Organisational Behaviour: An Introductory Text 4th Edition PRENTICE HALL Chpt. 21
Beardwell, I & Holden, L (1997) Human Resource Management: a Contemporary Perspective, 2nd Pitman Publishing.Chpt. 10
Maund, L. (1999) Management and Organisational Behaviour:An Introductory Text 5th Edition Pitman Publishing Chpt. 6,7,& 8.
Rollinson, D. Broadfield, A. & Edwards, D.J. (1998) Organisational Behaviour and Analysis: An Integrated Approach, Addison-Wesley. Chpt. 11

First of all I got a zero on my last assignment I used through you guys because it was cited too much in the paper and they said I plagerized so I need to make sure on this next assignment that we aren't using citations and papers that have been used before?? I included the paper that was used before because it goes with my final assignment which is unit 7. Below unit 7 assignment is the directions for my assignment.


UNIT 7 ASSIGNMENT THAT YOU GUYS DID FOR ME THAT THEY SAID I PLAGERIZED...


A Bipolar Diagnosis: A case study of Miranda
Miranda is a sixteen year-old second-generation Chinese-American girl who is suspected of manifesting bipolar disorder. Miranda?s specific, proposed diagnosis according to Appendix D of the DSM-5 is ?Bipolar 2 Disorder, in which the primary symptom presentation is recurrent depression accompanied by hypomanic episodes (a milder state of mania in which the symptoms are not severe enough to cause marked impairment in social or occupational functioning or need for hospitalization, but are sufficient to be observable by others)?(APA, 2013). However, there are also some indications that drug use may be provoking her symptoms.

Miranda comes from a very high-achieving family that places considerable weight upon academic success. Throughout most of her scholastic life, Miranda has excelled in school but her sophomore year of high school her grades began to decline. According to Miranda?s mother (who is a self-described ?stay at home mom?), her daughter?s work habits became increasingly erratic.
Sometimes Miranda would stay up all night ostensibly doing homework but would be really talking with her friends on her computer. When confronted by her father about this behavior, Miranda cheerfully told him that she could study in between classes in school and seemed unperturbed by his anger. Miranda, even when she seemed to be working hard and chattered on about her extravagant plans to go to an Ivy League school would have little to show for her efforts working at night. Other days Miranda would say she was so tired she couldn?t possibly go to school and lost all interest in her extracurricular activities such as music. Her teachers described her as either overly talkative and ?social? and distracted in class or extremely tired to the point of falling asleep during lectures.
Miranda is described as having a high IQ, particularly in math, but also as being a very sensitive child. However, she has always had many friends and was well-liked at school until recently. Miranda has a self-admitted perfectionist streak and tends to see things in black and white?either she is a success or a failure, in her estimation. However, as her mood swings became more erratic, she began to lose some of her closest friends. Miranda began to hang out with an uncharacteristically ?cooler? crowd and stay out late in defiance of her curfew which she had never done before. Her mother does not like Miranda?s new boyfriend, who she says she suspects of doing drugs. Miranda has begun to wear all-black clothing and her mother is worried that she is going down a bad path.
Miranda?s apparent rebellion is all the more inexplicable to her mother and father because both are immigrants from China from whom a profound level of obedience was expected when they were growing up. They describe themselves as holding Miranda to similar standards and have always sought to ensure that their child upholds the tenants of their culture. Although not extremely religious, both parents describe their worldview as coming from a Confucian tradition which stresses obedience from children and a profound respect for parental authority. They find it shocking and disturbing that their child is not honoring this perspective in her actions and is acting in a manner they consider defiant and ungrateful to all they have sacrificed for her. They also state that Miranda?s behavior is causing considerable friction between the two of them and is having a negative impact upon their marriage. Regarding the family?s mental health history, Miranda?s mother was once diagnosed with depression after Miranda?s grandmother died and took antidepressants for a brief period of time but both parents say that they do not place much stock in therapy and believe that Miranda is just ?acting out? rather than has a mental disorder.
When asked how she perceives this behavior Miranda says that her parents have always been overly protective and have stifled her creativity. Miranda points to the fact that her older brother was a disappointment to the family (he never finished college) and says that she has been subjected to additional pressure to achieve. Her brother is described as ?lazy? by the parents, often sleeping late and hanging out with a ?bad crowd? as a teenager. Miranda refuses to talk about her relationship with her boyfriend or answer questions about substance abuse, even in private. She says that her parents hold her to a different standards than those of her other friends and attributes her poorer grades to her teacher?s unfairness and prejudice against her. ?Just because I?m an Asian girl they expect me to be smarter than everyone else. Well, I?m not smart, I can?t help it.?
To evaluate the mental health of Miranda requires several cultural factors to be taken into consideration when contextualizing her situation. Given their first-generation immigrant status, Miranda?s parents may be more likely to interpret their daughter?s behavior as disobedience and defiance rather than a mental health issue, given that viewing such actions through a psychoanalytic lens is not part of their tradition. However, the fact that both Miranda?s mother and brother have shown signs of mental illness in the past indicates that Miranda?s issues may have a biological basis. Her parents are not receptive to the idea of treating their daughter with medications for a psychological condition despite the fact that most mental health practitioners concur that some form of pharmaceutical treatment is necessary in addressing the needs of patients exhibiting bipolarity, which is the diagnosis suggested by Miranda?s pediatrician (Duffy et al 1998). Should the evaluative process indeed result in a bipolar diagnosis, ensuring that Miranda receives appropriate psychopharmacological intervention may prove challenging, given her parents are even somewhat reluctant to allow that there may be a need for therapeutic counseling. But it is also possible that Miranda?s symptoms may be linked to using drugs although Miranda has never admitted to using any form of illegal substance or alcohol.
Because of Miranda?s age, there are concerns that normal adolescent rebellion may be interpreted as a mental illness. It is not unusual for adolescents to experience a search for identity at Miranda?s age within American culture. Because Miranda?s parents grew up in China, they may be uncomfortable with the extreme individualism tolerated by American culture. In America it is considered normal for teens to engage in a certain amount of limit-testing that may not be acceptable in other cultures. Additionally, mental illness as a whole is more stigmatized in Chinese culture, which may make Miranda?s parents more reluctant to acknowledge that their daughter may have a mental health issue and are more eager to view her issues as self-willed (Alonso et al 2008, cited by Unite for Sight website).
Ethical concerns which naturally arise when treating Miranda are attached to her age. Treating Miranda from a therapist?s perspective requires a certain level of trust and confidentiality that might not be seen as acceptable when viewed through her parents? Chinese-American worldview which does not accept a rigid and individualistic division between parent and child. According to the ACA Code of Ethics, 2014, as well as being culturally sensitive to the family as a whole and not imposing individualistic dictates upon the parents in terms of precisely how they should raise their child, even when treating minors ?counselors recognize the need to balance the ethical rights of clients to make choices, their capacity to give consent or assent to receive services, and parental or familial legal rights and responsibilities to protect these clients and make decisions on their behalf? (A2C & A2D). The need for effective counseling of Miranda and ensuring honesty must be balanced out with her parents? rights and cultural worldview. For example, if Miranda were to be found in engaging in risky behavior, ideally Miranda would be persuaded to discuss this with her parents versus the therapist automatically ?telling? on Miranda (unless Miranda appeared to be at considerable physical risk). Similarly, Miranda?s need for treatment should be acknowledged by the therapist. If making a recommendation for a particular medication for Miranda, the therapist should be prepared to answer her parents? concerns and explain why bipolarity (if such a diagnosis is warranted) requires more than ?discipline? to quell Miranda?s behaviors.

ASSIGNMENT I NEED TO DO:
Unit 9 Assignment: Diagnosis and Treatment Planning
For the final assignment in Unit 9, you will draw on the DSM-5 mental disorder you selected in Unit 3 and the case study you created in Unit 7 to formulate a comprehensive DSM-5 diagnosis that includes the principal diagnosis, medical conditions, and other conditions that may be a focus of clinical attention (V and Z codes), develop an effective treatment plan for addressing this client's presenting symptoms and issues, and discuss how social systems impact the assessment and treatment process.

To successfully complete this project, you will be expected to:
1.Evaluate contemporary approaches used for the assessment and diagnosis of individuals.
2.Apply the DSM-5 to the diagnosis of a child or an adult.
3.Incorporate current research and diagnostic resources used in the counseling profession in the treatment planning process.
4.Design an effective treatment plan based on the assessment information collected.
5.Evaluate the impact of social systems on the diagnosis and treatment planning process.

To achieve a successful project experience and outcome, you are expected to meet the following requirements.
1.Describe the methods you would use to assess and diagnose this client, based on the case study you developed. Discuss the strengths and weaknesses of these approaches to evaluate which methods would be most appropriate for your client.
2.Develop a comprehensive DSM-5 diagnosis for the client that includes the principal diagnosis, medical conditions, and other conditions that may be a focus of clinical attention. Use the template provided in the assignment resources. Provide a rationale for any choice of diagnosis you have made. Describe the advantages and limitations of using the DSM-5 to diagnose this client.
3.Develop a treatment plan for working with this client. What information would you gather during the assessment and diagnosis process to assist you in formulating a treatment plan for this client? How would you incorporate current research and diagnostic resources used in the counseling profession to develop a treatment plan that effectively addresses this client's presenting symptoms and issues? Describe the links you are making between the assessment process, the diagnosis, and the approach you will take with the client during therapy. Support your choice of therapy approach with references to the professional literature. Describe the following elements in your treatment plan and use specific examples to illustrate your ideas:
?Focus of therapy.
?Goals for the client.
?Specific interventions used to help the client reach his or her goals.
4.Explain the larger environments and social systems that would need to be considered when diagnosing this client and formulating a treatment plan. Discuss the ways in which managed care companies, the health care system, school systems, the policies within your own agency, or other social, political, or economic systems might impact the diagnosis and treatment planning process with this client.
Attach a copy of the case study you wrote for the assignment as an appendix to your final project assignment.

*Please Note - the Writer will have to access the following book: Case Studies on Educational Administration (5th ed) by T. J. Kowalski (2007) ISBN: 978-0205509072.

The purpose of this DISCUSSION PAPER is to evaluate communication and In particular, "communication that nurtures student learning."

The No Child Left Behind Act has provided numerous opportunities for schools to define themselves and their communication activities as supportive and nurturing of children's needs.

Please review Case 1 titled "Who Needs Lesson Plans?" (pages 13 - 19) and then address the following discussion topic from your perspective: ASSUME YOU ARE AN EDUCATIONAL/TEACHER LEADER LIKE MR. HUBERT. DESCRIBE WHAT YOU WOULD WANT TO ACCOMPLISH IN DEALING WITH THE SITUATION DESCRIBED IN THIS CASE.

Please advise if you need additional information or have any questions.

Thank you.
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