The paper should answer the following:

-Why do females appear to better persist within postsecondary education today?

-What are the retention and "success" factors specifically related to Black and Hispanic students? Are there differences in "going to college" rates among these ethnic groups?

- How important are developmental or remedial courses to student success and retention?

- Based on the literature, what are the most critical factors which determine whether a first-year student persists into his or her sophomore year?

According to Baltimore, 75 percent of Hispanic high school seniors are not enrolled in college preparatory curricula, and 33 percent of those who do not graduate earn below-average grades in one or more of their academic courses. Nationally, 38 percent of Hispanics drop out of high school, and over 50 percent of Hispanics who enroll in college fail to graduate (Baltimore, L p. 68). From a review of current literature, present the most successful practices to promote the success of community college students. Evaluate the programs or strategies that you would consider to be most appropriate for Hispanic students success and justify your recommendations.

Baltimore, L. (1995). Collaboratives: Helping Hispanic students succeed. Thought & Action, 11, pp. 67-85.

UNDOCUMENTED STUDENTS EQUITY TO IN-STATE TUITION:
REDUCING THE BARRIERS

TEMPLE UNIVERSITY

EDUCATIONAL ADMINISTRATION 5101

SECTION 012

RESEARCH DESIGN IN EDUCATION
SUMMER 1, 2011

York Williams, title








Immigrant undocumented students
challenges for residency for tuition
purposes and permanency in the
United States






Lori Daniels June 14, 2011

Table of Contents


Abstract ..
Acknowledgments .
Table of Contents
List of Tables ..
Chapter 1 Introduction
Introduction ...
Purpose of the Study..
Importance of the Study & Research Problem ..
Research Questions (number them)
Methods ..
Limitations .
Terms ..
Theory .
Chapter 2
Literature Review
Outraged


Chapter 3 Methodology & Procedures
Study and Design
Population
Procedures
Trustworthiness, Validity, Reliability
Ethical Consideration












INTRODUCTION

In todays universal society it is more important than ever to receive a quality education and to go to college. However, many undocumented immigrant high school students face many issues surrounding illegal immigration. The lack of legal residency and any supporting paperwork, green card, social security number, government issued identification, basically portrays undocumented students as nonexistent to the American federal and state governments. This occurrence has controlled the lack of undocumented students who are eligible to attend postsecondary educational institutions.

These constraints include opposed rights to admission, immigrant-specific obstacles to financial aid and disputes regarding in-state tuition privileges. Immigrant families with low-income, particularly Spanish immigrants, who are attending inner city high schools, are at a greater risk of having unfulfilled dreams of attending a university. Undocumented students are greatly concentrated in urban areas such as Texas, California and New York; however, these individuals are established across the states. Additionally, undocumented students are more likely to begin their postsecondary careers at community colleges rather than four-year institutions because access and lower cost.

Often time minority students from low socioeconomic status might have difficulty identifying their self?worth, and may develop inferior beliefs, and experience academic failures. It is essential that students of every racial background express their own ethnic identity and improve how they see themselves. Discrimination generally cuts across all underrepresented groups, African Americans, Asian American, and Latino/a. African American students consistently reported significantly more racial?ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff. (Ancis, Sedlacek and Mohr 2000)


Because of these instances the United States is currently evaluating an immigration law reform act.


The Dream Act was established in 2006 by Senator Dick Durbin democrat of Illinois and he presented the DREAM Act (S.729) in the Senate and Representative Howard Berman a democrat from California who introduced the American Dream Act (H.R.1751) in the House. (Palacios pg. 2) The In-state resident tuition legislation act that will benefit undocumented students is a significant policy to provide access to immigrant college students to four year institutions, the military and eventually the right to citizenship.

The Dream Act has established standards for the promotion of success for all undocumented students to attend a university of choice being a four year or community college. However, with the present new legislation that makes it a crime to be in Arizona without legal status and requires police to check for immigration papers many immigrants who have lived here illegally for many years and lead productive lives will be subjective to racial profiling. Besides Arizona, there are other states that are contemplating initiating this policy. I think that this will have a negative impact on the public school systems as well as universities and colleges in enrolling undocumented students because they already face many, cultural, social, and economical challenges. These stigmatisms could create difficulties in undocumented students identifying their self-worth, and may develop inferior beliefs.

PURPOSE OF THE STUDY

The purpose of this study is to identify specific policies and procedures to provide the resources and capital to assist undocumented students as well as review key elements of showing the correlation of ethnic identity in access and equity to higher education. hat would help eliminate students frustration. And to illustrate there is no accountability system surrounding the success of undocumented students postsecondary education divide significant structure. In most states undocumented students whose family are long time residents
of the area and pay state and local taxes are considered a resident of that particular state. The realization for many first-generation, undocumented students is that they cannot attend a college/university of their choice because they are not documented. Moreover, after graduation they will have even more difficult than their peers finding a job because they dont have the proper documentation. Undocumented, underrepresented students are at a disadvantage to receive learning opportunities and achievements than their peers. Moreover, immigrant families need greater access to accurate information about college in a consistent manner.

IMPORTANCE OF THE STUDY AND RESEARCH PROBLEM

The need for change is evident, reforms for better immigration laws for public education to create opportunities, access, and respect for undocumented students is imperative. Undocumented high school students need to have the accessibility to secondary learning and know that laws were created to employ citizenship and in-state tuition eligibility for residents who contribute to our society and social order.

RESEARCH QUESTIONS

Without the fundamental requirements met how will undocumented students achieve their goal to attain a degree, and seek a rewarding career?

Is it unjust to extradite an illegal alien who has been living a constructive life and contributing to benefit our society?

Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students?
METHODS


I first plan to visit

LIMITATIONS

Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition. bigotry and prejudices against someone who is different still thrives even today. and state laws to the contrary are preempted by federal law

TERMS

Undocumented Immigrants
Immigrant
Dream Act
Antiaffirmative Action
Sociocritical Literacy

THEORY
Helms theory of racial identity most influential three concepts: Racial Identity ego status 1. Conformity, negative stereo type of group, commitment to white standards, Adaptation assimilation accepted into white culture, 2.ego status Dissonance much confusion discriminated against will always be viewed as an minority repress anxiety, People of Color Racial Identity, and White racial identity self-actualization. ethnic statuses mature, being able to perceive and cope with the realities of racism and other oppressive forces 3. Immersion/Emersion immerse into own cultural group reject white culture self blame for ignorance emersion educated about your culture true understanding strengths and weaknesses

LITERATURE REVIEW

Higher Education and Children in Immigrant amilies ??" Sandy Baum and Stella M. Flores

The article describes how new immigrants emerge in the U.S. every day, and how ones country origin, socioeconomic status can determine the educational goal attainment of immigrant students. The author talks about Asian immigrant parents who are primarily in the engineering and medical fields, whereas Latino and Caribbean immigrant parents are labor workers. The effect of having educated or non-educated parents plays a vital role on the success of immigrant students in attaining a post-secondary degree. The younger an immigrant enters the U.S. preferably before the age of thirteen the more likely they will succeed in secondary education because the language skills should be well-built.

The authors mention some of the barriers for immigrants attending higher education as language, not proficient in English, applying for college, financial aid, and lack of academic preparedness. Students with low income are able to enroll in college; however, they have a greater difficulty of completing college. Mexican parents do not want their children to leave home to attend college, discouraging to Mexican students.

Most immigrants who have permission from their native country to attend a university in the U.S. have been selected because of their intelligence and skills. The authors found this true except for Mexican immigrants who most likely have a higher social economical status. The article illustrates that more the half of illegal immigrants 53% has graduated from high school, and has attended postsecondary education. The research is contradictory in show a high postsecondary outcome of immigrants overcoming financial and legal barriers. This pertains to the students who arrive before age thirteen.

Outrage by Dick Morris & Eileen 2007 (Harper Collins Publishers)
Chapter 1- Immigration: The Wide Open Door

This chapter first discusses the extensive measures that the United States conducts on a daily basis to keep unwanted illegal immigrants from crossing our U.S Mexican borders. The chapter describes this as only half of the problem, the other half of this issue is illegal immigrants living in the U.S. with expired visa and the fact that our government does not kick them out. These immigrants come here legally as visitors tourist, workers or students; however, 50% of these immigrants never leave. The Immigration and Customs Enforcement (ICE) is the governmental agency responsible for protecting our borders and illegal visitors form residing in the U.S.
There are about 11.5 million illegal immigrants living in the U.S. Roughly about four to five million of them are here on expired visas. Sixty percent of these immigrants apply for permanent residency and many are granted regardless if they are legally or illegal living in the U.S. In 2001 there were 7,588,775 issued visas and 32,824,000 numbers of admissions into the U.S. The chapter talks about the fraud on the part of the immigrants, identity fraud, document fraud, counterfeiting, and corrupt employees, widespread lying and misrepresentation on the part of the applicants. Over $1billion dollars a year is spent on the imprisonment of about 300,000 illegal immigrants in the U.S. The consular officer is an ICE employee rarely who evaluates the application of the applicant; rarely does he turn an applicant away because of fraud. The consular does not want to complete the lengthy document that must be completed to justify the denial. One area where the consular is enforcing the law is on student visas.
Since the 911 attacks the government is doing better at identifying who enters the U.S. by having the home country fingerprint and photograph the immigrant before leaving, and the U.S. fingerprints the immigrant once they arrive to validate the accuracy of the entry is the same person. However, even with these provisions in practice not all U.S. airports and seaports fingerprint the immigrant when they leave. Without efficient exit check points there is no way to check immigrants whose visas have expired. Most of these immigrants live in poor minority cities.

Ethnic Identity
In Ortiz and Santos results suggest that like Asians, Latino/as identify as a distinct group. They are characterize
d as Puerto Rican, Chicana, Mexican, Dominican, Latino/a, 7 of 9 however, most prefer Mexican American (given that the study was done in California. Within this group some of the sub?groups have a negative association attached, Ferdman & Gallegoss (2001) model of Latino Racial Identity Orientation, (Ortiz & Santos p.133). Mexican American racial classifications do not fit neatly into the binary classification used by the United States, which leads to mistaken in ethnic identity.

The authors also discussed the Latino/a culture and traditions, describing how family members, music, food, language, religious beliefs, and cultural events contribute an important role in ethnic identity. Senior family members describe the traditions, cultural experiences and value of their history. For many students they lost their cultural awareness during high school. However, college became a time for students to return to their cultural background and understand the importance of family in their ethnic identity development.
In Ortiz and Santos critically examined immigrant Asian American family structure and its generational effects on ethnicity. Asian racial groups have sub?groups that self identify as Chinese, Cambodian, Japanese, Taiwanese, Filipino and Korean. Additionally, within these sub?groups are varied religious beliefs, Christian, Catholic or Buddhist which also contribute to ethnicity. This is the only group that had a significant interaction with mainstream America during high school. In the Asian culture the extended family often lives in one 5 of 9 household, children, parents, grandparents, and they speak their native language. They believe in strong family ties, and that children must be respectful of their elders. Asian parents tend to be strict and have high expectations for educational achievement and preserving and protecting Asian culture.
Asian students felt that their cultural values were transforming, just from living in the United States and that Asian assimilation to mainstream American had occurred. An Asian female participant in the study discussed the strict cultural background and how she concealed her interracial dating from her parents. The author states that once ethnic identity is weakened when a group adopts the host society, group members sometimes lose all traces of their identity. However, Asian acculturation with the mainstream culture is strong and bicultural according to Berrys Model of Identity. Students value their language and traditions as well as positively interrelate with society as a whole. Asian college students had positive interactions with mainstream America, which made them begin to examine their own culture. However, some Asians feel that if you acculturate fully you have sold out your race to mainstream America.

The Dream Act
The immigration law reform act is one of the changes President Barack Obama has promised the American people. He is genuinely taking into consideration the Dream Act, along with other strategies to improve immigrant existence in the U.S. The initiative of the DREAM Act would allow states the right to determine eligibility for in-state tuition. The DREAM Act would successfully revoke a condition, Section 505 of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 (IIRIRA), which has discourage states from offering in-state tuition to undocumented students unless they offer the same benefit to all out-of-state students. (Palacios pg. 2).

Some of the common barriers to college for undocumented students are the same as their peers such as and the insufficiencies in the academic preparation of the high schools years and financial difficulty. Under the Dream Act undocumented students who are enrolled in institutions of higher education and meet all of the requirements for conditional permanent residency staus would be eligible for federal student loan and federal work-study programs. However, with the current financial downturn in the United States economy, many federal and state programs will be negatively affected. This will have an impact on low-income students as well as undocumented students who want to participate in college grant programs, financial aid, tuition cost and the university/college student scholarships and loans. Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students? If immigrants are serving in the U.S. military and contributing to the economical structure than I would think that most would say that it is fair.
The Dream Act is a policy which states that, undocumented students willing to attend college or serve in the armed forces have the full ability to contribute to our society by creating a clear path to citizenship and allowing states to determine eligibility requirements for in-state tuition.
The DREAM Act, would allow illegal immigrants who were brought here at a young age by their parents a pathway to conditional legal status if they arrived in the United States before age 16, have been in the country for five continuous years, and have graduated from high school or obtained a GED or serve in the military.

To be eligible to apply for the Dream Act permanent residency the individual must live in the U.S. before the age of 16 and have continuous residency for five years. The individual must be able to speak English. The individual must enroll in some form of higher education, a trade school, community college, a four year institution or the military. Within a two year period and if the student has followed the aforementioned criteria the undocumented youth can petition for conditional residency. While in the conditional status a student cannot apply for Pell grants, but can utilize personal scholarships and loans. If the criteria are not met after six years the undocumented individual conditional status will lapse and they could be deported back to their homeland.

The Dream Act is still awaiting approval while many immigrants have spent more years illegally in the United States than in their home countries. The Dream Act gives hope to many immigrant American families for authorized work, education, and permanent residency. Hopefully the Dream Act immigration law reform will be passed this year along with many other initiatives the President is implementing to improve access to institutions of higher education.

Creating Pathways to College for Migrant Students: Assessing a Migrant Outreach Program





The article on Higher Educational Access for Undocumented Students suggested that:

Students should be encouraged to take student success courses during their first semester to learn early on about the transfer process, and/or major requirements to avoid taking unnecessary or inappropriate courses since cost is a major concern. These courses can also help students establish connections with undocumented student support clubs. Getting involved with undocumented student support clubs is particularly valuable because they provide students with peer role models and allow students to share information. The clubs also provide students with a sense of empowerment and official institutional (Perez pg. 35)

Most undocumented students situation correspond with the first-generation student as well as the low-income student. Poor students with no financial means and social capital are questionable to make it to college. The RAND study showed that economically disadvantaged families have been hit even harder by the recession, increasing the amount of financial aid and while the increase in Pell Grants to $5350 in 2009 and $5,550 in 2010 is encouraging, the cost of college education is significantly more. Additionally, undocumented students are not privy to state and federal grants.

Summary
Policy-makers and educationalists must effectively target services needed by undocumented students to improve the impact of accessing a secondary education on students security as a citizen. The Dream Act is an example of legislation that would provide a path to citizenship for undocumented students who were brought to the US as minors. Although efforts are being made to reform immigration laws, the legal status of undocumented students remains uncertain. As of now, prior to the Dream Act being standard, we should continued to try and improved involvement with parents, community leaders, counselors and teachers so that undocumented children will achieve their innate potential. A degree gives the student the potential for more career opportunities, earning power and recognition. To empower students this freedom the government would have to remove the barriers that persist in undocumented children from achieving goals.

A program could be designed to implement the effectiveness of undocumented students access and equity in institutions of higher education.

Identify older undocumented students to serve as role models.
Counselors (needs assessment) should be knowledgeable about government and college
admission
Identify private sponsors who can provide financial support to undocumented students
Involve Community partnership in internships and permanent positions after graduation
Survey undocumented student (for changes they would like to see)
Colleges/universities should support the Dream Act

The United States cannot maintain its global position if they do not utilize all the talent that is available, which includes undocumented students. I do think that the rules should apply to all U.S. citizens given the fact that taxes local and federal are paid by the people. So why would an immigrant who has only been paying taxes for a few years have an advantage of lower tuition cost than a person who has paid all their life.
On a daily basis I help undocumented students understand the legality of gaining residency for tuition purposes. There are many students who interpret the rules to favor their circumstances, however, I must examine each case individually and make an accurate assessment. Many of the students have attended PA public school system their entire lives. Additionally, many of their family members own businesses and work in prominent companies but are not considered residents for permanency or tuition purposes.
After all the _____ bigotry and prejudices against someone who is different still thrives even today. With all the talk about diversity and valued beliefs one would think that Americans would conquer their bias opinions of another culture integrating with the American society. America is made up of a melting pot of all races, colors, cultures, and economic status. However, there are more people who are accepting of immigrants, but you still have individuals, like the Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition.


Bibliography

the text book is Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 3/e John W. Creswell

Not sure if the theory I selected is workable for the paper

*My instructor uses a digital drop box where we put our papers that checks authenticity*

I am african american, work for a major university, grew up in an urban metropolitan city, I work as the certifying official at my univeristy were I determine residency for all students. etc.

Must show triangulation - Kreswell

No math - analysis of the data SPSS, ANOVA - must match review

this is a qualitative research study
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From a review of current literature, present the most successful practices to promote the success of community college students. Ealuate the programs and strategies that you would consider to be most appropriate for Hispanic students' success and justify your recommendations.

Specifics of paper content:

Prepare a paper on three theories that are or should be part of developmental education theory in higher education. In the readings this week you will find references to a number of theories(below) that are identified as being part of the theoretical foundation of developmental education and to several theories that various developmental education authorities, researchers and practitioners believe should be part of the fields theoretical foundation. Do some reading on three of the theories on which you believe developmental education theory should rest. In your paper, discuss each of the three theories you have selected and explain why you think each of them has made or can make a vital contribution to developmental education theory.

Required Readings:

Brothen, T., & Wambach, C. A. (2001). A selectionist approach to developmental education. In D. B. Lundell & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 163-170). Minneapolis: University of Minnesota, The Center for Research in Developmental Education and Urban Literacy.
Casazza, M. (1998).Strengthening practice with theory. Journal of Developmental Education, 22(2), 14-16, 18, 20, 43. Retrieved November 11, 2007, from http://www.ncde.appstate.edu/reserve_reading/V22-2casazza_strengthening.htm
Chung, C. J. (2001). Approaching theory in developmental education. In D. B. Lundell & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 19-25). Minneapolis: University of Minnesota, The Center for Research in Developmental Education and Urban Literacy.
Chung, C. J. (2005). Theory, practice, and the future of developmental education. Journal of Developmental Education, 28(3), 2-4, 6, 8, 10, 32-33.
Chung, C. J., & Higbee, J. L. (2005). Addressing the theory crisis in developmental education: Ideas from practitioners in the field. Research and Teaching in Developmental Education. Retrieved November 11, 2007, from http://findarticles.com/p/articles/mi_qa4116/is_200510/ai_n15743506
Higbee, J. L. (2001). The student personnel point of view. In D. B. Lundell & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 27-35). Minneapolis: University of Minnesota, Center for Research in Developmental Education and Urban Literacy.
Higbee, J. L., Arendale, D. R., & Lundell, D. B. (2005). Using theory and research to improve access and retention in developmental education. In C. A. Kozeracki (Ed.), New directions for community colleges: no. 129. Responding to the challenges of developmental education (pp. 5-15). San Francisco: Jossey-Bass.
Hunter, M. S. (2002, July). Student success programs: Where retention theory and practice converge. PowerPoint presentation at the Houghton Mifflin College Survival National Conference, Atlanta, GA. Retrieved November 11, 1007, from http://sc.edu/fye/events/presentation/survival.ppt
Lundell, D. B. (2001). Introduction. In D. B. Lundell & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 11-15). Minneapolis: University of Minnesota, The Center for Research in Developmental Education and Urban Literacy. Retrieved November 11, 2007, from http://cehd.umn.edu/CRDEUL/pdf/monograph/1-a.pdf
Lundell, D. B., & Collins, T. C. (2001). Toward a theory of developmental education: The centrality of Discourse. In D. B. Lundell & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 49-61). Minneapolis: University of Minnesota, The Center for Research in Developmental Education and Urban Literacy.
National Association for Developmental Education. (2001). Definition of developmental education. Retrieved November 11, 2007, from http://www.nade.net/aboutDevEd/definition.html
Wambach, C., & Brothen, T. (2000). Toward a developmental theory for developmental educators. Journal of Developmental Education, 24(1), 2-4, 6, 8, 10, 29.
Young, E. J. (n.d.). [Alexander Astins] Student involvement: A development theory for higher education. Columbia: University of South Carolina.

Additional Readings

Beekhoven, U. D., & Van Hout, H. (2002). Explaining academic progress via combining concepts of integration theory and rational choice theory. Research in Higher Education, 43, 577-600.
Darby, D. D. (1996). The new science: Connections with developmental education. In J. L. Higbee & P. L. Dwinell (Eds.), Defining developmental education: Theory, research, & pedagogy. Carol Stream, IL: National Association for Developmental Education. Retrieved November 11, 2007, from http://www.nade.net/publications/monograph/96/monograph96.pdf
Di Muro, P., & Terry, M. (2007). A matter of style: Applying Kolbs learning style model to college mathematics teaching practices. Journal of College Reading and Learning, 38(1), 53-60.
Elder, L., & Paul, R. (1996). Critical thinking: A stage theory of critical thinking: Part I. Journal of Developmental Education, 20(1), 34-35.
Elder, L., & Paul, R. (1996). Critical thinking: A stage theory of critical thinking: Part II. Journal of Developmental Education, 20(2), 34-35.
Escobedo, G. (2007). A retention/persistence intervention model: Improving success across cultures. Journal of Developmental Education, 31(1), 12-14, 16-17, 37.
Garcia, H. I. (2003). From theory to practice: A case for developmental mathematics. Research and Teaching in Developmental Education, 20(1). Retrieved February 16, 2008, from http://findarticles.com/p/articles/mi_qa4116/is_200310 /ai_n9287818/print
Griffee, D. T. (2007). Connecting theory to practice: Evaluating a brain-based writing curriculum. The Learning Assistance Review, 12(1), 17-27.
Jakubowski, T. G., & Dembo, M. H. (2004). The relationship of self-efficacy, identity style, and stage of change with academic self-regulation. Journal of College Reading and Learning, 35(1), 7-24.
Kallenbach, S., & Viens, J. (2002). Open to interpretation: Multiple intelligences theory in adult literacy education (NCSALL Reports #21). Cambridge, MA: Harvard University Graduate School of Education, National Center for the Study of Adult Learning and Literacy.
Kinney, D. P. (2001). Developmental theory: Application in a developmental mathematics program. Journal of Developmental Education, 25(2), 10-12, 14, 16, 18, 34.
Moore, R. (2007). Diverse behaviors, diverse results: A motivation-based model for students academic outcomes. In J. L. Higbee, D. B. Lundell, & I. M. Duranczyk (Eds.), Diversity and the postsecondary experience (pp. 129-143). Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University of Minnesota.
Nist, S. L., & Holschuh, J. P. (2005). Practical applications of the research on epistemological beliefs. Journal of College Reading and Learning, 35(2), 84-92.
Person, D. R., Ellis, P., Plum, C., & Boudreau, D. (2005). Using theory and research to improve student affairs practice: Some current examples. In S. R. Helfgot & M. M. Culp (Eds.), New directions for community colleges: no. 131. Community college student affairs: What really matters (pp. 65-75). San Francisco: Jossey-Bass.
Reynolds, T. R. (2001). Bakhtins notion of dialogic communication and a discourse theory of developmental education. In D. B. Lundell & J. L. Higbee (Eds.), Theoretical perspectives for developmental education (pp. 121-126). Minneapolis: University of Minnesota, The Center for Research in Developmental Education and Urban Literacy.
Stahl, N. A. (2006). Strategic reading and learning, theory to practice: An interview with Michele Simpson and Sherrie Nist. Journal of Developmental Education, 29(3), 20-24, 26-27.

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this is a Synthesis/ Analyze paper on student success for my English class. its will need to have at minimum of 9 quotations threw out the paper. Basically i need to have one main Article that the paper is about (Student success) and have other sources, (Other articles, book , journals, pictures, Cartoons, poems and webs ) to back it up too. I have to discusses WHAT THE AUTHOR IS TRYING TO ACCOMPLISH! ANALYZE THE ARGUMENT! The paper is Analyze + synthesis type paper So it would be Analyze- Argument - Breakdown- Support it. 1. I have to pick a side and argue it. 2. How the Author dose that, and argue that side like your having a conversation. do not respond in your own option. Emotionally the author is trying to say? Detail + connections. use PATHOS, ETHOS, AND LOGOS VERY IMPORTANT and how dose he do that. Also please use some words like (agrees, concurs, disagrees, expound upon, goes even further, contradict, confirms, and other clarifies) WHAT THE AUTHOR DOSE? WHY HE DOSE IT? some thing i need to include would be AUTHORS PURPOSE! AUDIENCES! DICTON! and last STRUCTURE! a paragraph on each or more please. this is what my paper must include, so one main article about what makes student succeed or how they do that, or something close to that line and other source that are backing that up. i would like it if one of the sources were a poem. the emotions that i would like to get across in the paper would be motivation, determination, goals, and hope. In the citations i need one to be a picture, cartoon, or movie, then two to be an articles or journal then one to be a poem, also one main Article on Student success that is in the thesis, that im Discussing. the other citations are to back up the main article. please dumb it down and not use too big of words , some but not too many. smart, but not to smart im a logical thinker so maybe that will help to on this paper.
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The purpose of this study is to see how different departments on a college campus effect student success. Different departments on every college campus are there to achieve common goals that contribute to the success of a student. The many different departments are unique to each students needs. Each student is unique and need some type of support system while they are in school.

You should incorporate a minimum of 10 articles, including the ones used for the Topical Reference List and both the quantitative and qualitative articles that you reviewed. This review should be a focused synthesis of findings in the literature. Thus, you should organize your discussion around themes that emerged in your review of the literature, rather than simply summarizing study after study.

Include the following elements in your review:

1. Title page with a running head
2. Abstract and keywords
3. Body
Introduction
Discussion of key terms
Review of the literature organized by themes
Conclusion/Summary
Reference list


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Initial Statement "An educated person should possess the general knowledge needed for making informed rational decisions and inferences in their personal and intellectual life."

Write a paper to describe your current view of the characteristics that an educated person should possess. Please begin your paper by restating our intitial statement (see above). Then, with specific reference to components of this statement, describe and account for the more important similarities and differences between your initial and current thinking.

Discuss how teachers can use features of the Student Success Strategy, revisions of education policy and program update or reach every student: energizing ontario to facilitate the education of the adolescents so they may be successful members of society.

Finally, identify three (3) of the most important contextual factors from your point of view, and describe how they can impact teaching and learning in the Intermediate Division (grades 7 to 10).

Headings should be used to identify the main components. *** Only use the articles attached/provided. ***
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You are to deliver a presentation of 15 minutes (including two or three minutes for question time).
? You may use any relevant material already developed in an essay written
? You may find the following useful in helping you develop your recommendations:

Lau, L. K. (2003). Institutional factors affecting student retention. Education, 124(), 126-136. Retrieved from summon.serialssolutions.com
The article is uploaded onto the course notes page (top panel).

Franchetti, M., Ravn, T., & Kuntz, V. (2010). Retention and recruitment programs for female undergraduate students in engineering at The University of Toledo, Ohio, USA. Journal of STEM Education, 11(5&6). Retrieved from www.summon.serialssolutions.com

The article is uploaded onto the course notes page (top panel).

Seidman, A. (2005). College student retention: Formula for student success. Westport, CT: Praeger Publishers. These sections are useful: Ch. 11. Where we go from here: a retention formula for student success; and the Epilogue : moving from theory to action.
This is a book available in in the Library Reserve (ask at the library desk how to find Library Reserve).

Topic

Examine the issue of attrition with particular attention to the impact on attrition of being an international student. Recommend to QIBT some strategies that could be adopted which would support students from your selected group in their study and help retain them as QIBT students. The following areas: academic support services, social networks and support.


(QIBT web site: www.qibt.qld.edu.au )

Read "Read-Only Participants: A Case for Student Communication in Online Classes" by Nagel, Blignaut, and Cronje.

After reading the Nagel, Blignaut, and Cronje article, write a 250-500 word summary of it.

Refer to the guidelines for writing an effective summary presented in the Module 2 lecture for use as a guide. Review the assignment rubric as well prior to beginning the assignment.

Be sure to include a discussion of the research problem, questions, method, findings, and implications discussed by the authors.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are to write 3-page paper. Read the article below and summarize the article. Do Not Use Outside Sources!


Moore & Kearsley

The Nature of Adult Learning
Although it is true that distance education courses are sometimes provided to schoolchildren to supplement or enrich the classroom curriculum, the overwhelming majority of distance education students in the US are adults typically between the ages of 25 and 50 years consequently understanding the nature of adult learning is an invaluable foundation for understanding the distance learner. The best-known description, now a classic, is that of Malcolm Knowles 1978 theory of adult education is what he called andragogy the art and science of helping adults learn can be reduced to the following propositions, expressed as differences between adults and children: although children being accept dependent on a teacher, adults like to feel they have some control over what is happening and to exercise personal responsibility; although children accept the teachers definition of what should be learned, of those preferred to define it for themselves, or at least should be convinced that it is relevant to their needs; children will accept the teachers decisions about how they learn, what to do, when and where, Adults like to make such decisions for themselves or these to be consulted; although children have little personal experience to draw on, adults have a lot, and they appreciate this being used as a learning resource; children must acquire a store of information for future use. Adults either assume they have the basic information or need to acquire what is relevant here and now. Instead of acquiring knowledge for the future, they see learning is necessary for solving problems in the present; and children may need external motivation to make them learn, adults will usually volunteer to learn have intrinsic motivation.
Why do Adults Enrolled in Distance Education Course?
For American children going to school is the work of childhood. The adult is a person with employment, family, and social obligations; so for an adult there are costs in enrolling in an educational course. The cost can certainly be measured in dollars but more importantly it is costs time and effort that must be taken from a marginal time and energy remaining from what is spent on the normal demands of adult life. For most adults, therefore, there have to be specific and clear reasons for starting a learning program, these tend to be highly motivated, task oriented students. Unlike younger learners most adults have experience in employment and many are seeking to learn more about fields of work in which they already know a great deal. Also unlike younger learners they know are a lot about why and about the world, about themselves, and about interpersonal relations, including how to deal with others in the class, and perhaps with the teacher and with an administrative system. The adult student, teachers gain authority from what they know and the way they deal with their students not from any external symbols or titles. Physical distance tend to further reduce the dominant psychological position of the teacher probably one reason some classroom teachers do not enjoy being at a distance. Some adults enrolled in distance education courses to compensate for a neglected high school education; others are seeking college credit courses; many take noncredit courses in plethora of subjects just to improve their general knowledge or to develop satisfying pastimes. Some seek practical knowledge when they first become parents, homeowners, or members of a school board. In America today education is presented primarily as a personal investment with the return been improvements in employability or income. Therefore the most common reason for taking a distance education course is develop or upgrade skills and knowledge needed in employment. However widely differing motivations for learning are suggested by recalling some of the organizations mentioned earlier in chapters in this book. They include Air Force personnel learning the mechanics of a truck by home-study, the College dropout trying to make a college credit through independent study, the professional engineer keeping abreast of new information through courses offered by NTU, the sales representative working on a company-sponsored program about a new product and the group of homemakers discussing gardening through a cooperative extension teleconference. It is impossible to summarize the topics that are dealt distance learners study; what is certain is that they cover just about every subject under the sun. And whatever the reason for taking a course and whatever the subject, it is also certain that the dealt distance students are always very serious, very committed, and highly motivated about what they're doing.
Anxiety about Learning
One reality that is not often talked about but something that needs to be kept in mind is that most of dealt distance learners feel quite anxious about studying at lease when they first began a new course or especially a new institution. If this anxiety is revealed its usually directed at the person who is the closest representative of the teaching institution -- the instructor. It is not really the instructor who is the source of the anxiety but what underlies it is the students concerned about being able to meet expectations both those of the institution and -- just as important -- self expectations. This is a natural fear of failure that everyone experiences to some degree. The students carver their anxiety which of course makes it harder for others who feel they must be the only ones intimidated by the challenges of the course. The sensitive instructor tries to ensure the anxious student develops familiarity with procedures and that the institutions expectations are well understood. However those adults who are inexperienced as distance learners may have to give me a high degree of anxiety at the beginning of the course. Their fear becomes concentrated when they have to turn in their first written assignment or present their views in a teleconference. The first assignment is especially critical; it is when an ancient student is most likely, statistically, to drop the course. Until this anxiety has been revealed by successfully taking the risk involved in handing in the assignment students may not be able to enjoy the course and in fact may not performed the best of their goods because of their nervousness. As they become accustomed to the system and have early positive feedback, confidence grows and anxiety comes under control. Being aware of this anxiety one of the first responsibilities of the instructor is to try to lower the level of tension. This does not mean that the workflow or the standards were part of the students are lowered but it means first that steps are taken in the course designed to deal with the well-known causes of anxiety. Conrad 2002 study found that students were helped by having access to the course materials before the courts began in the wanted to see a message from the course instructor when they first access the course. In setting the right climate for learning the ensure or should explain that mistakes are natural part of learning and there is no reason to fear in making them, risk-taking is approved, there is no such thing as a dumb question, the instructor admires and approves effort and commitment, and the instructor cares about the students being successful and will work toward that goal. Perhaps the two most important and typical, adult attitudes that these report shows are an appreciation of efficiency and an appreciation of an enjoyable learning process/environment.
Providing Access
Perhaps what most people think of when they first think about distance education is the capability for an institution or organization to provide access to education to some learners who could otherwise not have it. This in fact describes the professional people who we met in the previous section, although some of them lived in major cities, there was no access to the subject they wanted at times and places convenient to them. However access is even more important to certain kinds of students; those who are disabled, elderly, or living in remote areas. Although the convenience and flexibility of distance education is a benefit to all students, remind us that or some students distance education makes all the difference between a richer or a poorer quality of life. We suggest that you might like to investigate the people behind the statistics, as a class project or formal research you will find it a very rewarding activity because in every population of distance learners are found some very exceptional people.
Factors Affecting Student Success
As we saw in the previous chapter 1 aspect of distance education that has been studied from several different angles involved the factors that affect student success and failure. In most distance education courses and programs since participation is usually voluntary a proportion of the students who again programs do not complete them. In the past it was not unusual for non-completion also referred to as dropout rates for distance learning courses to be in the range of 30-50 percent; nowadays the figure should be near the lower the end of the range and for University credit courses it is comparable to traditional classes i.e. less than 10%. For many years administrators and researchers have struggled to understand what causes some students to withdraw in the hope of being able to improve their institution's completion rates. One of the many methodological difficulties of this research is that dropout is usually a result of no single causation but an accumulation and a mixture of causes. A member of researchers have developed formal models for predicting completion e.g. Billings and Kember 1989. Research studies have identified a number of factors that are predictors of probable completion of distance education courses. They include: intense to complete, students who express determination to complete a course usually do, on the other hand, students who are unsure about their ability to finish are more likely to drop out. Early submission, students will submit the first assignment early, or punctually are more likely to complete the course satisfactorily. For an example of research, Armstrong et al 1985 found 84% of the students who submitted the first assignment within the first two weeks usually completed course, whereas 75% who took longer than two months to submit the assignment did not complete the course. Completion of other courses, students who successfully complete one distance education are likely to complete subsequent courses.
Kembers and Billings Models of Student Completion
Kember 1995 presented a model for student progress that focused specifically on adult learners in distance education courses using the term open learning, which we have explained in earlier chapters. This model focuses on the factors that affect a student success completion of distance education program with particular focus on the extent to which students are able to integrate their academic study with often conflicting employment, family, and social commitments are. Kembers models suggest that students intrigue characteristics e.g. educational qualifications, family status, employment and direct them toward one of two pathways in a distance education course. Those with favorable situations tend to proceed on a positive track and are able to integrate socially and academically. Other students take a negative track where they have difficulties achieving social and academic integration which affects their course achievement i.e. GPA. The model also incorporates a cost/benefit decisions step in which students consider the costs and benefits of continuing their study. Those who decide to continue we'll recycled through the model for another passage. However in each pass through the model student may change track due to their experiences in taking the course. Kembers is based on a large body of research and theory about attrition in both traditional and distance education courses. Kember used empirical data collected via interviews and questionnaires from a number of sources in the formulation and validation of the model. These sources included student taking courses at the UK open University, the University of Papua New Guinea, the University of Tasmania, Charles Stuart University Australia, and seven different open learning programs in Hong Kong. In order to collect standardize data for the models Kember developed and used the distance education student program questionnaire, which consists of 68 items pertaining to the variables in the model plus demographic information for entry characteristics. Kember also collected students outcome data in the form of GPA and the number of course models attempted and completed. To validate the model Kember used factor analysis on his questionnaires responses to determine the underlying factors. The factor analysis confirmed the four primary variables in the model hole in social integration, academic integration, external attribution, and academic incompatibility. Kember then use path Analysis multiple regression to identify the casual relationships among the variables in the model. The results of the path analysis confirmed that the basic structure of the model is accurate: 80% of the total variance of student completion could be examined either variables in the model. Kember outlines the implications of this model as follows. The positive academic integration factor contains this subscale deep approach and surface approach and extrinsic motivation subscales. This suggests that student progress can be enhanced if the design of a course concentrates on developing intrinsic motivation and a deep approach to the subject matter. Academic integration can also be improved by developed collective affiliation and ensuring congruence between student expectations and course procedures. The model also identifies the difficulty students are likely to face in completing open learning courses can therefore serve as a guide for counseling and guidance activities. Kembers model is very compatible with the system approach and that is espoused in this book. Although Kember does not attempt to relate his model to a system approach the major variables of the model do map into the primary subsystems.
Billings model of Course Completion
Billings model for the completion of correspondence courses. The links shown in the diagram represents the relationships among the variables i.e. they are casual, addictive, and correlational. Billings found that students who made the most progress were those who had the intentions of completing the course in a specific period of time three months, submitted the first lesson relatively early within 40 days, had higher entrance examination scores and hide GPA's had completed of the correspondence courses, had a supportive family, head high goals for completing the program, live relatively close to the sugar, and had good college-level preparation. The single most important predictor variable was the students intention to complete, which suggest the importance of motivation over other factors. Not surprisingly one of the best predictors of success in distance education is the educational background of the student. In general the more formal education people have the more likely they are to complete a distance education course or program.
Personality Characteristics
Much less reliable as a predictor of success or failure but clearly relevant and the personality characteristics of the student including what is often referred as to learning style. Early research suggested that students will on more field independent i.e. relatively less influenced by the surrounding environment including social environment are better suited to distance learning than people who are less field independent. Diaz and Cartnal 1999 found that students who selected an online version of health classes were more independent as learners and value collabration more for its intrinsic value than external incentives. Halsne and Gastta 2002 as college students to take the survey that identified their visual, auditory, tactile, or kinesthetic learning purposes and found that those who selected online courses related themselves higher as visual learners whereas those selected on campus classes were more auditory and kinesthetic in their learning styles. Another personality dimension that is often associated with distance education is introversion and extroversion with introverted individuals being more predisposed to distance learning. Persistence, determination, and it need to achieve are all qualities that would positively affect a student success. The nature of students motivation for take any particular course or program i.e. intrinsic or extrinsic is also likely to affect their success.
Extracurricular Concerns
A variety of extracurricular concerns -- such as employment e.g. job stability, and workload, family responsibilities, health, and social interests -- can positively or adversely affect completion of distance education courses. For example, encouragement from employees, coworkers, friends, and family regarding distance learning can motivate the student to do will; conversely lack of support from one or more of these groups can result in poor performance and non-completion.
Course Concerns
Many features of the course or program itself affect the success of students. This includes: the perceived relevance of the content to career or personal interests, the difficulty of the course and program i.e. amount of time/effort required, the degree of student support available, the nature of technology useful the course delivery and interaction, the extent of the pacing or scheduling involved, the amount and nature of feedback received from a shorter/Hooters on assignments and on course progress, and the amount and nature of the interaction with instructors, tutors, and others students. In summary, students are more likely to drop out of a course if they perceive the content as a relevant for of little value to their career or personal interests if the course is too difficult and takes too much time or effort they become agitated in trying to complete the course or handling administrative requirements and receive your system's if they receive little or no feedback on their coursework or progress and it they have little or no interaction with the instructor, tutor, or other students and hence become too isolated.
Study Skills
To a great extent, the study habits and skills of students determined their success in online classes and this is one factor under their control. Students will play in their study time and develop schedules for completing coursework are more likely to do well in distance education. Procrastination is the number one enemy of distance learning -- 1 student get behind in their assignments it becomes very difficult ketchup and they invariably dropout. Of course a good program is the one that has the structure that makes it hard to fall behind and a student support system that intervenes if the student appears to be in difficulty. There are lots of student oriented guides about distance learning in almost every distance education program provides guidelines to their students. Unfortunately learning its study skills is not easy for students who have never practice them or perhaps have not used them in a long time. This is one area where counselors can make the difference between success and failure. Researchers have examined student's reactions for a number of perspectives most studies are connected with assessing the level of learner satisfaction with a particular course or program or to the extent to which students perceive surgically instructional media or teaching strategies to be effective. Some studies are concerned with changes in student attitudes to distance education that come about as a consequence of being distance learners.
Classroom versus Distance Learning
A common question that is examined is how students fill about distance learning relative to traditional classroom instruction. In many cases students say they prefer traditional classroom learning even though they enjoyed their distance learning course and found it worthwhile. Sometimes there are problems e.g. equipment for years, inexperienced instructors that produce negative attitudes toward distance learning. Very similar problems occur in traditional classroom but the absence of the father figure or mother figure to take care of them is discovering for some students. Most students are able to cope with problems a most students actually enjoyed taking responsibility for solving their own problems. However this is obviously hard work been leading a teacher do it some of the negative attitudes to distance learning comes from reluctance to take responsibility and make an effort. Fortunately this only applies to a minority of students. It will implement in courses students can be very positive about the distance learning experience and many before such courses over traditional classes. Nelson 1985 or example, survey the attitudes of students taking classes via two-way video conference and reported that 94% believed their level of achievement was a high, or higher, then regular classes, and 97% wanted to take further videoconference classes. On the other hand, Barker 1987 evaluated the attitudes of children who had taken classes by the TI-IN satellite videoconference system and found that 65% believed video class to be more difficult than read what classes and 70% would prefer to take regular classes. It is worth nothing that in this study, numerous problems were mentioned, including technical problems, difficult to contact in the instructor, and in adequate teacher preparation. A number of research studies have examined the relationship between student perceptions and teaching strategies for program designed characteristics. St. Pierre and Olson 1991 found that the following factor contributed shoe student satisfaction in independent study courses: the opportunity to apply knowledge, prompt return of assignments, conversations with the instructor, relevant course content, and a good study guide. Conversely, Hara and Kling 1999 reported the student education in web-based courses were caused by: lack of prompt feedback from instructors, ambiguous instructions for assignments, and technical problems. Maki and Maki 2000 in the journal behavior research methods, instruments, and computers reported that young University students learn better when studying any web-based distance education mode than their counterparts who study and a conventional class. Differences in pretest and post-test scores were twice as high for the distance learner. Over a number of semesters and with different instructors the distance learners in this study did better but just as consistently they expressed less satisfaction with the force because getting better results went along with having to do more work than in the classroom course. It is always worth keeping in mind when analyzing the results of student satisfaction surveys that there is typically no relationship between these attitudes and actual achievement. Since students may do well and of course even though they may not enjoy it as much as being in a face-to-face classroom the main use of measures of satisfaction is in predicting dropout rate, advising on course choice act registration time, and also to trigger counseling intervention.
Resistance to Distance Education
since most students have little experience learning at a distance they are unfamiliar with it and maybe think it's about taking distance education courses. Indeed in some situations this on familiarity is translated into resistance that must be overcome in order for the course to have any hope of succeeding. Many students as well is teachers and training managers have a misconception about distance learning that must be changed if they are to profit from it. For example, students may believe that distance education courses are easier than conventional classes and require less work. They discover that this is not the case and that opposite is true they may be unhappy. Students often assume that distance education courses will be a verse of quality than classroom offerings and avoid taking such courses. Students frequently do not understand that they must take a larger degree of responsibility for their learning in a distance education course and not wait for the instructor or tutor to push them. This kind of misunderstanding leads to students falling behind and becoming dissatisfied. For these reasons it is very desirable to include an orientation session in any distance education course where students can find out about how the delivery system works and what is expected of them. Granger and Benke 1998 report that a number of programs recognizing that many of the adult students have been away from almost any for some time provide a full orientation program to prepare them for their new study activities. This returning to the learning activity can take various forms from face-to-face weekend session on campus to a term long credit bearing study of adult learning strategies, including organization, time management, and study skills. Another aspect that affect students receptivity toward distance education is the technology involved. Much research has shown that comfort with the technology being used as a primary factor in determining satisfaction and success. If students are unfamiliar with the technology they will be reluctant to use a creativity and adventurously which will affect their experience quite severely. As things become familiar with the technology is resistance erodes. However if there are ongoing technical problems agitation and resistance will continue to grow. A research study by Purdue and Valentine 2000 of certified public accountants look at the attitudes and reasons for reluctance to become involved as distance learner. Data gathered from 444 respondents revealed four main reasons why these professionals were unsure about taking professional development courses by distance education. They were: concern about the effectiveness and their ability to handle electronically mediated communications, concerns about course quality, and concerns about access to technology based resources, and concerns about whether they could find the necessary personal resources. In summary, research and experience suggests that the three main causes of dissatisfaction and resistance to distance education are: bad course design and teacher incompetence to cause the most problems, wrong expectations on part of students, and poor technology or inability to use technology properly.
Student Support: Guidance and Counseling Services
Traditional universities offer a variety of services to help students who have problems. Among such services are: walk-in counseling Center, financial aid offices, remedial tutoring, career development and placement offices, and facilities intended to boost peer support and social interaction. This is an area that than the subsystems of course design and instruction. This is an area that is generally less well organized in distance education and less well organized than the subsystems of course design and instruction. It is an area that deserves more attention since there is a direct relationship between student's failure and dropping out of a program and failure of the support system. The need for guidance and counseling can come at any stage of the distance learning experience. It guidance is available early in a course or program to help students make choices among various options of the problems are likely to be averted. Including in such admission counseling should be an analysis of his is knowledge and study skills to see if they match the expectations of the course. Ideally all students should receive some sort of orientation when they enter a program this too will reduce the need for individual counseling later. It is critically important to inform people of the time demands that a company distance education and to encourage them to think about how they will fit it in with their other interests and obligations. Within any group of learners their typically will be a considerable range in their aptitude for distance learning. Students with poor study more time management skills, or poor communication those we usually have difficulty with distance learning. A common problem that every distance instructor runs into is that of overoptimistic student has successfully negotiated face-to-face classes with a minimum of effort but has a shot on discovering that the same avoidance techniques will not work in distance education where there is no way of hiding in the back of the classroom. Single mode institutions have specialists, four times that provide student support services and used before range of technologies, including face-to-face counseling sessions in study centers for such places as public library's. Dual mode institutions might be able to use branch campuses in this way but usually there are student support is provided by telephone and online. Many dual mode institutions have at least a skeleton staff of full-time counselors but very often their services are not well explained student school as a result gin to turn to administrators and instructors when they need counseling support. In an attempt to reduce which calls most institutions now provide web-based support sites with some form of general orientation to distance learning, tips for online study, information on how to contact counseling and advising services, technical help, and programs to help potential students evaluate their own readiness for distance learning. The advantage of providing these services online is that they are available around-the-clock even ones that are not available. Furthermore, in dual mode institutions such as those (Santa Barbara City College, University of Wisconsin, Brevard community College, Montgomery College, and Penn-State World Campus) providing student services online allows them to be better integrated with services to on-campus students who also benefited from the online access. The more mechanized the student support e.g. not requiring a personal human intervention, the most cost effective also. Everyone likes support from a human rather than a web site but most people also want to have tuition fees held as low as possible.
Orientation
The following are some of the questions and information usually included in web sites to orient potential or new students: what is distance education and how does it work online?, what can I study?, how do I learn?, what do I need?, is distance education suitable for me including self-assessment instruments?, sample course materials, tour of virtual campus, questions to gather data about educational background, questions about learners expectations and motivations, time available for study, access to computer and Internet, and learners acted too profile. One other important quality that institutions try to provide to their distance education students is a sense of belonging to the institution. On-campus students develop this filling through their physical presence in clubs, sports, and other social bins. It is not easy to do this at a distance, but creative student services can help establish some sense a relationship between distance students and the institution. In spite of all efforts to students to find the right level of course and to ease their entry into the distance learning experience some students will encounter unexpected job, family, or health-related problems that threaten their academic success/progress. A student support service has to be proactive as well as reactive. If it only reflects the students who come forward as for help many will be lost. Methods have to be developed for identifying problems early and by intervening to offer support even though the student may not come forward to request. The poor method is careful monitoring assignment productivity. If the student will normally produces good assignments begins to cheery eight or her not to reduce on time a red flag should alert student support personnel to a potential problem that may require at least an e-mail message to offer of assistance. Failure to take such steps could mean that not academic problems will demand the students complete attention and there is a good change the student will drop out of the course.
Administrative Assistance
Students sometimes get into difficulty and therefore need assistance in dealing with the routine administrative aspects of being a student -- registering, paying fees or giving tuition benefits, up training materials, receiving grades, taking exams, and so on. In the case of on-campus students, questions or problems can be resolved by visiting the relevant office. However in the case of an off-campus student all interactions is likely to be via e-mail or telephone. Students often have difficulty identifying and reaching the right person to talk to especially in large institutions can become very agitating. Ideally students in distance education programs have a single person they can contact for all administrative problems. In addition all administrative requirements and procedures should be described in a student handbook or web page that suit was received at the beginning of a course or when they first register in the institution.
Social Interaction
Most students enjoy interaction with their instructor and fellow students not only for instructional reasons but for the emotional support that comes from such social contact. Some institutions have developed electronic networking as a means of socializing in the form of real-time chat rooms were students meet for coffee, discuss coursework, compare notes, or chat about nonrecourse or perhaps nonacademic matters. For many students this is a valued weight of reducing their feelings of isolation.
A Realistic View of the Distance Learner
Although it is easy to talk about distance learning in general in any specific distance learning program it is essential that designers and injectors take the time to understand their particular learners. It is very dangerous to proceed on generalizations because assumptions are then made that may be quite erroneous. Even groups that are thought -- in general -- to be ideal populations for distance training programs are not always. Here are some examples: professional development for classroom teachers, although they obviously appreciate the value of learning and education many teachers feel very overworked, have little free time, and do not have a suitable learning environment during the day at school. Successful programs have been those were special ranges have been made to provide times and facilities for professional development; management training, human resource managers tend to be people oriented and some may prefer to learn by informally talking to others on the phone or in person at a meeting, rather than standing alone reading what appear to be more messages on their computer; continuing medical education, even though all healthcare professionals except the idea of continuing medical education, like schoolteachers, may find their daily routines, which often include exhausting evening shifts, too hectic to accommodate formal study; at risk students, although they have the most need for extra educational opportunities, they usually have poor learning/study skills and have a great deal of trouble with both the techniques and the self-discipline needed for distance learning; prisoners, individuals who are incarcerated me have more time than the average person, but may have limited access to equipment or facilities needed for learning even obtaining specific books and frequent mail may be problematic; Armed Forces personnel, especially those on foreign assignments. Such students have less control on their disposable time banned in civilian life and may be sent on a mission that means special arrangements have to be made regarding the completion of their study assignments; and taking a broader perspective, it is always important to keep the possibilities of culture and gender distances in mind. Again it is dangerous to generalize but some groups of men and some groups of women may respond differently to certain program characteristics, as may different cultural groups. The point of mentioning these difficulties is not to say that program should not be offered to these groups; of course there are thousands of successful programs with these groups, and there are other groups with challenges of their own. The reason for mentioning the challenges is to emphasize the importance of empathy -- understanding how things look from the students point of view -- and not to make facile assumptions. Such assumptions can lead to unrealistic expectations that in turn lead to failure that could have been avoided with a little more understanding. Understanding these challenges is equally important for course designers, instructors, and administrators, but especially for student support personnel. The guide to developing online student services is a resource for administrators and others whom each provide student support services online. It provides: general tips for setting up online student services, brief discussions on a range of student support issues, guidelines for basic good practice in delivering student services via the Internet, and examples of practice and selected institutions.

The topic that I have selected for my research project is seeing if there is a correlation between the RTI program at the District I work for and the California Standardized Test (CST) results. The purpose of this research project is to evaluate if the RTI program is really working for students success. The students that are in the remedial program are the ones that score two grades below their grade level. The goal of this particular remedial program is to have students exit out of the RTI and enter back into the core curriculum. However students can only exit the program if they score ?proficient? on the CST, which is making it very hard for students to enter into the core curriculum because the CST is testing at a different level than these students are learning. There are so many problems with this set up, why not have these students in the RTI programs take a standardized test that tests what they are being taught? Why not give these students the CMA (modified version of the CST)? The system is set up for failure. RTI works only if it is implemented correctly, but even with proper implementation, they need to be tested on what they learn. How can students be expected to do well on a test that measures their ability for a certain grade when their remedial class is teaching them at a much-modified rate?

Please look at the Language! program in particular

Review of the Literature

Prepare a written literature review on a specific topic. The topic should be related to your major such as special education, educational administration, school counseling, or educational psychology. The review should include predominately primary sources. Use the guidelines in the text as you prepare the review.

Review relevant literature as appropriate for the topic you select. This should provide an interpretative summary of the topic. The purpose of the literature review is to provide the historical background for a study, theoretical framework, and current research developments. A good review critiques the research studies and shows how the findings relate to the problem under study. This provides the link between existing knowledge and the problem you might want to study. The major purpose of the literature review is to determine what has already been done that relates to a proposed study.

The review should provide an understanding and insight into the problem and provide a framework for a study. It should point out research strategies and specific data collection approaches that have and have not been found to be useful in investigating a similar topic. Differentiate between literature and research. Make sure you review at least 10-15 research articles published in the last 5 years or so. There should be smooth transitions into sections and from one paragraph to another.

Introduction

A review of the literature should start with an introduction that is untitled. Provide an orientation to the purpose of a study and refer to the topics to be covered in the chapter. The order of topics is from the global view to the specific. Generally one paragraph is sufficient.

A second paragraph should include how the review was conducted, the search engines utilized, and key words used to locate material.

Use subheadings as appropriate. (refer to APA, 2010, pp. 62-63). Based on the literature you have gathered, identify the three or so ?big? ideas or concepts related to the topic. Describe the relationship between these ideas. Each of the big ideas you have identified in the literature will become a heading or section of the review. There are three samples presented here.

Historical Overview

The historical overview provides information and context for the topic.

Relevant Theoretical Literature

In this section discuss the theoretical framework(s) that are underpinning the topic. For example a specific behavioral theory could be the basis for an instructional strategy or behavior modification strategy. Describe the theory and the supporting research.

Relevant Research

Review of relevant research studies related to the project. Discuss the existing knowledge base and identify the gaps in knowledge and make a link to your study. Review research studies that have contributed to current understanding and contribute to the need for your study. You need to cover thoroughly the research from the last 5 years. Classic research from more than 5 years may be cited as appropriate. You may have several headings related to different educational strategies.

Implications for Practice

Discuss the implications for educational practice raised by the research and literature you have reviewed. Given what the research says, what does this mean for your school, classes, or other teachers, counselors, or administrators?

Implications for Inquiry

What implications for future research can you draw from the literature you have reviewed? What additional kinds of studies should be completed?

Summary

Provide a brief summary of the literature reviewed and be sure to link to the methodology of your project. Discuss existing scientific knowledge base for your problem and identify gaps in the knowledge base and make reference or link to your study and methodology.

1) Discuss the relationship/difference between phonemic awareness and phonics in a 1,250-1,500 word paper. Include in the discussion the following elements for both concepts:

a) Definition/description.

b) Summaries of several strategies that demonstrate explicit teaching.

c) Typical grade-level appropriateness and sequence in the stages of developing

readers. (When is it effective, and when is it no longer effective?)

d) Its value/purpose.

e) Methods of assessment.



2) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. Include an introduction, body, conclusion, in-text citations, and a reference page.

PS340 UNIT 9 ASSIGNMENT

Assignment


Unit 9 Assignment: School Wide Behavioral Support Plan

The Final Assignment is a 4- to 6-page paper that analyzes the following case study:

Case Study

Mr. Knightly has been a Special Education teacher at Jackson Elementary School for seven years. Every five years, he must renew his teaching license and, to do that, he must complete 6-semester hours, or 90-clock hours, of Continuing Education during the five-year period. Recently, he took a course called, ?Diversity in the Special Ed Classroom.? Having taught at Jackson Elementary School for so long, he felt he had a pretty good understanding of the disproportionate representation of minorities in the elementary school special education classroom. But, his professor discussed a recent Penn State study that indicated that minorities were actually underestimated in terms of being identified as needing special education services in elementary and middle school. The conflicting reports made his head spin. He decided to talk with his co-worker, Ms. Dailey.

Mr. Knightly and Ms. Dailey sat down for coffee in the teacher?s lounge to discuss this discrepancy in reports.

Ms. Dailey: ?I think we need to focus on what we can do for all students instead of hoping we get it right in identifying those in need of special supports through special education. I mean, we have federal laws that provide criteria for special education services, but we are still failing to meet the needs of many students.?

Mr. Knightly: ?Yeah, I know that there are students who arrive in my class that could probably have stayed in the general education classroom if help had been given in time.?

Ms. Dailey: ?Have you heard about Response-to-Intervention??

Mr. Knightly: ?Actually, I just read an article about a school in Florida that has had real success with the program.?

Ms. Dailey: ?You know, many of our students? interfering behaviors impact their success with academics. We may want to consider a combination program that deals with academics, interfering behaviors, and social skills.?

Mr. Knightly: ?It sounds like you?re thinking of RTI and a School-Wide Positive Behavior Support (SWPBS) program. If we could bring in a social skills program too . . . .?

Ms. Dailey: ?I?d have to do some research, but I believe many SWPBS programs bring in specialized social skill programs under the ?Behavior Education Program? in Tier 2.?

Mr. Knightly: ?Would you want to work with me to put together a proposal for the school district on bringing in RTI, SWPBS, and social skills training??

Ms. Dailey: ?Let?s get started!?

Prepare a 4-6 page proposal (not including title and reference pages) that Mr. Knightly and Ms. Dailey can present at the next School Board meeting that covers the following topics:

Part I

Introduce the Response to Intervention (RTI) program and the School-wide Positive Behavior Support (SWPBS) program to the School Board members by defining these programs.

Explain the evolution of RTI and its purpose
Explain how RTI meets IDEA 2004 criteria for ?Early Intervening Services.?
Explain the purpose of SWPBS
Relate the ways in which the combination of RTI and SWPBS can support student success in academics and promote socially acceptable behaviors conducive to learning.
Explain how the addition of a social skills program to Tier 2: Targeted Intervention (SWPBS) can provide an extra layer of training for socially significant behaviors in the Behavior Education Program .
After providing the School Board with basic information regarding RTI and SWPBS, and discussing the advantages of adding the social skills program to Tier 2 of the SWPBS plan, you will present a demonstration model of an RTI and SWPBS, with a social skills program, to the Board.

Part II
Develop a School-Wide Positive Behavior Support plan for Jackson Elementary School. Include the following:

A) Tier 1: Universal Interventions

Devise and operationally define three (3) culturally responsive school rules.
Develop positive reinforcement strategies aligned with the three (3) rules.
Develop consequences for students who do not comply with the three (3) school rules.
Explain how you will teach students the three (3) rules, and how students will earn positive reinforcement (and what those reinforcements will be) and what the consequences will be for not complying with the rules.
Prepare data collection devices to record data from universal screening and continuous progress monitoring to make decisions regarding students? progress.
B) Tier 2: Targeted Interventions

Summarize the selection process for placing at-risk students in Tier 2.
Explain how RTI can be integrated into Tier 2.
Develop the Behavior Education Program :
Construct a reinforcement system for appropriate behaviors
Explain the essential elements of the Behavior Education Program
Select one social skills program from the following list to incorporate into the Behavior Education Program and explain the components of the program and how it will be implemented.
Skillstreaming
ACCEPTS
ACCESS
Stop and Think
Replacement Behavior Training
Social Stories
Videotherapy
C) Tier 3: Individualized Interventions

Summarize the criteria for placement of students in Tier 3.
Develop the system of supports that Jackson Elementary School will provide at this level.
Explain the assessment approaches that will be used. How will the assessment results guide the selection of needed supports?
Explain how wraparound services can support not only the student but also the family.
Papers should incorporate information from your readings with ideas of how those concepts can be applied to Jackson Elementary School. Your Assignment should be double-spaced; in 12-point, Times New Roman font; and in APA format. Please use your textbook as your main source for this paper, but you may include other sources as needed to support your plan.

Research and comment on the following 4 separately.



1. Student success is a two-way endeavor. The student must give 100% as well as the instructor needs to provide the students with a 100%. The student must take the responsibility to be prepared to learn the material assigned, turn in assignments on time, pay attention to what is being taught or discussed, and ask questions when needed. The instructor needs to be responsible to present the information in a format that the student can understand, be willing and prepared to answer questions, and realize that all students do not learn in the same way and be willing to change styles when needed.

Using remediation until a student passes a course is an effective way to assist the student to become successful. If the student is unable to pass the course, they cannot move on to the next course in the program and be successful in learning the required material to earn their degree. Early intervention would be the best solution to aiding the student to be successful. I read an article that discussed the use of a remediation course to aid the senior BSN students to pass the NCLEX-RN exam. The course was for 15 weeks and included instruction in test-taking, including identification of common test-taking errors, pacing for a timed exam, how to identify the key elements of a question, narrowing options, and nursing process and communication questions. The course also addressed test anxiety and an overview of the NCLEX-RN exam (Sifford & McDaniel, 2007). A commercially prepared exit exam was given to the students at the beginning of the course and again at the end of the course. The results indicated that the use of the remediation course was successful in increasing the scores on the exit exam. According to Sifford and McDaniel (2007), ?current data appear to support the conclusion that remediation intervention targeting test-taking strategies, anxiety reduction, and time management is effective for enhancing student success? (para. 18).

Reference:

Sifford, S., & McDaniel D. M. (2007). Results of a remediation program for students at risk for failure on the NCLEX exam. Nursing Education Perspectives. Retrieved from http://www.thefreelibrary.com/Results+of+a+remediation+program+for+students+at+risk+for+failure+on...-a0159534800


2. For the stated position of ?Teachers don?t fail students; students fail themselves.? I think I both agree and disagree. A student must make a certain amount of effort in their own learning in the way of reading the materials, doing required homework and/ or assignments, showing up for class, etc. In this the old addage of "You can lead a horse to water but you cant make him drink" applies. or "You get out what you put in." In this the teacher must also be prepared. You lead the horse but you also have water there for it to drink from. Knowing the presented course material isnt enough the instructor must also be able to put that material into words or examples that each student can learn from. Make it real to each of them in the way each of them learns best.
Learner-centered classrooms focus primarily on individual students' learning. The teacher's role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction. Student-centered classrooms are by no means characterized by a free-for-all.These classrooms are goal-based. Students' learning is judged by whether they achieve predetermined, developmentally-oriented objectives. Basically meaning everyone can earn an A by mastering the material. Because people learn best when they hear, see, and manipulate variables, the method by which learning occurs is oftentimes experiential.A learner-centered teacher makes time to collaborate with others and problem solve as challenges evolve. This teacher spends his or her day researching new ideas and learning key concepts that students must acquire to gain competence. Evaluation is ongoing and done mostly in the context of students' learning.(TeacherVision, 2014).


TeacherVision (2014).Learner-Centered vs. Curriculum-Centered Teachers: Which Type Are You? Accedded May 7, 2014 from https://www.teachervision.com/teaching-methods-and-management/curriculum-planning/4786.html


3. According to an article written by Phillips (2005), ?visual learners learn by seeing pictures, may be fast-paced learners, and can be impatient. Auditory learners gain knowledge through listening and learning through steps, procedures, and sequence. They often struggle to remember verbal instructions because their minds wander when visual stimulation is present. Kinesthetic learners gain information through doing or walking through something. They may be laid back or nonchalant? (pp. 81-82). According to my results, I am a multi-sensory learner with a 6 for visual, a 5 for tactile/kinesthetic, and a 4 for auditory. I do best if I can not only hear and see what is being discussed, but put into action what is being taught. This was especially true in the lab setting when we were learning the nursing skills. It was easier for me to retain the information given if I was able to practice the skill after hearing how to perform it. I am not good at retaining lecture information especially if the information being presented is dry. There are times I need to review what I have read in order to fully grasp the information.

Online learning meets my learning style as I am able to review the assigned material without fear of missing information that I might miss in a lecture situation. If I need to, I can make notes on the material that I am having difficulty retaining. According to Thiele (2003), online students have been shown to be more independent and self-disciplined learners.

References:

Phillips, J. (2005). Strategies for active learning in online continuing education. Journal of Continuing Education in Nursing, 36(2), 77-83.

Thiele, J. (2003). Learning patterns of online students. Journal of Nursing Education, 42(8), 364-366


4. McGillvray-Jones (2013) conveys that individual?s learning styles can influence what information they retain as well as how they translate it into practice. From the categories of visual, auditory, and tactile/kinesthetic learning styles within the questionnaire provided by Thinkwell (2003), my dominant style was visual (10), following with tactile/kinesthetic (4), and finally auditory (1), subsequently this was not a surprise to me. With the difference in learning styles, it is imperative the educator encompasses a variety of learning approaches to address all styles (Nuzhat, Salem, Al Hamdan, & Ashour, 2013). Equally significant is one?s ability to understand their learning style so that effective learning strategies may be chosen (Bradshaw & Lowenstein, 2011). The majority of my professional education was provided through lectures only; which is appropriate for auditory learners but not so for visual learners. Further lectures encourage students to take a passive role in their education versus an active role (Romanelli, Bird, & Ryan, 2009). I recall in undergraduate classes reading the assignment before going to class and making notes based on what I read, recording the lectures and adding additional information to my notes, and then making a final copy of all notes but this time adding symbols and colors to help me in my studies for an exam. Fortunately this worked well for me but before I began this learning strategy, I attempted to highlight the pertinent information only in a text but this most often ended with the entire page being highlighted, thus it served as a poor learning technique for me. As technology continues to advance the use of a Smart board or a PowerPoint presentation would provide visual learners such as I, cues to the organization of the lecture as well as a visual representation. Other possible teaching techniques for the visual learner consist of the educator providing students with a copy of the speaker notes prior to the beginning of class, the use of graphs and pictures (Svinicki & McKeachie, 2011). As mentioned in our introduction, I teach girls ministry to first and second grade girls on Wednesday evenings. In attempts to reach as many children as I can, I allow the girls to use puppets to play the role of the characters while I read the lesson. I use wipe off boards for the girls to practice their memory verses, we shout the memory verse as loud as we can, and at the end of the evening we summarize what we learned and we make sure that everyone understands the concept of the lesson. Appreciating the unique needs and characteristics of individuals within a learning setting sets an education environment that will better enhance learning by all. While educators are challenged to use innovative teaching methods that recognize the needs of all students, variation in teaching approaches allows the needs of all students to be considered (Bradshaw & Lowenstein, 2011).

References

Bradshaw, M., & Lowenstein, A. (2011). Innovative teaching strategies in nursing and

related health professions (5th ed.). Sudbury, MA: Jones and Bartlett.

McGillvray-Jones, L. (2013). The learning partnership. Nursing Standard, 27(42), 64.

Nuzhat, A., Salem, RO., Al Hamdan, N., & Ashour, N. (2013). Gender differences in learning styles

and academic performance of medical students in Saudi Arabia. Medical Teacher, 35(1), 78-82.

doi:10.3109/0142159X.2013.765545

Romanelli, F., Bird, E., & Ryan, M. (2009). Learning styles: A review of theory, application, and

best practices. American Journal of Pharmaceutical Education, 73(1), 9.


Svinicki, M., & McKeachie, W. (2011). McKeachie?s teaching tips (13th ed.).

Belmont, CA: Wadsworth, Cengage Learning.

Thinkwell. (2003). What is my learning style?

Retrieved from http://www.2learn.org/learningstyles.html

Please just cite once in each page and not more!

1-
There are two major strategies in linking assessment and instruction: 1) making instructional decisions in light of assessment results or 2) planning instruction to achieve the objectives represented by an assessment.
Which strategy is most applicable to your work or educational setting? Explain how you implement the process to insure student success. What challenges have you found in using this strategy? (1 page for each of the questions. Totally 3 Pages)

2-
Popham presents arguments related to teaching to the test. Do you think his discussion about the expression, teaching to the test are justified in your school ? Why or why not? How should one separate test preparation versus cheating?(
( 1 page for each of the questions. Totally 3 Pages)

I sent you a file for the 2nd task.
Moreover , here is a link on the issues surrounding the teaching to the test. Please make the paper regarding these two references.
http://www.umanitoba.ca/publications/cjeap/articles/volante.html
There are faxes for this order.

1) Using the charts and other information from chapters 1 and10 in the textbook, write a 1,250-1,500 word paper explaining how you would organize a balanced literacy program for your classroom. Indicate your grade level in the paper. The grade level is 2nd grade. I use Story Town Literacy Program in my class.

2) Describe two or more instructional approaches you would include in the plan. In the description of each approach, elaborate on the following elements:

a) Purpose

b) Components

c) Theory base

d) Applications

e) Strengths

3) Referring to the chart on p. 20 in the textbook, explain which components of a balanced literacy program are satisfied by each approach you selected.

4) Include your personal beliefs about how students learn best. (Optional: Discuss issues relating to district requirements or materials available.)

5) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. Include an introduction, body, conclusion, in-text citations, and a reference page.

6) First person may be used because the paper includes personal opinions and choices.

math Plan a standard and research-based curriculum.
standard:

K.CC Counting and Cardinality



K Know number names and the count sequence.
K.CC.1 Count to 100 by ones and by tens. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.4)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)
Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.4)
Numbers and counting up to 20: Count tens and ones - up to 20 (Kindergarten - D.14)
Numbers and counting beyond 20: Count to 30 (Kindergarten - E.1)
Numbers and counting beyond 20: Count to 100 (Kindergarten - E.2)
Numbers and counting beyond 20: Count groups of ten (Kindergarten - E.3)
Skip-counting: Skip-count by tens (Kindergarten - F.3)

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Numbers and counting up to 5: Count up - up to 5 (Kindergarten - B.4)
Numbers and counting up to 10: Count up - with pictures (Kindergarten - C.5)
Numbers and counting up to 10: Count up - with numbers (Kindergarten - C.6)
Numbers and counting up to 10: Count forward - up to 10 (Kindergarten - C.12)
Numbers and counting up to 20: Count up - up to 20 (Kindergarten - D.5)
Numbers and counting up to 20: Count forward - up to 20 (Kindergarten - D.10)

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Numbers and counting up to 10: Count dots - 0 to 10 (Kindergarten - C.2)
Numbers and counting up to 20: Count dots - 0 to 20 (Kindergarten - D.2)

K Count to tell the number of objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.4)
Numbers and counting up to 10: Names of numbers - up to 10 (Kindergarten - C.14)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)
Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.4)
Numbers and counting up to 20: Names of numbers - up to 20 (Kindergarten - D.12)

K.CC.4.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)

K.CC.4.c Understand that each successive number name refers to a quantity that is one larger. Numbers and counting up to 5: Count up - up to 5 (Kindergarten - B.4)
Numbers and counting up to 10: Count up and down - with pictures (Kindergarten - C.7)

K.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 3: Represent numbers - up to 3 (Kindergarten - A.2)
Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 5: Represent numbers - up to 5 (Kindergarten - B.2)
Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 10: Represent numbers - up to 10 (Kindergarten - C.3)
Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.4)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)
Numbers and counting up to 20: Represent numbers - up to 20 (Kindergarten - D.3)
Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.4)

K Compare numbers.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Comparing: Fewer, equal, and more (Kindergarten - G.1)
Comparing: Fewer and more - comparing groups (Kindergarten - G.2)
Comparing: Fewer and more - with charts (Kindergarten - G.3)
Comparing: Fewer and more - mixed (Kindergarten - G.4)

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Comparing: Compare numbers up to 10 (Kindergarten - G.5)




Established Goals

What content standards and program-or mission-related goal(s) will this unit address?

What habits of mind and cross-disciplinary goal(s)-for example, 21st century skills, core competencies-will this unit address? Transfer
Students will be able to use their learning to


What kinds of long-term independent accomplishments are desired?


Meaning
UNDERSTANDINGS
Students will understand that


What specifically do you want students to understand? What inferences should they make?

ESSENTIAL QUESTIONS
Students will keep considering


What thought-provoking questions will foster inquiry, meaning-making, and transfer?


Acquisition
Students will know


What facts and basic concepts should students know and be able to recall?

Students will be skilled at


What discrete skills and processes should students be able to use?

Stage 2-Evidence
Code Evaluative Criteria
Are all desired results being appropriately assessed? What criteria will be used in each assessment to evaluate attainment of the desired results?

Regardless of the format of the assess-ment, what qualities are most important?
PERFORMANCE TASK(S):

Students will show that they really understand by evidence of


How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

OTHER EVIDENCE:

Students will show they have achieved Stage 1 goals by


What other evidence will you collect to determine whether Stage 1 goals were achieved?
Stage 3-Learning Plan
Code Pre-Assessment
What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?
Whats the goal for (or type of) each learning event? Learning Events

Student success at transfer, meaning, and acquisition depends upon


Are all three types of goals (acquisition, meaning and transfer) addressed in the learning plan?
Does the learning plan reflect principles of learning and best practices?
Is there tight alignment with Stages 1 and 2?
Is the plan likely to be engaging and effective for all students? Progress Monitoring
How will you monitor students progress toward acquisition, meaning and transfer, during lesson events?
What are potential rough spots and student misunderstandings?
How will students get feedback they need?


There are faxes for this order.

Please kindly use the book" Differentiated Instructional Strategies in Practice" , By Gregory to write the papers if you have access to it. My field of study is "Library and Media" and not teaching.

Task 1: ( 2 pages- 2 references)
Using ProQuest or other online sources, compile at least five references related to assessment and feedback strategies in differentiated instruction for a gifted classroom. Assume that you are a teacher in a gifted classroom with multiple intelligences represented among your students. In a three to five page paper, select and discuss a pre-assessment and post-assessment that would differentiate instruction to support their multiple intelligences. How would you use feedback from these assessments to reflect upon and modify instruction within a gifted class? Make recommendations to colleagues about how differentiated instruction would help them in their teacher role as well as how it might improve outcomes for students.
Note: I just need two pages and do the rest of it myself. Thanks a lot for you consideration!

Task 2: ( 1 page- 1 reference)
How are adjustable assignments, compacting, and grouping used in differentiated instruction? Provide a brief summary of each as well as a strategy for implementing each discussed in the reading. Imagine that you are providing professional development on these topics. Which strategies from your reading would you use? Which strategies would you omit if time constraints did not permit you to use all of them? How would you assess their understanding and implementation of the training?

Task 3: ( 1 page - 1 reference)

Chapter II-6 of your text discussed several graphic organizers for student success. Which of these have you used with students? Which of those that you have not used would you try in a classroom? How can you differentiate instruction with graphic organizers? Discuss a concept that is important to you. Which graphic organizer would you use to teach this concept to your co-workers?

Customer is requesting that (Assco5522) completes this order.

Research 10 current articles involving reading and literacy in the content areas. The articles must be published within the last 5 years.
2. Create a resource database, table, or Excel spreadsheet. You may choose the format to use.
3. Within the resource include a brief summary of the article, an APA reference as well as instructional strategies for integrating the articles and how they will or will not be utilized in the classroom.
4. While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

) Develop an age-appropriate thematic unit for use in your classroom.

2) Determine the instructional focus:

a) Subject (social studies or science)

b) Topic weather the unit should be for a grade 2 class.

c) Literacy standards (Pennsylvania): i) Reading; ii) Writing

d) Content-area standards (social studies or science)

e) Time-frame

3) Plan instructional activities:

a) Develop a planning cluster (or outline if you prefer) with possible activities

(see pages 418-423 in the textbook).

b) Include literature experiences for each of the five reading stages.

c) Include writing activities in each of the five writing stages.

d) Demonstrate learning with a multigenre project.

e) Decide on a repetend?a common thread or unifying feature

f) Identify available resources.

g) Select at least three genres

h) "Combine content-area study with writing in significant and meaningful

ways,"

i) Incorporate student choice.

j) Decide how students will keep track of their new knowledge.

k) Decide how students will demonstrate their learning at the end of the

project.

l) Decide how the projects will be shared and with what audience.

m) Decide how you will assess student learning.

4) You may format your Thematic Unit Plan in one of three ways: a paper, a planning cluster, or an outline. (The cluster could be scanned and attached.)

5) Cite sources. Include a cover page, abstract, and a reference page.

6) Prepare the paper (if selected as the format) according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. If an outline or cluster is chosen as the format, APA format is not required but strong academic writing is expected.

Create a PowerPoint that focuses on effective methods of teaching comprehension based on five different journal articles on reading comprehension.


2. Detail each method. Add information discussing if you have used this method in class and its effectiveness. If you have not used the method previously, predict what the outcome will be before, during, and after use.

3. PowerPoint should be no less than 10 slides and no more than 20. Do not add large blocks of text to each slide. Instead, add speaker notes to talk around your bullets and information.

4. While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

5. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Use the articles provided in the readings for this module. The Joint Commission provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using these resources and any other guidelines/examples you can find, make up your own tool for assessing the spiritual needs of patients.

The spiritual-needs assessment tool should include a minimum of five questions that can either be answered by the patient and/or by your observation of the patient. The information can be presented in a Word document, in a table, or in questionnaire format.
Using your assessment-tool questions, practice completing a spiritual assessment with a patient, family member, or friend.

Once complete, analyze your results in 750-1000 words, with the following:

Write a brief summary of your assessment findings.
What significant discoveries did you make about the individual you chose to assess?
What went well?
What would you do differently in the future?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
Describe the spiritual experience you had with your patient, family member, or friend using this tool. How does this tool allow you to better meet the needs of your patient?
While APA format is not required for the body of this assignment, solid academic writing is expected and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Submit your assessment tool, patient answers, and your analysis of how the assessment went to the instructor.

https://lc-ugrad1.gcu.edu/learningPlatform/loudBooks/loudbooks.html?operation=landingPage&viewPage=current

Spirituality and religion: exploring the relationship
Hollins, Susan. Nursing Management12.6 (Oct 2005): 22-6.
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Headnote
Susan Hollins hopes to include all care professionals in the ongoing debate

Keywords

* Spiritual care

* Culture and religion

* Lifestyle

IN WRITING THIS ARTICLE, I am mindful that I am engaging further with a subject that, during the past ten to 15 years, has generated an increasing amount of written material especially by members of the nursing community (Bradshaw 1996, Hall 1997, McSherry 1998, Stoll 1989) but notably less by healthcare chaplains (Cobb 1998, 2001, Partison 2001, Speck 1988).

I hope that this contribution will encourage debate about this subject and expand it beyond the nursing community to engage, not only healthcare chaplains, but also doctors, psychiatrists and all who care for patients in any healthcare environment.

There have been numerous literature searches focusing on spirituality and some attempts at definitions, but, so far, no solid conclusions have been drawn for which there is good evidence (Draper and McSherry 1998, Reed 1992, 1998).

This lack of conclusion is important and appropriate, even if it might feel uncomfortable for those who are used to a more measured approach.

However, like Reed (1992), I acknowledge that the study of spirituality is like 'walking a tightrope of trying to avoid a misleading reductionism'.

The challenge of spirituality

It is pertinent to note what Draper and McSherry wrote in 1998: The challenge to the nursing profession is to develop a definition of spirituality which is broad enough to accommodate the uniqueness of all individuals, patients and nurses, and indeed the whole of humanity irrespective of beliefs, values, or religious orientation.'

By 2002 however, Draper and McSherry were writing from a different perspective: 'We argue that universalizing the concept of spirituality may have the paradoxical effect of ascribing to people values they may not share.'

They add: 'We suggest that an adequate conceptual vocabulary already exists to enable us to understand and support them (or at least try) - this is the vocabulary of loss, grief, fear, anxiety, hope, despair, joy, and realization. We can see no advantage in superimposing a further vocabulary of spirituality.' (Draper and McSherry 2002)

It is tempting to enquire about the reasons for such a revision of what had been a robust and cohesive argument for the development of a broad definition of spirituality.

The rationale for Draper and McSherry's latter position is based on research indicating that there 'is a significant proportion of people who either do not know what is meant by the word spirituality, or positively disagree with the suggestion that their lives have spiritual dimension' (Draper and McSherry 2002).

But should this new research deter the healthcare community from persevering in its search for and development of a comprehensive definition, or set of definitions, of spirituality?

The evidence in support of the significance of spirituality that has accrued over the past 20 years cannot be set aside lightly, a view reinforced by Swinton and Narayanasamy (2002).

They point to the work of Otto (1950), and Hay and Nye (1998), who emphasise their belief that spirituality is a 'universal given'.

Hay (2002) writes: '[Spirituality] is not a mere cultural choice that we can take up or discard according to personal preference. It is not a plaything of language that can be deconstructed out of existence. It is there in everybody, including both religious people and those who think religion is nonsense.'

In defence of the inclusion of spirituality within nursing practice, Swinton and Narayanasamy (2002) suggest that 'even within what appear to be fixed religious systems there is often a good deal of diversity and individualism'.

They add: 'However, we would argue that this is not an argument for the dismissal of spirituality from the caring equation. A more constructive response to this diversity would be to explore how best we might enable nurses to become sensitized to the presence of the spiritual dimension.'

Those engaged with spirituality in health care usually shy away from tight definitions, which threaten to reduce what is a vast and mystifying subject to its lowest common denominator: the spiritual equivalent of magnolia paint, described by one chaplain as 'vanilla spirituality'.

Spiritual assessment tools

Notwithstanding the lack of any agreed definitions of spirituality, attempts continue to be made to develop appropriate tools for spiritual assessment (Cobb 2003, Reed 1998).

Some might regard attempts to develop even one set of assessment tools as untimely, believing instead that they should be developed after agreed definitions of spirituality are established.

Others have undertaken the task on the basis that much can be learned about the subject, because it is perhaps in the framing of such tools that further insights and a deeper understanding of spirituality can be obtained.

Assessment tools that have been mailed emphasise the quality of the relationship between healthcare workers and patients, which is key both to process and outcome.

In contrast to the body of literature written about spirituality in health care, less attention has been paid to religion.

There seems instead to be a certain diffidence towards religion among authors of the subject, and a suggestion that, in discussing spirituality, they find religion something of a hindrance (Dyson et al 1997).

As a result, definitions of spirituality abound in which religion is marginalised on the grounds that it is associated with identifiable communal, cultural and ethnic beliefs and practices.

Within nursing practice, this diffidence is often expressed by the common omission in official forms of queries about people's religions.

The general response of some staff, when they are asked why they omit these questions when admitting patients, is that they regard it as unimportant, although to whom is it unimportant is not always clear.

Other nurses may feel too embarrassed to ask such a personal question, even if they feel no embarrassment about asking different kinds of intimate questions involving patients' physical needs.

Moreover, those who regard the question as irrelevant may however regard spirituality as important, but do not link it with religion.

Believing without belonging

To some extent, these attitudes reflect a shift in western society away from patterns of common, shared belief and worship, with their associated rituals, towards individual choice in multifaith, multicultural and secular contexts.

Believing without belonging is now a common experience, as individuals seek elements of one or more faiths to meet their particular needs and aspirations, and there is greater fluidity of belief as people sample different aspects of religions, such as their forms of worship, culture and belief systems.

Yet within the literature on the subject, little has been written about the spirituality inherent in mainstream religions.

Because of its over-emphasis on expressions of religious faith, such as rituals and worship patterns, religion has arguably become separated from spirituality and assumed to be predominantly a form of cultural expression.

What is missing from this way of understanding religion is any acknowledgment of the spiritual nature of religious belief itself, and a willingness to explore the inner, spiritual meaning of rituals, worship and indeed the religious culture as a whole.

For example, while acknowledging the significance of symbolism in spirituality, there seems to be a reluctance to acknowledge that different religions are laden with symbols that can communicate across time and culture, which can speak to our human condition.

However, Markham (1998) urges caution in this regard when he says that the current search for a definition of spirituality is 'a secularised version of the Christian understanding of spirituality'.

Such a definition, he says, risks excluding the different ways that spirituality is understood and expressed in other faiths.

Moreover, many religious adherents do not believe that any form of spirituality can exist outside religion (Rassool 200).

For such people, the earlier ascription of 'vanilla spirituality' is pertinent.

Religious fundamentalism

The reasons for embarrassment about, or even dislike of, religion are not hard to find.

None of the main religions is free of 'fundamentalist' and judgmental approaches to almost every aspect of life. These approaches are often instilled in religious adherents when they are at an impressionable age, or at particularly vulnerable times in their lives.

In addition, the interplay between the psychological and emotional needs of some people with their religious beliefs and the way these beliefs are expressed also deserves consideration in healthcare environments, not least in the discipline of mental health.

These attitudes about the place of religion in healthcare reflect a general shift in society away from monolithic to individually focused belief patterns.

While spirituality is generally person centred, religions can often subsume individuals into ways of life that are common to particular faith groups, setting standards or rules of behaviour that are flouted often only at great cost.

Some religions are also associated with conversion. Some Christian chaplains, for example, find it necessary to explain their role to patients, and sometimes staff, in terms of what they do not do, namely to seek to convert people to the Christian faith.

The caricatures of ministers of religion, full of zeal as they gather in as many converts as they can, remain fixed in the minds of many people. This negative association has not been dissipated by the behaviour of some religious sects.

Religion and culture

Another reason that religion is given less than just credit for the nurture of positive spirituality is its association with culture.

Culture, and its diverse expressions, must be taken seriously in healthcare settings because it provides clues to people's sense of identity and purpose.

But appearances can be deceptive, so judicious care must be taken in any cultural assessment. For example, Asian patients are usually more likely to be asked, or have assumptions made, about their religions than white Europeans, whose clothing is not commonly deemed culturally indicative of any particular faith.

On the other hand, the spiritual needs of some Jewish patients can be overlooked unless their clothing is indicative of religious belief, for example if a male Jewish patient is wearing a kippah, or skullcap, yet such visual sources of identity apply only to some Jewish people, many of whom do not wear or carry any distinctively cultural or religious clothing or symbols.

Henley and Schott (1999) have written extensively about the risks of making assumptions about people's religions based on common perceptions concerning cultural or racial groups.

Not all Asians are Hindus or Muslims, for example; many are Christians. Not all Arabs are Muslims; many are Christian and some are Jewish.

The important work begins in meeting and caring for patients and discovering their spirituality. Sometimes the 'labels' help, at other times they hinder.

While cultural sensitivities relating to the gender or dietary requirements of people of different faiths are often emphasised, for example, these cannot provide a true description of cultural diversity.

While spirituality is understood by many to be a given of human existence, by contrast, adherence to a particular religion and its beliefs and practices is generally deemed to be a matter of choice.

Even people born into families that practise particular faiths are expected at some point to make their own choices about religious belief, even though they may be put under pressure to conform to their families' wishes to retain their faiths.

Spiritual diversity

While McSherry and Ross (2002) assert that many people do not understand spirituality or do not consider that their lives have spiritual dimensions, most people indicate that, although they do not belong to specific faith communities, they believe in something that transcends the physical world.

Such people often speak the 'language' of spirituality to describe those events or relationships that invest their lives with meaning, or that inform or shape their values and behaviour.

While debates continue about spirituality in general and its place within health care in particular, little attention has been paid to the relationship between spirituality and religion.

It is rarely acknowledged that each of the main religions has, as it were, long tap roots that reach deep down into ancient wells of spirituality, which continue to nourish and inform their communities and their believers today.

Just as it is often dangerous to make assumptions about culture, it is equally as unwise to make assumptions about religions and religious practice.

Although religions are often regarded as monolithic in character, each religion actually has many differing strands that place different emphases upon specific aspects of belief, worship, ritual and devotion, as well as public and private ethics, values and behaviour.

Thus, on examination, mainstream religions are found to be rich in spiritual diversity, with much to offer the current debate about the significance of spiritual health care.

Universal statements about spirituality have given way in recent literature to descriptions of the different attributes of spirituality.

Swinton (2001) set down what he considers to be the attributes of spirituality (Box 1 ). In response, I propose the attributes of religion as described in Box 2. The areas of similarity that can be seen emphasise the connectedness between spirituality and religion.

It is evident that spirituality and religion share many attributes. The major difference between them is that religion provides a firm set of beliefs, rituals and worship patterns within a faith community for the expression of a particular spirituality.

At worst, religion is imprisoning and oppressive; at best, it is liberating, healing and integrating. Many of the same potentials can be found in expressions of non-religious forms of spirituality.

The language of spirituality

There remains one further significant element to consider: the language of spirituality.

The careful use of different words and phrases, and the use of non-verbal means of communication, to express spirituality in both non-religious and religious ways lead to the world of metaphor and symbol, and ritual, poetry, art and music.

Stanworth (1997) writes: 'Language is never simply a system of labelling or naming. It is a symbolic means of understanding the world, and when understood as such it extends beyond verbal articulation. The metaphor of tongue extends to all forms of human expression, be they those of the pre-verbal child or of the aphasie adult.'

It follows that we need to pay greater attention to the things that are said to us in the daily events of patient care, having developed an understanding that spirituality, encompassing religious belief and expression, applies to the whole of life.


Stanworth (1997) adds: 'Consequently, the significance of patient metaphors should not be underestimated for they may be gateways to their spiritual reality.'

Spiritual expression of every kind is rich with symbolism: the roadside flowers placed at the site of an accident, religious symbols used in temples and churches, or clothes donned or discarded for worship.

Symbols are akin to gateways through which we can pass to gain a deeper understanding of the significance of particular religious needs, spiritual disciplines and cultural nuances. They may also be seen as connecting points or pieces in the diverse jigsaw of cultural, spiritual and religious life.

Conclusion

I have sought to elucidate the points of resonance and similarity between spirituality and religion, while setting out why religion is marginalised in relation to spirituality.

I believe the time has come for there to be much more collaborative debate, positive action and implementation of plans in this crucial, but neglected, area of health care.

I also believe that it is time to pay more careful attention to religion in this arena so that we may understand its relationship with spirituality, and draw upon its strengths and gifts rather than diminishing its importance.

It is also crucial that we seek to establish spirituality and spiritual care upon strong foundations that possess theological, philosophical and spiritual integrity.

At a basic level, this entails giving serious attention to 'the religion question' posed at patient admission and requires a rigorous education in spiritual health care for all healthcare staff.

It also entails renewed evaluation and understanding of our own spirituality, and our particular fears and prejudices in relation to the spirituality of others, so that the spiritual care we offer is as unbiased and as informed as it can be

Sidebar
Believing without belonging is now a common experience, as individuals seek elements ot one or more faiths to meet their particular needs and aspirations

Sidebar
The caricatures of ministers of religion, full of zeal as they gather in as many converts as they can, remain fixed in the minds of many people

References
References

Bradshaw A (1994) Lighting the Lamp: The spiritual dimension of nursing care. Scutari Press, London.

Cobb M (1998) Assessing spiritual need: an examination of practice. In Cobb M, Robshaw V (eds) The Spiritual Challenge of Healthcare (1998) Churchill Livingstone, Edinburgh.

Davie G (1994) Religion in Britain since 1945. Blackwell, Cambridge.

Draper P, McSherry W (1998) The debates emerging from the literature surrounding the concept of spirituality as applied to nursing. Journal of Advanced Nursing. 27, 4, 683-691.

Draper R McSherry W (2002) A critical view of spirituality and spiritual assessment. Journal of Advanced Nursing. 39, 1, 1-2.

Dyson J, Cobb M, Forman D (1997)The meaning of spirituality: a literature review. Journal of Advanced Nursing. 26, 6, 1183-1188.

Hall J (1997) The search inside. Nursing Times. 93, 40, 36-37.

Hay D (2002) The spirituality of adults in Britain: recent research. Scottish Journal of Healthcare Chaplaincy. 5, 1, 4-10.

Hay D, Nye R (1998) The Spirit of the Child. Harper Collins, London.

Henley A, Schott J (1999) Culture, Religion and Patient Care in a Multi-Ethnic Society. Age Concern, London.

Markham I (1998) Spirituality and the world faiths. In Cobb M, RobshawV (eds) The Spiritual Challenge of Healthcare. Churchill Livingstone, Edinburgh.

McSherry W, Ross L (2002) Dilemmas of spiritual assessment: considerations for nursing practice. Journal of Advanced Nursing. 38, 5, 479-488.

Otto R (1950) The Idea of the Holy. Oxford University Press, Oxford.

Pattison S (2001) Dumbing down the spirit. In Orchard H (ed) Spirituality in Healthcare Contexts. Jessica Kingsley, London.

Rassool GH (2000)The crescent and Islam: healing, nursing and the spiritual dimension. Journal of Advanced Nursing. 32, 6, 1476-1484.

Reed PG (1992) An emerging paradigm for the investigation of spirituality in nursing. Research in Nursing and Health. 15, 5, 349-357

Reed P (1998)The re-enchantment of healthcare: a paradigm of spirituality. In Cobb M, Robshaw V (eds) The Spiritual Challenge of Healthcare. Churchill Livingstone, Edinburgh.

Speck P (1998) The meaning of spirituality in illness. In Cobb M, RobshawV (eds) The Spiritual Challenge of Healthcare. Churchill Livingstone, Edinburgh.

Stanworth R (1997) Spirituality, language and depth of reality. International Journal of Palliative Nursing. 3, 1, 19-22.

Stoll RI (1989) The essence of spirituality. In Carson VB (ed) Spiritual Dimensions of Nursing Practice. WB Saunders, Philadelphia PA.

Swinton J, Narayanasamy A (2002) Response to: 'A critical view of spirituality and spiritual assessment' by P Draper and W McSherry (2002) Journal of Advanced Nursing 39, 1-2. Journal of Advanced Nursing. 40, 2, 158-160.

AuthorAffiliation
Susan Hollins BA is lead chaplain, east region of the Spiritual Healthcare Modernisation Agenda, South Yorkshire Strategic Health Authority

Copyright RCN Publishing Company Ltd. Oct 2005

Attached is an essay I submitted to my instructor for grading as part of a two part project. Part one was for the instructor to critically review the paper and comment on it which she did and Part two involves reading the comments them rewrite the same paper addressing the criticism and comments the instructor raised to a final paper which will be part two of the project. What I want you to do is to review those comments and rewrite the paper as the instructor wants please add an abstract to the paper. Thanks. Below is all the information you need to write part two of the essay.

Your instructor will send you your peer-reviewed assignment from Module 4.

Use the comments from the peer review to revise your document to a final draft. Not all comments need to be followed. Use your best judgment in revising your first draft to an assignment that better meets the requirements of the original assignment, found in Module 3.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.



HEALTH CARE PROVIDER AND FAITH DIVERSITY
Michael Saracouli
Grand Canyon University
SPIRITUALITY IN HEALTH CARE
HLT-310V-0104
EMORY DAVIS
July 23, 2013
Mr. Saracouli, your paper addresses the 3 diverse faiths and identifies some of their components of care and healing. These could be developed more. This will give greater opportunity to discuss more specific comparisons and contrasts of these components with those of Christianity, which is a significantly key element of this assignment (as highlighted in the Mod 2 Assignment Assist and Assignment Clarification). The paper (final draft) can be benefitted by weaving in specific comparisons and contrasts within each faith section... as you go along. Consider organizing 3 faiths in separate paragraphs (see Buddhism below). [Review the Faith Diversity Recommended Content Format attached to Mod 2 Announcement.]

Module 2 Faith Diversity Assignment requirements, per syllabus and assignment assist:
* Research three diverse faiths. Yes.
* Compare the philosophy of providing care from the perspective of each of these three faiths with that of the Christian perspective and your own personal perspective. Needs further development.
* summarize your findings and compare and contrast the different belief systems (with respect to the healing process), reinforcing major themes with insights gained from your research. Needs further development.
* In your paper, Do Research and Address questions 1-2 listed in your assignment: Yes.
(1) What is their spiritual perspective on healing?
(2) What are the critical components of healing, such as prayer, meditation, belief, family, diet, death, afterlife, modesty, same sex caregivers, hygiene, etc?

* In your conclusion, describe what you have learned from your research and how this learning can be applied to a health care provider practice. Yes.
* An abstract. No. Abstract should address briefly: purpose/thesis statement, methodology, observations, and outcomes/results. Review APA guidelines (see Student Success Center>Writing Center; or, google Purdue Owl). Separate page, after title page.
* 1250-1500 words. Yes.
HEALTH CARE PROVIDER AND FAITH DIVERSITY
Healthcare, Faith and Healing
Often times, healing and faith go directly hand in hand with one another. Every religious tradition has its own set of beliefs on treatment, healing and the general administration of medicine. While we take our understanding of healthcare and faith from the well-defined intersection of medicine and Christianity, there are broad variations in belief and practice that enter into the medical traditions and values of every religious denomination. The discussion here, which addresses elements of spirituality in healthcare treatment for adherents to the Sikh, Shinto and Buddhist faiths, proceeds from a Christian healthcare perspective.
To initiate the discussion, it is appropriate to first consider some of the Christian care-giving values that drive this perspective. Christian ethicality and theology are important forces in healing, especially through its invocation of spiritual hope. Hope is a sentiment, which has commanded recognition as bearing a place of importance in human affairs throughout recorded history. This creates a documented association between hope and such important institutions as politics, philosophy and religion. To this end, the Bible makes numerous references to the concept and importance of hope. An oft-quoted passage provides that there are ?three things that last forever-faith, hope, and love.? (1 Corinthians 13:13, New Living Translation). The point to the close association between hope and these other crucial dynamics of human sentiment. Somewhat less immediately straightforward is another verse describing hope, which conjectures, ?but hope that is seen is no hope at all. Who hopes for what he already has? But if we hope for what we do not yet have, we wait for it patiently? (Romans 8: 24-25, New International Version). In the context of healing, bringing this kind of hope to patients is a distinctly Christian principle that connects the spiritual, emotional and practical dimensions of healing into a distinctly humanistic healing strategy.
This mode of spirituality is shared by other faiths but there are some variations that are highly driven by mode of belief. Indeed, hope is a doctrine that is used to by Christian adherents to encourage fortitude in fighting illness. But it may also sometimes serve the purpose of helping one accept and prepare for mortality. This is an orientation, which is shared by the Sikh religion. Here, the concept of karma influences the manner in which adherents face their own mortality. According to QLD (2011), ?Sikhs are encouraged to accept death and illness as part of life and the will of God. Due to the Sikh belief in the doctrine of karma, some Sikh patients may be accepting of death.? (p. 16)
While these spiritual ideals of Sikhs and Christians are not altogether different in their medical implementation, the concept of karma does distinguish the belief system of patients subscribing to the former faith as opposed to the latter. It is also on the issue of death that such religious traditions as Shintoism drawn their greatest distinction. Looking to the issue of medically fatality, the source by Tanabe (1998) suggests that the Shinto faith has a decidedly less accepting view on the ?impurity? affiliated with death. Accordingly, healthcare providers to those of the Shinto faith have historically faced a great dilemma that surely owes itself to the ancient history reflected in Shinto?s ideals. According to Tanabe, ?It is a common saying that Japanese are born Shinto but die Buddhist. In Shintoism, the emphasis is on purity and cleanliness. Terminal illnesses, dying and death are considered ?negative? or impure and akin to ?contamination.? Thus, open frank discussions that occur with informed consent procedures, choices in treatment, and advance directives may be difficult at first.? (p. 3)
This source ultimately demonstrates that the Shinto faith presents some highly restrictive conditions especially in the area of treating those who are terminally ill. Removing ourselves from the discussion on hope, the sheer practical challenges posed by this philosophical understanding of death makes it difficult to establish a clear path for end-of-life treatment tactics. Ultimately, as the Tanabe source implies here above, the resolution for a great many Shinto adherents is to move gradually toward the more philosophically amenable ideals of Buddhism.
Buddhism, like Shintoism, derives its practices and principles from early Confucianism. Contrary to the Shinto faith though, Buddhism perceives death as simply another life stage. In this regard, Buddhism shares a pointed crossover of beliefs with the Sikh faith. The notion of karmic reincarnation and the continuity of life substantially impact the treatment of mortality in Buddhist healthcare. This is one way in which Buddhism differs from Christianity in terms of healthcare provision. However, there are also dimensions of everyday religious practice that contribute to their differences as well. Indeed, a stark distinction may be drawn between the Christian healthcare approach and the approach taken by Buddhist ideologies regarding health and healing. While Christianity does employ elements of prayer and worship in its healthcare orientation, Buddhism is far more philosophically speculative and instead calls for certain lifestyle decisions reflecting a purity of mind, body and spirit. Therefore, healing reflects the practical implications of the spiritual tradition. This is driven by the experiences attributed to the Buddha himself. According to Bhikshu (2006), ?when the Buddha was young, he learned the science of medicine. He became knowledgeable about the nature and cure of diseases. The Buddha?s realization of the perpetual cycle of rebirth and the stages of aging, illness, and death, enabled him to guide others to live a healthy life. His pragmatic approach includes the insistence on proper hygiene and medicine, but more to the point, he never resorted to what might be considered ?faith healing.? Instead, he offered rational, practical instruction for dealing with both physical injury and mental illness.? (Bhikshu, 1)
This suggests that in one sense, the Christian model of treatment is not universal. Though it calls for universal application of compassion and humanitarian values, its focus on faith through theology may not be appropriate for all patients. This is an important distinction to make especially when a divergence between caregiver and patient spirituality may exist. Regardless of religious orientation, the promise in bringing hope and humaneness to the patient should be seen as appealing. It is important to pursue this orientation without imposing theological ideals on a patient. The Buddhist philosophy helps to highlight the value of this strategy.
There are yet additional distinctions in every religious tradition that may be derived as much from cultural context as from scriptures or faith practices. For instance, Shinto is a faith that is almost entirely comprised of individuals of Japanese descent. This means that religious beliefs aren?t the only cultural factors shaping healthcare needs and demands. An ethnic culture and a set of related practices and proclivities must also play a part in the lifestyle, habits and medical requirements for those of Shinto faith. For instance, the source by Tanabe indicates that dietary predilections for those of Japanese descent may have very specific medical implications. According to the source, ?for those Japanese Americans with hypertension or at risk for hypertension, it may be worth noting that educational counseling on a low salt diet may need to be elaborated upon as the traditional diet is high in salt. Some of the high salt dietary items may not be understood as being very salty, such as soy sauce (shoyu), preserved meat and fish, and pickled vegetables. In discussing dietary issues, such as calcium intake for prevention of osteoporosis, it should be noted that the prevalence of lactose intolerance is high.? (p. 5)
This underscores a point, which is important to the broader discussion, even beyond the specific characteristics of Shintoism. Here, we can see that there may be a high correlation between religious faith and lifestyle habits. This is an observation that may be less applicable to Christianity, a faith that largely permeates many ethnic and national borders. But in cases where religion and ethnic culture are inextricable, medical needs may be as much influenced by cultural context as by theology, practice of worship or measure of faith. It should be incumbent upon nurses, physicians and other care providers to understand the ways that faith, culture and ethnicity interact to produce certain health beliefs, behaviors and knowledge. From any perspective, religious or otherwise, it is the duty of healthcare providers to ensure respect and sensitivity for cultural or religious values while still taking all practical steps to ease suffering, reduce symptoms and promote positive health outcomes.
As the discussion here above shows, while we all share a set of common ideals about the importance of healthcare in preserving human health, we come from a wide array of ideological backgrounds. As a result, we fall across a broad spectrum of beliefs on how medical care should be administered.









References

Bhikshu, K. (2006). A Buddhist Approach to Patient Health Care. Ubran Darma.org.

Queensland Government (QLD). (2011). Health Care Providers? Handbook on Sikh Patients. Health.qld.gov.au.

Tanabe, M.K.G. (1998). Health and Health Care of Japanese-American Elders. Stanford.edu.

RUBIC

1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Health Care Provider and Faith Diversity: Final Draft

40.0 %Comprehension of concepts of diversity of faith
Reveals inaccurate comprehension of material and lacks the ability to apply information.
Displays a lack of comprehension but attempts to apply information. Presentation of material does not meet minimal requirements of the assignment. Demonstrates no critical thinking aspects.
Exhibits comprehension of the material and attempts to integrate it with outside material. Information represents basic thought and formulation surrounding understanding of varying components of faith across diverse religions and how health care providers handle those diversities.
Demonstrates integrative comprehension. Student exhibits thorough and thoughtful processing of material. Evidentiary support is creatively interwoven and presented in a manner that demonstrates the diversities of faith, the role they play in patient beliefs and practices, and their importance in managing patients? spiritual care.
Demonstrates integrative comprehension and thoughtful application of concepts surrounding spiritual diversity and circumstances involving application in real-world situations. Presentation of material and components includes expanded and unique perspective relative to similarities and differences of practices across various religions.
30.0 %Coverage of subject matter.
Subject matter is absent, inappropriate, and/or irrelevant.
There is weak, marginal coverage of subject matter with large gaps in presentation.
All subject matter is covered in minimal quantity and quality.
Comprehensive coverage of subject matter is evident.
Coverage extends beyond what is needed to support subject matter.
7.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing thesis and/or main claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis and/or main claim. Thesis and/or main statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the thesis and/or main claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of thesis and/or main claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of thesis and/or main claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of thesis and/or main claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive thesis and/or main claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register); sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
5.0 %Paper Format (Use of appropriate style for the major and assignment)
Template is not used appropriately, or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting. is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is fully used. There are virtually no errors in formatting style.
All format elements are correct.
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 %Total Weightage

Paper with instructors comment were uploaded. Thanks.

Details:
After reading "International Entrepreneurship at Infusion," discuss the following items in a paper of 1,000-1,250 words:
1) Describe the international entrepreneurship that has taken place at Infusion.
2) How can Infusion remain nimble and innovative enough to compete along with constantly emerging technology, despite its maturing organizational structure?
3) How can Infusion ensure opportunities for staff to engage entrepreneurship and pursue rapid personal growth?
4) What path forward would you recommend for Infusion?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.