Part 1: Behavioral Objectives For part one, you need to clearly write a variety of appropriate behavior outcomes. Write three or four specific behavioral learning objectives derived from the Texas Essential Knowledge and Skills (TEKS) (Texas Education Agency, 2017). When writing Behavioral objectives, TEKS are chunked into meaningful academic subject activities. When you are reading the TEKS, it is necessary to unpack the TEKS and translate them into meaningful subject area classroom activities for your students. Behavioral objectives should articulate the knowledge and skills students need to know or do by the end of the mini-unit lesson plan. Behavioral objectives should reflect both lower and higher order thinking in Bloom's taxonomy of educational objectives (find out from your instructor whether you should refer to the traditional or revised version of Bloom's taxonomy; also see the additional Bloom's Taxonomy and Writing Behavioral Objectives resource support documents). Behavioral objectives must articulate the Performance-Condition-Criteria(PCC) format (doesn't need to be in this exact order). This format refers to performance, condition, and criterion. Find the examples of behavioral objectives in the PCC format below: Performance, Condition, and Criterion (PCC) Format Examples While writing about a short story (condition), the student will analyze (performance) for inciting incident, rising action, climax, and resolution with 100% accuracy (criterion). Within the context of word problems (condition), the student will solve (performance) for rate, distance, and time with 100% accuracy (criterion). The student will identify (performance) the principal causes of the Civil War with 100% accuracy (criterion) after reading primary documents from the Civil War period (condition). On clarity, each of the behavioral objectives must be written in declarative sentences, use specific Bloom's verbs from the taxonomy, and clearly articulate each component of the PCC format. On variety, the set of three to four behavioral objectives should include both lower and higher order thinking according to Bloom's taxonomy of educational objectives. On appropriateness, the behavioral objectives must be developmentally appropriate to the age and grade level of students for which the objectives are intended. Behavioral objectives must align with specific grade level TEKS (Texas Education Agency, 2017). Behavioral objectives must specifically cross-reference, articulate, and align TEKS that are the focus of the mini-unit lesson plan. Behavior objectives must support/align with the teaching of TEKS. Be sure to copy-paste the specific TEKS code and description sections from online onto your planning document so that these can be compared to your behavioral objectives (see link below to find TEKS). You have a choice: all three behavioral objectives can be derived from a larger TEKS chunk or each of your behavioral objectives can stem from separate sections of TEKS within the same content area and grade level. Alternatively, the sentence stem "Students will . . ." can also be used to craft clearly articulated PCC behavioral objectives. Behavioral objectives must align with specific grade level TEKS. Behavioral objectives must specifically cross-reference, articulate, and align TEKS that are the focus of the mini-unit lesson plan. Behavioral objectives must support/align with the teaching of TEKS. Be sure to copy-paste the specific TEKS code and description sections from online onto the required lesson plan format provided so that these can be compared to your behavioral objectives. You have a choice - all three behavioral objectives can be derived from a larger TEKS chunk or each of your behavioral objectives can stem from separate sections of TEKS within the same content area and grade level. To find all the TEKS by grade and subject area, please visit the following website: Texas Essential Knowledge and Skills. https://www.softchalkcloud.com/lesson/serve/aG8J9emBhAk53H/html THIS LINK YOU WILL FIND THE DIRECTIONS AND THE GRADING RUBRIC I JUST COPIED AND PASTED ON HERE FOR QUESTION DETAILS
You have chosen or been assigned a particular text to analyze. Using the critical reading skills practiced in class, you must formulate a thesis statement that presents a unique and specific interpretation of the text, and you must defend that interpretation throughout your paper. In order analyze effectively, you will need to engage in close reading, or reading “between the lines.” This means that you will be choosing representative passages and carefully deconstructing them, highlighting connotations that may not be immediately obvious to fellow readers. Each new close reading should further convince your reader that your overall interpretation of the text (the thesis statement) is valid. Your paper must include the following: An introduction that provides relevant background information and ends with your thesis statement A minimum of four body paragraphs, each of which addresses a particular subtopic that relates to your thesis statement A minimum of three references from reliable, academic sources, all of which are cited at least once in the paper A conclusion that reaffirms your thesis statement and addresses wider implications
a minimum of 4 sources with full annotations MLA citation summary of some evaluation of source using CRAAP test usefulness of source and 2 cited quotes for each source
Servant Leadership Interview-Part I PART 1 DUE IN 3 DAYS Purpose: The purpose of this paper is to link the principles of Servant Leadership to quality patient care. The student is to interview a leader who demonstrates characteristics of a Servant Leader. Student Learning Outcome: 1. Apply knowledge of liberal arts and sciences in combination with the evolving body of nursing knowledge to develop and refine clinical judgment as the foundation of the practice of nursing. 2. Foster human flourishing through the delivery of holistic, ethical, developmentally appropriate, person-centered care that extends compassion to those in need. 3. Apply knowledge of health promotion strategies to promote the delivery of just and equitable care that reflects cultural humility, inclusivity, consideration of social determinants of health, and advocacy. Course Objective: Examine principles of servant leadership as they relate to the nurse as a leader. Instructions: Part I (This assignment is organized into two parts.) Step 1 Step 2 Step 3 Step 4 Select a leader who exemplifies the qualities of a servant leader. (This leader may or may not be in the healthcare field.) The student will schedule a time to interview the leader. Write a minimum of six to eight open ended interview questions focusing on the following concepts: a) What is the leader’s perspective of their servant leadership skills? b) How does the leader utilize the principles of servant leadership in their practice? c) How does the leader believe their servant leadership practice impacts patient care? d) As a servant leader, what challenges does the leader face? Submit the following information in Blackboard: a) The date and time of the scheduled interview b) A list of the interview questions c) A minimum of two APA references supporting the questions. See Blackboard for grading rubric.APA Requirements: APA format is not required for Part I of this assignment. o A title page is not required. First person is acceptable in this paper. No abstract required. Servant Leadership Interview-Part II PART 2 DUE IN 6 DAYS The purpose of this paper is to link the principles of Servant Leadership to quality patient care. The student is to interview a leader who demonstrates characteristics of a Servant Leader. Student Learning Outcome:1. Apply knowledge of liberal arts and sciences in combination with the evolving body of nursing knowledge to develop and refine clinical judgment as the foundation of the practice of nursing.2. Foster human flourishing through the delivery of holistic, ethical, developmentally appropriate,person-centered care that extends compassion to those in need.3. Apply knowledge of health promotion strategies to promote the delivery of just and equitable carethat reflects cultural humility, inclusivity, consideration of social determinants of health, and advocacy.Course Objective:Examine principles of servant leadership as they relate to the nurse as a leader.Instructions: Part II(This assignment is organized into two parts.) 1. Step 1After the interview has been conducted:a. Write a brief introduction of the servant leader (background, carer path, etc.).b. Summarize the principles of servant leadership.2. Step 2Transcribe the interview.a. The questions and responses must be clear, pertinent, and incorporate servantleadership.b. A question-and-answer format or a narrative format may be used.3. Step 3a. Thoroughly discuss the Servant Leader's impact on patient care.IF THE SERVANT LEADER IS NOT A HEALTH CARE WORKER:b. Thoroughly discuss the Servant Leader's impact on the growth and well-being of thepeople they lead and the communities to which they belong.4. Step 4a. Thoroughly compared the Servant Leaders responses to the tenets of servant leadershipas described in the literature.5. Step 5a. Thoroughly reflect on what you have learned about the application of servantleadership from the interview and from the literature. See Blackboard for grading rubric.APA Requirements: This paper should be written in APA format. First person is acceptable in this paper. Level 1 headers may be used to label the content sections. No abstract required. Direct quotes may be used in this paper. The paper should include: a title page with instructor name and date, no more than 5-7 pages of content, and a reference page. Please take note of your Safe Assign report
Annotate your sources. Use the prompts below to guide your annotations: How does this source contribute to your research? What does it help you accomplish (Establish historical context? Provide more information about the genre and/or discourse community?) Are there any very compelling quotes that you might like to incorporate into your presentation? Look for anything that helps you start to establish a "big idea" or thesis about your genre's evolution--remember, you're not just providing a timeline of the genre, but rather trying to understand how particular historical events (i.e., social, technological, cultural, political, ideological) impacted how your genre formed and reformed over time. Summarize your thoughts. If you haven't already, create a new document in your Module 3 folder and name it "Prewriting." Copy and paste the following prompt and write a 350-500 word response. First, type the citations for your annotated sources at the top of the document. Now, describe the sources that you annotated--what kind of source is it? Who authored it? What was its overall purpose or main idea? When was it published/produced? How did these sources help you understand your genre in a historical sense? What major events seem to have had an impact on your genre's evolution? Does your genre appear to have come from another genre or genres? Finally, are you getting any sense of a thesis or "big idea" for your presentation yet?This is for first part Activity #2: Search for Resources in Discipline Specific Databases Complete two (2) different discipline specific databases; list which two. Keep track of your more promising search results; write down titles, authors, and URLs below for at least two (2) results (make sure you know where/how to find the sources again; you might want to download a PDF if you have the option). Specific Database #1: Specific Database #2: Two Results: Activity #4: Search for Resources using Google
Significant Person or Person(s) in Aviation History (excluding any topics covered in class) Details for paper: Explain the historical event/person, date it took place, individuals involved (countries, individuals, scientist, etc...), the importance of the event, how it affected aviation history, how do we remember it today, what did it help progress in aviation history, why is it important, your personal thoughts on the event, etc... HISTORICAL PERSON: Igor Sikorsky
One in five students has a language-based disability, such as dyslexia. Appropriate screening and early intervention are essential to promote positive literacy outcomes. Understanding the characteristics and warning signs of a language-based disability will help both families and teachers support students with appropriate interventions. Record a 3-5 minute webinar-style digital presentation using the online platform of your choice presenting information on two reading disabilities (one of them being dyslexia) and one writing disability. Your target audience will be families and other teachers. Your webinar must include a recording of yourself delivering the information with a digital presentation. During the webinar, discuss the following for each disability: Definition and key characteristics of students with the disability. Brief description of the historical timeline/foundation of the disability. Federal or state legislation, guidance, policy, or current research justifying instructional interventions related to the disability. Instructional and intervention strategies and a resource to support reading and writing development of students with the disability. At least one resource for families to assist students with the disability in developing reading and writing skills. Support your webinar with 2-3 scholarly resources. Submit your supporting resources and a link to the webinar in a Word document. Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected. Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting to the learning management system. If you upload your video to YouTube, select the “unlisted” option.
In this module we have been discussing writing and preparing instructions in the work environment. For this board choose an activity for which you might write out instructions for someone who does not have any knowledge of how to do what you're asking them to do. Select your audience for the instructions (but assume it's someone in a group with minimal or average understanding of the material you're presenting.) Then write a short set of instructions for your audience. So, you could write instructions for your grandparent on how to access and use email. You could write instructions for your friends about how to download and use a new social media site or app. If you're an artist you might write a short set of instructions for other new artists on how to use a particular software for drawing or you might write instructions for how to draw an apple for example. Once you've prepared your instructions post them and name your basic audience.
