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The Class is Theological Anthropology in Leadership & Education Please Develop a research proposal by identifying the following 4 items: General Topic – Choose a topic that covers a theory of education and/or leadership that can be evaluated by a Christian worldview.  Research Topic – Develop an effective research topic that should be a focus area within the general topic chosen. (Hint: use the “matchmaker” methodology from the Watch: How to Choose a Smart Topic for a Research Paper item found in this module's Learn section.) Research Question – Craft a strong research question that sets the direction of the research. It should be both purposeful (What is the definitive goal?) and researchable (Can the question be answered through research?). The research topic is the starting point for your research, but the research question gives you a direction to head with your research. (Hint: work through the “What & how questions” utilized in the Watch: Develop STRONG Research Questions Worth Answering item found in this module's Learn section.) Thesis Statement – Write a strong thesis statement. This statement should be 1-2 sentences long (which will find its place at the end of your paper’s introduction) and contain your topic, your position on the topic, and the leading evidence that supports your position on the topic. Most importantly, your thesis statement should answer your research question! 

For this assessment, you can use a supplied template to conduct a root-cause analysis. The completed assessment will be a scholarly paper focusing on a quality or safety issue in a health care setting of your choice as well as a safety improvement plan. The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the safety quality issue presented in your Assessment Supplement PDF in Assessment 1. Based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting, provide a rationale for your plan. Use the Root-Cause Analysis and Improvement Plan [DOCX] Download Root-Cause Analysis and Improvement Plan [DOCX]template to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process. Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. Analyze the root cause of a specific patient safety issue in an organization. Apply evidence-based and best-practice strategies to address the safety issue. Create a feasible, evidence-based safety improvement plan to address a specific patient safety issue. Identify organizational resources that could be leveraged to improve your plan. Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style. Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your Assessment 2 will focus on the quality issue you selected in Assessment 1.

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Effective student intervention practices are grounded in established theory and crafted around proven "best practices” as they relate to the student population. Using the Jerry Falwell Library’s online resources, identify a recent scholarly article (published within the last 5 years) that discusses an intervention practice focused on increasing undergraduate student success or retention. As you review the article, identify 1) the aim of the approach or practice, 2) the theoretical premise (this should be identified by the author within the article), and 3) the outcome of the intervention (i.e., did the strategy/practice promote student success?). In your thread, write a concise summary of the article highlighting the above elements. In addition, discuss whether the approach might be applicable to a broad population or is limited to only addressing the specific issue/population identified in the article. Finally, provide at least 1 suggestion for how the authors’ intervention attempt could be improved or enhanced based on your research.

Instructions Please type out your essays and then upload your exam as a Word document on Canvas. Please use 12 point font. You can use either single or double spacing. You must cite your sources using MLA style parenthetical citations. For example, ('Africans in America' film), ('Module 9 Learning Unit reading). This is an open-note and open-book exam but you must only use assigned class materials. There is no time limit on the exam. Simply answer each question to the best of your ability. You must write everything in your own words unless you are quoting a source. Plagiarism will result in a zero. Due Date: Tuesday, August 20 by 11:59PM. (50 points) The 13th Amendment to the Constitution formally abolished slavery in the United States, except in cases where a person has been convicted of a crime. While it's a basic and widely known fact that the 13th Amendment abolished slavery, how abolition happened and who bears primary responsibility are questions still debated by historians. For this essay answer the following questions: 1) How did the Civil War lead to the abolition of slavery? 2) Which person or group do you think bears the greatest responsibility for the abolition of slavery and why? You must only use and explain evidence and examples from assigned sources. (50 points) What do you think are the three most important consequences of Reconstruction for Black people and why? Was Reconstruction ultimately successful, why or why not? You must only use and explain evidence and examples from assigned sources.

PART 1— Watch the Time Management Video by clicking on the link below. When watching the video, to see the subtitles, click on the closed captions CC button on the lower right of the video screen. To change the subtitles to another language: 1. Click on the Settings button (to the right of the CC button). 2. Click on Subtitles. 3. Click on Auto-translate. 4. Click on the language of your choice. How to Manage Time Answer the following questions. Write a minimum of 1 paragraph for each answer. How will you make time for exercise? (5 Points) How will you make time to successfully complete this course? (5 Points) PART 2— Please introduce yourself to the class. You may talk about what you are majoring in, how many years you have been in college, where you are from, what your interests and hobbies are, etc. (5 points) Throughout this course, you are required to engage in physical fitness activities. Many Americans do not exercise at the recommended levels necessary to improve their health. The 10 most common reasons adults are not active are listed below. Do not have enough time to exercise. • Find it inconvenient to exercise. • Lack of self-motivation. • Do not find exercise enjoyable. • Find exercise boring. • Lack of confidence in their ability to be physically active. • Fear being injured or have been injured recently. • Lack of self-management skills, such as setting personal goals, monitoring progress, or rewarding progress toward such goals. • Lack of encouragement, support, or companionship from family and friends. • Do not have parks, sidewalks, bicycle trails, or safe and pleasant walking paths convenient to their homes or offices. Answer the following questions. Write a minimum of three sentences for each answer. Please grammar and spell-check your work before submitting it. (5 Points) Do you exercise 3-5 times per week? If your answer is yes and you do exercise 3-5 times per week: What kind of exercise do you do? What motivates you to exercise? How can you inspire others to exercise? If your answer is no and you do not exercise 3-5 times per week: What are two reasons you do not exercise? For each reason give two suggestions on how you can overcome your barriers to physical activity.

Aligning with Trauma-Informed Practice for Supporting Youth Experiencing Family and Domestic Violence

question 1: Discussion: Video Demonstration | Instructional and Assistive Technology Apply Hour. Part I | Collaborative Research and Summary/Fact Sheet To fulfill the requirements of this assignment, students will partner with a classroom peer. Candidates should have signed up to work with a partner Links to an external site. during week one. Students will demonstrate knowledge of current assistive technology applications to support students with diverse learning needs in the classroom. To fulfill the requirements of this project, please research assistive technology applications, software, and tools (for iDevices or ChromeBooks) designed to assist student learning in the classroom. Please, refer to the Instructional and Assistive Technology Grading Rubric Download Instructional and Assistive Technology Grading Rubric as you prepare. With a partner, candidates will identify 16 technology resources. The researched applications, software, and tools should support students in the following ways: To demonstrate their thoughts, ideas, or new understanding of a concept (2) To provide peer feedback/peer review (2) To create presentations of information (2) To utilize for study/test preparation (2) To increase student engagement and participation in class (2) Content Access: (at least one required for EACH category, for a total of 6) Math Reading Writing Science and/or Social Studies Social skills or other content With a partner, candidates will develop a summary/fact sheet to include the following for EACH of the 16 technology resources: Cost of the technology resource Personal use School license A description of the technology resource The type(s) of student(s) that will benefit from the technology resource Description of how the technology resource can be utilized in the classroom to assist with: instruction assessment engagement. Question 2: Inclusive UDL Lesson Plan with Video Demonstration and Peer Review Supports for Lesson Planning: Watch: Understanding the UDL Barrier FlowChart: UDL Flow Chart Download UDL Flow Chart UDL Guidelines Infographics Download UDL Guidelines Infographics (Examples) UDL Progression Rubric Download UDL Progression Rubric Part I | Lesson Planning Due Friday @ 11:59 p.m.Student ProfileCandidates should have already identified two focus students, one student with mild/moderate disabilities and one student with extensive support needs earlier this quad. This Inclusive UDL lesson plan should be planned with these focus students in mind. Lesson Plan In collaboration with the Ed Specialist and a general education teacher, candidates will choose a general education topic/concept to identify specific instructional strategies, tasks, activities, instructional arrangements, assessments, and adaptations that will facilitate meaningful access and participation to the general education content (within the general education classroom) for both focus students. Candidates will use the UDL Instructional Plan and will provide a detailed rationale for each step in the instructional sequence. Write the lesson plan so that if another educator would pick up your lesson plan they would know exactly what to do without you being there. What the teacher will do and what the students will do should be clearly explained. The lesson plan should include: Lesson objectives Including any modified learning objectives for students if deemed necessary and appropriate Anticipatory Set Guided Practice Independent Practice Closure The lesson should clearly outline the use of the following: Instructional technology Assistive technology (e.g., low, medium, and/or high tech) to optimize learning opportunities and outcomes for all students. Augmentative and alternative communication (AAC) devices to facilitate communication, curriculum access, and skill development Barriers to Learning and Solutions In order to identify all barriers to learning and provide a corresponding solution to each barrier, planning should consider: Information gathered in each student’s profile Input from the ed specialist and general education teacher Candidate’s own observations Barriers to learning and solutions should be specific to the focus students selected. Barriers to learning and solutions should focus on specific lesson components (e.g., materials, tasks, activities, instructional arrangements, classroom environment, assessments, etc.). Explain in detail a solution as to how each barrier will be mitigated. If the space provided on the UDL Lesson plan does not allow for a sufficient explanation, candidates may provide an abbreviated list of barriers and solutions in the lesson plan. But also include an additional document to explain how each barrier will be addressed. Explaining the specific reasons as to how a particular solution mitigates the barrier. Guided Questions for Planning: Ask yourself: What specific barriers might arise for each focus student if I use a video in the lesson, or if students are required to pair share?” What particular barriers might arise for each focus student if they are required to find evidence from a textbook? What particular barriers might arise if students are rotating in stations? What particular barriers might arise if students are required to use scissors? Be sure to address any necessary adaptations (e.g., accommodations/modifications) needed for any of the following parts of the lesson: Instructional arrangements (i.e., partner, small group vs whole group) Transitions between activities Hands-on activities Discussions Assessments Materials (i.e., books, articles, worksheets, technology, etc.) Clearly describe any necessary prompting methods: Least intrusive prompting Time delay Most to least prompting Stimulus prompts Others ***Please, use the UDL Instructional Lesson PlanLinks to an external site.. *** You will need to click on [File] and [Make a Copy]The 7 C's Instructional Planner is a tool for lesson planning that incorporates UDL and research-based strategies. Within the template, you will find many links for helpful resources. At the top of the template, there are links to the following: Video explaining how to complete the lesson plan template. Student sample Rubric for scoring a quality lesson plan Part 2: Reflection: Individualized UDL Lesson Plan Lesson Delivery (Part IV) Candidates will use this templateLinks to an external site. to reflect on the lesson delivery of their Inclusive UDL Lesson Plan. Candidates should provide a detailed reflection on their lesson delivery using clear and specific examples.

Cultural awareness is based on the premise that all students should have an equal opportunity to learn in school regardless of gender, socioeconomic status, ethnic, racial, or cultural characteristics. This topic allows you to explore the connection between culture and technology in order to foster global and cultural awareness, supportive learning experiences, and diversity and use technology as a catalyst for civic engagement in the classroom in positive and productive ways. Conduct research about commonly used bookmarking, notetaking, and organizational tools for digital resources such as Educlipper, Evernote, Padlet, etc. Conduct research about and select five credible, non-biased websites, videos, or podcasts that other teachers could use as lesson resources to explore global and/or cultural awareness, diversity, supportive learning experiences, and civic engagement. Using the bookmarking, notetaking, or organizational tool of your choice, record the following for each resource: Title and a 2-3 sentence description of the resource and the resource link. One paragraph lesson implementation idea for each resource, including an explanation of how each can be used to foster global and/or cultural awareness, diversity, supportive learning experiences, and/or positive and productive civic engagement in the classroom. Copy and paste the bookmarking, notetaking, or organizational tool link into a Word document and upload the document.

Article Analysis Assignment of The Queen of Spades Using the databases available through our GHC library and Galileo, find an article from a journal or literary magazine. The icon in Galileo should indicate “Periodical” or “Academic Journal,” and should not be a “Review,” “Book,” or “Ebook.” The article you select to read should be at least 4 pages in length. The GHC Library's Literature Databases Everyone, just be sure that you have an article from an academic journal and not copy from a website. If you have any questions--at all-about this, just let me know. I'm here to help. I have posted a sample article analysis from a student who gave his permission for me to share his work so that you can get a sense of what a good one looks like. Step 3: Read the article—more than once if needed. I recommend printing the article so that you can highlight and/or underline important parts. Write notes in the margins. Look up unfamiliar names and terms. Step 4: Write a summary of the article (this will, typically, be the first paragraph of your essay). Summarize the article, making note of key points. Relate it to what we have read and discussed in class. Then, discuss each of the major points in the article. Some things you will need to consider: What did you learn from reading the article? Did it shed any light on the primary source (i.e., the literary work)? Did it point out something, an aspect of the work, that we did not discuss in class? Do you agree with the article or not? Was it well-written and insightful? When quoting from the article, be sure to use MLA-style parenthetical citations. Note that all analyses must contain quotations from the article. Step 5: Include a citation for the article at the end of your analysis. This should be in complete MLA format. This is an important part of the assignment. Remember that Galileo will create the citation for you.