...How to Evaluate Evidence shows that the student’s previous reading instruction Lack of appropriate instruction in reading, and curriculum addressed phonemic awareness, phonics, including the essential components of reading vocabulary development, reading fluency (including oral reading instruction (defined in section 1208(3) of the skills), and reading comprehension strategies. This evidence may ESEA(NCLB); come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly qualified teachers using appropriate basal curriculum and supplemental materials. For a child three to five years old, who is not yet enrolled in kindergarten, teams should consider “appropriate instruction” as the child’s participation in appropriate activities. This evidence may come from interviews with family and other caregivers and through observation in the child’s natural environment that indicates whether or not the child has been exposed to activities appropriate for his/her age. Evidence shows that the student’s previous math instruction and Lack of appropriate instruction in math; or curriculum addressed math calculation, problem solving, and conceptual understanding. This evidence may come from; (a) an evaluation of the school’s basal curriculum and supplemental materials, and (b) that the student actually received instruction provided by highly...
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...MBA 6301, Business Ethics Course Syllabus Course Description Explores the role of individual, business, and government activities related to ethically responsible commerce and socially beneficial business activity. Prerequisites None Course Textbook Stanwick, P. A., & Stanwick, S. D. (2014). Understanding business ethics (2nd ed.). Thousand Oaks, CA: Sage. Course Learning Outcomes Upon completion of this course, students should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analyze the concepts of business ethics from a personal and an organizational perspective. Assess the ethical issues facing business leaders. Evaluate and distinguish between the concepts of social responsibility, integrity, and business ethics. Explain the framework required to make ethical decisions in today's business environment and how it improves the business climate. Summarize how moral philosophies, on a corporate and individual level, influence ethical decision-making in business. Analyze the influence of corporate culture, including leadership, power, and motivation, on business ethics in the workplace. Explain the pressures that influence ethical decision making in the organization. Evaluate the need for ethical standards, codes of ethics and practices in business. Assess the auditing process to assure ethical practices are being followed. Analyze the role that culture plays in global business ethics. Credits Upon completion of this course, the students...
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...Introduction From its origin, HIV/AIDS has been defined as a sexually transmitted disease associated primarily with white homosexual men. In fact, African Americans are the racial/ethnic group that are mostly influenced by HIV/AIDs. According to the Center of Disease Control and Prevention, by the end of 2008, an estimated 240,627 blacks with and AIDs diagnosis has died in the United States (CDC, 2012). Contrary to the evident statistics affecting the African American population as a whole, there remains a small amount of research studies, dedicated towards HIV/AIDs healthcare promotion and prevention strategies specifically designed for the African American women. However, there is a large proportion of African American women affected by HIV/AIDs. In 2009, black women accounts for 30% of the new estimations of HIV infections among blacks. The rate for HIV infections as compared to other populations is 15 times more than white women, and three times as high for Latina women (CDC, 2012). This is confirmed by social media, primarily directed at African American males. In regards to the African American women, personal beliefs, cultural practices, and social norms act as a backdrop in determining the risk behavior of acquiring HIV/AIDs. This study serves to address the need for prevention strategies among single African American women of 18-22 years of age in college from the middle socioeconomic class. The subjects for the study are voluntary and motivated to learn with...
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...of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth assessment. Screenings can use either a criterion referenced or normative comparison standard for measuring student performance. Progress monitoring. Progress monitoring is a set of assessment procedures for determining the extent to which a student or students are benefiting from classroom instruction. When applied with rigor, progress monitoring addresses the federal stipulations that...
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...Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining...
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...|[pic] |Course Syllabus | | |College of Criminal Justice and Security | | |CJA/374 Version 3 | | |Juvenile Justice Systems and Processes | Copyright © 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course is a general orientation to the field of juvenile justice, including causation theories and the development of system responses to delinquent behavior. The problems facing juveniles today are addressed, and adult and juvenile justice systems are compared, including initial apprehension, referral, and preventive techniques. Specific issues examined include chemical dependency, mental illness, and compulsive and habitual offenders. Special attention is given to the problems inherent in the police handling of juveniles and the function of juvenile courts. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student...
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...Early Reading Strategy - Help for Children With Reading Difficulties This report opens with a firm conviction: "A child's success in school and throughout life depends in large part on the ability to read. Educators in Ontario have the profound challenge of making reading a reality for all children." Many young children experience some kind of difficulty learning to read. For many children, reading difficulties can be identified in Kindergarten or Grade 1 and can be prevented or substantially reduced, but often they are not. Research findings on early reading difficulties are very clear: children who continue to experience difficulties in Grade 3 seldom catch up in later grades. The consequences are well documented. These children are at risk of failing school and dropping out, and they may have limited career opportunities in adulthood. Therefore, it is important to have the conditions and resources – including time, manageable class size, materials, and learning opportunities – that enable teachers to meet the challenges of ensuring that all children learn to read. The Nature of Reading Difficulties The foundations of good reading are the same for all children. All readers, regardless of their age, gender, or aptitude, need to develop fluency, comprehension, and the motivation to read in order to become successful readers. Children who experience reading difficulties are no exception. They too must develop the basic foundations for reading, and they require the same types...
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...become a part of the course took place following each observation. Criteria The teacher should use four questions to evaluate his or her instructional practices. How does the teacher view students of other cultures? How does the text view students of other cultures? Does the teacher create an environment of respect and rapport? Are learning activities culturally responsive? How does the teacher view students of other cultures? How the teacher views students of other cultures will affect how he or she will interact with those same students. Two of the three teachers under observation demonstrate a neutral attitude toward students of different cultures. Both American History and World Geography instructors express a view of diverse instruction...
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...Weschlers test of intelligence for children The Wechsler Intelligence Scale for Children (WISC), developed by David Wechsler, is an individually administered intelligence testfor children between the ages of 6 and 16 inclusive that can be completed without reading or writing. The WISC takes 65–80 minutes to administer and generates an IQ score which represents a child's general cognitive ability. ------------------------------------------------- History The original WISC (Wechsler, 1949) was an adaption of several of the subtests which made up the Wechsler–Bellevue Intelligence Scale (Wechsler, 1939) but also featured several subtests designed specifically for it. The subtests were organized into Verbal and Performance scales, and provided scores for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ). A revised edition was published in 1974 as the WISC-R (Wechsler, 1974), featuring the same subtests however the age range was changed from 5-15 to 6-16. The third edition was published in 1991 (WISC-III; Wechsler, 1991) and brought with it a new subtest as a measure of processing speed. In addition to the traditional VIQ, PIQ, and FSIQ scores, four new index scores were introduced to represent more narrow domains of cognitive function: the Verbal Comprehension Index (VCI), the Perceptual Organization Index (POI), the Freedom from Distractibility Index (FDI), and the Processing Speed Index (PSI). The current version, the WISC-IV, was produced in 2003 followed by the...
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...classroom, that student may need additional support, including a student with a learning disability. The RTI evaluation process is objective and therefore beneficial to identify the academic, social, and behavioral challenges of underperforming students. First of all, the students that benefit are the ones that do not have a disability but may need additional support to perform to standards in the general education classroom. Secondly, the approach is different than the original IQ-achievement, because it identifies students with learning disabilities who may be able to perform to standards with proper support. The RTI process has been successful and, because of its success, its use has been expanding since 2004. The RTI process is so successful because of the simplicity, its inherent coordinated organizational structure and the common sense that it allows in addressing underperformance. There are 5 elements of an RTI framework. First there is the prevention and intervention tier. Every student is different and therefore there are three tiers available for those with and without disabilities. The first tier is a high-quality, universal general education program that uses good teachers to teach in general classrooms. Interventions take place when students do not meet the requirements and/or expected growth. These underperforming students receive supplemental tier 2 instruction. Tier 2 is considered the extra help tier and includes assistance such as tutoring in cooperation with the...
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...American youth perform poorly in high school, and many of these youth fail to obtain a high school degree. The costs of failure in high school are growing, both for the individual student and for society overall. Mathematica researchers have conducted many of the most important studies of at-risk youth and interventions designed to address their educational needs. Synthesizing Lessons from Dropout Prevention Programs We have studied a diverse array of dropout prevention approaches, ranging from small programs in a single school to those designed to address the dropout problem in clusters of schools or entire school districts. Mathematica's staff are also principal investigators for the What Works Clearinghouse comprehensive review of evaluations of dropout prevention programs. Our staff are assessing the strength of the evidence on the effectiveness of dropout prevention initiatives and synthesizing the lessons from these studies for policymakers and educators. Re-Engaging Out-of-School Youth Youth who drop out of high school represent a loss of human potential. For the Office of Vocational and Adult Education within the U.S. Department of Education, Mathematica conducted case studies of six dropout recovery programs that help youth ages 16 to 21 return to school, earn a high school credential (either a diploma or GED), and prepare for further education and jobs. Drawing on site visit interviews and an analysis of school records, the study examined program goals and partners...
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...JOB ANALYSIS REPORT- FRONT OFFICE MANAGER NEELIMA KONDRAGUNTA JOB: For this project, I chose to do an analysis for the position of Front Office Manager. I think this position is critical to any company within the hospitality industry. The job usually involves using communication and organizational skills to coordinate, supervise, manage and train others to accomplish goals. Previous work-related skill, knowledge and/ or experience are required for this position. Employees in this position usually need one to two years of training involving both on-the job experience and informal training with experienced managers. BASIS FOR POSITION SELECTED: There are several different reasons for selecting this particular position, one of the most important is that I will be working in this position in the near future. Also, I see myself doing this for several years. I also have a very close friend who has enjoyed this position for many years and has excelled at it. It is something I find very interesting and has a variety of duties for me to analyze. METHODS: I used related articles and resources found through internet search as well as my SME and own experience which I have gained through the training process. I have used the competency model since it identifies the competencies needed to perform a specific role in a job, organization and profession. SOURCES OF INFORMATION: I used two different sources of information. Firstly, I used the information found in the job listings...
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...|[pic] |Syllabus | | |College of Information Systems & Technology | | |CMGT/582 | | |Security & Ethics | Copyright © 2010, 2009 by University of Phoenix. All rights reserved. Course Description The ethical issues examined in the course include information privacy, accessibility, and ownership from an organizational perspective. Information laws, regulations, and compliance requirements are examined in this course as well as the considerations for creating a safe digital environment within the organization. Policies Faculty and students or learners will be held responsible for understanding and adhering to all policies contained within this syllabus and the following two additional documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies...
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...Stallings, W., & Brown, L. (2008). Computer security principles and practice. Pearson Education, Inc. Software Microsoft® Project 2010 (Virtual Desktop) Microsoft® Visio® 2010 (Virtual Desktop) Microsoft® Excel® 2010 (Virtual Desktop) Microsoft® Word 2010 (Virtual Desktop) All electronic materials are available on the student website. Supplemental Resource Microsoft. (2012). Microsoft Office Project 2010. Hoboken, NJ: Wiley. Article References Barr, J. G. (2012). Business continuity for web sites. Faulkner Information Services, 1-9. Barr, J. G. (2012). Identity management market trends. Faulkner Information Services, 1-10. Barr, J. G. (2013). Common criteria overview. Faulkner Information Services, 1-10. Barr, J. G. (2013). Biometrics market trends. Faulkner Information Services, 1-7. Week One: IT Security Overview Details Due Points Objectives 1.1 Recognize the importance of IT security implementation. 1.2 Identify major security issues associated with physical and operating system security. 1.3 Describe basic advantages and disadvantages among the various security implementations. Course Preparation Read the course description and objectives. Review the Learning Team Toolkit. NOTE: TestOut LabSims are available for this course. See Week One, Course Materials Page. Reading Read Ch. 1, “Overview,” of Computer Security Principles and Practice. Reading Read Ch. 2, “Cryptographic Tools,” of Computer Security Principles and...
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...Wallenius Wilhelmsen Logistics Wallenius Wilhelmsen Logistics REQUEST FOR PROPOSAL Acquisition of trainers for Microsoft® Office® programs Presented Brenda Rivera Proposal Release Date: September 02, 2013 Proposal Due Date: October 22, 2013 TABLE OF CONTENTS INTRODUCTION ………………………………………………………………3 1. STATEMENT OF PURPOSE…………………………………………...…4 2. PROJECT GOALS………………………………………………………….4 3. TIME ALLOCATION……………………………………………….......…..5 4. BUDGET FOR THE PROJECT…………………………………….…..…5 5. SUPPLIER REQUIREMENTS & INSTRUCTIONS…………….…….…6 * 5.1 RFP Questions………………………………………………………………….….………...6 * 5.2 Response Format, Deadline, and Delivery……………………………………………...6 * 5.3 Presentation…………………………………………………………………………………..6 * 5.4 Important Due Dates……………………………………………………………………......7 * 6. TERMS AND CONDITIONS…………………………….…………………7 6.1 Information Access………………………………………………………………………….7 6.2 Acceptance or Rejection……………………………………………………………………7 6.3 Contract Provisions…………………………………………………………………………7 6.4 Responsibilities as Independent Contractor……………………………………………7 6. SUPPLIER QUESTIONNAIRE….……..………….………………………8 7.1 Supplier Background…………………………………………………………...…………..8 7.2 Financials/General Information………………...……………………………...……………8 7.3 Customer Base and References……………….…………………………………..……..9 7.4 Product Software Pricing…………………….…………………………………………….9 7.5 Implementation & Consulting Costs………...
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