When you observe different teachers, you may notice similarities and differences in their classroom management styles. Creating a learning environment that supports your style will help you be more effective in developing students’ academic skills and competencies.

After my observations, interview and collaborate with the teacher about their classroom management and how expectations, routines, and procedures are introduced in the classroom.  My interview included, the following:

1. The classroom management style of the teacher.
2. How expectations, routines, and procedures are introduced and reinforced in the classroom.
3. How the teacher deals with and handles behavior issues in the classroom.
4. How the classroom is physically set-up.  
5. How technology is used and managed.
6. How the procedures help to build a classroom community.

At the conclusion of the field experience, complete a  reflecting upon your experiences and describe how you will apply what you have learned to your future professional practice. Synthesize what you have observed thus far and what you plan to takeaway, or not, from each observation.

*APA style not required

Throughout American education history, approaches towards educating ethnically and racially diverse students have varied from assimilationist perspectives toward multicultural education with significant variance amongst regions, districts, and among individual teachers. Several major positions exist:

• Total Assimilation
• Assimilation with Multicultural Approaches
• Multicultural Education

In a well-supported (Approx. 500 word) essay, choose an approach and provide support for equitably educating ethnically diverse students.

The benchmark assesses the following competencies:

1.4 Participate in health care policy development to influence nursing practice and health care.

Research public health issues on the “Climate Change” or “Topics and Issues” pages of the American Public Health Association (APHA) website. Investigate a public health issue related to an environmental issue within the U.S. health care delivery system and examine its effect on a specific population.

Write a 750-1,000-word policy brief that summarizes the issue, explains the effect on the population, and proposes a solution to the issue.

Follow this outline when writing the policy brief:

1. Describe the policy health issue. Include the following information: (a) what population is affected, (b) at what level does it occur (local, state, or national), and (c) evidence about the issues supported by resources.
2. Create a problem statement.
3. Provide suggestions for addressing the health issue caused by the current policy. Describe what steps are required to initiate policy change. Include necessary stakeholders (government officials, administrator) and budget or funding considerations, if applicable.
4. Discuss the impact on the health care delivery system.

Include three peer-reviewed sources and two other sources to support the policy brief.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

To prepare: View this week’s media, Parker (Episode 30).

Think of the many names and labels you may have heard to describe persons with disabilities and those that are currently socially acceptable. The changing monikers given to those with disabilities are evidence of the continual negotiation of the society who labels and those who are so labeled to define what disability is and who is disabled. What do these shifting labels suggest about the social construction of disability?

Society is inconsistent in its treatment and protection of the rights of individuals with disabilities, creating a situation that contributes to marginalization that can complicate other forms of marginalization and oppression. Consider that being labeled with a disability can be simultaneously something to be fought against because of the stigma it entails and fought for because of the access that it grants to social services that meet basic medical needs, aid economic survival, and improve access to education that society can otherwise deny.

By Day 5

Post an analysis of the implications of the social construction of disability. Describe how disability can be defined as a social construct. Explain how that relates to the perception of disability. Be specific and draw on examples from the Parker case to illustrate your thoughts. Also, describe the intersection of Stephanie’s mental illness with other characteristics of her identity. Explain how those intersections could serve to further marginalize Stephanie’s place and experiences in society. Finally, explain how such marginalization impacts her ability to make choices, use self-determination, and be an active agent with equitable status in her interactions with other professionals.

Required Readings

Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.
Section 6 Ableism Intro (pp. 467-474)
Chapter 96, Struggle for freedom: Disability rights movements (pp. 475-480)
Chapter 101, Disabled behind bars (pp. 490-492)
Chapter 104, Why the intersexed shouldn’t be fixed: Insights from queer theory and disability studies (pp. 497-502)
Chapter 106, Understanding Deafness: Not everyone wants to be “fixed” (pp. 504-507)
Chapter 111, Facilitating transitions to college for students with disabilities from culturally and linguistically diverse backgrounds (pp. 518-523)
Chapter 112, Increasing awareness: Language, communication strategies, and universally designed environments (pp. 523-531)
Chapter 103, Go to the margins of the class (pp. 493-497)
Chapter 108, On the spectrum, looking out (pp. 512-513)
Chapter 109, What I’d tell that doctor (pp. 513-514)

Gilson, S. F., & DePoy, E. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38(1), 153–165.
Note: Retrieved from Walden Databases.

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“Working With Clients With Disabilities: Valerie”

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“The Parker Family”

Required Media

Laureate Education (Producer). (2013). Parker Family (Episode 30) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu

Note: The approximate length of this media piece is 4 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided courtesy of the Laureate International Network of Universities.

Create an 8-10 slide PowerPoint presentation in APA format (not including the cover page and reference page).  Please use the APA Sample provided in in the student resources to complete your assignment. You MUST provide citations and references with peer reviewed articles to support your research; specifically address the following issues:

In a PowerPoint Presentation composing of 8-10 slides and in APA style making sure to provide citations and references with peer reviewed articles to support your research; specifically address the following issues: Why do people make inadvertent mistakes? How does poka-yoke help prevent such mistakes?

List and explain the three levels of mistake-proofing. Why is brainstorming an important tool in the Improvement phase of DMAIC?

Check out the website http://www.isixsigma.com/tools-templates/. This contains descriptions and examples of the use of quality improvement tools. Find some that have not been discussed in this chapter and develop a short tutorial for using them and focus on how you would use them to prevent mistakes.

TIP: Use the notes feature in your slide presentation to add content and explanations for your points. Remember not to clutter up the slides but ensure that your slides contain the main points that you want your audience to remember.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
2. Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

Include the following in your presentation:

1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
2. Summary of community assessment: (a) funding sources and (b) partnerships.
3. Summary of interview with community health/public health provider.
4. Identification of an issue that is lacking or an opportunity for health promotion.
5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsNRS-428VN-RS4-FunctionalHealthPatternsCommAssessment.doc
NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc

Purpose and Description

We analyze texts for many reasons. For one, doing so helps us to think critically about the information we consume. (As you have hopefully discovered, not all information is reliable.) Secondly, it enables us to take part in conversations and help others think critically about the information they consume. Building on these premises, your aim for this assignment will be to develop and refine your inquiry by 1) analyzing how authors make arguments, and 2) exploring how those arguments potentially shape audience understanding of the public issue you have been researching. The stakes involved—and what we gain by taking part in this type of intellectual work—will vary according to your topic and with respect to what you want to accomplish through your analysis. Please consider the following as you undertake and complete this assignment.

Invention and Inquiry (pre-drafting)

• Select a text that contrasts in some way with the source you analyzed in Writing Exercise II, and that lends itself to rhetorical analysis;
• Analyze the text according to the relevant criteria established in your Writing Exercise II, but also according to the criteria which are particular to this new source;
• Use “The Method,” summarized on p. 27 of our textbook, and “Reformulating Binaries,” summarized on p. 60. 
• Identify how each author argues about and represents the topic in similar and different ways;
• Take notes as you conduct your analysis, and consider how these texts function as a type of filter or screen through which audiences understand the topic;
• Take notes on HOW the texts convey their messages;
• Draft a working thesis statement that suggests how, and the ends to which, these authors use rhetorical strategies to shape the conversation and what that means for the way readers understand the topic in question.

The Composing Process (drafting)

• Introduce your topic, and how the two sources fit into the conversation on the topic;
• Present a thesis that you have developed based on your pre-drafting analysis;
• Carry out your analysis according to the specified rhetorical framework that your thesis points to;
• Lead readers to a conclusion about the ways in which these texts/authors make arguments and shape understanding of your research topic. How do they use writing and rhetoric to achieve their objectives? What are the stakes involved? What do we stand to gain or lose by thinking critically (or not thinking critically) about these and other sources? Why should we or anyone else care?
• Conclude your essay by first coming to a conclusion about how the authors use rhetorical techniques, and then by pointing toward additional research and analysis that can be done to better understand the issue as part of an ongoing conversation.

The audience for this assignment is your instructor, your classmates, and, in general, anyone who can access and read information online. You should anticipate that readers have some education and knowledge of the subject but do not necessarily possess a clear or complete understanding of it—or the ways in which authors rhetorically craft information to influence thought and action. Assume that your reader does know the definition of the rhetorical appeals.                                                                                          

Specific Requirements

Your essay should:

• Analyze two sources that represent differing perspectives, in some way, on your topic;
• Develop a clear and compelling thesis based on thorough analysis;
• Draw a conclusion about the ways in which the authors use rhetorical techniques to shape understanding of the topic (and why that should matter to your readers), and point to further research and analysis that would help to understand the issue as part of an ongoing conversation;
• Be written in a clear, precise, and active prose style;
• Cite sources correctly using MLA citation style, including both in-text citations and a Works Cited section;
• Include a title that reflects the spirit and scope of the essay;
• Be 4-5 pages in length (double-spaced, one-inch margins, 12-point Times New Roman or Garamond typeface);

1. Think of a product or service that has problems from a quality standpoint. Briefly discuss some of the problems. How would you explain these problems or possible solutions to the provider or manufacturer of the product or service? How would your explanation differ if you were going to explain these same problems and solutions to a friend? a child? Be descriptive!

2.   Fix the grammar in the following sentences (without changing it’s meaning). [List Format]

a. I could of gotten a better grade if I spent more time on the homework.
b. I did the same calculations as you but my solution is different than yours.
c. Don’t forget to complete sentence a, sentence b and sentence c.

3. Make the following sentences more concise (without changing it’s meaning). [List Format]

a. Considering the fact that you need that class to graduate, you might as well get it out of the way so you move on towards more interesting classes.
b. In the event that I die, it is crucial that I give all my personal possessions to my sister.
c. In anticipation of another wind storm this year, there may be a need for a backup generator because there is a chance that we’d need to stay warm and protect our food from spoilage.

– Use black text only.
–          Text size needs to be 12 point size.
–          Text needs to be single spaced.
–          Margins on the document should be 1’’ on all side

– Content:
Opinion: When a question asks for your opinion, its answer is exactly that – your opinion. Feel free to use your own opinion.
Cite Examples:  you may use a citation right after the answer to a question, or you may list your references at the end. It is not required to have a separate reference page.
Stating the Question before Answering It: While some reports require that you state the question before your answer, is not required to do this.
Pictures: Resist the temptation for using pictures unless it is required. Instead, focus on your writing abilities.

– Short Essay Format
Short essay format is a format that requires at least two paragraphs for each answer. Please remember that a paragraph is not just one, two, or three sentences in length.

Choose one of the following people as the subject of a biographical essay:

•Georg Cantor

•Ada Lovelace

•Pierre de Fermat

•Emmy Noether

•Leonhard Euler

•George Boole

•Charles Sanders Pierce

•Henry M. Sheffer

•Sophie Germain

Instructions for biographical essay:

Your essay should be 2 pages, single-spaced, in length. Adhere to the following format, and address the following questions:

I.Introduction (30 points)

A. Who was this person? (5 points)

B. What time period did they live in? (5 points)

C. What technological developments were occurring at that time? (10 points)

D. What did this person contribute to the field of computer science? (10 points)

II.Body (30 points)

A.Personal history, any indicators of what lead this person to pursue the field of discrete math/statistics/etc…?

1. What training did this person receive to be able to acquire the knowledge to make this contribution? (5 points)

B.A detailed description of major contribution

1. What was the standard methodology/technology at the time? (5 points)

2. How did this contribution change the field of, or form the foundation of a field in, 

computer science? (5 points)

3. Other individuals, who were involved in/important to this person’s contribution? (5 points)

4. How is this contribution still influencing our lives today? (10 points)

III.Conclusion (40 points)

A. Summarize the contribution of the individual. (10 points)

B. Add your reflections

1. How is this person and their contribution relevant to your studies, your career path, or your life in general? (15 points)

2. What do you think this person would have liked to work on today? (15 points)