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BSU Professional and Academic Success Development Strategy Discussion

BSU Professional and Academic Success Development Strategy Discussion.

New construction projects begin with a design phase, where architects blueprint the vision complete with design details. They work in collaboration with builders who use the designs to prepare the appropriate strategies, tools, and materials to bring the vision to reality. You are both architect and builder of your success. You have started to blueprint your vision in your Academic Success and Professional Development Plan. You have identified others with whom you will collaborate. Now you can begin to prepare the appropriate strategies, tools, and materials 
How will you approach your studies? What types of resources are available to you, and how will you access and utilize them? Taking the opportunity to prepare these strategies, tools, and materials will help ensure you can “break ground” without incident and successfully move to the phase where you begin building your vision.
To Prepare:

Consider your goals for academic accomplishments while a student of the MSN program. 
Reflect on the strategies presented in the Resources for this week. 

The Assignment:

Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the MSN program.
Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty.
Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally

References resources………
BSU Professional and Academic Success Development Strategy Discussion

The Impact Of Subject And Learner Centred Designs Education Essay

PART A: Introduction Daniel Tanner (1980) defined curriculum as “the planned and guided learning experiences and intended learning outcomes. The curriculum is formulated under the auspices of the school through the systematic reconstruction of knowledge and experiences, for the learner’ to continuous and willful growth in personal social competence. Basically, there are three types of curriculum designs; which are subject-centred designs, learner-centred designs and problem-centred designs. Subject-centred curriculum focuses on the content of the curriculum. The curriculum design corresponds mostly to the textbook written for the specific subject, for instance languages, mathematics, science, history, arts and many others. However, learner-centred curriculum focuses on certain aspects of the learners themselves. It may explore the learner’s surrounding environment. The main idea behind the practice is that learning is most meaningful when topic are relevant to the students themselves. The problem-centred designs placed students in the social setting to address the problems. The model focuses on the problem faced by society. The objective is to prepare students with relevant knowledge and skills for them to fir the society when they leave their school. The essay in part A discusses the impact of subject and learner-centred designs in teaching and learning in two sections. The first section focuses on the type of subject-centred designs and the impact of subject-centred designs in teaching and learning. The second section focuses on the type of learner-centred designs and the impact of learner-centred designs in teaching and learning. We will discuss the impact of each design from teachers, students, society and material aspect. What is Subject-centred Designs? In 1949, Ralph Tyler lay out the subject-centred designs in his book Basic Principles of Curriculum and Instruction. His book becomes the foundation for the subject-centred on learning and still using in many countries. Subject-centred designs focus on one subject a time, helping learners building on the knowledge gained. Type of Subject-centred Designs Five different approaches have been proposed in the subject-centred designs; they are academic subjects design, discipline based design, broad fields design, correlation design and process design (Phillips, 2007). Academic subjects design This is the oldest and best known design. Students have no right to choose what is meaningful for them to study. There are a variety of books and sources to support this design. Teachers find it easier to transmit ideas and knowledge thru textbooks. Discipline based design In discipline design, the teaching of the disciplines in its pure form is emphasized. That is, a student who studies physics would approach the subject as a physicist while those who study music will study it as musicians. This approach will narrow the view and knowledge of students. Broad fields design This design is also known as the interdisciplinary design. The design combines two or more related subjects into a one logical subject. For example, Biology, Astronomy, Chemistry, Geology and Physics were composed to form General Science. Students may achieve a greater integration of learning experiences but the knowledge will be superficial. Correlation design This design model lies between the academic design model and the broad field design. This design attempts to relate a subject to the others while maintaining their identity as subjects. For example, students read a novel that relates to the same time period while studying a period in history. Process design Thinking processes such as critical and creative thinking, problem solving are taught under this design mode. The aim of the curriculum is to enhance process skills applicable to all disciplines. Under a major project, i-THINK, the Ministry of Education Malaysia is now developing thinking skills in all Malaysian schools. The Impact of Subject-centred Designs in Teaching and Learning In a subject-centred classroom, it is acceptable that the teacher who is an expert in a subject be the person who impacts that knowledge to the students. Teachers are in control of the whole learning process, planned instructional design and teaching techniques. Every instruction is from top-down, wherein knowledge is passed from teachers to students via sharing, leaning contents, transmits values, attitudes and ideas. These make a teacher very professional. Teachers attend a university to receive a degree in their chosen field and then become an expert in that subject in school. In this situation, students will not get wrong information from the teacher. However, the situation isn’t that anticipate in our country. Some university students attended a post graduate teacher training course, KPLI (Kursus Perguruan Lepasan Ijazah) or DPLI (Diploma Perguruan Lepas Ijazah) to become a teacher after graduate. They might be graduated with degree of arts but end up become a language teacher after the course. These teachers might be less expertise compare to those who attend a university to receive a degree in their chosen field. This is happening not only due to the teacher shortage issue but also because of the curriculum design. Since there are bundle of teaching aids and references to support subject-centred design, it can easily allow teachers to teach with existing material. With the knowledge of a degree holder, a university student can easily transform as a teacher. Subject-centred design lends itself to mass production. This traditional approach has many resources for learners and teachers. Teachers communicate the ideas and knowledge of certain subjects in verbal form in textbooks because it is easy to interpret in textbooks and those textbooks are commercially available support materials. The curriculum reduces the content into small components that are clearly definable and measurable. Students and teachers can find many workbooks that breakdown reading or math into sub skills and processes. This makes pros and cons to both students and teachers. As I mentioned earlier, some of the teachers nowadays are not really expert on what he or she is teaching. This expertise insufficient may cause students cut classes or even skip school, especially in secondary school because the student can attend tuition class from an expertise teacher rather than a teacher without professional knowledge. Resources or books may also lend to hastily of teachers in teaching. However, the advantage of the mass production is learners and teachers can engage in self study or self improvement. Subject-centred design is beneficial for dedicated teacher. The teacher will be able to guide the teaching and learning process in the class with a good teaching plan. Teachers will determine all teaching content. On the other side, students can acquire new knowledge adequately during the whole learning process. Teachers can also prepare their own teaching aids according to students’ background and thus make the lesson more effectiveness and interesting. For example, a second language teacher plans to teach family members. The teacher can teach students how to address own family members before teaching them how to address relatives. This kind of step-by-step teaching and learning is helpful and not confusing. However, there also challenges for teachers to teach under correlation design. Teachers must at least know the relationship about the material and content and ways to relate each other while teaching. Teachers involve must find time to plan lesson cooperatively. Most of us were educated under subject centred design. This format of education is more familiar and acceptable compare to other curriculum designs. Teachers will know well at which stage students are in their learning at all times in the end of the course when testing and evaluation of learning were executed. Every course that is taught will have to be evaluated. Standardized, multiple choice, true-false, and comprehension tests are used for evaluation (Ahara, 1995). If the learning is subject-centred design, the rate of learning is apparent, thus testing can be executed at the appropriate time. By using test score, a teacher can easily quantify and justify the students’ achievements. Scores are also motivating students to achieve better in the future evaluation. If the scores achieved weren’t as good as anticipated, a teacher might do some adjustments and alterations before the final evaluation. The teacher can also provide tutorial classes for those who are weak in the subject. Special guidance might be given for slow learners in order for them to catch up with the others. However, testes in this curriculum design are based solely on regurgitating material. The tests given might not an overall comprehension or understanding of students in the subjects. Students can simply memorize what they need to know in order to pass the test. At last, they might learn or remember nothing after the test. Therefore, it is difficult to test the knowledge in practical use of the materials in everyday life to solve problems. Hence, teachers should test students over comprehension but not memorize skills. Even there are some arguments about the ways of teachers tested students in this curriculum design; we can’t admit that subject-centred design is easier for students to remember information for future use. Students can easily realize the important knowledge that they have to learn during the lesson. Results have shown that many successful students have come from this design through the years (Silvestri, 1997). Just because the subject-centred designs corresponds mostly to the textbooks written for specific subjects and the commercial production of books and sources, tutors without much training can easily teach from an existing curriculum. This circumstance is well known as tuition classes in our country. The ramp of tuition classes in our country has gone beyond control. Parents who expect high scores will send their children to several tuition classes. Initially, tuition classes exist to help students which need more help than others, but nowadays, even smart students are attending tuition classes. Parents today are mostly working; they treat tuition classes as day care center to take care of their children while learning. This kind of action seems killing two birds with one stone but it indirectly obliterate children’s childhood with studying. As a result, students do not like to study and learn new things. By using the subject-centred design, teachers will have better control in class where students will not have a chance to disrupt a classroom. According to Karen Silvestri (1997), a disciplined classroom imparts a sense of self-discipline. Experience has shown in the last generation that children who are raised in a disciplined framework in school do indeed learn better throughout their school life as well as having a balanced approach to life in general. However, this sense of self-discipline and subject-centred design might omit the importance of learner experiences (Scheidies, 1994). Subject-centred design requires a learner to accept the information being transmitted rather than challenge. Students are passive in a subject-centred design classroom, there are seldom learning noise. Students will only believe in books and afraid to ask questions beyond the frame. This subject-centred curriculum will only foster passivity about learning and knowledge. Finally, students with lack critical and creative thinking skills are well produced. Sadly, the workplace nowadays does not require individuals who are “walking encyclopedias”. Employees are complaining about our graduates, particularly lack of analytical skill, life management skills, cooperation skills, interpersonal skills and so forth. Furthers, the subject-centred designs depends upon a system of authority (Scheidies, 1994). Students’ needs are considered only in conjunction with type and difficulty level of the material (Scheidies, 1994). Subject-centred learning does not take family situation, ethnic background or other wide range of options into account that will impact learning. Students have no right to choose the content they are most meaningful for them. They are expected to absorb whatever material taught in the time allotted. Learning material will not change regardless of students’ needs and must be covered on time. The pro is, students can learn the knowledge in adequate time but the con is slow learners might have no choice but follow accordingly. On the other hands, subject-centred curriculum prevents students from understanding the wider context of what they are learning. Separate lesson on languages, mathematics, sciences, history, arts and music is taught without regard how one subject impacts another subject. Students may learn about history but they do not know how history is influencing our country and culture. That is why we can often hear the question “Why are we studying history?” This kind of separation of subject-centred curriculum make students feel bored and difficult to understand when studying. Differ with academic subject design, broad fields design provide interdisciplinary or cross-disciplinary studies. Students study a subject combined from different subjects which have linkages between each others. Even the syllabus might not as depth as a pure subject, this will indirectly help students to determine their own interest. For instance, a student study General Science which was composed from Biology, Astronomy, Chemistry, Geology and Physics find his interest in Biology and thus further his study in that field as his expert. Furthermore, breadth views about different subjects will at least wider a student’s visual field. As a conclusion, subject-centred curriculum designs had created many pros and cons to learners. There are still many countries using this curriculum design, this department in charge should monitor the progress of the curriculum from time to time and make advisably modify to keep pace with the society needs. What is Learner-centred Designs? According to Collins

Religious Studies homework help

order essay cheap Religious Studies homework help. Assume that you are the manager of a production line and are responsible for keeping the machines running 24 hours per day, 365 days per year. When a machine breaks, it must be repaired and put back onto operation as soon as possible.,Assume that you are the manager of a production line,As you have learned from your reading, knowing when a part or system will fail is important for a company. Mean time between failures (MTBF) is the expected time between failures of a part, process, or system and is a common matrix for a firm to use to understand how often a failure will occur.,Assume that you are the manager of a production line and are responsible for keeping the machines running 24 hours per day, 365 days per year. When a machine breaks, it must be repair and put back onto operation as soon as possible. The problem is that your machines are always breaking down, and you really do not have a good understanding of how often a machine breaks down.,Hint:, For this assignment, you will NOT be using the OM software but should use Excel to work the problem., You decide to run a test to determine the mean time between failures. During the test, you start with 20 operational machines on your production line producing widgets. You record breakdowns during an 80-hour observation period in which three of the machines broke down. One at 35 hours into the test, one at 50 hours into the test, and the 3rd failure comes at 75 hours., Use Excel and the data you collected to calculate the MTBF of your machines. Analyze your results and place them on the spreadsheet.,Continue to Step 2: Calculate the Expected Breakdown Maintenance Costs,After collecting and analyzing the MTBF data, you were surprise at how often your machines really broke down., At your last company, you remember that they had a service firm that would come in and perform preventive maintenance (PM) on your machines and you wonder if this would be an option to reduce breakdowns. However, before you go to your boss to pitch the idea, you want to see if using an outside PM firm would reduce your cost.,So you do some research on the cost and run another study on the number of breakdowns of your machines., Over the last 12 months, the machines have broken down at the rate indicated in the following table:, ,Number of Breakdowns Number of Months that Breakdowns Occurred, 0 0, 1 7, 2 3, 3 2, You also do some research on breakdown cost and find that the average cost of a breakdown to your firm is, $350. You find a service firm and request a price quote from them. The PM Service firm costs $200 per month, but they tell you that you can still expect on average of 2 breakdowns per month even with the PM Service.,Use Excel and the data to calculate the expected ,breakdown, maintenance cost versus hiring the PM firm to service your machines.,Analyze your results and indicate which of the options you will recommend to your boss – hire the firm or continue dealing with the breakdowns at the current rate?,Continue to Step 3: Recommend and Submit . . .,Attachments,Click Here To Download,Religious Studies homework help

English discussion 3

English discussion 3. I don’t know how to handle this English question and need guidance.

Link to the video
After you have watched the video, consider how the information you saw and learned impacts your understanding of Contreras and more importantly Lukianoff & Haidt.
Then, please answering the following questions:

What is one claim made in the video that you agree with? Why do you agree with it?
What is one claim made in the video that you disagree with? Why do you disagree with it?
Did watching this video change your understanding or feelings about Lukianoff & Haidt’s “The Coddling of the American Mind?” Why or why not?
Was the video more successful or more convincing to you than Lukianoff & Haidt? Why or why not? (Be sure to outline two reasons why the video was more or less successful than the article.)

Response to at least TWO classmates:
English discussion 3

Challenges and planning required when utilizing technology in managing healthcare organizations.

Challenges and planning required when utilizing technology in managing healthcare organizations.. Paper details This is a Collaborative Learning Community (CLC) assignment. The purpose of this assignment is to illustrate the complexity and challenges that accompany the integration of health information technology within an organization. The Information Systems Integration Project has three components: a group interview, an individual response, and a PowerPoint presentation. This assignment will use the results from Parts One and Two to complete the project. As a group, create a 12-15 slide PowerPoint presentation (not including a reference slide) based on Parts One and Two of the project that explains some of the challenges and planning required when utilizing technology in managing a health care organization. Focus specifically on the company or organization where the IT professional you interviewed is working and include speaker notes and in-text citations for each slide. The presentation should contain the following components: 1. Introduction 2. Background statement that presents the mission and goals of the selected organization ********************************************************************************************************** *** I just need 3 power point slides. The first question is the introduction slide which will include speaker notes. question 2 will require 2 slides with speaker notes. I have also attached part one of the project for reference. The health care organization is NAtional Jewish Health located in Denver, CO. ****Reference**** 1. What skills and experience do you consider to be the most crucial for an IT manager in the health care industry? Communication is one of the most important skills. You have to be able to communicate with coworkers, network or software programmers and with anyone within facility that is having IT issues. Second would be knowledge of the programs. Each one is different in how they perform and what is needed to reboot them. Third would be problem solving. IT is always trying to solve problems. 2. How do you ensure your organization is keeping up with the continual advances in medical technology and other technological trends? Most of the programs that our facility uses have automatic software updates. We do have one day a week, Thursday nights, that is set to update those that are not automatically updated. Not often, but sometimes, our lead manager will have to come and do a full reboot and two of the programs we have, as they are over 10 years old. We also have two in our department, that try to stay on top of things and make sure that we have the newest versions of everything installed. 3. What EMR/EHR system does your company or organization use? Why this selection? Within our facility, we have 11 different programs that we use. Different departments have different ones that are compatible with their work. We have three major ones that all departments use. Tempus is our scheduling system. Affinity is where patients get registered, and all billing or financial accounts are. Allscripts is the main EHR, where all patient information is held, except anything financial. 4. How do you implement significant improvement and changes to an IT infrastructure? We have three ways that we keep improving our IT infrastructure: have the best and highest quality of Wi-Fi capabilities, keep the best security and the most up to date, and last always watching our cloud where we have all our company’s information stored. We have different teams that do each of these. For example, we have four in our department that only work with security. They are very important, as they have to watch for any kind of attacks, leaks or even HIPAA violations through the wires. 5. How do you explain technical details to a non-technical audience? Just as with doctors and nurses, having to use layman’s terms, we have to do the same. Talking to a non-technical person about configurations, latency, JAVA, RAM, microblogging, caching, and many more, will only cause confusion and frustrate the person. It is better to break things down and use very basic language like websites, databases, and to just give an idea of what you are doing. 6. Do you work with a data-warehouse information system or cloud applications? How do these systems affect data storage protocol? At our facility we use data warehouse system. With the type of information and amount of information, we need the ability to have it stored in a data warehouse. We need the ability to have the type of information separated depending on what it is and used for. We are an outpatient hospital with specialist. We have our own school for kids that have severe asthma and allergy and cannot attend a public school. We also have our own lab, as we are a research hospital. With the different types of information our facility holds, it is necessary to have it in the warehouse, where it actually separates the information from day-to-day information needed, to everything needed for data reading. 7. What methods have you or your team had to implement to ensure effective network security? We have firewalls, encrypted emails, data loss prevention, remote access VPN’s, access control, multi-factor authentication, anti-malware software and a few others. These are just the basics. And as I mentioned earlier, we have a team of 4 that their job is just security. 8. How did you come to work in this industry? Why are you interested in health care? My father was an engineer, and I knew that is not what I wanted to do, but something close. He bought me a computer at 8 and I was always trying to figure everything out on the computer. Once I began high school, I was able to take computer classes and realized I had a passion for computers and everything IT. I knew I was good at figuring out things and love to fix things. I knew with technology always advancing, there would always be a need for IT. So, I went to school for it and actually enjoyed it. I have been doing it for 13 years now. As far as health care, someone I went to school with ended up getting a job at a health facility and told me about how it was great to work for, so I applied and here I am today. 9. Are you or your team in charge of preparing cost-analysis reports to be presented to the organization’s stakeholders? If so, how do you prepare for it? Our department director is the one that does it. He is always up to date with ways to make our processes easier, cheaper and the best. He has been working for three years now, to get our big guys up top, to change our systems to just one instead of 11. We are finally going to get EPIC in 2022-2023. This will make it easier, even for our team. Being able to monitor one system instead of 11, will be so much easier for all. 10. What research do you or your team conduct before deploying a new software system or process? Our director does that as well. He does take much input from all employees, as we get to be in the middle of it all and are able to tell him, what works and what does not. Also, with so many of us, we are bound to always keep up to date with new software systems coming out. Just as with how we have really pushed for EPIC. 11. Tell us about the teams you managed and how you built them? We now have seven teams, the latest being the virtual team since we now do telehealth appointments and many employees working from home. Our other teams or development team, process team, security team, IT operations team, support team and quality assurance/testing team. They were all built before I came, except the virtual. 12. What technical projects have you worked on in the past that excited you and why? The most exciting has been developing. It is one thing to already work with a system that has been running, but to actually develop something, is more exciting. When the pandemic began, we were able to develop a site that would allow covid testing scheduled online as well as covid vaccines scheduled online. This has made it so much simpler for those already working in our scheduling department, as this would have overwhelmed them. The system is very different from what is used in house. Also, setting up telehealth was an adventure. It did not come simple, especially when trying to teach all the doctors how it works. 13. Where do you go to find your favorite sources to study technical innovations in your free time? There are several blogs that I go to.,, and are the three I go to the most. Not only do you get to read blogs, but you get to engage in conversations with other techies. They keep you up to date with new things going on. It is a great way to stay engaged. 14. How do you gather system and user requirements? There are many ways, but the ones we use the most: observation, document analysis, and interface analysis. Documentation of everything is mandatory. Confirmation is necessary. We are always told and taught to never make assumptions. Listen closely to hear how or why things may have occurred and what will happen next. 15. What style of PM do you prefer, for example, Agile or Waterfall? I do not really have a preference because I am always wanting to learn new ways to do the same thing. The one we use at our facility is called PRINCE2. Everything we do is in stages. It allows us to be very thorough with our work. This is another reason why we have different teams and tasks. Another facility I worked at for a short time we did use Waterfall. It was a step-by-step and you do not move onto one thing without finishing out the other. In other words, lots of phases to be done in order. Members of the Black Group, you did well as a team and in answering the relevant questions. The answers that Jason gave you will help you better understand the practicalities and difficulties that face IT professionals, especially those in the healthcare industry. I also hope that the answers you submitted have provided you with an added knowledge as to how a practical supervisor/manager handles the day-to-day activities in an IT department as well as how to interact with each other as a team. Challenges and planning required when utilizing technology in managing healthcare organizations.