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CJA355 University of Phoenix Logic Model Enegistr Automatiquement

CJA355 University of Phoenix Logic Model Enegistr Automatiquement.

Imagine that you are part of a local group developing a grant-funding proposal for a crime prevention program targeting businesses in your community. After a rash of recent burglaries, thefts, and fraud schemes directed at businesses in the area, a local benefactor has offered $300,000 for a one-year crime prevention program. In your research, your group has determined that the $300,000 is helpful but will not cover the necessary funding. Your group will be submitting a proposal to obtain the funding.Describe common grant types and identify possible sources for your proposal.Identify funding agencies that could possibly fund the grant.Provide teamwork strategies you might implement when developing the proposal.Create a logic model for a fictitious, grant-funded project. Search the internet for sample logic models to use as an example.Include the resources needed for project implementation in your logic model in a 700- to 1,050-word paper. You should submit your logic model in addition to the paper.
CJA355 University of Phoenix Logic Model Enegistr Automatiquement

Critical Analysis of STEM Teaching. Through a young learner’s early years, it is encouraged students are involved ‘in Design and technology – spoken as a singular rather than plural term – a holistic activity, involving thinking and doing, action and reflection (Davies, Howe, Collier, Digby, Earle, McMahon, 2014, pg. 8). Through experiencing science concepts hands-on, students are given an important opportunity to develop a different way of thinking, as they engage in the crucial role of play. As a result, early stage 1 gain an in-depth look into dinosaurs for 6-7 weeks, 1.5-2 hours a week they develop ideas about fossils and materials that are suitable for modelling use. Identification of developmentally appropriate science and technology concepts In order to develop appropriate science and technology concepts, students are initially required to gain an in-depth analysis of what a ‘living thing’ is. This stem based unit of work requires students to gain an understanding of what living things are, therefore learn the basic needs of organisms such as food, water and reproduction. This fluency of learning scientific concepts, continues on in the unit including ‘Dinosaurs’ and the ‘fossils’ involved. Unfortunately, dinosaurs are not a concept in the NSW syllabus despite being paramount in earth’s history and an area which some children are extremely passionate about. As captured by Kelly (1993, pg. 136) ‘dinosaurs are the most powerful things young children can think of’ and therefore are a useful introduction to scientific concepts as they are perfect for ‘children to collect, categorize, and master’ (pg. 138). Through using an interesting topic, students will immersive themselves in what is taught using their intrinsic motivation (Sullo, 2009) to meet other syllabus outcomes. The clear relationship between the unit and syllabus uses dinosaurs to creatively branch into other syllabus dot points e.g. what organisms need to have a strong, length, three-dimensional, space, multiplication. This STEM unit further introduces students to mathematical concepts as students identify the properties of a range of fossils, quantify their experiences and collect data by counting and comparing relative amounts and size (length, weight) and describing shape. (Ashbrook, 2019, pg. 2). Development of proficient skills in working scientifically AND design and produce It is important students are given to opportunity, to confidently engage independently in the design process, negotiate, solve problems and imagine alternative futures (Davis, Howe, Collie, Digby, Earle and Mchon, 2014, pg. 29). The introduction of the unit limits student’s autonomy as educators instead focus on class discussions as students share what they know and build on their own ideas. Through the teacher modelling what they want their class to achieve, early stage one is given a scaffold/aim on what they are required to do. Further, supported as Fleer (2016) states ‘in the early years students begin to manage projects with support from peers and teachers’. The teacher poses questions throughout the unit which forces children to think creatively about the topic and therefore will begin to gain the skill of questioning and prediction. Hareln and Qualter (2004) support that in science practical experience is enhanced through discussion and sharing of ideas. Furthermore, students will be taught to plan and conduct investigation. By the end of the first lesson students are given the independence to use a design brief, their creativity and passion to solve a problem Lesson one: – look at photos of dinosaurs, (pose questions) – talk about types of dinosaur’s classification (planning, process data) – Independent work (conducting investigation) – Small group classification discussion (communicating, analyse data) This task stops abruptly as although leaners proud of their dinosaur sketch they never use it again. To improve the lesson, students may be given concrete materials which they can use to create a physical model which they can hang around the room. Development of science/technology knowledge and understanding concepts In order for students to develop their knowledge and understand a vast range of concepts it is vital teachers are engaging with the 5 E; s. As the unit progresses, student autonomy increases as they are encouraged to feel, think, wonder and create. Initially, learners identify living and non-living things, a concept which all students relate to as they can look at the world around them for answers. Through categorising living and non- living things key terminology terms will be continually taught and used, in discussion and small group activities e.g. organisms, reproduction, volcano, evidence. Furthermore, in later lessons students are given further independence as they compare different fossils. The class therefore learn how scientists (in particular palaeontologists) work out the age of a fossil through carrying out an investigation of their own e.g. measuring/weighing fossils. As a result, early stage one is ‘taught to take into account the size aswell as the number of units when comparing measurements’ (Hiebert, 1984). However, a limitation of this unit is that the activities are not appropriate for an early stage one class as students are measuring (with a ruler/not part of the syllabus), digging, weighing and comparing all by themselves. To ensure lesson 3 and 4 allow for a development of knowledge and not confusion, a separate lesson must be placed to focus on measurement and weight. Capacity for students to develop science/technology knowledge and understanding In order to develop students’ understanding about science and technology, the unit engages children in a dinosaur fossil hunt. Lesson four, allows students to embody the role of a palaeontologist as they find and collect data about a range of fossils. Students are required to calculate various dimension of the fossil, including length, height and weight. As captured in the syllabus, early stage 1 are required to develop an awareness of the attribute of length and some of the language used to describe length. As a result, it may be difficult for students to measure various lengths with a ruler, as they have not been taught how to use one. Nonetheless, students have not been taught how to use or read a scale or how to ‘label’ this data’ e.g. 5 kg. All this content for an early stage 1 class who are building foundation isn’t practical. It would be more beneficial to have students compare lengths, through placing the fossils side by side with other fossils. Even so, there may be a station where students place their objects on a scale (supported by the teacher) aswell as writing the measurement on a sticker which can be stuck on the fossil for future reference. To improve the reflection part of the activity, students may have to write down the differences between their partners fossil. It is important students compare using appropriate language ‘heavier, lighter, shorter’. Overall students, will develop an understanding of mathematical language, although teachers need to be careful children do not get confused with the vast number of concepts applied in one lesson. The promotion of effective science and technology pedagogy Educators with an inclusive and effective teaching pedagogy cater for all students in their lessons not just the ‘average learner’. Throughout the lesson plan extensive extension activities are chosen which provide a range of resources which allow for problem solving, communicating, reasoning and an increased understanding. Independent activities include students taking a virtual tour of a museum or learning about a famous palaeontologist. To ensure students aren’t placed too out of their depth ensure the resources about the famous palaeontologist are age suitable, picture books e.g. Fossils And History: Palaeontology for Kids. Furthermore, to effectively promote science teachers must assess students learning to ensure stem investigation allowed for active participation and improved understanding. The unit touched base on a large variety of concepts from using length in mathematics to a discussion about dinosaur characteristics. As a result, to appropriately assess students it is vital educators must analyse contributions in class and group work, to see if they are able to demonstrate a knowledge and understanding of concepts. Teachers may have a checklist to ask specific students questions who may be too shy to participate throughout the discussion (see what they know). Teachers must then be able to compare this oral use of assessment to the recorded activities (dinosaur sketch, mathematical measurements) assess if students understand the concept but just have trouble organising their thinking on paper. Resources . Resources relevant to this unit are all relatively easy to obtain – $13.75 picture book Imagine by Alison Lester – $12.95 story – Small-scale Dinosaur toy models Consequently, dinosaur toy models inaccurately portray the size e.g. tyrannosaurus rex same height as a brachiosaurus. Safety consideration Although it is fundamental to unlock the enthusiasm for learning it is also essential to create safe learning environment to foster the full potential of students Risk What may go wrong How to avoid Using Dirt when digging Get dirt in eye Wear Goggles Using dirt Get bitten by insect Wear gloves Inspect area before hand Digging tools Hit someone Keep tools vertically by one’s side Don’t have children walk with the digging tools. Make sure they are plastic Sharp Knife on Site Cut someone Keep away from children at all times Use at teacher’s desk and make sure if students have a question they raise their hand and you go to them. Handle with care Classroom Management. 1) On practical lesson days arrange a teacher aid or parent help to come and assist. 2) Ensure students are staying at their desk and listening to instructions. 3) Give students time for discussion and independent time (variety) 4) To avoid interruption, ensure there is a part of the room designed for extension activities, this allows students to fluently move from one task to another without disruption. References: Ashbrook, P. (2019). Teaching the M in STEM. Science and Children, 56(6), 16-17. Retrieved from http://ezproxy.library.usyd.edu.au/login?url=https://search-proquest-com.ezproxy1.library.usyd.edu.au/docview/2175248840?accountid=14757 Board of Studies NSW. (2012). Science K-10 (incorporating Science and Technology K-6) Syllabus. Sydney. Hiebert, J. (1984). Why Do Some Children Have Trouble Learning Measurement Concepts? The Arithmetic Teacher, 31(7), 19-24. Retrieved from http://www.jstor.org/stable/41192320 Davies, D., Howe, A., Collier, C., Digby, R., Earle, S., McMahon, K. (2014). Teaching Science and Technology in the Early Years (3-7). London: Routledge, https://doi-org.ezproxy1.library.usyd.edu.au/10.4324/9781315777771 Kelly, K.(1993). Why kids love Dinosaurs. Parents, 68(10), 136–138. Retrieved f rom http://search.proquest.com/docview/1898997838/ Fleer, M. (2016). Technologies for children. Melbourne: Cambridge. Harlen, W., Qualter, A. (2004) The Teaching of Science in Primary Schools. (4th ed). London: David Fulton. Critical Analysis of STEM Teaching
The use of models allows nurses to focus on the role of nursing is applications, rather than medical practice. Using models makes causes patient care to be systematic, have purpose, be controlled and be effective. According to Roy, the ultimate goal of nursing is to increase compliance by the patients, thus leading to increased life expectancy. Although patient care is centered around the human response to illness, it is the patient that shoulders the burden of the suffering. The advanced practice nurse caring for the patient has to enter that suffering in order to promote healing and restore hope (Weiland, 2010). The central concepts of the discipline of nursing are person, environment, health and nursing. These four concepts are explained as: the person receiving the nursing, the environment within which the person exits, the health-illness continuum within which the person falls at the time of the interaction with the nurse. and the nursing actions themselves. (Masters, 2015). Closely related to nursing’s central concepts, the major metaparadigms identified by Roy are adaptation, person, environment, health and goal of nursing. Adaptation is defined as the process and outcome whereby thinking and feeling persons, as individuals, or in groups, use conscious awareness and choice to create human and environmental integration (Schultz

Tracks Novel by Louise Endrich Pear Analysis Discussion

Tracks Novel by Louise Endrich Pear Analysis Discussion.

I’m working on a writing exercise and need support to help me learn.

Short Essay: 500-750 wordsWrite one well-developed PEAR or PEAEAR paragraph of 500-750 words (12-15 sentences) that draws on specific evidence from Tracks and one of the secondary sources listed below to support its analysis:How does the novel Tracks represent one of the following:A clash between Western (i.e., American) and indigenous worldviews.Use Cajete’s “The Philosophy of Native Science” and the novel Tracks to answer this question.—OR—The effect of U.S. policy and Western institutions on indigenous people (for example, the Dawes Act, the Catholic Church; the logging industry). Use Ch. 6 of First Peoples and the novel Tracks to answer this question.You may also use Rifkin instead of, or along with, First Peoples to answer this question.
Tracks Novel by Louise Endrich Pear Analysis Discussion

Languages homework help

online homework help Languages homework help. Write a brief description of the case study you selected. Then, based on the case study, explain one conflict between personal values and professional ethics a social worker might encounter. Explain how a social worker in the case study might use one particular ethical principle or ethical theory to resolve this conflict. Finally, explain whether the resolution obtained using the theory or principle you selected is the best resolution for the conflict. Justify your response using the NASW Code of Ethics, Learning Resources, or other scholarly resources. Effective resources and discussion should be at least 400 words or moreThe caseIn the school system, you are a social worker who is working with Dana, an eight-year-old child. You have been working with her on developing her social skills and developing good peer relationships. In one of your sessions, she shares with you that she is unhappy living at home with her mother and her new boyfriend. She states they ?fuss too much? and ?drink lots of beer.? She denies any abuse from either the mother or the boyfriend.ÿ She is always on time for school, appropriately dressed, and appears cared for well. She states that her father hired a lawyer and is trying to get her to come to live with him. However, she cannot tell her mother any of this information, because her Dad is afraid she will try to stop him. A week later, Dana?s mother calls you, asks you how Dana is responding to your sessions, and if she has shared anything with you that might explain her behavior at home. She states, at home, Dana?s behavior is distant, and she appears anxious. She rarely answers any questions about school when her mother asks. Her mother is very concerned and states she would like to meet with you and discuss how she can help her daughter. She makes an appointment with you for tomorrow. What will you discuss with her?Languages homework help

Social Welfare Issue Annotated Bibliography

Social Welfare Issue Annotated Bibliography.

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive, critical and evaluative paragraph, the annotation, which provides your view of the relevance and importance of the source to the policy. Students will write a concise annotation that summarizes the central theme and scope of the book, article or documentary. You will need a minimum of 10 resources, with a minimum of 4 scholarly articles from recognized research journals, and no more than 2 documentaries or films. Sources should be no older than 7 years. It would be wise to have at least the relevant, state or federal laws; state or national statistics; or government documents as this bibliography will be used for your final assignment. Sources such as Wikipedia, about.com, etc. are not appropriate for this assignment. Include one or more sentences that discusses or presents: The authority or background of the authorIntended audience and level of reading difficulty PurposeBias or standpoint of the authorTheoretical Framework/political stance/ School of thought Findings, results, arguments and conclusionsCompare or contrast this work with another you have citedExplain how this work illuminates or is relevant to your policy
Social Welfare Issue Annotated Bibliography

MSNFP 6030 Capella University Intervention Plan Anti Bullying Program Paper

MSNFP 6030 Capella University Intervention Plan Anti Bullying Program Paper.

Develop a 4–6 page holistic intervention plan design to improve the quality of outcomes for your target population and setting.You will also be required to submit your completed practicum hours using CORE ELMS. You must submit a minimum of 20 hours with each assessment deliverable to receive a grade for the entire assessment.Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Your application of the PICOT approach to developing your problem statement and the research that you conducted and synthesized in your literature review are the foundation and framework that you will need to successfully build your intervention plan. This plan will lay out specific components of the intervention you are planning to address the need you have identified for the target population and setting. You will justify your approach to the intervention plan by integrating appropriate theoretical foundations. You will also analyze and address the needs of stakeholders, requirements of regulatory bodies, and ethical and legal considerations. It is important to have a sound intervention plan design in place before trying to work on the details of implementation and evaluation.Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.Competency 4: Design patient- and population-centered care to improve health outcomes.Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.Note: You will also be assessed on two additional criteria unaligned to a course competency:Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention and the implications of the plan that must be taken into account.Demonstrate completion of hours toward the practicum experience.See the scoring guide for specific grading criteria related to these additional requirements.InstructionsNote: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.You intervention plan design will be the second section of your final project submission. The goal for this is to design a holistic plan that should be able to improve the quality of outcomes for your target population and setting. Provide enough detail so that the faculty member assessing your intervention plan design will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and Guiding Questions: Intervention Plan Design document (linked in the Resources) to better understand how each criterion will be assessed. In addition to the bullet points below, provide a brief introduction that refreshes the reader’s memory about your problem statement and the setting and context for this intervention plan.Reminder: these instructions are an outline. Your heading for this this section should be Intervention Plan Components and not Part 1: Intervention Plan Components.Part 1: Intervention Plan ComponentsDefine the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.Part 2: Theoretical FoundationsEvaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.Part 3: Stakeholders, Policy, and RegulationsAnalyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.Part 4: Ethical and Legal ImplicationsAnalyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.Address Generally ThroughoutCommunicate intervention plan in a professional way that helps the audience to understand the proposed intervention.Practicum Hours SubmissionYou have been tracking your completed hours each week using the Capella MSN Program Practicum Log (an Excel spreadsheet found in the document library of the CORE ELMS system) and submitting your hours for approval via CORE ELMS to ensure you are accumulating all hours that are needed to meet the requirements for your specialization and degree.Submit your CORE ELMS practicum hours tracking log (as a PDF) showing a minimum of 20 hours per assessment earned at your site. In addition to the hours, provide a brief description of the focus of your clinical hours for each entry. Additionally, note any links between the focus of the clinical hours and any aspect of your capstone project (such as target population, potential interventions, the focus of need, setting, et cetera).Reminder: You will need to have your preceptor approve your hours in CORE ELMS. Your preceptor will get an e-mail every time you submit hours to the CORE ELMS system. In CORE ELMS, ensure you are also attaching your Excel spreadsheet in case your preceptor and faculty have questions regarding your hours. You will not receive a grade for this assessment without the signed practicum log showing a minimum of 20 hours for the time period of this assessment. Your faculty instructor will review your hours to date and will contact you if he or she has any questions or concerns.Additional RequirementsLength of submission: 4–6 pages, double spaced.Number of resources: Minimum of 5–10 resources. (You may use resources previously cited in your literature review to contribute to this number. Your final project will require 12–18 unique resources.)Written communication: Written communication is free of errors that detract from the overall message.APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.Font and font size: Times New Roman, 12 point.
MSNFP 6030 Capella University Intervention Plan Anti Bullying Program Paper

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