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Mount Royal University Provision of Quality Healthcare Services ?case Study

Mount Royal University Provision of Quality Healthcare Services ?case Study.

Case scenario to be completed:-APA Format.-Introduction or abstract page-Summary or Conclusion page-Four Pages Minimum, not included Introduction or abstract, Conclusion or Summary , and Bibliographic pages.-Completely unacceptable Copy and Paste from Internet, or other resources.- Bibliographic have to be in APA Format, minimum 3 references citations with 3 years old or less.Isaac has worked as a staff nurse on the telemetry floor for over 15 years. He holds seniority in the unit. His patient care is satisfactory; however, his interpersonal behaviors are becoming an increasing issue for his coworkers. He throws papers around the unit, gives short answers to questions, and seems generally miserable. He tells the staff that they are lazy and stupid. He is constantly questioning their decisions. You have come from another local hospital in the role of the assistant nurse manager. Based on your observations, you have met with Isaac informally and discussed his behaviors, but they have not changed. Now three new nurses have already come to you saying that this unit is a great match for them, except for one problem. Although they have not identified Isaac by name, they have told you that one of the nurses is extremely abusive verbally, and they have been calling in sick on the days they are scheduled to work with this person.1. What are your responsibilities as an assistant nurse manager in regard to Isaac’s behavior problem?2. What is the next step in dealing with Isaac’s behaviors?3. How will you, as the manager, have Isaac develop more effective people skills?
Mount Royal University Provision of Quality Healthcare Services ?case Study

Vanier College Ancient Greek Aristotelian and Newtonian Worldviews Essay.

I’m working on a philosophy writing question and need a sample draft to help me study.

Describe and explain the main characteristics of the ancient Greek/Aristotelian worldview and the Newtonian worldview. Discuss how important discoveries and insights by Ptolemy, Copernicus, Kepler, and Galileo helped accomplish the transition from the ancient Greek worldview to the Newtonian worldview. (Points highlighted during class are particularly important. Try to combine insights from your text and the documentaries with what I highlighted in class).Your essay should be about 3-4 pages long but can be much longer if you feel that you need more space. What matters to me is not so much length but how much pertinent information you actually provide and how detailed and clear your explanations are. From my point of view, the more pertinent information you provide from our readings and class work, the better your mark will be. I do not count words and do not give marks for extra words that do not add any information. Try to be as detailed and informative as you possibly can without being repetitive or providing irrelevant information. Remember that the purpose of this exercise is to showcase your knowledge about the subject to the best of your abilities. So pretend I do not know anything about the topic and explain to me as much as you can. Your answer should follow a format that is somewhere between an essay and a short answer. By this I mean you do not need to write a formal introduction and conclusion, but you do need to write in full sentences and should develop and elaborate on each point by following a logical structure. I recommend making use of sub-headings such as “The Ancient Greek Worldview”, The Transitional Phase, “The Newtonian Worldviews” .Your essay must be your own individual and original work. This means you cannot copy directly from your readings and need to rephrase sentences, so as to be not accused of plagiarism. You also cannot copy the work of fellow classmates. I suggest refraining from sharing your work with classmates, so as to not unwittingly provide an opportunity for someone else to reap the benefits of your work and to get you into trouble. If you feel that you were not able to absorb all the information you were given in class, please speak to me before the exam is due, so I can try to help you. There will be no make up assignments if you do poorly, and since this exam is worth 40% of your mark, I highly recommend to take it seriously in the first instance. If you have any additional questions, please do not hesitate to speak to me in class next time. Best,Ingrid
Vanier College Ancient Greek Aristotelian and Newtonian Worldviews Essay

“Breaking Bad” and “Prison Break”: Films Comparison Research Paper

One of the reasons why the television series Breaking bad (2008-2013) and Prison break (2005-2009) were able to attain much popularity with the viewing audiences, is that the themes and motifs, contained in them, do resonate with what happened to be the realities of living in contemporary America. In my paper, I will explore the validity of this statement at length, while elaborating on what can be deemed the discursive significance of the settings, seen in both TV shows. I will also define the qualitative specifics of how some of the featured characters use language to interact. Even though that the theme of crime equally affects the plot-developments in Breaking bad and Prison break, it is namely the former, in which the sociological implications of this theme appear to be particularly apparent. The reason for this is that the show’s plot (concerned with the process of the main character Walter White undergoing a transformation from a chemistry teacher into a drug-dealer) cannot be discussed outside of what are the classic conventions of the so-called ‘American dream’. That is, Walter’s metamorphosis, in this respect, appears having been reflective of his willingness to attain a social prominence through money – the actual indication of one’s true worth, as seen by the majority of Americans. One of the reasons for this is that, as it can be seen in the series, their creators made a deliberate point in ensuring that the featured settings are being consistent with the status-related anxieties, experienced by viewers. For example, throughout the Season 1, Walter and his family are shown living in the clearly lower middle-class suburbia, with their house (especially kitchen) clearly lacking space for all to be comfortably accommodated. Nevertheless, as Walter continues to make and sell methamphetamine, the living conditions of his family gradually improve. For example, in the Episode 1 (Season 4), Walter’s wife Skylar is seen talking on the phone in the house, which has been completely renovated from the inside and outside. This, of course, invokes the images of what the notion of the upper middle-class stand for. In part, this explains why ever since it began to be aired, Breaking bad never ceased sparking a certain controversy – one of the messages that it conveys, is that it matters very little, as to how one goes about becoming a financially secure individual. All that it matters, in this respect, is whether the concerned individual succeeds in this undertaking or not. The settings, seen in Prison break, are meant to serve a somewhat different purpose. Specifically, they are there to prompt viewers to realize that there is indeed much discrepancy between America’s claim to be the most democratic/humane nation in the world, on one hand, and the fact that the inmates in American jails suffer from the lack of even basic necessities, while being constantly brutalized. In its turn, this explains why in the Episode 1 (Season 1), the director deliberately juxtaposed the settings of a large office (associated with the yuppie – lifestyle) with the settings of the Fox River State Penitentiary, where one of the show’s main characters Michael Scofield is being sentenced to do time, in the aftermath of having staged a bank robbery. For example, whereas, the mentioned office has a number of large windows, which allow one to enjoy a panoramic view of the city, the cramped prison-cells at Fox River do not have any windows, whatsoever. It is understood, of course, that this directorial move was meant to produce a powerful dramatic effect – while exposed to ‘another world’ behind the barbed wire, viewers inevitably end up experiencing the sensation of a cognitive dissonance. Consequently, this prompts them to contemplate the fact that the functioning of the country’s legal system is far from being considered thoroughly adequate. The manner, in which the characters in both serials communicate, also has number of socio-economic implications. To exemplify the validity of this suggestion, we can refer to the fact that there are clearly defined neurotic overtones to how Walter (in Breaking bad, Season 1, Episode 1) goes about trying to explain students the basics of chemistry. This, of course, predisposes viewers to conclude that, while addressing his professional duties as a teacher, Walter never ceased being deeply troubled by some kind of a personal issue. Yet, it was not the character’s diagnosis of cancer that appears to have troubled him the most, but the fact that his family used to experience the lack of money. Get your 100% original paper on any topic done in as little as 3 hours Learn More There is a memorable scene at the beginning of this Episode, where Walter’s son Flynn complains about having been served ‘veggie bacon’ for breakfast – only to be told by his father about the sheer beneficence of this food-item being low on cholesterol. It is understood, of course, that this remark, on Walter’s part, exposed him as an individual, who was bound to experience the anxiety of inferiority, throughout the series’ entirety. Moreover, the same anxiety appears to affect the communicative patterns of the rest of the featured characters, as well. Partially, this explains why many dialogues in Breaking bad reflect the concerned characters’ tendency to indulge in double-talk. When compared against each other, the episodes of Breaking bad will appear being much more realistic than those of Prison break. Probably the main reason for this is that the directors of the former strived to spare their series of the moralistic clichés, which happened to be abundant in the latter. The directors’ move, in this respect, does make much sense, especially given the fact that the show’s main character (Walter White) has been conceptualized to act as the antagonist and protagonist at the same time. In its turn, this ensures the psychological plausibility of the themes and motifs, contained in Breaking bad – just as it happened to be the case with people in real life, many of the series’ characters are being cable of acting in the essentially unpredictable manner. The character of Walter White exemplifies the validity of this suggestion perfectly well. Partially, this explains why despite Walter’s decision to begin ‘cooking’ and selling methamphetamine, viewers cannot help regarding him in terms of a misunderstood hero. In this respect, Prison break is much different. After all, throughout the show’s entirety, its main characters act rather formulaically. For example, the main character Michael Scofield appears to be nothing short of the embodiment of virtuousness – regardless of how he reacts to every particular challenge in the series, viewers are left with no doubt as to the fact that, while addressing it, Michael is being driven by the solely noble considerations, on his part. Essentially the same can be said about the character of Lincoln Burrows (Michael’s brother), who is being presented as a Christ-like figure – a wrongly accused and undeservingly suffering ‘man of substance’. The only realistic character in Prison break is the mafia boss John Abruzzi, whose act never ceases to remain circumstantially justified. In its turn, this helps to explain the main specific of how the series’ characters use language, while interacting socially – most of them are being preoccupied with striving to emphasize the emotional undertones of what they try to convey to others. This is the reason why the element of gesticulation plays an important part in dialogues between the featured characters – it helps to compensate for the lack of eloquence in the verbally exchanged messages. The race-related motifs are presented in both of the mentioned TV shows. In Prison break they are especially notable, as the very realities of how this country’s penal system operates, naturally predisposes the population of inmates in American jails to pay close attention to the issue of race. At the same time, however, it would be inappropriate to suggest that this particular issue exerts a strong influence on the developments of the plot in Breaking bad and Prison break. Quite on the contrary – in the aftermath of having been exposed to either (or both) of the mentioned serials, one would be likely to conclude that a particular person’s racial affiliation does not really matter. I believe that the earlier deployed line of argumentation, in regards to the discussed subject matter, is fully consistent with the paper’s initial thesis. Apparently, there is indeed nothing incidental about the fact that both of the discussed TV shows turned out a great commercial success. The undeniably social sounding of both serials predetermined such an eventual development.

CIS 505 Strayer University Choice Hotels International Case Study

online dissertation writing CIS 505 Strayer University Choice Hotels International Case Study.

Choice Hotels InternationalOverviewRead the case study, Choice Hotels International. Here is the case study link https://www. .com/uploads/questions/566669…InstructionsWrite a fully developed paper in which you:Assess the two distinct networking functions. Analyze the issues Choice is likely to experience as it expands its network to full global reach. Provide a rationale for your answer. Critique Choice implementing free high-speed Internet access for all guests in its Clarion Hotels and Comfort Suites from the security point of view. Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.The specific course learning outcome associated with this assignment is:Critique the implementation of free high-speed Internet access for an organization from the security point of view relative to networking choices and potential expansion.***POINTS POSSIBLE 120***I also attached grading rubric for your reference.
CIS 505 Strayer University Choice Hotels International Case Study

Co Teaching In Secondary Education Education Essay

The title of this thesis is A Case Study of Co-Teaching in Secondary Education. A new way of teaching, which is not really new, it is just taking over a great deal of classrooms today. Why is one teacher not enough anymore or why is it better to have two or more teachers in one classroom? The focus in this work is on how important is teaching in a team in schools nowadays and how is it different from other teaching. The term is called Collaborative Teaching and not Team-Teaching what a lot of people think. Team- Teaching is just a form of Collaborative Teaching. Anyway when Collaborative Teaching is used you still teach in a team, so lets take a look at the word team. What is the definition of a team and what is co-teaching and what are the different models of co-teaching? The other chapter is about the important factors to be a good teacher in a team. If you meet all the criteria, are you a “real team”? What are the differences to a group? There will be also some examples of co-teaching in different classrooms, with opinions from experts, teachers who are teaching in a team. First of all you have start at the beginning and look at the word “team”. Definitions of a team Earlier, future teachers at educational institutes were trained and skilled to be a lone fighter one day. Everybody had its own way of thinking about his or her career and was just interested in personal progress. Everybody wanted to be the best teacher at the school and confirmation from other teachers, pupils, superiors or parents was needed. But the requirements for teachers have changed a lot in the last decade and the demands are going more and more into working in a team. The premises for collaboration cannot be assumed as given all the time. The skills for working in a team are often just rudimentarily, because at the most secondary schools social learning is not as important as it should be and it is just encouraged desultorily. Which I also know from personal experience. What does the word team mean? The word “team” comes from the old english word tÄ“on which means draw or pull. It is translated as “a family or brood of young animals” and later used in terms of “animal paddock”. It second meaning is “a set of draught animals” which should mean “yoke”. (The Oxford Universal Dictionary, 1970, “. 2139) A group of draft animals is pulling a cart or wain and they have to pull it with combined forces as a team. The better the animals can arrange their force with the others, the easier it gets. Nowadays the term is used for merger of people who come together, who perform sport- or workplace-connected activites. The activity is in harmony and comparable with a good group of draft animals. A group of sports people is comming the together with the common goal to win. Through the association of their skills they try to reach the goal. The better their harmony is, the better they play on the field or court. It is not enough to place all the bets on the best player, if the reconciliation does not fit. Models Monitoring Teacher This situation occurs when one teacher assumes the responsibility for instructing the entire class, while the other teacher circulates the room and monitors student understanding and behavior. Roles shift between teachers during the class period or week. Parallel Instruction In this setting the class is divided into small 2 larger groups/smaller groups/partners and both teachers circulate and provide individualized support. Active Partnership The teachers actively share the instruction of content and skills to all students Examples: One teaches while one constructs concept map, dialog between teachers is exchanging and discussing ideas in front of learners 1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. 2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed. 3. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously. 4. Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently. 5. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group. 6. Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers’ styles. Terminology Collaboration A style of interaction in which two or more professionals work together toward a common goal. (Friend and Cook, 2003) Inclusion A philosophy that states that students with disabilities have the right to recieve their education in general education classroom, with necessary supports and services provided in that setting. Teaming When educators collaborate and communicate regarding the same group(s) of students without necessarily teaching in the same classroom. Team Teaching A method of co-instruction by which both educators co-facilitate a lesson at the same time (on of the five co-teaching approaches identified by Cook and Friend, 1995) Mainstreaming The placement of students with disabilites into general education classes (usally part-time and without any additional services) Consultation An interaction in which one party provides assistance and expertise to assist another party. Job Sharing When educators work part-time and take alternate days to instruct the same group of students. What is Co-Teaching? It is a way of teaching with many different names – collaborative teaching, team teaching, or cooperative teaching but, regardless which term it is used it is described that two or more preofessionals who deliver quality instruction to students with and without disabilities in a classroom. (Dieker and Barnett, 1996; Friend and Cook, 2007) Co- teaching is referred to as the key for bringing people with diverse backgrounds and interests together to share knowledge and skills as they individualize learning for students. (Thousand, Villa and Nevin, 2006a) Melinda L. Fattig and Maureen Tormey Taylor in their book “Co-Teaching in the Differentiated Classroom” define co- teaching as two credentialed teachers teaching together at the same time in the same classroom. Any pair or group of people can collaborate without co-teaching , but effective co-teaching cannot exist without collaboration. Wendy W. Murawski describes co-teaching in her book “Collaborative Teaching in Secondary Schools” overall as a marriage. The process of finding the right partner as a “Dating” and “Living Together” scene. Team- Teaching implies the word “TEAM” which means a group of people with a full set of complementary skills required to complete a task, job, or project. (Business Dictionary) So let’s take a look at those skills. Abilty to cooperate: the willingness and ability, to intigrate yourself in a group and compromise with other people. Ability to achieve consensus: the willingness and ability, to accord more with other peoples sentiments and goals, without forgetting his/her own ones. Willingness to be in a team: the basic adjustment, that achieving other people’s goals sometimes can be more important than achieving his/her own goals. Willingness to communicate: the willingness to provide other people with knowledge, experience, information, suggestions or representations. On the other side also be receptive for it. Dialogue-ability: the ability, to altercrate with other peoples contributions in a factual way and also be able to contribute something in the group too. Social flexibility: the willingness, to change his/her repeated perspectives. Willingness for innovation: the willingness, to accept unusual ideas or new solutions for problems. Frustration- tolerance: the willingness, to work on “shocks”(bad news) or assignments of guilt. Critical faculty: the openness for factual criticism and the willingness to be self-critical with own sentiments. Interaction ability: The skill, to build interacting relationships and the actions that go along with in in a way, so that interpersonal cooperation loses the least amount of its benefits. Benefits of Co- Teaching Why co-teach? Because there are a lot of benefits you can find with it. There are different outcomes for students and teachers. In the books it is said that it can be very useful to go through these benefits from time to time. So students and teachers can be aware of it in the classroom. It is also important to show benefits for both sides, students and teachers. If students are not happy, the teacher is doing something wrong. On the other side, if the teacher is not happy, no one is happy. Benefits for Students Access to the general curriculum for students with disabilities (Bauwens and Hourcade, 1997; Cook and Friend, 1995; Murawski, 2005a). Positive social outcomes for the students with and without disabilities (Hunt, Alwell, Farron- Davis and Goetz, 1996; Pugach and Wesson, 1995) Increased student engagement and increased use of strategies by students (Boudah, Schumaker and Deshler, 1997) More individual attention and more interaction with teachers (Murawski, 2006; Zigmond, Magiera and Matta, 2003) Improves students’ social skills and self- concept through the reduction of pull- out situations that are thought to be potentially stigmatizing for students (Jones and Carlier, 1995; Salend et al., 1997; Walther- Thomas, 1997) Benefits to students with disabilities include increased self- confidence and self- esteem, enhanced academic performance, increased social skills, and stronger peer relations (Walther- Thomas, 1997; Weichel, 2001) Benefits to students without disabilities who participated in co- taught arrangements include improved academic performance, increased time and skills, increased emphasis on social skills, and improved classroom communities (Walther- Thomas, 1997; Weichel,2001) Delivery of services and modifications can be provided to students with academic difficulties or who are considered “at risk” without requiring those students to be labeled as needing special education (Bauwens and Hourcade, 1997; Salend et al., 1997) Students with disabilities had more positive attitude, were provided with role models for behavior and learning, interacted more with nondisabled peers, and were exposed to higher- level concepts and discussions than was typically found in a segregated special education setting (Dieker, 1998; Murawski, 2006) Jones and Carlier (1995) also reflected on the benefits to students with multiple disabilites when engaged in a co- tought setting and found that these students increased the amount of interactions they initiated, exhibited increased self- confidence, decreased aggressive/ noncompliant acts, and that students without disabilities interacted more naturally with them over time. (Murawski, 2006) The provision of individualized instruction through the use of differentiated instructional groupings and strategies made possible by having two teachers in the room is a key benefit for students with mild disabilities (Murawski and Dieker, 2004; Walsh and Snyder, 1993) Co-Teaching approaches for bilingual classrooms have been found to produce significant possibilities for students, to include strong student- student relationships and increased student self- esteem (Bahamondee and Friend, 1999). Behavioral and academic expectations remain high for students with and without disabilities (Dieker, 2001; Murawski, 2006). Students with disabilities preferred to have co- teachers in content classes they deemed “difficult”. They also preferred to have their needs met in general education classes rahter than to receive services through a resource setting. Students in inclusive classrooms had higher self- concept in the areas of social skills and academic self- esteem tha those students in resource classrooms (Murawski, 2006). Benefits for Teachers Teachers involved in co- teaching relationships state that this relationship resulted in increased professional satisfaction, opportunities for professional growth, personal support, and opportunities for collaboration (Walther- Thomas, 1997; Weiss and Brigham, 2000) Special education teachers gain insight into the realities of the general classroom while general educators learn valuable lessons in planning, accommodating, and instructing students with learning or behavioral difficulties (Friend and Cook, 2007; Salend et al., 1997). Teachers working together leads by extension to increased friendships, which can in turn increase both morale and student performance (Salend et al., 1997; Weiss and Brigham, 2000) Having two teachers in one room allows for experimentation with new teaching methodologies (Giangreco, Baumgart, and Doyle, 1995; Murawski, 2006) Co- teaching makes it easier to conduct hands- on activities and provide flexible testing situations (Cross and Walker- Knight, 1997) Co- teaching enables whole group instruction to be provided while still meeting individual needs (Adams and Cessna, 1993; Murawski and Dieker, 2004) Co- teaching provides for more on- task time, as both teachers are able to manage behavior (Cross and Walker- Knight, 1997, Gerber and Popp, 1999). In fact, co- teachers will spend significantly less time having to conduct direct behavior management that teachers instructing alone (Weichel, 2001). Co- teaching encourages teachers to share expertise, providing one another with valuable feedback (Cross and Walker- Knight, 1997; Hughes and Murawski, 2001) Co- teaching allows educators to assist one another in addressing the issues related to content, accountability, and structure unique to the secondary level (Dieker and Murawski, 2003). Educators who had experienced co- teaching found that they were more energized and creative, were able to trust one another, and had more fun teaching (Adams and Cessna, 1993; Murawski 2003). Hohenbrink, Johnston, and Westhoven (1997) reported on their own personal experiences with co- teaching and stated that it prompted self- reflection and led to significant changes in their understandings and teaching practices. (Murawski, 2003) Gately and Gately (2001) stated that as co- teachers move into the collaborative stage of interaction, “communication, humor, and a high degree of comfort punctuate the co- teaching, collaborative classroom” (Murawski, 2003). In a survey of special and general education teachers engaged in co- teaching, special education teachers reported increased job satisfaction, while general and special educators alike noted that co- teaching increased both teaching and learning potential (Bauwens et al., 1989). Research studies on co- teaching have found that the value added by have a special education teacher in the room to co- teach resulted in more individual attention for students, more on-task student behavior, and more interaction with teachers (Murawski, 2006; Zigmond et al., 2003) Barriers of Co- Teaching With benefits there always come barriers with it, because nothing is easy to achieve in life. It is also important to take a look at those barriers and get rid of them as early as possible. Some of them are more serious than others, but each one can cause individuals or schools difficulties. Lack of training or professional development Teachers are often asked to “co- teach” without any pre- experience or training. They have no idea what it should or what it not should look like. The outcome was that teachers often had negative experience with co- teaching. In addition, those who managed to teach in in a team often reported that they had to spend way more time to figure out what is important for co- teaching and what should it include and that they would have needed to had some upfront training been provided to them. Personality or philosophical clashes Personalities matter. If two people are put together over a longer term and have to work together, their personalites have to match in some certain ways. Especially regarding to childrens education, it is important that the two teachers can compromise, collaborate, and communicate. It is like with a relationship and children. If the parents do not enjoy beeing together, the children are not comfortable either. Same with teachers and students, if the students pick up their teacher’s bad vibes, the outcomes are generally negative – for students and teachers. Limited resources Resources are always a big issue in schools and co-teaching. Resources might be human or material. Not enough teachers to co- teach in all desired classes. And on the material side, not enough desks, teacher’s guides. Resources can cause issue problems between teachers and administrators. Reluctance to lose control Control is hard to give up, especially for teachers who are used to be in control of different things (class, students, caseload, schedule, or content). Sharing this “power” is sometimes not easy for some of the teachers, particularly for teachers who have a different area of expertise. Lack of time Time is one of the biggest factors in co- teaching. It takes more time to plan, because there will be a second person in the classroom who have to plan in. In the books time is often displayed as the biggest factor for successful co- teaching. While some teachers find ways to make time to plan and collaborate, others lament the lack of time and resort to simply providing in- class support or other options. I have never heard of a teacher who feels that he has sufficient time to do all the things he is asked to do as and educator.(Murawski, 2009) Many teachers need some practice and experience in co-teaching first to find time. Lack of administrative support Administrators are involved in every part which is already mentioned. Administrators play a key role in: Providing teachers with professional development related to any new educational initiative Determing partnerships between co- teachers Obtaining and doling out resources among faculty and staff Creating the master schedule Enabling teachers to feel free to try new things and “lose a little conrol” Finding or creating time for teachers to plan, share, and collaborate Administrators set the tone for the success- of failure- of inclusive practises such as co- teaching.(Murawski, 2009) Are we ready to date? – Finding the right parnter! Inclusion is important, more and more schools are recognizing that and embrace inclusion. According to Howard M. Weiner there are 3 levels of typical instructional focus. Level 1 is more toward whole class instruction and displays very little individual or differentiated instruction. In Level 2 schools, more differentiated instruction and cooperative learning are given. As reported to Weiner, Level 3 schools are dynamic, responsive, engaging, and dedicated to the success of all students. To know what level of inclusiveness your school has right now, Weiner created a chart: Determining Levels of Inclusiveness. (SOURCE: Adopted from Weiner, H.M. (2003). Effective inclusion: professional development in the context of the classroom. Teaching Exceptional Children, 35(6), 12-18) Level 1 Level 2 Level 3 Little or no inclusion Some students fully included Dedicated to the success of all students Ignores individual differences Cooperative learning is notices in some classes Focus is on how students learn more than what they learn Minimal efforts to accommodate diverse learners Some student- based activites Examines growth indicators or need for improvement High special education referral rate for minority and bilingual students Some students in special education are regarded well by some teachers Uses self- reflection to evaluate inclusive practices Studies done on co- teaching have found that it can be a very effective method for meeting student needs (Magiera et al., 2005; Murawski, 2006; Rea et al., 2002). However, administrative support is key to its implementation and, ultimately, its success or failure (Dieker, 2001; Rea, 2005; Spencer, 2005) Everything starts with the administrators, they are the matchmakers. They can decide if there will be co- teaching, effective or not. There are many ways for the administrator to show if he or she truly supports co- teaching. A major part involves the awareness of the different approaches to collaborative support in the general education classroom. Another part is providing guidance in the logistics of creating co- taught teams and their schedules. The administrator has to provide support for co- instruction of students in inclusive classes, and also being aware of best practices in supervising co- taught teams. Although, having to professional teachers in one class is the dream for a lot of people (administrators, teachers, and parents), not everybody can achieve this situation. On of the reasons can be budget problems. It is also very hard for an administrative force to to know what the possible approaches are for the providing support to students with special needs in the general education classroom. Another important point for a successful start in co- teaching is that everybody has to be aware of the differences in these terms. Miscommunication at this stage can be devastating and can negatively impact the adoption and implementation of co- teaching. As already mentioned: Co- Teaching is when two professionals co- plan, co- instruct, and co- assess a diverse group of students in the same general education classroom (Murawski, 2003) Both teachers are equals in the classroom and both provide substantive instruction to all students (Friend and Cook, 2003). According to Spencer, 2005, co- teaching requires a commitment from teachers and administrators. Both teachers are embedded into instruction, which means that the general education teacher is not the “real” teacher and the special education teacher has to deal with the role as a paraprofessional. Both teachers are dedicated to all aspects of teaching the class (planning, instructing,assassing). Administrators must demonstrate a healthy respect for this collaborative and co-equal relationship if they want to ensure that both teachers and students value it as well. (Murawski, 2009) Differences between In-Class Support and Co- Teaching As stated in “Collaborative Teaching in Secondary Education” by Wendy Murawski, a great deal of schools do not have enough special education teachers to enable all classes to be co- taught. The special educators are often not as many in order to monitoring the growing caseload and cannot afford to be in one classroom all the time. In that case in-class support should also be acceptable. In-class support is different from co-teaching, there is no co- planning and no co-assessing. During in- class support the special teacher takes over different roles: Providing on-the-spot modifications and accommodations Behavioral support Proximity control Other academic and social assistance if needed The two teachers are in the same room and they are getting to know one another, but the level of commitment, goal setting, and shared decision making is lacking.They may be friends, but they are not two partners sharing equally in the collaboration required by two individuals commited to raising children together. (Murawski, 2009) All in all, in-class supports are better than no support at all.

FIN 500 SEU Saudi Arabia Finances and Growth Discussion

FIN 500 SEU Saudi Arabia Finances and Growth Discussion.

The Saudi Vision 2030 is a plan to diversify the economy and develop sectors such as education, infrastructure, and tourism. The government encourages private investment in transportation and renewable energy. It emphasizes economic and investment activities and increasing non-oil industry trade between countries. What would be the role of FDI (Foreign Direct Investment) to achieve the aims of the Saudi Vision 2030; what might be some challenges with Vision 2030 that Saudi Arabia faces? Directions Search the SEU library or the Internet for an academic or industry-related article. Select an article that relates to these concepts and explain how it relates to doing business in Saudi Arabia. For your discussion post, your first step is to summarize the article in two paragraphs, describing what you think are the most important points made by the authors (remember to use citations where appropriate). For the second step, include the reference listing with a hyperlink to the article. Do not copy the article into your post and limit your summary to two paragraphs.
FIN 500 SEU Saudi Arabia Finances and Growth Discussion