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University of Phoenix What Types of Strategies To Use in Co Teaching Paper

University of Phoenix What Types of Strategies To Use in Co Teaching Paper.

Assignment #2: Co-teaching ScenarioInstructional Accommodations & Co-Teaching:This assignment is intended for you to delvdeeper into the concept of co-teaching, especially as it is applied to the general education and special education teacher working together for the positive academic/behavioral outcomes for a student with exceptional learning needs.Observe the co-teaching classroom link “Teaching in the Inclusive Classroom Collaboration and Team Teaching” (Links to an external site.)Questions:As you observed the inclusion classroom and the co-teacher model at Procter Elementary School in Independence, Missouri list 3 key elements that made this co-teaching model so successful. In addition, what types of strategies did the Special Education Teacher and the General Education use to work together? (4 points)What types of strategies, motivating thoughts, and issues did the Special Education Teacher and the General Education use to work together? (3 points)Share 3 different teaching strategies that the teachers used to assist the special education student “Kyle” with his lesson. What techniques were used with this student? ( 4points)Explain the importance of using a multi-sensory approach to teaching. In addition, share the importance of collaboration and communication when teaching in a co-teach model. (4points)
University of Phoenix What Types of Strategies To Use in Co Teaching Paper

Stereotypes Are Formed Within A Culture Sociology Essay

What professions are considered exclusively for men, and what are professions typically for women. Is being a nurse a profession solely for women? Answering these questions, we, as a rule, are guided by personal experience and judgments of the people surrounding us. No wonder that, arguing on this topic, we often come across stereotypes. As an example for, so-called «female professions»: teachers, baby-sitters and nurses can be given. On the basis of deep social norms and rules in society gender culture was created which for centuries made and reproduced the relations between men and women as a hierarchical, unequal, and subordinated relationship. However, there are cases when; on a modern labor market; runs against the certain ides of gender accessory of a given profession. Stereotypes are formed within a culture. The established stereotypes act as norm for men and women. In the European countries the distinction between gender professions are becoming less and less appreciable, but, even now, in Third World countries there is a big difference between men’s and women’s professions. Men are considered “active”, (making the actions, solving problems, aggressive), and women are “communicative” (passive, emotional, not interested of business, and relationship between individuals). Existing stereotypes of images of men and women operate as a magnifying glass, and the distinctions between men and women are emphasized in a much bigger degree, then they actually are. Women are motivated on achievements differently because men and women at the heart have different things that motivate them. The purpose of this study is to analyze all aspects and factors of motivation for male and female nurses. You might ask: Why is it important to study a nurse’s job for men and women? What does this study have to contribute? What are the benefits of knowing the causes of Gender differences in motivations? There are no small professions, all professions are important. It can contribute to equality in the workplace and ensure the same opportunities for people of equal experience regardless of gender. The benefits of knowing the cause is that once the causes are found a resolution can be made to make the workplace better and fairer to everyone. Understanding and acceptance of the fact that each person, regardless of his gender is equal helps understand their identity, with the set of psychological qualities and properties, a muscularity and feminism ratio in mentality, will allow each identity and society as a whole to become more productive, developing and harmonious. Purpose Of The Study According to Dictionary, the motive (from Lat. Translate as motion, push) “is a combination of methods to explain and justify the actions of man” (Dictionary, 2010). There is a stereotype that men are giving more importance to winnings and excellence than women, and women often are not building career future plans; therefore, women motives to achieve a goal are lower. Although, in the large amount of women who are employed in female-dominated team in professional activities, such as teaching or nursing, achievement motivation is quite high. These features lead to conclusion that gender differences in an achievement motivation should be considered according with the type of goals. It is obviously that based on education the relations between performance and motivation to achieve higher goals is made compare between men and women. (Pavlovich, 2003) According to scientists of Kazan (1977), the need for the achievements of women is not much higher than in men. However, not all scientists share this opinion; according to paper by Macek in 1973, it was shown that in detail review of motivations, male’s motivations compare with female’s motivations was stronger. There are several points of view that affect the motivation achievement into both genders. The first is that women are motivated to achieve different than men. The second is that men and women are motivated by different needs. Emotional needs for women are more important than a goal achievement. The third point, that men and women have different degrees in a motivation achievement and implement them in various activities (Pavlovich, 2003). If to consider the different motives in educational activity, males tend to acquire knowledge and profession, and female guide to receive a diploma (Nilsson, 2008). The motivators are factors that influencing the decision, such as how and what needs should be satisfied. As a rule, men are more often named a valuation of own capabilities as a motivation factor, and women rely on people perception, for example, the choice of cloths. During human behavior motivation, the person is guided by the values ​​that he or she has accumulated during his life and perception. It is difficult to give a scheme of values differences​​ because a different age and social status are required different values, but some examples can be said obviously. There are aesthetic, social, and spiritual values in the first place for women, and there are theoretical, economic, and political values for men, which can be tied to the practical success and the desire for power. However, in recent times, the values for men and women ​​have changed a lot. Already, there are a health, friendship, and family life in the first place for men and women. A favorite job and pleasant free time are equal in value. It happens that men choose the social and family life instead career. For women, education and diploma began to dominate over the public. Thus, the traditional view of values for men and women are disappeared. If to look on money as values, women more than men are impacted by opinion that incomes are influenced by hard work and abilities. Women evaluate money as a tool of buying things; for men, it is a tool of power; therefore, men rarely feel depression, anger, or helplessness without money (Pavlovich, 2003). In consideration of the differences of interest among men and women, it can be noted that men are interested in solving problems, and women are more interested in making relationships. In general, men interests range is wider than women. Differences in the interest are determined some of the male benefits: the breadth of thinking and outlook, the objectivity of a great generalization. However, there are also disadvantages: low domestic adaptation, less pragmatic. If to consider the interests of the activities, the women often will do activities that are already known (the interests of domestic and household), and men will do activities that have not done before (scientific and technical). The study focuses on finding reasons of men and women motivation. As a method of studying the problem, literary studies will be used: papers, publications, and books. In the basis, more than 10 medical articles will be taken that include studies to determine the causes of the workplace motivation, the percentage behavior of positive to negative motivation, the causes to being a nurse among men, and the reasons for dismissal from the workplace. Significance Of The Study The studies of nurse’s motivation have long been popular topic. Because the nursing importance include: taking care of patients, performing diagnostic and treatment activities, and the amount of nurses is bigger in two times than doctors amount; it is important to create conditions for a motivated health care personnel. Nursing profession has traditionally been viewed as prompted by internal motives; however, it is just one of the stereotypes. One more stereotype is that a nursing is a female profession, but, nowadays, men are taking this job more often. The first mentioned about intrinsic motivation was made by Deci, E., in his concept of intrinsic and extrinsic motivation. Intrinsic motivation is understood as a desire to perform the activities for awards, which is included in these activities. For a person with an internal motivation, it is important to be independent, acting in accordance with their internal motivation, not controlled externally. Employee’s motives that encourage them to engage in employment may vary significantly. In the paper, Butenko (2011) proposed to use a typological model of work motivation that is built at the intersection of two disparate axes: “motivation to achieve or avoid” and “active and constructive or destructive and passive labor behavior.” The author suggests four basic types of achievement motivation: instrumental, professional, patriotic, and a master’s opposite named the election. The most marked motivations on the medical staff are getting material goods, strengthening of social relatives, professional development, social security, altruism, and compassion. Also, in Butenko’s study (2011), a model of work motivation of medical staff called a “model of parallel type of motivation” is introduced. This model is based on an analysis of the psychological portrait of the individual. The model is emphasized three groups of doctors: “stability” of 51-63% of all medical staff, “energy” 24-28% of the staff, “creativity” of 9-16%. This method is proposed for clearly understanding of the work of employee’s stimulation. In the Butenko’s (2011) article was proposed to divide motivation in factors. The first factor is a bipolar; where, there is a variety of vectors, on the one hand, it is an “instrumental” and, on the other hand, it is “Money” and “Relationships.” This factor shows the focus on the spiritual satisfaction or interest. General Nurses are people who are more interested in status or social significance than money bonuses, or useful relationship, or patronage, and usually it is women. The second factor also is a bipolar where, on the one hand, is “Recognition” and “Managers” and on the other side is a “Health”. The content traits of this vector are equal to the previous one, but in the first case the speech was about material motives, and, in the second case, the main point is about social component. In other words, social needs are more important for nurses. The goal of these workers to safe outputs for intellectual and physical resources and avoid novelty and warnings. On the other hand, nurses who aspire to independence, leadership, and career growth, have ambitions and the high demand for public praise. In addition, women and men may be equally related with this factor. The third factor describes the employee’s interest in the content and process of work, motivation of creative expression and self-realization, readiness to perform monotonous work. After separation factors into motivators, according to the Butenko’s article, the identification of motifs is not difficult. If employers do not properly motivate their employees, no one will want to do their work on time, and in a hospital this can lead to the death of the patient. High stress and high workload affect the incentive to work. Therefore, the correct motivation may cause personnel not only work but also to carry out its work properly. This article by Bradford (2009) gives an idea of the most significant motivations for health care workers of both sexes: Recognition for a job well done, Food, Continuing education, Birthday cards, Team building, Communication, Respect. Use at least half of them and it will lead to a good mood in the employee’s workplace and increase his awareness of the importance of the job. In the article by Sherman (2006) it was noted that the use of a communication strategy between nurses and nurses from different generations can help to overcome the bias it is also important to ensure that messages are clear, to avoid risk of errors that comes with communication failures. Different generations of nurses are using different forms of adverse communications from a simple conversation to electronic massages, so it is important to consider all this in motivation. Men are not prone to have long conversations with colleagues and reported in the phone, but they are also dependent on the exchange or board of another colleague. The article by McCabe (2005) points out other equally important motivators for work: the reward for work, protection of personnel. In this paper, the reward for work was the most popular factor, 94 percent of the total, the protection of workers amounted to only 57 percent. You can see that among the respondents, women were in need of more protection than men. Intrinsic motivation is clearly visible in the intern staff. The article by Bartzak (2010) states that “self-motivated learning experiences can transform into a way of life once motivation and a reflexive learning process are in place: learning, experiential context, reflection, application to new experiences”. Organizational processes that incorporate this natural, lifelong approach increase the self-learner’s motivation toward learning, and ultimately build the nurse’s practice for the benefit of persons receiving care. The ​​Toode’s (2011) article makes a literary analysis of the existing articles to this day and identifies types of motivations, such as: nurses have been motivated by good collaboration between the nurse and the healthcare team, by social support inside the team and by positive team spirit in the ward. As regards to working culture, professional contacts and the nurse’s status as an equally valued health professional in a team appeared to be important motivators for nurses. Another important motivating factor was the high autonomy especially with regards to decision-making. The latter appeared to be extremely important in such situations where the job demands were high and there was insufficient information for planning new or ongoing activities (so-called environmental uncertainty), intensive care units being a case in point. Furthermore, nurses are motivated by opportunities to learn, such as sharing their knowledge with physicians and getting supervision, even argued that nurses associate specific patient populations with possibilities to get extra training, seeing them as job motives that make their work more interesting. There are several barriers for men, who would like to become a nurse, such as gender stereotyping, low wages and lack of career growth. For many decades patient care was considered a low-skilled and low-paid job, in its specifics more suitable for young women (Pavlovich, 2003). Society has long regulated gender roles and the gender shape of its members. In every culture, every era there are canons of normative masculinity and femininity. Gender role: a set of specific sexual patterns of behavior that are expected from men and women. That is not a man meets a certain model, and the company requires him to play this role. In society there are stereotypes about any topic. And some of them are not just based on prejudices and superstitions. These are all too common gender stereotypes that exist today. It is believed that the discrimination in the professional field only applies to women, but since Eton. Society allows a man to freely choose the activity, but society does not give the right to choose the areas traditionally considered “female” (such as a kindergartener, nurse, etc.). The Company monitors the absence of men in this area, setting an extremely low wages in this industry, as well as for the men is an important factor. And the society punishes “apostates”, raising them to laughter, questioning their masculinity, alluding to sexual inadequacy (Coleman

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nu

online homework help Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nu. I need an explanation for this Health & Medical question to help me study.

Based on the scenarios provided:
Select one scenario of your choice, and reflect on the material presented throughout this course.
What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.
The Lab Assignment
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines.
A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.
A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). Explain how you would respond to the scenario as an advanced practice nu

Newtown Teachers’ Union and the Board of Education

PART 1 GENERAL BRIEFS The Newtown dispute involved two parties; Newtown Teachers’ Union and the Board of Education. As agents for the Teachers’ Union, our aim is to negotiate and bargain employment terms for the renewal of contract expiring on June 30. After two meetings of negotiation, our team successfully settled with an agreement with the Board of Education. In this report, it will discuss the members involved, analyse the outcome achieved and evaluate how power, influence and authority affected the negotiation. Interests, needs, Goals, Objectives PERSONAL I am a full-time teacher working at Newtown and I rely this job as my primary source of income. Since cost of living have increased continuously over the years, it became harder for me to pay bills that frequently comes every quarter and month. Hence, my need is to have job security to generate financial stability for my living. I am also part of the Teachers Union because I believe all teachers deserve to be respected that we care about having quality education for everyone. I prioritised my goals in terms of achieving my interests and objectives. For example, I can secure my job and continue to support my cost of living if the board agrees on better employment terms. My second objective is to build trusting relationships with The Board and Teachers’ Union, so I can satisfy my second goal. Hopefully in the end, I can get promoted in the Department of Education and continue to serve for teachers because I am being recognised for my reliability, creditability in my negotiation performance, satisfying my second and fourth interests. TEAM MEMBERS The Teachers Union comprised of full-time teachers who have been teaching for 20 years and some of us who have been teaching less than 10 years. Our Union represent all the teachers at Newtown and share interests as mentioned above. We strongly value maintaining quality of education but should not cut teaching staff and benefits we deserve because we rely on our job to generate finances to support our family, mortgages and living costs. After the sixth times negotiating, we received more pressure from both the community and teachers and is uncertain to what outcomes we will receive this time. We hope that we can settle on a satisfying agreement that both parties benefit but if we have no agreement at the end of the negotiation, we will go on a strike. CONSTITUENCY The State Commissioner is regarded as an ambitious public figure with a primary interest of maintaining reputation in the community. Sustaining relationships with the board is placed last in my goals because I have the power to remove any chairperson for not handling a good job. Being able to develop equitable contract terms with the Union is prioritised first in my goal as I want to continue to sustain being a favourable political figure. Outcomes Our team shared the main interests and agreed that securing employment and financial security can protect teachers rising cost of living. Our next interest is to achieve the best outcome while maintaining our reputation in the negotiation with the Board. As such, no teacher layoffs, increase salary and benefits would satisfy our main objectives in the long run. We are open to make concessions with benefits to achieve our main objectives for the teachers and produce the best outcome for the negotiation. After two meetings with the Board, we managed to achieve no layoffs for teachers, securing their employment. We managed to achieve 2.2% of salary increase which is a 0.1% increase to our previous contract. In terms of fringe benefits like paid workload, carers leave and childbirth was unchanged of the budget but as long as we achieve our main objectives we are satisfied with the outcome. We made concessions of only 9 days of paid sick leave to accumulated sick leave. It is evident that we achieved great outcome in favourable to our interests and objectives. Outcomes EXPLANATION In the understanding of our negotiation we discussed our negotiation in an interest and team-based environment where setting clear objectives to benchmark our position and to ensure our ideas, interests and objectives are met (Forester, 1987) this also allows for free flow of shared ideas in our team and in another team. Our teams developed a tactic of starting with integrative strategy and slowly moving onto competitive. During the negotiation, our team didn’t follow our choice of strategy, instead, we used a mix of strategies to achieve our outcomes. Such as; distributive strategy to achieve no teacher layoffs and integrative strategy for other benefits in the negotiation. This is because the Board adopted a competitive approach and being persistent on their grounds. Hence, the result we had to change our plans again to meet our interests and objectives and to avoid communication barriers for both parties to understand (Sheldon, (comp.), 2015). Both parties face the underlying problem of the conflicting of interests and objectives in the negotiation that made it difficult to come to an agreement. Our teams’ interests are similarly aligned to the Board’s interests as we are both determined of agreeing to a contract and securing the quality of education. Since both parties strive to ‘win-lose’ in the negotiation because of their persistence in their interests and objectives that both created a strong and well- structured strategy and tactics that allowed the negotiation to be inflexible and hard to understand (Lindholst, 2014 and Sheldon (comp.), 2015). Moreover, my team was swept with qualitative and quantitative data such as the budget and the bargaining mix. The unexplained figures in the budget and ‘getting back to us’ in the second meeting was time consuming as both parties were not clear of the information presented and as a result, it distracted our train of thoughts and making the Board to also change their mind as what they previously had (Lindholst, 2014). This affected both parties coming to an agreement. By the end of the first meeting, there was growing tensions between the two teams and no outcomes was achieved. Assessment of the outcomes Although we achieved no layoffs for the teachers, we were not satisfied with no increase to other benefits we deserve. Such as; break time, prep time which was important to us teachers as we use our quality time to mark papers and even bringing home where we could be resting to improve boost energy. The imbalance of the budget by the Board and refusing to give more break time and benefits forces us to accept and agree with their terms and the negative framing. The power redirected back to us by threatening that the teachers would go on a strike. The Board was not frightened that we will go on a strike but was scared that they position would be replaced by a new member of the Board. This negative framing created issues of trust for both parties and made it harder to bargain when we know the budget would be involved in the negotiation that stopped our objectives from moving forward. We value the quality of education whereas the Board value efficiency and job performance making it hard to come to an agreement. As a result, both parties eventually come to an agreement. PART 2 POWER, INFLUENCE, AUTHORITY Power and Influence Power is a form of control that has the ability to change outcomes by manipulating other party’s interests (Khakhar

Business Statistics – Homework Assignment 1

Business Statistics – Homework Assignment 1. Need help with my Statistics question – I’m studying for my class.

Homework Assignment 1
Describe a work task, a hobby, or another activity that you regularly do, and sequentially list the various actions you take in order to complete this activity. Consider the complexity of your list and the amount of steps required to complete the activity.
Answer the following questions in the space provided below:

Differentiate the main actions between doing and improving your activities.
Determine the overall manner in which variation has affected your activities.

Type your answers below and submit this file in Week 1 of the online course shell:
Business Statistics – Homework Assignment 1

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