Ashley Claire
Note:
· In this day I worked with one student who has difficulty learning.
· I helped him to write his name. Also in another hour we worked on numbers (count from 1 to 5) on combater. Please write something about that and complete all questions in the box. thanks a lot.
OBSERVATION LOG
Note: Students are to be involved in hands-on experiences with
exceptional learners throughout the field experience.
Name: beboo
School:
Cooperating Teacher:
Subject: Writing and Math
Grade: 4th
Time/Date: 8:30 to 11:30/ 01-29-2018
Describe the Service Delivery Option(s) in which you observed on this date. (Refer to pg.67-75 of your text.) Where does this placement fall in the continuum of Least Restrictive Environment?
What is your impression of the benefits of the placement for the students with exceptionalities and their non-disabled peers you observed today?
What social interaction and friendship did you observe between the students with exceptionalities and their non-disabled peers?
Describe the activities in which you participated on this date.
How are the students with exceptionalities accessing the general curriculum?
Describe the learning support you observed with exceptional learners.
Did you observe the use of Assistive Technology? (Refer to Chapter 5 of your text.) Universal Design for Learning? (pg. 27-31 of your text)
Professional reflection for this date:
What was the most significant thing you learned from one of your students with exceptionalities on this date?
name.jpg
numbers%20.jpg
video analysis
Watch the following videos/videos:
Kilbourne, Jean. Keynote Speaker: Jean Kilbourne 2015 Shepard Symposium. https://www.youtube.com/watch?v=7BKCxU-sFps (Start at 30:00, don’t start at the beginning).
If you are interested to see a glimpse of what some of her earlier research entailed, take a look at: Kilbourne, Jean. Still Killing Us Softly. https://www.youtube.com/watch?v=lIKsGbn2GP8
Find an ad, and do a Kilbourne style analysis of it by posting it on the forum.
Professional Dispositions Assessment
Complete the “Professional Dispositions Assessment” to inform your “Professional Dispositions Statement.”
In 250-500 words, write a reflection that addresses the following:
- Your personal professional disposition statement.
- How your self-assessment supports your professional dispositions statement.
- Reflects on how you have grown in your professional dispositions throughout your Program of Study, supported by specific examples.
- Steps you will take to improve where necessary.
Adequate Completion of Radiology-Paralogism
paraphrases with paralogism
Adequate Completion of Radiology
Request forms
Introduction
Radiological request form is essential tool of communication between the clinicians and the radiologist and radiographers. So inadequate information can lead to mistakes in patient identification and also delay in returning reports to the right destination, and can reduce the value of the report (Afolabi et al, 2012).
objectives
What is the reason for this audit ?
The aim of this audit is to assess the extent of completion of each radiology request forms and to evaluate the use of frequency of filling the fields in all the forms (Akintomi et al, 2015).
Data collection method
For each request form, record the presence if not each of the items record as inadequate information forms.
50 randomly selected request forms
Location: General x-ray department
Standard
Locally agreed standard
Radiology request form should include adequate clinical and demographic information that identifies the patient and the destination for the report.
Target 100%
All forms should contain the following information:
Clinical background
The patient’s name, age, address and contact number
The name of the requesting doctor and the consultant looking after the patient name and number
Ward
Referrers signature
2. Findings
76% of request forms with adequate information.
24% incomplete request forms
The most incomplete request form field was the referrers address and contacts that accounts 12%
6% was consultant looking after patient contacts number.
4% was patient’s contact number
2% was ward number missing
The most properly filled field of the radiology request form was clinical back ground and referrers signature, at 100%
3. Compare findings with the standard
The actual practice did not met the standard. (100%). The main reason was that the requesting doctor full address including contact number and the consultant looking after the patient contact number was not appeared in some of the requesting forms, and this can affect effective communication among health professionals. As, a result patient will kept waiting until the radiographers clarify clinical indications for the examination with their referrals or doctors.
Change
Suggestion
Give notice to referrers and consultant doctors looking after the patient about the incomplete fiends of forms
Send back request forms which are incomplete
Request forms should distributed to all the user departments
Re-audit
Re-audit after 6 months
Result
Frequency distribution of adequate and inadequate RRF in percentage
Conclusion
A large number of patient’s contact number and small number of consultant looking after patient’s contact number were missing. This is mainly due to inadequate completion of the fields within the radiology requesting forms.
Request forms
Introduction
Radiological request form is essential tool of communication between the clinicians and the radiologist and radiographers. So inadequate information can lead to mistakes in patient identification and also delay in returning reports to the right destination, and can reduce the value of the report (Afolabi et al, 2012).
objectives
What is the reason for this audit ?
The aim of this audit is to assess the extent of completion of each radiology request forms and to evaluate the use of frequency of filling the fields in all the forms (Akintomi et al, 2015).
Data collection method
For each request form, record the presence if not each of the items record as inadequate information forms.
50 randomly selected request forms
Location: General x-ray department
Standard
Locally agreed standard
Radiology request form should include adequate clinical and demographic information that identifies the patient and the destination for the report.
Target 100%
All forms should contain the following information:
Clinical background
The patient’s name, age, address and contact number
The name of the requesting doctor and the consultant looking after the patient name and number
Ward
Referrers signature
2. Findings
76% of request forms with adequate information.
24% incomplete request forms
The most incomplete request form field was the referrers address and contacts that accounts 12%
6% was consultant looking after patient contacts number.
4% was patient’s contact number
2% was ward number missing
The most properly filled field of the radiology request form was clinical back ground and referrers signature, at 100%
3. Compare findings with the standard
The actual practice did not met the standard. (100%). The main reason was that the requesting doctor full address including contact number and the consultant looking after the patient contact number was not appeared in some of the requesting forms, and this can affect effective communication among health professionals. As, a result patient will kept waiting until the radiographers clarify clinical indications for the examination with their referrals or doctors.
Change
Suggestion
Give notice to referrers and consultant doctors looking after the patient about the incomplete fiends of forms
Send back request forms which are incomplete
Request forms should distributed to all the user departments
Re-audit
Re-audit after 6 months
Result
Frequency distribution of adequate and inadequate RRF in percentage
Conclusion
A large number of patient’s contact number and small number of consultant looking after patient’s contact number were missing. This is mainly due to inadequate completion of the fields within the radiology requesting forms.
Asian American Studies resrech
Asian American Studies resrech
1 of 2 ASAM 308: Asian American Women, Spring 2018 Final Project Development – Assignment 1: Topic & Methods Due in Class on Tuesday, February 6 To introduce and situate your topic, we will use the form of an Abstract. Abstracts are usually requested by scholarly journals and written after the original manuscript was composed. In this course assignment, we will adapt elements of the abstract to function as a proposal being written before the paper is completed, while retaining the abstract’s ability to present the significance of the proposed topic and enable readers to quickly decide whether or not they want to look at your completed article. While a proposal can be quite long depending on the assignment and purpose, an abstract is generally kept brief. (This assignment asks for approximately 300 words).
Elements of an Abstract to include for this Assignment:
• A statement of the problem or question, and objectives. / Aims • A summary of methods you will utilize or your research approach. Keep in mind you
are required to incorporate both primary and secondary materials for your research. / Method; the next assignment will ask for more developed thinking on this.
• The significance of the proposed topic should become clear as well – persuade us why this study is needed and vital for expanding or illuminating our understanding of Asian American Women. / Background and Potential for Discoveries
! The abstract should read as a self-contained piece of writing that can be understood independently from the essay or project. Some samples of research abstracts will be hosted on the Titanium Week 2 module. STRIVE TO
✓ Include a valid thesis in understandable language and follow lucid, persuasive prose. ✓ Provide clear explanations of key terms and keep digressions to a minimum,
preferably limited to the footnotes in the manuscript.
This assignment is also designed to practice writing abstracts, a format typically required for science journals, and often asked for by social sciences and humanities journals.
Pre-writing Questions to Ask Yourself [these are typically posed to nonfiction book proposal authors]
1. Do you have sufficient enthusiasm for a project that will span the whole term? 2. Is your idea different from other books/publications/coverage on the
subject? Does the idea spark enthusiasm not just in yourself but others in your field, friends, or prospective readers?
3. Are you willing to acquire any lacking skills, such as, writing style, specific terminology and knowledge on that field for this project? Will it fit into your career and life at the time or will you not have the time to engage in such extensive research?
Elements of an Abstract to include for this Assignment:
• A statement of the problem or question, and objectives. / Aims • A summary of methods you will utilize or your research approach. Keep in mind you
are required to incorporate both primary and secondary materials for your research. / Method; the next assignment will ask for more developed thinking on this.
• The significance of the proposed topic should become clear as well – persuade us why this study is needed and vital for expanding or illuminating our understanding of Asian American Women. / Background and Potential for Discoveries
! The abstract should read as a self-contained piece of writing that can be understood independently from the essay or project. Some samples of research abstracts will be hosted on the Titanium Week 2 module. STRIVE TO
✓ Include a valid thesis in understandable language and follow lucid, persuasive prose. ✓ Provide clear explanations of key terms and keep digressions to a minimum,
preferably limited to the footnotes in the manuscript.
This assignment is also designed to practice writing abstracts, a format typically required for science journals, and often asked for by social sciences and humanities journals.
Pre-writing Questions to Ask Yourself [these are typically posed to nonfiction book proposal authors]
1. Do you have sufficient enthusiasm for a project that will span the whole term? 2. Is your idea different from other books/publications/coverage on the
subject? Does the idea spark enthusiasm not just in yourself but others in your field, friends, or prospective readers?
3. Are you willing to acquire any lacking skills, such as, writing style, specific terminology and knowledge on that field for this project? Will it fit into your career and life at the time or will you not have the time to engage in such extensive research?
2 of 2 Thinking of producing an oral history as the key element for your Final Project? As some of you with experience in this research noted on the class survey, ask yourself if you have sufficient time and access to meet your participant? If you wish to utilize oral history as a main component of your Final Project, Contact Natalie Navar soon to set up a resource appointment: Natalie Navar Archivist Lawrence de Graaf Center for Oral and Public History (COPH) California State Univeristy, Fullerton (657) 278-3693 //
Source notes: https://owl.english.purdue.edu/owl/owlprint/752/ Copyright ©1995-2017 by The Writ i n g Lab & The OWL a t Purd ue and Purd ue Univer sity.
Source notes: https://owl.english.purdue.edu/owl/owlprint/752/ Copyright ©1995-2017 by The Writ i n g Lab & The OWL a t Purd ue and Purd ue Univer sity.
Social Science
Prompt: Your second course project is an observation journal. You have already gathered your advertisements and completed your comparison template to determine the social science approaches that are relevant to your ads. For this assignment you will use that information to write an observation journal that will ask you to draw conclusions from the ads and, eventually, devise a social science question that you might like to investigate.
The critical elements of this assessment will be evaluated in your observation journal. Specifically, the following critical elements must be addressed and will be graded using the rubric at the end of this document:
I. Explain why you chose these advertisements for social scientific and personal study. For instance, what aspects of them intrigued you and made you curious?
II. Explain the assumptions and observations about human interactions and behaviors you made about the advertisements. These are some questions you might want to consider in your explanation:
a. Who do you believe the audiences for the ads might be?
b. What messages do you think the ads are sending?
c. What do you think the nature of the relationship is between or among the people in theads?
d. What relationship(s) do you see between or among the people and the product or service being advertised?
e. How effective are the ads in influencing your own consumer decisions?
III. Identify topics in this course that are relevant to the human behaviors in your advertisements and explain how they are relevant. This is your social science evidence for your observations. For instance, what ideas and people have you studied so far that apply to your observations?
IV. Taking all of your observations and objective conclusions about human behavior in your advertisements into account, assume the role of a social scientist. What question would you ask about the advertisements that you, as a social scientist, could seek to answer? What observations and objective conclusions lead you to this question?
PLEASE REFER TO THE 3 ATTACHMENTS
1ST ATTACHMENT: Advertisement of ads that were chosen to do this project.
2Nd ATTACHMENT: Answers to the questions that are being asked. (about chosen ads)
3Rd ATTACHMENT: Example how the assignment should look.
philosophy argument
philosophy argument
Plato, CharmidesPRIVATE
Outlines and Overview
153a-159b–Introduction
159b-160d Argument 1—Sophrosune learning is quick and not slow
161b-162a 7 Argument 2–“Sophrosune is not defined as ‘doing your own business’”
162e-163a 7 Argument 3–“Sophrosune is not defined as ‘doing your own business’”
173a9-175d Argument 4
Plato, Charmides
Argument 1–159b 3-160d 3
“Sophrosune learning is quick and not slow”
1. Antithesis: Sophrosune is performing all actions orderly (kosmios => kosmos) [discretely/decently] and quietly (hesukia | opposite to oxeos, sharp and quick)–Assertion. (159b 3-5)
2. In boxing, lyre playing, etc., the proper execution of an art requires quick (seamless) agility–Assertion.(159c)
3. [Proper execution (excellence) renders some action noble and the opposite, shameful]–Fact
4. In all bodily actions (erga somatos) it is quickness which makes it noble and slowness which makes it shameful–2,3 (159c13-d2)
5. [Sophrosune is associated with the noble.] –Fact (159d)
6. With respect to bodily actions, sophrosune is associated with the quick (oxeos) not the quiet/show (hesukia)–4,5 (159d 10-11)
7. Good learning occurs quickly; difficult (poor) learning occurs slowly–Assertion. (159e 1)
8. Recall which is quick is excellent; recall which is slow is inferior—Assertion (159e 9-10)
9. [Good learning and recall equal cleverness, agxinoia]–Fact
10. Excellence in cleverness is due to a quickness of the soul–7-9 (160a 1)
11. Deliberations (zetesein) of the soul which are quick are excellent while slowness and difficulty are bad—Assertion (160a 4-6)
12. Deliberations and cleverness of the soul which are quick are noble and the opposite are shameful– 10, 11, 3 (160a 10)
13. [Deliberations and cleverness of the soul which are quick are sophrosune while the opposite are not]–12, 5
14. In aspects of the body and soul, the quick is sophrosune and the slow is not–13, 6 (160b 7- d 3)
______________________________
15. Thesis: antithesis is rejected–14,1
Comments on Argument One
Argument one takes some time to begin. There is a very long prologue in this dialogue. Why? Is there a character development of Charmides to let us think of him as a “toy boy”? Is this why the arguments are so bad in this dialogue?
Anthesis. Note that in the statement of the antithesis there are two alternatives given yet Charmides chooses to defend only one. Why is this? It seems as if he chooses the wrong one. If he had decided upon “cosmios” and order, then it might have encompassed the other alternative. Further, if one takes cosmios then one might encompass both fast and slow thinking which is discussed in the argument.
Why is the weaker of the two chosen? Is it because Charmides is so stupid? Is there a dynamic of seduction working between the protagonists? Charmides is associated with the beautiful and the slow. It seems that Charmides is almost female in his depiction. On a feminist interpretation one might say that Socrates is over sensitive to the male or the “fast” thinking as opposed to the “female-slow-thinking.” But this is perhaps stretching things.
I am on record as believing that all great thinking occurs as slow thinking. cf. My introduction to Perspectives in Philosophy.
Premise 2–This is certainly true of boxing. But is it true of all bodily action? Cooking and bomb defusing are probably better if done slowly and deliberately. Perhaps “fast” here only means “decisively” or “confidently.” It is unclear.
Premise 5. The logical move that says, “x has F; y has F, therefore; x = y” is a fallacy in most cases. compare: “John has hair; Jane has hair; therefore, Jane=John.” This move only works when the property asserted is part of the essential definition of the entity involved and the thing and its property are asserted at the same level of generality: “John (as a human) is rational; Jane (as a human) is rational; therefore, John (as human) is the same as Jane (as human). I believe this is a deep and recurring problem in Plato. cf my essay on class inclusion in Plato’s Republic.
Premise 9. There may be two types of learning. It may be true of “quick” learning that Socrates’ suggestions are correct. But they are not universally correct, see premise 11.
Premise 11. This sort of learning cannot be fast. This only works if “oxeos” means “sure” and “confidently” see the discussion of premise 2.
Plato, Charmides
Argument 2—161b-162a7
“Sophrosune is not defined as ‘doing your own business’”
1. Antithesis: Sophrosune is doing your own business—Assertion (161b)
2. All technai are instances of “doing” (prattein)–Assertion. (161e6)
3. [A state operates on the same principles as a man]–Assertion
4. A state in which everyone does only his own business would be one in which there are no interdependent craftsmen/citizens–i.e., everyone would be self-sufficient—Assertion (161e 10)
5. [No state can exist well which does not have interdependent craftsmen/citizens]–Assertion
6. The sophrosune state is a good state—3 (162a 3)
7. [The state in which everyone does his own business is a bad state]–3,4,5
8. [The state in which everyone does his own business is not a sophrosune state]–6,7
9. Sophrosune is not doing one’s own business–8,3,2 (162a7)
____________________________
10. Thesis: antithesis is rejected–1,9
Plato, Charmides
Argument 3—162e-163a7
“Sophrosune is not defined as ‘doing your own business’”
1. Antithesis: Sophrosune is doing your own business—Assertion (162e)
2. All craftsmen make something—Fact (162e8)
3. Craftsmen make for others as well as for themselves—Fact (163a 1)
4. [Making = doing]–Assertion
5. [Craftsmen can be sophrosune]–Fact
6. One can be sophrosune and not simply “do his own business”–2-5 (163a 7)
_________________
7. Thesis: Antithesis is rejected–1,6
Plato, Charmides
Argument 4
(Socrates’ Dream)
“Sophrosune is not the power that causes us to act according to episteme”
1. Antithesis: Sophrosune is the power that causes us to act according to episteme—Assertion (173a9-b1)
2. If all acted according to the arts (technai) and sciences (epistemai), then actions falling under these would be skillfully performed—Fact (173c)
3. Sophrosune would allow for a maximum of activity to be skillfully performed–1,2 (173c 2)
4. [Acting skillfully is necessary but is not sufficient for acting well (eu prattein) or being happy (eudaimon)]–Assertion
5. Sophrosune alone may make us act well or be happy–3,4,5 (173d 8-e 10)
6. Various artisans may be sophrosune and not act well or be happy—Fact 173e 10-174a 2)
7. Various artisans have various epistemai—Fact (173d 8-9)
8. Some epistemai are not sufficient to act well or be happy–5-7 (173e 8)
9. If one could know all the knowledge of good (agathos) and bad (kakos), this would be sufficient for acting well and being happy—Assertion (174b 10)
10. What is sufficient for acting well and making on happy is the key science, the knowledge of which may be sophrosune—Assertion (174c 1)
11. [If sophrosune is knowledge, it must be the knowledge of good and bad]–8-10
12. The science of the knowledge of good and evil, which is the science of making us (causing us) to act well and be happy, is the science of human advantage, ophelmos—Assertion (174d 1)
13. [Sophrosune is different from what “advantages us”]–Assertion
14. Sophrosune is not the science of human advantage–12,13 (174d 3)
15. Sophrosune has no practical ergon—Assertion (174e 5)
16. [Only that which has a practical ergon can know (or cause to do) the good and evil of some x which is practically situated]–Assertion
17. Sophrosune cannot be the knowledge of or the power to cause good and evil–14, 15, 16, 12 (175a 11)
18. Sophrosune is not the knowledge of good and evil nor is it the power to cause the same–11, 17 (175d)
_________________
19. Thesis: antithesis is rejected–1, 18
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Safe-Assign Score Policy:Counseling Assignment
Counseling Assignment.
Assignment Instructions:
Design a Survey. Create an account for survey development (www.qualtrics.com or www.surveymonkey.com). Your survey should be original, align and describe the district, campus, and school counseling department’s mission statement. Please gain consent from a campus administrator and include this approval statement in the survey. The maximum number of questions should fit within the parameters of the online account, should target your intended purpose of gathering data, should have one or two open questions (qualitative) and closed questions alike (quantitative or likert scale), hence reflecting the total number of questions. Please create a brief purpose statement and directions for survey participants and should be distributed to apopulation or group that can conveniently help determine guidance curriculum (i.e. teachers or administrators). The number of surveys distributed andsample size (number of surveys collected) should be small, between five and 10. Your survey can ask participants to rank or rate topics (Section IV), student competency areas, content areas, goals (Section V) or any information found in the Hatch book (chapter six).
In the narrative portion underneath the survey, please respond to the above bolded items. Here is where you incorporate your citations and reference page. Be prepared to design the survey and submit in this week’s module both the link to your survey and a printed copy; but then, send the survey out between this and next week and prepare to analyze and discuss the results of your survey in week four’s assignment.
Action Planning. Using a sample guidance action plan, submit an Intention Guidance Action Plan that aligns with domains and standards of both Texas and ASCA Model. It is helpful if your current campus counselor can assist, but is not mandatory. Please respond to the following areas in a type-written, chart format (this information is found in the Hatch book, chapter five, page 101).
Design a Survey. Create an account for survey development (www.qualtrics.com or www.surveymonkey.com). Your survey should be original, align and describe the district, campus, and school counseling department’s mission statement. Please gain consent from a campus administrator and include this approval statement in the survey. The maximum number of questions should fit within the parameters of the online account, should target your intended purpose of gathering data, should have one or two open questions (qualitative) and closed questions alike (quantitative or likert scale), hence reflecting the total number of questions. Please create a brief purpose statement and directions for survey participants and should be distributed to apopulation or group that can conveniently help determine guidance curriculum (i.e. teachers or administrators). The number of surveys distributed andsample size (number of surveys collected) should be small, between five and 10. Your survey can ask participants to rank or rate topics (Section IV), student competency areas, content areas, goals (Section V) or any information found in the Hatch book (chapter six).
In the narrative portion underneath the survey, please respond to the above bolded items. Here is where you incorporate your citations and reference page. Be prepared to design the survey and submit in this week’s module both the link to your survey and a printed copy; but then, send the survey out between this and next week and prepare to analyze and discuss the results of your survey in week four’s assignment.
Action Planning. Using a sample guidance action plan, submit an Intention Guidance Action Plan that aligns with domains and standards of both Texas and ASCA Model. It is helpful if your current campus counselor can assist, but is not mandatory. Please respond to the following areas in a type-written, chart format (this information is found in the Hatch book, chapter five, page 101).
| Target Group | Activity Description | Timeline for Completion |
| Reason for Group Selection/Intervention | Resources Needed | Name of Responsible Person |
| Specific Data to Drive Decision | Projected Number of Students | Evaluation of Student Success |
| Domains/Standards/Competencies (Texas Model and ASCA) | Expected Results | |
| Student Competency Addressed/ Competency Indicators (Texas Model and ASCA) | Indication the Plan has been Reviewed |
Both parts of this assignment are designed to expose you to the process of developing surveys and designing action plans. They should be submitted as attachments in module three assignment submission link.
Assignment Research Criteria
Include a minimum of five journal articles (cited in both the text and listed on the reference page) found in the Lamar University Library, Montana Journal of School Counseling (jsc.montana.edu), or Professional School Counseling Journal (Available with ASCA Membership). Other peer-reviewed journals available on the internet are allowed. However, non-peer reviewed sources, such as WIKIPEDIA is unacceptable. Your textbooks from this course and other courses are acceptable, but are additions to the five journal article requirement and should not appear to be the majority of your in-text citations.
APA Criteria
All criteria from the APA manual should be followed. Do not copy nor paste from internet examples- you must type out each reference and citation in its correct format. Please review both videos, take notes, and download the APA Information document found under the course policies, procedures, and requirements link in Blackboard. This is the standard set for papers submitted in this and future courses.
Safe-Assign Score Policy
Reducing your safe assign score is easy by using original written-text, not borrowed from a peer nor circulated from a previous course you took; use peer-reviewed journal articles from different publishers/journals; and stay away from including verbiage from internet websites. Scores above 30% will be flagged, and graded as a “zero” by the Instructional Associate. You will then be referred to the Professor of Record for further intervention.
Due by day seven of module three at 11:59 p.m.
Assignment: 75 points
What is one possible origin of theater–one way that theater might have begun?
The Hidden World of Chili Peppers review
You are to go to https://www.youtube.com/watch?v=GOyKw7kYAxY and https://youtu.be/Lf68fSkIyRY to view two videos (Parts 1 and 2) entitled The Hidden World of Chili Peppers. Then, submit at least a 300 word essay response to the videos. Tell me what the speaker might have done wrong in the first video, then, in the 2nd video, tell me what he did to make his presentation better. This assignment is worth up to 33.4 points. Submit your 300 word response as a Word document, posted to this Assignment page. (Use the Browse My Computer button shown below).The due date for this assignment is posted on the schedule of assignments found on the course syllabus.