300 words Savvy Essay Writers

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300 words

I want you to watch and put together a brief presentation analyzing The History Channel’s very first episode of the Ancient Aliens television series, which aired in 2010.
Specifically, I want you to identify at least three archaeological examples that proponents of alien theory use to support their claims. Use your textbook and internet-based research to assess the evidence in terms of actual archaeological science. Create a presentation where you present your examples and assessments. Why people believe in weird things, and why people perpetuate them.

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Order 421507: Non Western Art History Savvy Essay Writers

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Order 421507: Non Western Art History

 

  • Type of paperAssignment
  • SubjectArt
  • Number of pages2
  • Format of citationMLA
  • Number of cited resources0
  • Type of serviceWriting

Please see attached instructions. I would like it to compare these two pieces if possible: Huang Gongwang, Dwelling in the Fuchun Mountains from the Yuan dynasty and Yosa Buson Cuckoo Flying over New Verdure from the Edo period.

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Rate Calculations- Must Use Attachment To Complete Assignment- 2-3 Pages- APA- MUST SHOW Savvy Essay Writers

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Rate Calculations- Must Use Attachment To Complete Assignment- 2-3 Pages- APA- MUST SHOW

Please read below statement: 

IMPORTANT PLEASE READ FULL INSTRUCTIONS. NO PLAGIARISM! NO QUOTES, MUST PARAPHRASE. I WILL CHECK FOR RECYCLED WORK AND PLAGIARISM. THIS ASSIGNMENT IS DUE 12/19/21 AT 9PM PST. IF YOU CANT MEET THIS DEADLINE, DONT AGREE TO DO MY ASSIGNMENT. PRICE ISNT NEGOTIABLE.  PLEASE UNDERSTAND BY ACCEPTING TO DO MY WORK, I HAVE STRICT RULES. I DONT LIKE TO DISPUTE, BUT I WILL IF DIRECTIONS ARENT BEING FOLLOWED. IF I SEE SOMETHING WRONG AFTER PURCHASING, I WILL GIVE YOU A CHANCE TO FIX IT IMMEDIATELY. THIS DOESNT MEAN HOURS  LATER. IF YOU TURN SOMETHING INTO ME EARLY, I EXPECT YOU TO FIX MY ASSIGNMENT IMMEDIATELY. DONT LIE TO ME, IF THESE RULES ARENT FOLLOWED, I WILL DISPUTE

 

Using the table below, reproduced from page 152 of the Friis and Sellers (2014) text, calculate age-specific death rates for the category of malignant neoplasms of trachea, bronchus, and lung. What inferences can be made from the age-specific death rates for malignant neoplasms of trachea, bronchus, and lung?

Table 3A-1: Malignant Neoplasms of Trachea, Bronchus, and Lung Deaths by Age Group, United States, 2003:

Age (Years)

Population

Malignant Neoplasms of

Trachea, Bronchus, and

Lung* Deaths

25–34

39,872,598

154

35–44

44,370,594

2,478

45–54

40,804,599

12,374

55–64

27,899,736

30,956

65–74

18,337,044

49,386

Using tables Table 3A-2 and Table 3A-3below, reproduced from page 153 of the Friis and Sellers (2014) text, answer the assignment questions found after the tables.

Table 3A–2Mortality by Selected Age Groups, Males and Females, United States, 2003:

Males

Females

Total

Age (Years)

Population

Number of Deaths

Population

Number of Deaths

Population

Number of Deaths

15–19

10,518,680

 9,706

 9,959,789

 3,889

20,478,469

 13,595

20–24

10,663,922

 14,964

10,063,772

 5,009

20,727,694

 19,973

25–34

20,222,486

 28,602

19,650,112

12,698

39,872,598

 41,300

35–44

22,133,659

 56,435

22,236,935

33,026

44,370,594

 89,461

45–54

20,043,656

110,682

20,760,943

66,099

40,804,599

176,781

Table 3A–3Total Mortality from Selected Causes, Males and Females, United States, 2003:

Cause of Death

Males

Females

Total

All Causes

1,201,964

1,246,324

2,448,288

Accidents

 70,532

 38,745

 109,277

Malignant Neoplasms

 287,990

 268,912

 556,902

Alzheimer’s Disease

 18,335

 45,122

 63,457

Infant Deaths

 15,902

 12,123

 28,025

Maternal Deaths

NA

  495

  495

For purposes of calculation:

  • The total population is 2003 was 290,810,789 (males = 143,037,290; females = 147,773,499).
  • For 2003, total number of live births was 4,089,950.

In your Week Two assignment, please answer the following questions related to the measures of morbidity and mortality:

  • Calculate the crude death rates (per 100,000) for accidents, malignant neoplasms, and Alzheimer’s disease. Repeat these calculations for males and females separately.
  • Calculate the cause-specific death rates (per 100,000) for accidents, malignant neoplasms, and Alzheimer’s disease. Repeat these calculations for males and females separately.
  • What are the Proportional Mortality Ratios (PMR) (percent) for accidents, malignant neoplasms, and Alzheimer’s disease? Repeat these calculations for males and females separately.
  • Calculate the maternal mortality rate (per 100,000 live births).
  • Calculate the infant mortality rate (per 1,000 live births).
  • Calculate the crude birth rate (per 1,000 population).

When answering questions in your Week Two Assignment

  • Show calculations for solving problems using an equation editor, a clear photo, or scan of legible pen or pencil calculations either saved as an image and inserted into to your assignment document or attached as a .pdf file.
  • If doing the later, your .pdf image should be descriptively named using the following format: lastnamefirstinitialWeek1AssignmentQuestion.pdf. For example, Jane Smith would save her file as jsmithWeek2AssignmentQuestionA.pdf.

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HA520 Unit 2 Discussion Savvy Essay Writers

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HA520 Unit 2 Discussion

 

  1. Review managed care contracts for different payment plans (PPO, HMO, Fee for services, etc.) and describe provider incentives and risks under each of the following reimbursement methods:
    1. Cost-based
    2. Charge-base (including discounted charges)
    3. Per procedure
    4. Per diagnoses
    5. Per diem
    6. Global pricing
    7. Capitation

In two separate paragraph give your personal opinion to Lisa Wagner and  Elena Mears 

Elena Mears 

One of the unique features of the healthcare industry is that the patient or customer usually does not pay for their services directly.  Payment is made by a third-party payer and how and by which one often influences which services are provided and by whom (Gapenski, 2018). Third party payers include: 

  • Private Insurers – Blue Cross/Blue Shield, commercial insurers such as AETNA and Humana or Self-insurers such as large state programs or self- insured providers.
  • Public Insurers – Medicare or Medicaid

Industry wide increasing costs of care drove the demand for cost controls – hence the creation of managed care.  “Most definitions characterize managed care as a system that integrates the financing and delivery to appropriate medical care by means of the following features: contracts with selected physicians and hospitals that furnish a comprehensive set of health care services to enrolled members, usually for a predetermined monthly premium; utilization and quality controls that contracting providers agree to accept; financial incentives for patients to use the providers and facilities associated with the plan, and the assumption of some financial risk by doctors, thus fundamentally altering their role from serving as agent for the patient’s welfare to balancing the patient’s needs against the need for cost control – or  as Mechanic put it succinctly, moving “from advocacy to allocation” (Iglehart, J. 1992 p. 742).

Managed care gave rise to several new types of insurance deliverables.  Health maintenance organizations (HMOs) are based on the premise that the traditional insurance-provider relationship incents treatment of illnesses, but not prevention of them (Gapenski, 2016).  “By combining financing and delivery of comprehensive healthcare services into a single system, HMOs theoretically have as strong an incentive to prevent illnesses as to treat them “(Gapenski, 2016, p. 48).   However, requiring the assignment of a primary care physician and limited providers to those within the HMO’s network make them less than desirable to many patients.     Preferred provider organizations (PPOs) are a hybrid of HMOs and traditional health insurance.   They do implement many cost cutting measures like HMO’s, but don’t restrict the patient to one physician, or only physician that are in network (Gapenski, 2016).  But regardless of the payer or payer type for a particular healthcare service, only a limited number of payment methodologies are used to reimburse providers (Gapenski, 2018, p.52).  They fall into two categories – fee-for-service and capitation.

Fee-for-service charging has been the dominant method for many years, and most patients think of their care in these terms – the more the physician does, the more it will cost.  Three fee-for-service methods include (1) cost-based reimbursement where the payer agrees to reimburse the provider for the allowable costs incurred to provide the service; (2) charge-based reimbursement, when payers pay billed charges based on a provider rate schedule called a chargemaster; or (3) prospective payment where the payer sets the rates (i.e. by procedure, by diagnosis, per day or bundled) before the service is provided  (Gapenski, 2016). 

Furthermore, units of payment are defined as:

  • Per procedure – a separate payment is made for each procedure performed.  Most commonly used in the outpatient setting, the concern with this payment type is the high administrative costs with complex diagnoses (Gapenski, 2016).
  • Per diagnosis – the provider is paid a rate based on the patient’s diagnosis.  The practice was pioneered by Medicare in its diagnosis-related groups (DRGs) used to define hospital inpatient reimbursement.  The risk here is if the diagnosis is very complex.  Even if the provider requires more resources to treat the patient, they will only be reimbursed the pre-set diagnosis rate (Gapenski 2016).
  • Per day (per diem) – the provider is paid a fixed amount for each day of service provided.
  • Bundled – payers make a single payment that covers all services delivered in single episode regardless of the number of providers involved (Gapenski, 2016). An example of bundled pricing is maternity or obstetrical care.  A bundled or global rate may include the physician’s office visits, lab work, or other testing — all billed and paid together.
  • When reimbursing for care under the capitation model, the provider is paid a fixed amount per covered life period regardless of the amount of services provided.   Used primarily by managed care plans, both providers and insurers are tasked with enhancing quality while constraining costs (Gapenski, 2016).

Fee-for-service has fallen out of favor.  The long-standing fee-for-service model is methodically being replaced by a value-based payment system that rewards providers based on efficiency and patient outcomes rather than volume, according to local stakeholders.    “The fee-for-service model is easier to do. You assign a payment level and pay. But it doesn’t really align incentives very well,” said Ward Sanders, president of the nonprofit New Jersey Association of Health Plans. “We want to get to a place where we’re rewarding providers not for how much care they provide but for the outcomes and how well they provide care” (Vecchione, A, 2018).

Lisa Wagner 

While reviewing the managed care contracts we find two main types; the health maintenance organizations (HMO) and preferred provider organization (PPO).  The HMO only has a select few providers and individuals are assigned a primary care manager.   In the PPO plan patients are not assigned a set provider and they have a greater selection of providers to choose from. To increase productivity and cost efficiency they recently added a managed fee for service plan (Gapenski, L. C. Reiter, K. L. p. 48, 2016).

            There are two main categories of reimbursement methods for managed care, the reimbursement methods are fee-for-service and capitation.  The fee-for service has three main categories cost-based, charge based, and prospective payment (covers per and bundled categories). Service fees are given to providers based on type of services provided. The incentive portion of cost based is that providers are guaranteed payment. In charge-based reimbursement individuals are billed for services that the provider sets.  Currently with charge-based, companies negotiate or discount charges if they have a large group of participants.  The prospective payment plan individuals are made aware of the rates for payment prior to the services being given.  This does not rely on allowable costs or charges unlike the cost-based and charge-based.  In the capitation reimbursement providers are given a fixed rate over a set time regardless of what service the provider gives (Gapenski, L.C., Rieter, K. L. p. 52-54, 2016).

Cost-based incentive would be for the provider to accrue more costs. A risk is providing unneeded services. For the charge-based an incentive would be to apply higher charge rates and the risk is that there may be a limit on how high providers can go.  Procedure providers would need to increase the number of procedures that have a high profit.  The risk is reimbursement can vary based on the actual cost of a procedure.  Per diagnosis, increase the profit by choosing the diagnosis code with the greater profit. However, some diagnosis cost less than others.  As for the per diem providers need to increase the amount of days patients will stay at the hospital to increase profit. On the other hand, risks would be shorter stays have less reimbursement.

Bundled providers would need to increase number of cases/episodes.  Risk is they can be “unbundled” which decreases amount of reimbursement.  Capitation would to increase health and decrease utilization to gain a profit.  The risks are only treatments that are medically needed would be done (Gapenski, L.C., Rieter, K. L. p. 55-57, 2016).

Since capitation is fixed an incentive for providers is to minimize costs to gain more revenue as well as provide services that reduce cost.  With capitation providers may only treat patients that are low risk.   In the fee-for-service reimbursement providers can increase services administered to receive a higher reimbursement.  In bundled reimbursement providers a given an amount for all services given for one case, this encourages providers to give quality care and keep the cost for each case low. (Barnum, H., Kutzin, J., Saxenian, H., p. 6-7,10-12. 2006). 

Each type of pure reimbursement provides some measure of risk selection and incentives.  Global there is incentive to reduce cost, increase services and have little risk selection.  Fee-for service providers will have a strong incentive to increase service, reduce costs with some risk selection.  In capitation providers want to increase services and has a lot of risk selection.  With bundled providers will reduce cost, increases caseloads, and has a high chance of risk selection. (Barnum, H., Kutzin, J., Saxenian, H., p. 14. 2006). 

Barnum, H.  Kutin, J. Saxenian, H. (2006).  Incentives and Provider Payment Methods.

Retrieved from https://is.muni.cz/el/1456/jaro2006/PVEKZD/um/W6/financovani_anglicky.pdf

Gapenski, L.C., Rieter, K. L. (2016).  Healthcare Finance An Introduction to Accounting &

            Financial Management. Health Administration Press. Sixth Edition. Chicago, Illinois.

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Music Assignment 6 Savvy Essay Writers

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Music Assignment 6

For this reflection essay, choose any one of the following ideas and write your one-page essay about it:

  • Describe the relationship between sound and silence in Japanese gagaku. How does the interplay of silence and sound affect the timbral (textural) and impact of the music? Are the sounds of the instruments surprising to you based on what they look like? If so, describe what you expected based on appearance and what sound quality you hear instead.
  • Consider the sound vs. silence question in relation to the instruments of the sankyoku ensemble (shakuhachi, the shamisen, and/or the koto).  What is it that gives each instrument its unique timbre? (think instrument materials, things used to play the instrument, etc.) 
  • What are the requirements for becoming a gagaku musician in the Imperial Household Agency?  (Is there a family connection? How long must one study? What does an aspiring gagaku musician need to know?
  • Describe one membranophone, one aerophone, and one chordophone used in gagaku, including how each is played, and the instrument’s subtype (according to the Hornbostel-Sachs system).
  • Describe how ethnomusicologist William Malm’s observation (extracting maximum effect from a minimum of musical materials) applies to a gagaku performance, or to any solo performance style of one of the three sankyoku instruments.
  • We discussed three different musical (or at least sound-making) groups or roles that are part of kabuki theater performances.  Name all three, including the instruments or sounds they use, and where they are physically located in relation to the main action and actors on stage.  What are some other important elements of kabuki staging? (These may or may not have to do with music.)
  • Describe the relationship between the shakuhachi, breath, and meditation, and the instrument’s movement from that purpose to music.  
  • Discuss the role of the komuso and what it had to do with the shakuhachi, meditation, and the internecine struggles between the warring states of Japan in the Tokugawa (or Edo) period.
  • What are the instruments used in sankyoku? Describe distinctive features of each — structure, material, etc., and how each is classified in the Hornbostel-Sachs system. And what is their role of these instruments in relation to the main melody?
  • How does an Okinawan sanshin differ from a Japanese shamisen, in terms of both instrument structure (and materials) and playing technique, and use within different traditions, in different ensembles (or alone), and for different occasions?
  • What group of instruments is typical in Okinawan minyo music? What about the role of the voice?
  • How is Okinawa (and really the Ryukyu Island chain) both part of Japan, and yet separate in history and identity? 

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Health Care Mngt 4.1 Savvy Essay Writers

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Health Care Mngt 4.1

 

Imagine your team has been given the task of consulting with a local health care facility that has been experiencing some issues with its staff. Leadership of the facility has noted the main issues being communication, motivation, and teamwork, and has asked you to provide some strategies to improve these areas.

Note: Second-level bullets (considerations) are meant to guide the students in creating their responses; the expectation is not that the response would specifically address each component.  

Write a 1,050- to 1,400-word proposal in which you:

  • Explain strategies that can be used to create efficient and effective teams.
  • What are the essential elements of effective teams?
  • How are teams used in other industries, such as aviation, auto racing, and the military?
  • What best practices from other industries could be applied in the health care industry?
  •  Explain strategies that can be used to manage conflict within teams.
  •  Explain strategies that can be used to communicate effectively in a health care organization.
  • Why does an organizational model matter when considering communication?
  • How should an organization communicate with or involve employees in formulating solutions to problems?
  • What communication techniques are most effective for sharing information and ideas?
  • What communication techniques have proven to be ineffective?
  • How might technology also affect the communication process?
  • Describe methods management can use to motivate employees. Consider what theoretical concepts support this.

Explain why you believe these choices would be effective.

Cite 3 references, one of which may be the course textbook.

Format your assignment according to APA guidelines.

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science discussion 4 Savvy Essay Writers

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science discussion 4

 

Food for Energy

The kitchen may be the one room in which most people are most aware of the different systems and units of measurements used in the house and around the world. In the United States (U.S.), milk is bought by the gallon, sugar by the pound, soda by the liter, and cereal by the ounce. After you unpack your groceries you store some in the freezer at 0°F or indulge in a snack by baking a treat in your preheated oven at 350°F. As you can see, you can encounter many different units of measurement just in the kitchen.

Humans need food for energy. The amount of energy in a food can also be measured as calories. There is a relationship between the amount of energy we take in and the energy we expend every day. Eating foods from all food groups is important, but how do you decide what to eat? Each meal should be evaluated to include the proper food groups and nutrients.

To start this week’s Discussion, review the information found at the website below and address the following questions:

Choose MyPlate. (n.d.). Retrieved December 15, 2016, from https://www.choosemyplate.gov/

  1. Why do different people require different amounts of food and therefore energy? Identify the daily recommended caloric intake for your age and sex.
  2. Calories are simply a form of measurement. Choose your favorite food and provide the caloric information for 1 serving. Then provide an example of the amount of an activity needed to burn off that much energy.
  3. What food groups are necessary for a balanced meal? How do your measure a portion?
  4. Culture, personal experience and the environment impact human health. Provide an example of how children or adults make food choices unrelated to their body’s needs?
  5. Childhood obesity is an increasing problem in the United States. Propose a way to educate children about food choices and how food can impact their health.

Be sure to review the Discussion Board Course Rubrics.

For help with citations, refer to the APA Quick Reference Guide.

Use this reference when referring to your text:

Trefil, J., & Hazen, R. M. (2016). The sciences: An integrated approach. Hoboken, NJ: John Wiley & Sons, Inc.

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Assignment: Public Health Education Flyer/Press Release Savvy Essay Writers

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Assignment: Public Health Education Flyer/Press Release

 

Can you imagine throwing a party only to have one guest attend? It would be the same as creating a public health education program that no one notices. What good does a public health education program do if no one knows that it exists? In order for a public health education program to be successful, the public must know about it and choose to participate in it. The most direct way to accomplish this is through effective communication and marketing.

To prepare for this Assignment:

  • Review the Learning Resources on developing press releases and effective health information and messaging.
  • Based on these guidelines, begin to develop a flyer or press release for one of the three programs you proposed for the Week 2 Discussion. Consider the appropriateness of the different features of the flyer or press release (e.g., reading level, graphics). Think about the elements and strategies associated with social marketing: product, price, place, promotion, partnership, policy, and politics. 

To complete this Assignment:

  • Create a 1-page flyer or press release for one of the three public health education programs you proposed for the Week 2 Discussion (using Microsoft Word).
  • In addition, in 1–2 pages, provide your rationale for the various features you incorporated. Explain how the flyer or press release addresses the needs of the intended audience, including the targeted reading level.

Note: Please be sure that you use only royalty- and copyright-free images and graphics in your flyer or press release. You may not simply copy and paste any image you find on the Internet. In addition, be sure that your work is your own and not a copy of an existing handout or flyer.

Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. 

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Security Science Savvy Essay Writers

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Security Science

As a whole integrates three fundamental concepts (security management, the built environment and security principles); those which are informed and directed by security risk management. For this assignment, provide insight and details regarding each of these three concepts and appropriate examples regarding how the security professional would approach and employ them in carrying out their roles and responsibilities.

Technical Requirements:

Length: 5 pages total, double spaced, 1″ margins, 12 pitch type in Times New Roman font.  Title page, abstract and reference list do not count towards the required page count. (PAY ATTENTION)

Sources: You are not limited to the assigned readings within this course for your research.  Research outside of assignment readings is encouraged.  You must use and document in your paper, a minimum of five academically acceptable resources for this assignment. 

Citations/References: You must use the APA Reference List (Parenthetical) style for this assignment.

Submission: All work will be prepared in Microsoft Word and submitted as an attachment. All work will be prepared in Microsoft Word format and submitted as an attachment.

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Benchmark- Integrating Science And Mathematics Savvy Essay Writers

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Benchmark- Integrating Science And Mathematics

PLEASE USE TEMPATE

 

Create a unit plan integrating science and math content of fractions, decimals, and/or percents.

Ensure you have listed each of the science (NSES)) and math (NCTM) standards to include learning goals and objectives.

Create the unit plan including the following:

  1. Clear-cut objectives that align to standards
  2. Relevant materials and resources
  3. Differentiation of instruction to address the diverse needs of students. Name the differentiation strategies for the specific diverse groups. Problem solving and inquiry strategies
  4. The 12 science processes
  5. Concrete manipulatives to help develop science and fraction/decimal sense
  6. Informal and/or formal assessment that align with objectives
  7. Authentic, formative and/or summative assessments
  8. Allow for student reflection

Write a narrative of 1,000-1,250 words that addresses the assignment criteria, gives specific examples from the unit plan, and state your rationale.

Prepare this assignment according to the APA Style Guide, located in the Student Success Center. An abstract is not required. Include an appendix to the paper that is a copy of the unit plan.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Welcome to the final week! This week we will be exploring how to create a unit that integrates both math and science. It is cross curricular. Your assignment this week is the benchmark assignment for the course. Review the benchmark document found in the syllabus for specific instructions for the assignment.

  1.  I have attached a template in the course add-ons. I strongly suggest that you use the template for this assignment. 
  2. Be sure to review the rubric for this assignment before submitting.
  3. You will need to submit this assignment both in the Loud Cloud classroom and in Task Stream. A 20% deduction will be taken if you do not submit to Task Stream, per university policy.
  4. Remember to also submit your practicum log showing 20 hours.

 

 Again, you will be turning in the following to both Loud Cloud and Task stream: This can be submitted as 1 document or attached separately.

1) Assignment Template (this is the reflection piece)

2) Unit Pan:  Have 5 lesson plans.    

3) Practicum Log-show all 20 hours

 

Friendly Reminders and Common Questions

1)   What if I was simply unable to complete the practicum, even with the deadline? You must take the 20% deduction from the benchmark. You could still pass the course however.

 

2)   When you are designing your unit plan, remember it needs to be for grades 3 to 8. 

 

3)   Remember you need to have 5 total lessons to make up the unit plan. 

 

4)   Everyone must have the following submitted into Loud cloud AND Task stream by Sunday: Do not forget to include the Task stream rationale to avoid a deduction. Here is the website: http://www.gcu.edu/Documents/Adding-your-RATIONALE-to-Each-Module-14.pdf

 

Benchmark- Integrating Science and Mathematics

 
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
15.0 %Applying ACEI Standards  
2.0 % 1.0 Development, Learning, and Motivation Does not know, understand, or use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Knows and understands some of the concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation, but rarely uses them effectively. Knows, understands, and effectively uses the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Knows, understands, and carefully uses the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. Knows, understands, and methodically uses the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
15.0 %Applying ACEI Standards  
2.0 % 2.2 Science Does not know, understand, or use fundamental concepts of physical, life, and earth/space sciences. Cannot design or implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Knows and understands some fundamental concepts of physical, life, and earth/space sciences, but rarely use them effectively. Can design, but rarely implements age-appropriate inquiry lessons effectively to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Knows, understands, and effectively uses fundamental concepts of physical, life, and earth/space sciences. Can effectively design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Knows, understands, and uses fundamental concepts of physical, life, and earth/space sciences. Carefully designs and implements age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science. Knows, understands, and uses fundamental concepts of physical, life, and earth/space sciences. Can methodically design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science
15.0 %Applying ACEI Standards  
2.0 % 2.3 Mathematics Does not know, understand, or use the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Does not engage in problem solving, reasoning or proof, communication, connections, or representation. Knows and understands some of the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability, but rarely uses them. Rarely engages in problem solving, reasoning and proof, communication, connections, and representation. Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Sometimes engages in problem solving, reasoning and proof, communication, connections, and representation. Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Generally engages in problem solving, reasoning and proof, communication, connections, and representation. Knows, understands, and uses the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. Consistently engages in problem solving, reasoning and proof, communication, connections, and representation.
15.0 %Applying ACEI Standards  
2.0 % 3.1Integrating and Applying Knowledge for Instruction Does not plan or implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, or the community. Rarely plans or implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. Plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. Skillfully plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community. Methodically plans and implements instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community.
15.0 %Applying ACEI Standards  
2.0 % 3.2 Adaptation to Diverse Students Does not understand how elementary students differ in their development and approaches to learning, nor create instructional opportunities that are adapted to diverse students. Does not completely understand how elementary students differ in their development and approaches to learning, and rarely creates instructional opportunities that are adapted to diverse students. Understands how elementary students differ in their development and approaches to learning, and creates instructional opportunities that are adapted to diverse students. Understands how elementary students differ in their development and approaches to learning, and skillfully creates instructional opportunities that are adapted to diverse students. Understands how elementary students differ in their development and approaches to learning, and methodically creates instructional opportunities that are adapted to diverse students.
15.0 %Applying ACEI Standards  
2.0 % 3.3 Development of Critical Thinking and Problem Solving Does not understand or use a variety of teaching strategies that encourage elementary students’ development of critical thinking or problem solving. Understands, but rarely uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Understands and uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Understands and efficiently uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Understands and meticulously uses a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.
15.0 %Applying ACEI Standards  
1.0 % 3.4 Active Engagement in Learning Does not use knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning environments. Rarely uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning environments. Uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning environments. Carefully uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self -motivation, and positive social interaction and to create supportive learning environments. Masterfully uses knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, positive social interaction and to create supportive learning environments.
15.0 %Applying ACEI Standards  
1.0 % 4.0 Assessment for Instruction Does not know, understand, or use formal and informal assessment strategies to plan, evaluate, or strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, but rarely uses some formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, and uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, and effectively uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students. Knows, understands, and strategically uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of elementary students.
15.0 %Applying ACEI Standards  
1.0 % 5.1 Professional Growth, Reflection, and Evaluation Not aware of and does not reflect on the practice in light of research on teaching, professional ethics, and resources available for professional learning; does not evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community or actively seek out opportunities to grow professionally. Rarely aware of and scarcely reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; seldom evaluates the effects of their professional decisions and actions on students, families, and other professionals in the learning community and does not seek out opportunities to grow professionally. Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; occasionally evaluates on the effects of their professional decisions and actions on students, families, and other professionals in the learning community and seeks out opportunities to grow professionally. Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; typically evaluates the effects of their professional decisions and actions on students, families, and other professionals in the learning community and seeks out opportunities to grow professionally. Aware of and reflects on the practice in light of research on teaching, professional ethics, and resources available for professional learning; continually evaluates the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seeks out opportunities to grow professionally.
70.0 %Content  
18.0 % Standards and Objectives No standards are mentioned in the lesson. Lesson objectives are not aligned to standards. Standards are inconsistently alluded to in the lesson. Lesson objectives are minimally aligned to standards. Too many or too few standards are included. Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards. Some relevant standards addressed are referenced in the objectives. Some key standards are identified. Lesson is mostly influenced by standards. Relevant standards are referenced in the objectives. Most key standards are identified. Lesson is clearly aligned to standards. Key applicable standards are thoroughly referenced in the objectives. Lesson is guided by and aligned to standards.
18.0 % 12 Science Processes 12 science processes are missing. 12 science processes are either missing or incomplete The 12 science processes are present, but have a cursory explanation. All of the 12 science processes are present with a clear explanation. All of the 12 science processes are present, and each are thoroughly explained.
17.0 % Differentiation and Problem-solving Activities Differentiation and problem-solving activities/strategies are absent or unrelated to objectives. No differentiation of instruction is mentioned. Many differentiations and problem–solving activities/strategies are extraneous and irrelevant. A limited or unsuccessful attempt is made to individualize activities for learning styles or strengths. Differentiation, and problem -solving activities/strategies relate to objectives, but some are extraneous. Activities are mostly accessible to students with different learning styles and strengths. Lesson plan includes differentiated instruction and problem-solving activities/strategies, limited to either gifted students, English language learners, or students with special needs. Differentiation and problem–solving activities/strategies provide a logical path to meeting objectives. Activities are accessible to students of more than one learning style or strength. Lesson includes varied differentiated instruction and problem–solving activities/strategies for gifted students, English language learners, and students with special needs. Students of many learning styles and strengths can benefit from the differentiation, and problem–solving activities/strategies. Lesson clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students, English language learners, and students with special needs.
17.0 % Assessments-Informal and/or Formal Assessments that Align with Objectives Assessments are missing; lesson does not allow for student reflection. Some assessments are present; lesson does not allow for student reflection. Most assessment types stated in the assignment’s criteria are present; most align to the objectives; lesson includes student reflection. Assessments are complete. Most align with the unit plan objectives; lesson includes student reflection. Assessments are comprehensive and are aligned with the unit plan objectives; lesson includes student reflection.
15.0 %Organization, Format and Mechanics  
5.0 % Organization There is no unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. Organization and structure of the paper detract from the writer’s message. Introduction is missing. Paragraphs are disjointed and do not transition ideas smoothly and logically. Conclusion is missing. Structure of the paper is not easy to follow. Introduction is provided but it does not preview all major points. Paragraph transitions need improvement. Conclusion is provided but does not flow from the body of the paper. Structure of the paper is clear and easy to follow. Introduction provides sufficient background on the topic, and previews major points. Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper. Structure of the paper is clear and easy to follow. Introduction provides extensive background on the topic, and previews major points. Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper. Conclusion is logical, flows from the body of the paper, and does not include new information.
15.0 %Organization, Format and Mechanics  
5.0 % Research Citations No reference page; no citations. Reference page is present; citation is inconsistently used. Reference page is included which lists sources used in paper; sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources; documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is error-free.
15.0 %Organization, Format and Mechanics  
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, etc.) Surface errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but are not overly distracting to the reader. Prose is largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written American English.
100 % Total Weightage  

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