Month: November 2018

Air pollution effects (greenhouse gas emissions)

Connecting Theory and Research to Practice

Assessment 7 (RDNG 6313)

Synthesis Paper: Connecting Theory and

Research to Practice

 

 

It is important to be aware of how theories have shaped current reading practices in today’s classrooms and to understand the connection between reading theories and reading instruction, especially in regards to student achievement. In this theory to practice paper, you will discuss instructional practices literacy that you use in your classroom, would like to use in your classroom, or were exposed to when you were in school, and you will make clear connections between those practices and the theories discussed throughout this class. The paper will be about 5-6 pages. You must cite at least two sources beyond your textbook. You must cite all sources for the strategies and theories choose when appropriate. Works cited and in-text citations should consistently follow the APA 6th edition format.

 

Synthesis Paper Guidelines

You will select three (3) instructional approaches in literacy that you use in your classroom, would like to use in your classroom, or were exposed to when you were in school.  Examples of literacy instructional practices include (but are not limited to) the use of book club, reading workshop, explicit modeling of comprehension strategies, teaching phonics, etc. You will explain the focal teaching practices of each instructional practice you choose, and give brief examples as needed. Provide evidence from sources beyond those used in the course if needed to support the instructional strategies you have chosen.

After your description of each focal instructional practice, you will also discuss how students respond to/what students should gain from each instructional approach. Then, you will discuss how each instructional approach is related to the theories discussed in this class. Which theoretical perspectives support the focal instructional practice? How can the theories you have selected be used to explain the instructional practice? Additionally, based on the theoretical perspectives you chose explain the strengths and limitations of the instructional approach. Please make clear connections by citing relative research.

The outline for this course paper will be as follows for all three (3) strategies you choose:

1. Name of Literacy Instructional Approach
   1. Focal Teaching Practices for the Instructional Approach (including strengths of the instructional approach)
   2. Theoretical Perspectives about the Instructional Approach
   3. What Makes the Instructional Approach an Effective Teaching “Tool”
   4. How Students Respond to/What Students Should Gain from the Instructional Approach

 

* Use the same outline for instructional approach #2 and #3.

 

Assessment 7, Research Paper: Connecting Theory and Research to Practice, aligns with the following IRA 2010 Standards:
Standard 1: Foundational Knowledge	Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.

 

Assessment 7

 

Course: RDNG 6313 Theory and Practice in Teaching Reading                                   Synthesis Paper: Connecting Theory and Research to Practice

 

CRITERIA	Exemplary *In order to obtain Exemplary status for any of the Reading Standards Content Criteria to be considered, the candidate must include an additional page after the reference page of the paper where he or she includes detailed statements for EACH STANDARD that he or she believes is beyond proficient (exemplary).  This evidence must be provided in order to be considered for Exemplary scoring.*	Proficient	Acceptable	Unacceptable
	IRA 2010 Standard 1 (Foundational Knowledge): Teacher Educator Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
1.1 Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.	40 points The candidate detailed focal teaching practices for three instructional approaches-including strengths of each instructional approach (Part A.)   and,   the candidate detailed why the three instructional approaches chosen are effective teaching “tools” (Part B). Furthermore, the candidate detailed limitations for each of the three focal instructional approaches.	31-39 points The candidate detailed focal teaching practices for three instructional approaches-including strengths of each instructional approach (Part A.)   and,   the candidate detailed why the three instructional approaches chosen are effective teaching “tools” (Part B).	22-30 points The candidate provided focal teaching practices for three instructional approaches-including strengths of each instructional approach (Part A.)   and,   the candidate explained why the three instructional approaches chosen are effective teaching “tools” (Part B). but, one of the areas lacked the required detail.	0-21 points The candidate did not provide focal teaching practices for three instructional approaches-including strengths of each instructional approach (Part A.)   or,   the candidate explained why the three instructional approaches chosen are effective teaching “tools” (Part B). or, more than one of the areas lacked the required detail,   or, at least one of the requirements was completely missing.
1.2 Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.	20 points The candidate used theory to thoroughly explain the effectiveness of the three instructional approaches (Part B.)   and,   the candidate additionally detailed a reflective stance/opinion of the theories that were used to explain the instructional approaches.	15-19 points The candidate used theory to thoroughly explain the effectiveness of the three instructional approaches (Part B.)	10-14 points The candidate used theory to explain the effectiveness of the three instructional approaches (Part B.)   but, one of the areas lacked the required detail.	0-9 points The candidate did not use theory to explain the effectiveness of the three instructional approaches (Part B.)   or, more than one of the areas lacked the required detail,   or, at least one of the requirements was completely missing.
1.3 Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.	20 points The candidate detailed multiple ways students should respond to /what students should gain from the instructional approaches (Part D.), and, the candidate additionally detailed how the fidelity (the teacher’s proficiency) with the use of the strategies can influence the effectiveness of the strategies for students.	15-19 points The candidate detailed multiple ways students should respond to /what students should gain from the instructional approaches (Part D.).	10-14 points The candidate detailed two ways students should respond to /what students should gain from the instructional approaches (Part D.).	0-9 points The candidate detailed minimally detailed ways students should respond to /what students should gain from the instructional approaches (Part D.) or, did not do so at all.

 

QUALITY OF WRITING

Statement of Purpose/Focus and Organization	30 to 40 points The response is fully sustained and consistently and purposefully focused: • controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained • controlling idea or main idea of a topic is introduced and communicated clearly for the purpose, audience, and task The response has a clear and effective organizational structure creating unity and completeness: • a variety of transitional strategies is consistently used to effectively clarify the relationships between and among ideas • progression of ideas from beginning to end is logical • introduction and conclusion are effective for audience and purpose • appropriate sentence structure variety produces strong connections among ideas	20 to 29 points The response is sustained and purposefully focused: • controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained • controlling idea or main idea of a topic is introduced and communicated clearly for the purpose, audience, and task The response has a clear and effective organizational structure creating unity and completeness: • a variety of transitional strategies is consistently used to effectively clarify the relationships between and among ideas • progression of ideas from beginning to end is logical • introduction and conclusion are effective for audience and purpose • appropriate sentence structure variety produces strong connections among ideas	10 to 19 points The response is sustained and purposefully focused in some of the following areas: • controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained • controlling idea or main idea of a topic is introduced and communicated clearly for the purpose, audience, and task The response has a clear and effective organizational structure creating unity and completeness: • a variety of transitional strategies is consistently used to effectively clarify the relationships between and among ideas • progression of ideas from beginning to end is logical • introduction and conclusion are effective for audience and purpose • appropriate sentence structure variety produces strong connections among ideas	0 to 9 points The response is sustained and purposefully focused in in very few of the following areas: • controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained • controlling idea or main idea of a topic is introduced and communicated clearly for the purpose, audience, and task The response has a clear and effective organizational structure creating unity and completeness: • a variety of transitional strategies is consistently used to effectively clarify the relationships between and among ideas • progression of ideas from beginning to end is logical • introduction and conclusion are effective for audience and purpose • appropriate sentence structure variety produces strong connections among ideas
Evidence/Elaboration	30 to 40 points The response provides thorough and convincing support/evidence (with citations) for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: • use of evidence from CITED sources is smoothly integrated, cited, comprehensive, relevant, and concrete • a variety of effective elaborative techniques is used The response demonstrates strategic use of language to produce clear communication: • precise language clearly and effectively expresses ideas • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose	20 to 29 points The response provides support/evidence (with citations) for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: • use of evidence from CITED sources is smoothly integrated, cited, comprehensive, relevant, and concrete • a variety of effective elaborative techniques is used The response demonstrates strategic use of language to produce clear communication: • precise language clearly and effectively expresses ideas • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose	10 to 19 points The response somewhat provides support/evidence (with citations) for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves some depth that is specific and relevant: • use of evidence from CITED sources is integrated, cited, comprehensive, relevant, and concrete • elaborative techniques is used The response somewhat demonstrates strategic use of language to produce clear communication: • precise language clearly and effectively expresses ideas • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose	0 to 9 points The response insufficiently provides support/evidence (with citations) for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves lacks depth that is specific and relevant: • use of evidence from CITED sources is integrated, cited, comprehensive, relevant, and concrete • elaborative techniques is used The response insufficiently demonstrates strategic use of language to produce clear communication: • precise language clearly and effectively expresses ideas • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose
Editing/Conventions	15 to 20 points The response displays adequate command of all conventions of writing: • some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed • use of punctuation, capitalization, and spelling is adequate	10 to 14 points The response displays adequate command of all conventions of writing: • some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed • use of punctuation, capitalization, and spelling is adequate	5 to 9 points The response insufficiently displays command of all conventions of writing: • multiple errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed • use of punctuation, capitalization, and spelling is adequate	0 to 5 points The response insufficiently displays command of all conventions of writing: • excessive errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed • excessive errors in use of punctuation, capitalization, and spelling is adequate

 

 

 

Smoking Should Not be Banned in all Public Places

Managing and Co-ordinating the Human Resources Function

Your assessment
Assessment brief
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Assessment guidance
This section offers guidance on each area of the assessment brief.

Question 1

Analyse how the HR function varies between organisations. Include a comparison of HR delivery in different sectors and organisations of different sizes.
Assessment criteria 2.2 Analyse how the HR function varies between organisations in different sectors and of different sizes.

Guidance

Here, you need to briefly introduce your chosen organisation then describe the HR function within it. You should underpin this with models and theories of HR and compare your chosen overview to organisations of different sizes and sectors. You can be general here or use examples of specific organisations.

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Question 2

Provide three examples of organisational objectives that the HR function is responsible for delivering and briefly explain how these have evolved over time.
HR objectives can be delivered in many ways. Provide a brief summary of two significant methods.
Assessment criteria 1.1 Summarise the organisational objectives that the HR function is responsible for delivering and how these are evolving in contemporary organisations.

Assessment criteria 2.1 Explain the different ways in which HR objectives can be delivered in organisations.

Guidance

The first part of this question requires you to describe three key objectives that your HR function has main responsibility for. For example, if an objective of the organisation is to improve absence rates, you would provide an overview of HR’s role in the success of this. You also need consider how these have evolved/are evolving in the organisation.

The second part of this question is more general and requires you to explain at least two different ways that HR objectives can be delivered. Consider the advantages/disadvantages of examples such as shared services, outsourcing or HRBP.

Close
Question 3

Describe HR’s contribution to business ethics. Include reasons and ways that the HR function acts in a professional and fair manner.

Assessment criteria 1.3 Evaluate the business case for managing HR in a professional, ethical and just manner.

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Question 4

Provide a short description of at least two major theories of change management.

Briefly describe an example of change in the organisation and apply one of the theories – including some evaluation of the process, outcome and impact.

Assessment criteria 1.2 Explain the major theories of effective change management and how these are implemented and evaluated.

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Question 5

You are planning to produce an evidential report highlighting the HR function’s contribution to organisation success and development. Provide a brief summary of the criteria and organisational data that could be included and how it would be analysed.

Assessment criteria 3.1 Discuss the main criteria and methods used to evaluate the contribution of the HR function.

Guidance

Here, you need to consider how you can evidence HR’s contribution to success. What criteria/data can you select within the organisation that can show this? Provide a summary of a range of different types of information and explain how they would be presented and analysed, within a hypothetical report, to clearly provide this information. You could include benchmarking data, balanced scorecard, SLAs, KPIs, metrics etc.

Close
Question 6

Read the article provided below: It identifies and evaluates research evidence linking HR practices with positive organisational outcomes. Briefly summarise the findings and evaluate its validity, reliability and persuasiveness.
Explain how high-performance working and investment in human capital can impact on organisational success and performance. Does the article support this?
Assessment criteria 4.1 Identify and evaluate research evidence linking HR practices with positive organisational outcomes.

Assessment criteria 4.2 Explain how high-performance working and investment in human capital impact on organisational practice.

Guidance

Here, you need to evaluate the research and state why it is valid, whether you agree with the findings, whether the article was sufficiently useful, and the quality, in your view, of the document. You need to consider how the article has linked HR practice with positive organisational outcomes. Remember to summarise the main findings and comment on the persuasiveness of the findings. Examples might include the link between high-performance working, effective HR services, human capital, and/or building organisational capability.

We will be looking for a critical evaluation of the content and findings of the document, and then a clear explanation of the impact of high-performance working and human capital investment on organisations.

Close

Evidence to be produced/required
Written answers for each of the six activities of 4000 words in total

You should relate academic concepts, theories and professional practice to the way organisations operate, in a critical and informed way, and with reference to key texts, articles and other publications and by using organisational examples for illustration.

All reference sources should be acknowledged correctly and a bibliography provided where appropriate (these should be excluded from the word count).

Article for selection
Below is the article that can be used for Question 6:

Strategic HR functions and firm performance: The moderating effects of high-involvement work practices

Sleep apnea

Explain Descartes’ Method of doubt; what does he hope to accomplish from this method; is Descartes a skeptic?

“Psychometric tests are the only truly objective measure we have for selection”

Hamlet and Freud Intertwined

“In this essay you will select a character(s) and analyze his or her (their) actions through following critical approaches: Psychological or gender/feminist. You will make a claim (thesis) about their actions and ultimate meaning to the play while providing evidence form the text and supporting academic research. The critical approach you select will guide your analysis and lead to a clear and cogent argument. A key part of your essay will be to explain the critical approach you select. Provide detailed definition and a historical background of your critical approach before beginning your analysis.”

I need to psychologically analyze Hamlet, Ophelia, and Gertrude in “Hamlet” by Shakespeare using factual research of Freud and psychoanalysis in literature. I need six total sources including Hamlet, the poem. I have already written one page over the psychoanalytic lens, so all I need is an essay psychologically analyzing the three characters. Evidence from scholarly articles about stages of grief, depression, traumatic experiences, loss of loved ones, and analysis of trauma to behavior is desired.

I have found sources and created a works cited page. Here are some, if you feel as if these are not good enough to construct at least a B paper, please feel free to find others.

Bohls, Michelle Miller. “Greed, Vulnerability, Deprivation, Shame, and Envy: Let’s Talk About
Money in Group.” Group: Journal of the Eastern Group Psychotherapy Society, vol. 41, no. 1, Spring 2017, pp. 33–43. EBSCOhost, lsproxy.austincc.edu/login?url= http://search.ebscohost.com.lsproxy.austincc.edu/login.aspx?direct=true&db=a9h&AN=123989679&site=ehost-live.

Horowitz, Mardi J. “Effects of Trauma on Sense of Self.” Journal of Loss & Trauma, vol. 20, no.
2, Mar. 2015, pp. 189–193. EBSCOhost, doi:10.1080/15325024.2014.897578.
Joannidis, Christo. “Madness: Terror and Necessity – Thoughts on Winnicott.”
International Forum of Psychoanalysis, vol. 22, no. 1, Mar. 2013, pp. 53–59. EBSCOhost,
doi:10.1080/0803706X.2011.609836

Jordan, Barry. “Psychoanalytic Criticism: Theory in Practice.” Modern Language Review, vol. 81,
no. 2, Apr. 1986, pp. 417–419. EBSCOhost, lsproxy.austincc.edu/login?url=http://search.ebscohost.com.lsproxy.austincc.edu/login.aspx?direct=true&db=a9h&AN=17564004&site=ehost-live.

Joannidis, Christo. “Madness: Terror and Necessity – Thoughts on Winnicott.”
International Forum of Psychoanalysis, vol. 22, no. 1, Mar. 2013, pp. 53–59. EBSCOhost,
doi:10.1080/0803706X.2011.609836

Metzger, Jesse A. “Adaptive Defense Mechanisms: Function and Transcendence.” Journal of
Clinical Psychology, vol. 70, no. 5, May 2014, pp. 478–488. EBSCOhost,
doi:10.1002/jclp.22091.

I had an idea of incorporating greed into why Gertrude married Claudius so soon and why Claudius killed King Hamlet. Feel free to play around with different psychological analysis perspectives, but please ONLY analyze Hamlet (the son) Gertrude, and Claudius. The essay is MLA format (12 point font, Times New Roman, Double Spaced).

Thank you so much. You have no idea how much help this is. I am a high school student in a sophomore college class, and It has burned me out.

Law of Contract and the Civil Justice System

Copy of Sources