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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] s edwards

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    Artificial intelligence (AI) “is the science and engineering of making intelligent machines, especially computer programs” (McCarthy, 2007, p. 2). The goal is to build computer systems that can think and act like humans with the ability to reason, infer, and generalize. Today, AI applications are ub…

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    Artificial  intelligence (AI) “is the science and engineering of making intelligent  machines, especially computer programs” (McCarthy, 2007, p. 2). The  goal is to build computer systems that can think and act like humans  with the ability to reason, infer, and generalize. Today, AI  applications are ubiquitous. AI is used in most search engines,  recommendation systems, and virtual assistants, as well as in facial  recognition, image labeling, and spam filtering.

    In 2020, the company OpenAI unveiled the large language model (LLM)  Generative Pre-trained Transformer 3 (GPT-3). GPT-3 is based on a deep  learning architecture (i.e., artificial neural networks) and an  attention mechanism (i.e., networks designed to mimic cognitive  attention) (OpenAI, 2022). Hundreds of billions of words from the  Internet were used to train GPT-3. Because transformer-based AI is good  at natural language processing, GPT-3 is excellent at document  translation, summarization, image processing, and turning ideas into  speech (Devlin and Chang, 2018). In simple terms, older AI models are  good at content analysis, that is, the systematic summarization of  written data. In contrast, LLMs like GPT-3 are designed to conduct  discourse analysis. In other words, generating knowledge that is based  on the idea that words and sentences are linked to each other and that  the terms and phrases around them influence their meaning. GPT-3 was  improved and released as GPT-3.5 in 2022, and OpenAI released GPT-4 in  March 2023. The free version of ChatGPT, which you can sign up to use at  https://openai.com/blog/gpt-3-apps, is based on GPT-3.5 and the paid  version of ChatGPT plus is based on GPT-4.

    Researchers are exploring the use of LLMs for qualitative data  analysis (Lennon et al., 2021). Many popular qualitative software  programs already incorporate computer-assisted analysis tools. For  example, NVivo includes AI-assisted transcription and native languages  processing. ATLAS.ti has a beta OpenAI coding module. There are also  open-source projects, such as the Qualitative Discourse Analysis Package  and RQDA, that can be used with R statistical software.

    How researchers use AI in qualitative research can be a continuum of  complexity or original contribution. At the lowest level, AI is a tool  that does what the researcher tells it to do. AI might be used to find a  specific word or exact phrase in a document. At the next level, AI can  assist the researcher by performing more complex tasks, such as  transcribing an audio interview or completing “if this, then that tasks”  (IFTTT). The potential of LLMs lies in their ability to complete tasks  associated with higher-order and nonlinear thinking. These could be  collaborative tasks in which an LLM can act as a researcher by  generating themes or identifying relationships from qualitative data.  For example, one study showed that AI systems were about 11 percent  better at interpreting mammograms to predict breast cancer than human  experts (McKinney et al., 2020). At the furthest point in the continuum,  LLMs may be able to assume the role of scholars by generating theories  grounded in data that others can apply and evaluate.

    Researchers should keep several things in mind when using AI systems  to assist with qualitative data analysis. First, AI systems can be  wrong. In 2023, two New York lawyers were sanctioned by a U.S. district  judge for submitting a legal brief that contained six fictitious cases  that were generated when the individuals used ChatGPT for legal research  (Merken, 2023). Second, there are privacy concerns. Most AI systems  require researchers to upload documents to off-site servers, and many  terms of service agreements require that some level of ownership or use  of data be transferred to the AI host company. Third, AI results are  based on training data that may be biased or reflect historical and/or  social inequalities. For example, in 2018, the American Civil Liberties  Union purchased access to Amazon’s facial surveillance software  “Rekognition,” trained it with 25,000 publicly available arrest photos,  and then used it with images of members of Congress (Snow, 2018). The  software incorrectly identified 28 members as having been arrested for a  crime. Moreover, people of color were disproportionately falsely  matched (39% vs. 20%).

    Before using AI or LLMs to analyze your qualitative interviews, you  should check with your professor and institutional review board for  guidance.

    **Critical Thinking**

    1. What do you think about using AI to analyze qualitative interview data?
    2. What guidelines or protocols should researchers put into place when using AI to analyze qualitative data?

    – a year ago

  • [Solved] stat

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    – a year ago **files (1)** – ## res710_v5_wk2_course_project_worksheet_frequency_tables_and_histograms1.docx **## res710_v5_wk2_course_project_worksheet_frequency_tables_and_histograms1.docx** RES/710 v5 Corse Project Worksheet – Frequency Tables and Histograms RES/710 v5 Page 2 of…

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    – a year ago

    **files (1)**

    – ## res710_v5_wk2_course_project_worksheet_frequency_tables_and_histograms1.docx

    **## res710_v5_wk2_course_project_worksheet_frequency_tables_and_histograms1.docx**

    RES/710 v5

    Corse Project Worksheet – Frequency Tables and Histograms

    RES/710 v5

    Page 2 of 2

    ## ![C:UsersdjshireyOneDrive – University of PhoenixF_DriveStyle GuidesUPX LogosHorizontal formatUOPX_Sig_Hor_Black_Medium.png](https://www.sweetstudy.com/questions/stat-20904295)Course Project Worksheet – Frequency Tables and Histograms

    **Complete** Parts 1 and 2 below.

    ## Part 1: Frequency Tables

    Using your dataset chosen in Week 1, use Excel to
    **complete** frequency data runs for each of your variables. Then, describe each frequency table directly referencing the data in the table.

    Paste your frequency tables in the appropriate sections below. Be sure to follow proper APA guidelines for each table and describe the results. Each frequency table should be described in about a paragraph and should directly reference the table.

    ### Frequency Table for Independent Variable 1

    **Independent Variable 1 Name**: [Enter independent variable 1 here.]

    **Frequency Table**:

    [Paste your frequency table here.]

    **Summary and Description**:

    [Enter your summary and description here.]

    **Frequency Table for Independent Variable 2**
    **Independent Variable 2 Name**: [Enter independent variable 2 here.]

    **Frequency Table**:

    [Paste your frequency table here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Frequency Table for Dependent Variable**
    **Dependent Variable Name**: [Enter dependent variable here.]

    **Frequency Table**:

    [Paste your frequency table here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Part 2: Histograms and Graphs**
    Using the same data you selected in Week 1,
    **develop** a histogram and assess the distribution of each variable. Consider why the distribution of the data is important.

    Paste your histograms in the appropriate sections below. Be sure to follow proper APA guidelines for each histogram and describe the results. Each histogram should be described in about a paragraph and should directly reference the histogram.
    **Histogram for Independent Variable 1**
    **Independent Variable 1 Name**: [Enter independent variable 1 here.]

    **Histogram**:

    [Paste your histogram here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Histogram for Independent Variable 2**
    **Independent Variable 2 Name**: [Enter independent variable 2 here.]

    **Histogram**:

    [Paste your histogram here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Histogram for Dependent Variable**
    **Dependent Variable Name**: [Enter dependent variable here.]

    **Histogram**:

    [Paste your histogram here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **References**
    [List references for Part 1 and 2 according to APA guidelines.]

    Copyright 2021 by University of Phoenix. All rights reserved.

    Copyright 2021 by University of Phoenix. All rights reserved.

    **image1.png**

    **## res710_v5_wk2_course_project_worksheet_frequency_tables_and_histograms1.docx**

    RES/710 v5

    Corse Project Worksheet – Frequency Tables and Histograms

    RES/710 v5

    Page 2 of 2

    ## ![C:UsersdjshireyOneDrive – University of PhoenixF_DriveStyle GuidesUPX LogosHorizontal formatUOPX_Sig_Hor_Black_Medium.png](https://www.sweetstudy.com/questions/stat-20904295)Course Project Worksheet – Frequency Tables and Histograms

    **Complete** Parts 1 and 2 below.

    ## Part 1: Frequency Tables

    Using your dataset chosen in Week 1, use Excel to
    **complete** frequency data runs for each of your variables. Then, describe each frequency table directly referencing the data in the table.

    Paste your frequency tables in the appropriate sections below. Be sure to follow proper APA guidelines for each table and describe the results. Each frequency table should be described in about a paragraph and should directly reference the table.

    ### Frequency Table for Independent Variable 1

    **Independent Variable 1 Name**: [Enter independent variable 1 here.]

    **Frequency Table**:

    [Paste your frequency table here.]

    **Summary and Description**:

    [Enter your summary and description here.]

    **Frequency Table for Independent Variable 2**
    **Independent Variable 2 Name**: [Enter independent variable 2 here.]

    **Frequency Table**:

    [Paste your frequency table here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Frequency Table for Dependent Variable**
    **Dependent Variable Name**: [Enter dependent variable here.]

    **Frequency Table**:

    [Paste your frequency table here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Part 2: Histograms and Graphs**
    Using the same data you selected in Week 1,
    **develop** a histogram and assess the distribution of each variable. Consider why the distribution of the data is important.

    Paste your histograms in the appropriate sections below. Be sure to follow proper APA guidelines for each histogram and describe the results. Each histogram should be described in about a paragraph and should directly reference the histogram.
    **Histogram for Independent Variable 1**
    **Independent Variable 1 Name**: [Enter independent variable 1 here.]

    **Histogram**:

    [Paste your histogram here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Histogram for Independent Variable 2**
    **Independent Variable 2 Name**: [Enter independent variable 2 here.]

    **Histogram**:

    [Paste your histogram here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **Histogram for Dependent Variable**
    **Dependent Variable Name**: [Enter dependent variable here.]

    **Histogram**:

    [Paste your histogram here.]

    **Summary and Description**:

    [Enter your summary and description here.]
    **References**
    [List references for Part 1 and 2 according to APA guidelines.]

    Copyright 2021 by University of Phoenix. All rights reserved.

    Copyright 2021 by University of Phoenix. All rights reserved.

    **image1.png**

  • [Solved] brumsey

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Cross-cultural communication anxiety and uncertainty are common elements experienced by everyone despite their cultural orientation. Understanding this shared concern will help us empathize with others in intercultural communication. This week, you will better understand the dynamic of interacting w…

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    Assignment Prompt & Instructions

    Cross-cultural  communication anxiety and uncertainty are common elements experienced  by everyone despite their cultural orientation. Understanding this  shared concern will help us empathize with others in intercultural  communication. This week, you will better understand the dynamic of  interacting with a person from a different culture. You will experience  some anxiety as the interviewer, but the person you will be interviewing  might also be anxious. Keep this in mind.

    It is finally here; you are ready to give  the interview! You have prepared culturally sensitive questions, you  have been building a comfortable relationship with the interviewee, and  you have selected a time and place that works well for the interviewee.  Next, consider the following tips from “9 Tips on Conducting Great  Interviews” (Israel, 2012) that will help your interview be a success.

    1. Start slow, creating a safe environment for interviewee.
    2. Coax your interviewee into revealing information. Don’t hammer them.
    3. Ask open ended questions.
    4. Ask questions you don’t know the answers to – allow yourself to be surprised.
    5. Allow interviewees to go off-topic a bit.
    6. Don’t send questions ahead of the interview.
    7. Be prepared – do your research.
    8. Listen to your interviewee.
    9. Avoid dumb questions.

    ### **Interview Questions**

    **Name of Interviewee:**

    **Question 1:**

    Can you share a bit about your cultural background and how it has shaped your values and beliefs?

    **Question 2:**

    What challenges have you faced while navigating cultural differences, either at school, work, or in your community?

    **Question 3:**

    How does your family maintain cultural traditions, and how do those practices influence your daily life?

    **Question 4:**

    Have you ever felt misunderstood or misrepresented because of your cultural background?

    ”

    **Question 5:**

    What role does language play in your cultural identity?

    **Question 6:**

    What advice would you give someone who wants to be more culturally aware and respectful?

    – a year ago

  • [Solved] des

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    Executive Solution Overview

    Please see attachment – a year ago **files (1)** – ## southternliteaturefinalexam.docx **## southternliteaturefinalexam.docx** Final exam Southern Literature You will need to answer the questions with a topic sentence, provide a quote from the text, and analyze how the evidence supports your topic s…

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    Assignment Prompt & Instructions

    Please see attachment

    – a year ago

    **files (1)**

    – ## southternliteaturefinalexam.docx

    **## southternliteaturefinalexam.docx**

    Final exam Southern Literature

    You will need to answer the questions with a topic sentence, provide a quote from the text, and analyze how the evidence supports your topic sentence. You will be graded on your topic sentence and analysis of the evidence. You should have 4-5 sentences of analysis for each quote.
    **Your answers should be derived from my lecture notes.**

    1. Contrast Evelyn and Idgie. It should be two separate paragraphs.

    2. How is white masculinity represented in
    _Fried Green Tomatoes_?

    3. Discuss the representation of race in the early to mid-twentieth century in the novel.

    4. Discuss how Idgie and Ruth’s relationship is depicted in the novel.

    5. How does Evelyn evolve?

    6. Discuss the sense of friendship between the white and black families

    7. Discuss the representation of gender or sexuality.

    **## southternliteaturefinalexam.docx**

    Final exam Southern Literature

    You will need to answer the questions with a topic sentence, provide a quote from the text, and analyze how the evidence supports your topic sentence. You will be graded on your topic sentence and analysis of the evidence. You should have 4-5 sentences of analysis for each quote.
    **Your answers should be derived from my lecture notes.**

    1. Contrast Evelyn and Idgie. It should be two separate paragraphs.

    2. How is white masculinity represented in
    _Fried Green Tomatoes_?

    3. Discuss the representation of race in the early to mid-twentieth century in the novel.

    4. Discuss how Idgie and Ruth’s relationship is depicted in the novel.

    5. How does Evelyn evolve?

    6. Discuss the sense of friendship between the white and black families

    7. Discuss the representation of gender or sexuality.

  • [Solved] Education Assignment 1

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    Executive Solution Overview

    – a year ago **files (2)** – ## APPENDIXC.pdf – ## Assignment1.docx **## APPENDIXC.pdf** Appendix C Assignment Rubrics Assignment 1 Rubric Instructional Strategies for Critical Thinking Rubric Requirement Exceeds Expectations Meets Expectations Does Not Meet Expectations Strategies Identifies 3 stra…

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## APPENDIXC.pdf

    – ## Assignment1.docx

    **## APPENDIXC.pdf**

    Appendix C
    Assignment Rubrics

    Assignment 1 Rubric
    Instructional Strategies for Critical Thinking Rubric

    Requirement Exceeds
    Expectations

    Meets
    Expectations

    Does Not Meet
    Expectations

    Strategies Identifies 3
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    4 points

    Identifies 2
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    2-3 points

    Identifies only
    1strategy or activity
    and identifies how
    they can be used to
    help develop critical
    thinking/problem
    solving skills
    0-1 point

    Use of
    Strategies

    Describes in detail
    how strategies will
    be used, including
    the activity(s)
    identified that will
    utilize each strategy.
    Includes how the
    strategy will impact
    learning.
    4 points

    Describes the
    strategy use in
    detail but does not
    indicate the
    activities that utilize
    each strategy.
    2-3 points

    Does not describe
    the activities that
    will incorporate
    each strategy.
    0-1 point

    Assessment Indicates how the
    strategies will be
    assessed to measure
    candidate learning,
    and uses a graphic
    display of data (self-
    generated data) to
    give a picture of
    progress over time.
    4 points

    Indicates how the
    strategies will be
    assessed to
    measure candidate
    learning, but does
    not use a graphic
    display of data
    (self-generated
    data) to give a
    picture of progress
    over time.
    2-3 points

    Does not indicate
    how strategies will
    be assessed for
    effectiveness.
    0-1 point

    References Provides 3
    professional
    references relating
    to the strategies
    identified
    4 points

    Provides 2
    professional
    references relating
    to the strategies
    identified
    2-3 points

    Provides only 1
    professional
    reference relating to
    the strategies
    identified
    0-1 point

    Generated: 4/8/2025 Page 14 of 16

    **## Assignment1.docx**

    Select a content area (reading, mathematics, science, social studies) and develop an inventory of THREE strategies (one for each area below) and/or materials that would develop critical thinking and problem solving skills with your students. Describe how you would assess the learning of the content presented in the activity. Cite a minimum of 3 professional references; one reference may be the course textbook. Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus. Save the assignment with the file name in the following format:

    Use the link below to find a reading documents for reading. I prefer ELA 4th Grade.

    [https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf](https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf)

    Develop at least one strategy or material for each area below.   See resources that are linked as attachments to this assignment iCanvas.

    _Learning theories_(Multiple Intelligences, Constructivism, Cognitivism, Humanism, Behaviorist, etc.)

    _Use of technology resources_(videotapes, disks, audio visual technology, computers, websites, web quest, etc.)

    _Use of instructional strategies_(cooperative learning, collaborative learning, discovery learning, inquiry learning, active/engaged learning, interdisciplinary study, project based learning, etc.)

    For each strategy you must:

    Define and/or describe the strategy

    o Type of strategy

    o Activity name

    o Activity description

    Explain how the strategy will help all students learn to think critically.

    o Background information of the instructional strategy

    Explain how you will use the strategy/materials in the classroom

    o Materials needed

    o Classroom use

    View keyboard shortcuts

    EditViewInsertFormatToolsTable

    12pt

    Paragraph

    pView keyboard shortcutsAccessibility Checker

    0 words

    **## Assignment1.docx**

    Select a content area (reading, mathematics, science, social studies) and develop an inventory of THREE strategies (one for each area below) and/or materials that would develop critical thinking and problem solving skills with your students. Describe how you would assess the learning of the content presented in the activity. Cite a minimum of 3 professional references; one reference may be the course textbook. Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus. Save the assignment with the file name in the following format:

    Use the link below to find a reading documents for reading. I prefer ELA 4th Grade.

    [https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf](https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf)

    Develop at least one strategy or material for each area below.   See resources that are linked as attachments to this assignment iCanvas.

    _Learning theories_(Multiple Intelligences, Constructivism, Cognitivism, Humanism, Behaviorist, etc.)

    _Use of technology resources_(videotapes, disks, audio visual technology, computers, websites, web quest, etc.)

    _Use of instructional strategies_(cooperative learning, collaborative learning, discovery learning, inquiry learning, active/engaged learning, interdisciplinary study, project based learning, etc.)

    For each strategy you must:

    Define and/or describe the strategy

    o Type of strategy

    o Activity name

    o Activity description

    Explain how the strategy will help all students learn to think critically.

    o Background information of the instructional strategy

    Explain how you will use the strategy/materials in the classroom

    o Materials needed

    o Classroom use

    View keyboard shortcuts

    EditViewInsertFormatToolsTable

    12pt

    Paragraph

    pView keyboard shortcutsAccessibility Checker

    0 words

    **## APPENDIXC.pdf**

    Appendix C
    Assignment Rubrics

    Assignment 1 Rubric
    Instructional Strategies for Critical Thinking Rubric

    Requirement Exceeds
    Expectations

    Meets
    Expectations

    Does Not Meet
    Expectations

    Strategies Identifies 3
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    4 points

    Identifies 2
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    2-3 points

    Identifies only
    1strategy or activity
    and identifies how
    they can be used to
    help develop critical
    thinking/problem
    solving skills
    0-1 point

    Use of
    Strategies

    Describes in detail
    how strategies will
    be used, including
    the activity(s)
    identified that will
    utilize each strategy.
    Includes how the
    strategy will impact
    learning.
    4 points

    Describes the
    strategy use in
    detail but does not
    indicate the
    activities that utilize
    each strategy.
    2-3 points

    Does not describe
    the activities that
    will incorporate
    each strategy.
    0-1 point

    Assessment Indicates how the
    strategies will be
    assessed to measure
    candidate learning,
    and uses a graphic
    display of data (self-
    generated data) to
    give a picture of
    progress over time.
    4 points

    Indicates how the
    strategies will be
    assessed to
    measure candidate
    learning, but does
    not use a graphic
    display of data
    (self-generated
    data) to give a
    picture of progress
    over time.
    2-3 points

    Does not indicate
    how strategies will
    be assessed for
    effectiveness.
    0-1 point

    References Provides 3
    professional
    references relating
    to the strategies
    identified
    4 points

    Provides 2
    professional
    references relating
    to the strategies
    identified
    2-3 points

    Provides only 1
    professional
    reference relating to
    the strategies
    identified
    0-1 point

    Generated: 4/8/2025 Page 14 of 16

    **## Assignment1.docx**

    Select a content area (reading, mathematics, science, social studies) and develop an inventory of THREE strategies (one for each area below) and/or materials that would develop critical thinking and problem solving skills with your students. Describe how you would assess the learning of the content presented in the activity. Cite a minimum of 3 professional references; one reference may be the course textbook. Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus. Save the assignment with the file name in the following format:

    Use the link below to find a reading documents for reading. I prefer ELA 4th Grade.

    [https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf](https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf)

    Develop at least one strategy or material for each area below.   See resources that are linked as attachments to this assignment iCanvas.

    _Learning theories_(Multiple Intelligences, Constructivism, Cognitivism, Humanism, Behaviorist, etc.)

    _Use of technology resources_(videotapes, disks, audio visual technology, computers, websites, web quest, etc.)

    _Use of instructional strategies_(cooperative learning, collaborative learning, discovery learning, inquiry learning, active/engaged learning, interdisciplinary study, project based learning, etc.)

    For each strategy you must:

    Define and/or describe the strategy

    o Type of strategy

    o Activity name

    o Activity description

    Explain how the strategy will help all students learn to think critically.

    o Background information of the instructional strategy

    Explain how you will use the strategy/materials in the classroom

    o Materials needed

    o Classroom use

    View keyboard shortcuts

    EditViewInsertFormatToolsTable

    12pt

    Paragraph

    pView keyboard shortcutsAccessibility Checker

    0 words

    **## APPENDIXC.pdf**

    Appendix C
    Assignment Rubrics

    Assignment 1 Rubric
    Instructional Strategies for Critical Thinking Rubric

    Requirement Exceeds
    Expectations

    Meets
    Expectations

    Does Not Meet
    Expectations

    Strategies Identifies 3
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    4 points

    Identifies 2
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    2-3 points

    Identifies only
    1strategy or activity
    and identifies how
    they can be used to
    help develop critical
    thinking/problem
    solving skills
    0-1 point

    Use of
    Strategies

    Describes in detail
    how strategies will
    be used, including
    the activity(s)
    identified that will
    utilize each strategy.
    Includes how the
    strategy will impact
    learning.
    4 points

    Describes the
    strategy use in
    detail but does not
    indicate the
    activities that utilize
    each strategy.
    2-3 points

    Does not describe
    the activities that
    will incorporate
    each strategy.
    0-1 point

    Assessment Indicates how the
    strategies will be
    assessed to measure
    candidate learning,
    and uses a graphic
    display of data (self-
    generated data) to
    give a picture of
    progress over time.
    4 points

    Indicates how the
    strategies will be
    assessed to
    measure candidate
    learning, but does
    not use a graphic
    display of data
    (self-generated
    data) to give a
    picture of progress
    over time.
    2-3 points

    Does not indicate
    how strategies will
    be assessed for
    effectiveness.
    0-1 point

    References Provides 3
    professional
    references relating
    to the strategies
    identified
    4 points

    Provides 2
    professional
    references relating
    to the strategies
    identified
    2-3 points

    Provides only 1
    professional
    reference relating to
    the strategies
    identified
    0-1 point

    Generated: 4/8/2025 Page 14 of 16

    **## Assignment1.docx**

    Select a content area (reading, mathematics, science, social studies) and develop an inventory of THREE strategies (one for each area below) and/or materials that would develop critical thinking and problem solving skills with your students. Describe how you would assess the learning of the content presented in the activity. Cite a minimum of 3 professional references; one reference may be the course textbook. Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus. Save the assignment with the file name in the following format:

    Use the link below to find a reading documents for reading. I prefer ELA 4th Grade.

    [https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf](https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/2016-MS-CCRS-ELA_20180724_2.pdf)

    Develop at least one strategy or material for each area below.   See resources that are linked as attachments to this assignment iCanvas.

    _Learning theories_(Multiple Intelligences, Constructivism, Cognitivism, Humanism, Behaviorist, etc.)

    _Use of technology resources_(videotapes, disks, audio visual technology, computers, websites, web quest, etc.)

    _Use of instructional strategies_(cooperative learning, collaborative learning, discovery learning, inquiry learning, active/engaged learning, interdisciplinary study, project based learning, etc.)

    For each strategy you must:

    Define and/or describe the strategy

    o Type of strategy

    o Activity name

    o Activity description

    Explain how the strategy will help all students learn to think critically.

    o Background information of the instructional strategy

    Explain how you will use the strategy/materials in the classroom

    o Materials needed

    o Classroom use

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  • [Solved] Discussion 1AM

    ✓ Verified Academic Solution Available

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    Why does classroom assessment need to be an integral part of your instructional process? (read Chapter 1 in the text) – a year ago

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    Assignment Prompt & Instructions

    Why does classroom assessment need to be an integral part of your instructional process? (read Chapter 1 in the text)

    – a year ago

  • [Solved] OSH Journal

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please view the attachment. – a year ago **files (1)** – ## 4308EnvironmentalHealthandSafety.docx **## 4308EnvironmentalHealthandSafety.docx** **As the Environmental Health and Safety Manager (EHS Manager), conduct a fire prevention and protection audit of the following assembly area:** · **It measu…

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    Please view the attachment.

    – a year ago

    **files (1)**

    – ## 4308EnvironmentalHealthandSafety.docx

    **## 4308EnvironmentalHealthandSafety.docx**

    **As the Environmental Health and Safety Manager (EHS Manager), conduct a fire prevention and protection audit of the following assembly area:**

    ·
    **It measures 80 feet by 140 feet.**

    ·
    **There are currently two 2A10B:C fire extinguishers located in the center of the room on each of the short ends (40 feet on each end of the room).**

    ·
    **The room hazard level is rated as ordinary with moderate amounts of Class A Combustibles and only minimal amounts of flammable/combustible materials.**

    **Then based on the following information, provide a determination (you must show your math calculations) as to how many fire extinguishers are needed for this area and provide comments on their placement.**

    ·
    **Your company has several employees who are working along a conveyor line to clean up an over spill of product by manually shoveling the materials. The conveyor belt is located outdoors and will take several days to clean up. Given the following data Wet Bulb Temperature = 88oF; Dry Bulb Temperature = 93oF; and Globe Temperature = 91oF, calculate the WBGT Index. You must show your math calculations.**

    **Due to the heat, the employees are only exposed for 190 minutes at this temperature over an 8-hour workday. Assume a 75oF exposure for the remaining 290 minutes. Provide a recommendation on the work/rest cycle based on the information and guidance in this unit. Include any assumptions in your analysis.**

    **Finally, discuss the concept of wind chill and calculate the wind chill in oF based on the following information below. You must show your calculations.**

    ·
    **Air Temperature: 10oF and a Wind Speed of 12 miles per hour (mph)**

    **Your journal may use headings to separate topics. It should be at least two pages in length. APA formatting and references are not required.**

    **## 4308EnvironmentalHealthandSafety.docx**

    **As the Environmental Health and Safety Manager (EHS Manager), conduct a fire prevention and protection audit of the following assembly area:**

    ·
    **It measures 80 feet by 140 feet.**

    ·
    **There are currently two 2A10B:C fire extinguishers located in the center of the room on each of the short ends (40 feet on each end of the room).**

    ·
    **The room hazard level is rated as ordinary with moderate amounts of Class A Combustibles and only minimal amounts of flammable/combustible materials.**

    **Then based on the following information, provide a determination (you must show your math calculations) as to how many fire extinguishers are needed for this area and provide comments on their placement.**

    ·
    **Your company has several employees who are working along a conveyor line to clean up an over spill of product by manually shoveling the materials. The conveyor belt is located outdoors and will take several days to clean up. Given the following data Wet Bulb Temperature = 88oF; Dry Bulb Temperature = 93oF; and Globe Temperature = 91oF, calculate the WBGT Index. You must show your math calculations.**

    **Due to the heat, the employees are only exposed for 190 minutes at this temperature over an 8-hour workday. Assume a 75oF exposure for the remaining 290 minutes. Provide a recommendation on the work/rest cycle based on the information and guidance in this unit. Include any assumptions in your analysis.**

    **Finally, discuss the concept of wind chill and calculate the wind chill in oF based on the following information below. You must show your calculations.**

    ·
    **Air Temperature: 10oF and a Wind Speed of 12 miles per hour (mph)**

    **Your journal may use headings to separate topics. It should be at least two pages in length. APA formatting and references are not required.**

  • [Solved] cheryl module 7

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Take a moment to review the many scenarios of police interacting with their community that have been recently highlighted in the media. You may use television, newspapers, credible online sources, etc.** **Create a list, using simply written bullet points, where you state at least 10 activities, b…

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    Assignment Prompt & Instructions

    **Take a moment to review the  many scenarios of police interacting with their community that have been  recently highlighted in the media. You may use television, newspapers,  credible online sources, etc.**

    **Create a list, using simply  written bullet points, where you state at least 10 activities,  behaviors, or actions that can take place between police or other  members of their communities that can create or result in a safer  community for all.**

    **Hint: Critically think about BOTH of these two questions: one page each question**

    **1. If you were stopped by a  member of a community policing force, what activities, behaviors, or  actions could YOU take to assure that it results in safe and healthy  interaction.**

    **2. If you were a member of a  policing force and interact with a member of a community, what  activities, behaviors, or actions could you take that result in a safe  and healthy interaction.**

    **Again, this is a simple list of 10 critically thought out and well written bullet points.**

    – a year ago

  • [Solved] cheryl module 6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – a year ago **files (1)** – ## PHS210CommunicableDiseaseS25.docx **## PHS210CommunicableDiseaseS25.docx** **Exploring Communicable Diseases:** **Airborne, Waterborne, Vectorborne, Foodborne, and Sexually Transmitted** **Instructions:** **1. Please Complete Entire Set Of Quest…

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    Assignment Prompt & Instructions

    please see attachment

    – a year ago

    **files (1)**

    – ## PHS210CommunicableDiseaseS25.docx

    **## PHS210CommunicableDiseaseS25.docx**

    **Exploring Communicable Diseases:**

    **Airborne, Waterborne, Vectorborne, Foodborne, and Sexually Transmitted**

    **Instructions:**

    **1. Please Complete Entire Set Of Questions.**

    **2. Use U.S. Government Sources ONLY Related To The Communicable Disease Type Indicated**

    **3. Respond To The Questions For ALL Five Communal Disease Types.**

    **4. When Complete: Update Your Eportfolio And Email Yourself A Copy**

    **I. AIRBORNE COMMUNICABLE DISEASES**

    **AIRBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **II. WATERBORNE COMMUNICABLE DISEASES**

    **WATERBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted to Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **III. VECTORBORNE COMMUNICABLE DISEASES**

    **VECTORBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **IV. FOODBORNE COMMUNICABLE DISEASES**

    **FOODBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **SEXUALLY TRANSMITTED DISEASES**

    **SEXUALLY TRANSMITTED DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **SEXUALLY TRANSMITTED DISEASE TWO**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    .

    **END**

    **## PHS210CommunicableDiseaseS25.docx**

    **Exploring Communicable Diseases:**

    **Airborne, Waterborne, Vectorborne, Foodborne, and Sexually Transmitted**

    **Instructions:**

    **1. Please Complete Entire Set Of Questions.**

    **2. Use U.S. Government Sources ONLY Related To The Communicable Disease Type Indicated**

    **3. Respond To The Questions For ALL Five Communal Disease Types.**

    **4. When Complete: Update Your Eportfolio And Email Yourself A Copy**

    **I. AIRBORNE COMMUNICABLE DISEASES**

    **AIRBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **II. WATERBORNE COMMUNICABLE DISEASES**

    **WATERBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted to Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **III. VECTORBORNE COMMUNICABLE DISEASES**

    **VECTORBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **IV. FOODBORNE COMMUNICABLE DISEASES**

    **FOODBORNE DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **SEXUALLY TRANSMITTED DISEASES**

    **SEXUALLY TRANSMITTED DISEASE ONE**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    **SEXUALLY TRANSMITTED DISEASE TWO**

    1. A. Common Name of Disease:

    B. Scientific Name of Disease:

    2. A. Scientific Name of Causative Organism:

    B. Is This Disease Bacterial, Viral, Fungal, or Other:

    3. Describe, BOTH Generally AND Specifically, How This Disease Is Transmitted To Humans:

    4. State Recommended Treatments, If Any for This Disease:

    5. List Three Ways A Local Community Can Prevent or Reduce Impacts of This Disease:

    A.

    B.

    C.

    6. A. Locate and Insert A Recent Map Showing This Disease’s U.S. Geodemographics

    _[Insert Map Here, Delete This Instruction]_

    B. Cite Your Source:

    7. What Can You Do To Protect Your Friends and Family From This Disease:

    8. What Can You Do To Protect Yourself From This Disease:

    9. How Should the Federal Government Protect Americans From This Disease?

    10. Please Discuss Gender Related Challenges Preventing or Reducing This Disease.

    .

    **END**

  • [Solved] brothers powerpoint

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I am a health and PE teacher at Deep Creek Middle school in Cheasapeake VA. **NBC/TEACHER LEADER TRACK DESCRIPTION OF FINAL** Your final project is to bring together information from meeting minutes . You must include the data that supported the decisions made, the strategies tried, the data after t…

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    Assignment Prompt & Instructions

    I am a health and PE teacher at Deep Creek Middle school in Cheasapeake VA.

    **NBC/TEACHER LEADER TRACK DESCRIPTION OF FINAL**

    Your final project is to bring together  information from meeting minutes . You must include the data that supported the  decisions made, the strategies tried, the data after the strategy  implementation and the final reflections of your team and the leadership  experience as a whole.

    This is to be created by utilizing a video enhanced PowerPoint

    NO MORE THAN 7 SLIDES, NO MORE THAN 3 MINUTES SPENT TALKING ON EACH SLIDE (BE CLEAR, CONCISE, TO THE POINT)

    – Title Slide
    – Meeting 1 (display data, discuss data and what conclusions/plans were made that supports the data)
    – Meeting 2 "
    – Meeting 3 "
    – Meeting 4 "
    – Meeting 5 "
    – Final Reflection of the process (did you  see the outcome you had hoped? What would you do differently? Did you  find this project enlightening?)

    I am attaching a sample slide. Please be original do not copy and paste from sample slide

    – [\
    \
    OralDefensePresentationExample.pdf](https://www.sweetstudy.com/files/oraldefensepresentationexample-pdf "OralDefensePresentationExample.pdf")

    – a year ago