Was the Department of Homeland Security wrong in the threat assessment released in November of 2009, in which it cited a growing threat from domestic extremist groups and individuals? Why or why not? Explain.

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Was the Department of Homeland Security wrong in the threat assessment released in November of 2009, in which it cited a growing threat from domestic extremist groups and individuals? Why or why not? Explain.
Was it inappropriate to discuss the domestic environment and possible motivations for citizens to engage in terrorist behavior and acts? Why or why not?
Do you feel that it illustrated a lack of trust of U.S. citizens? Explain.
Should the Secretary of Homeland Security have apologized for the assessment? Why or why not?
If such briefings are not tolerable to the citizens of the United States, how should the federal government (or state or local governments) communicate to its citizens information related to trends in domestic terrorism, hate groups and crimes, and the risk posed to citizens? Explain in detail.
Should certain groups or individuals be off-limits when discussing potential terrorist motivations (e.g., military veterans)?

Describe and critically analyse the ways in which globalization and/or social change shapes educational policy and practice in different national contexts. 

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Globalization, Social Justice and Social Change in Education

You need to critically analyse a specific educational issue in a specific global context, so you need to think about a specific topic that you can read around.

Learning Outcomes

  1. Identify and engage critically with theories which contribute to an understanding of conceptions of globalization, social justice and social change.
  2. Describe and critically analyse the ways in which globalization and/or social change shapes educational policy and practice in different national contexts.
  3. Draw on a range of relevant research to demonstrate an understanding of educational inequalities in different national contexts.

This assignment requires you to provide a critical analysis of the impact of globalization and social change on a specific education policy or practice in a specific global context, and the consequences for social justice.

Where appropriate students may also consider how social change could work towards more equitable practice. Where relevant you may need to consider how your own positionality (beliefs, values, role) shapes your understanding of social justice issues. You should review relevant literature, evidence, and or other sources as appropriate to deepen your own understanding of the area you are investigating and to critically reflect on your own practice, values and beliefs. Your writing should consider alternative approaches, interpretations and explanations where appropriate. Your writing may need to also include a critical evaluation of the challenges for or gaps in practice and/or policy. You must use subheadings to structure your essay.

In essence, this assignment requires you to provide a critical analysis of:

1) the impact of globalization / social change on…

2) an education policy or practice in…

3) a specific region or global locale and…

4) the consequences for learner equity.

Example topics & their structures:

Example 1: “Ethnicity and Attainment Gaps: does a lack of cultural understanding and a prejudiced notion of the ‘ideal learner’ perpetuate educational under-achievement for ethnic minority pupils?”

  • Introduction
  • Ethnicity and Attainment Gaps; The Global Picture
  • Black Achievement Gaps: The American Picture
  • Conclusion: Counter Politics and Social Justice from Below

Example 2: “The Impact of Globalization on the Education of the Socio-Economically Disadvantaged within the UK”

  • Introduction
  • Impact of Globalization on Government Policy and the Socio-Economically Disadvantaged
  • What can we learn from other countries?
  • Can Social Justice Be Achieved?
  • Conclusions

Useful articles and books to use as reference

  • Sensory, O. & DiAngelo, R. (2017) Is everyone really equal?: An introductions to key concepts in social justice education. New York: Teachers College Press
  • Globalization and Education: Introduction in Current Sociology = Article

by Stephen J. Ball; Anthony Gary Dworkin; Marios Vryonides

  • Understanding Education for Social Justice = Article by Kathy Hytten; Silvia Bettez
  • Lauder, H., Brown, P., Dillabough, J. & Halsey, A. (2006) Education, Globalization, and Social Change Oxford: Oxford University Press.
  • Smith, E. (2012) Key Issues in Education and Social Justice. Los Angeles, London, New Delhi: Sage Publications.
  • Apple, M. (2012) Education and Power. New York, London: Routledge.
  • Apple (2013) Can Education Change Society. New York: Routledge.
  • Avis, J. (2007) Education, policy and social justice: learning and skills. London: Continuum.
  • Axford, B.(2013) Theories of Globalization Cambridge: Polity Press.
  • Ball, S., Goodson, I. & Maguire, M. (2007) Education, Globalization, and new times Abingdon: Routledge.
  • Ayers, W., Quinn, T. & Stovall, D. (2009) Handbook of Social Justice in Education. Abingdon, New York: Routledge. Part 7 – Chapters 34-38
  • Lauder, H., Brown, P., Dillabough, J. & Halsey, A. (2006) Education, Globalization, and Social Change Oxford: Oxford University Press.
  • Olssen, M. Codd, J. & O’Neill, A. (2004) Education Policy: Globalization, Citizenship and Democracy. London: Sage Publications.
  • Tabb, W. (2001)The amoral elephant: Globalization and the struggle for social justice in the twenty-first century. New York: Monthly Review Press.
  • Walby, S. (2009) Globalization and Inequalities: Complexity and Contested Modernities. Sage Publications
  • Apple, M. (2014) Official Knowledge: Democratic Education in a Conservative Age. New York: Routledge.
  • Arshad, R. Wrigley, T. & Pratt, L. (2012) Social Justice Re-examined: dilemmas and solutions for the classroom teacher. Stoke-on-Trent: Trentham Books Ltd.
  • Ayers, W., Quinn, T. & Stovall, D. (2009) Handbook of Social Justice in Education. Abingdon, New York: Routledge
  • Burbules, N.& Torres, C.A. (2000) Globalization and Education: Critical Perspectives. New York: Routledge.
  • Giroux, H (2005) Border Crossings: Cultural Workers and the Politics of Education. New York, London: Routledge.
  • Stearns, P. N. (2009) Educating global citizens in colleges and universities: Challenges and opportunities. New York: Routledge.
  • Zajda, J. (ed) (2010) Globalization, Education and Social Justice. Dordecht, Heidelberg, London, New York: Springer

What aspects of aviation security should be addressed in terms of strengthening them? Where do you see weaknesses?

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Aviation security has the most publicly visible security measures of any critical infrastructure segment. Research and develop a 400-600 word post that discusses hits and misses in aviation security policy. Include in your discussion the following topics:

What aspects of aviation security should be addressed in terms of strengthening them? Where do you see weaknesses?
How would you balance the need for security with the need to get passengers through security efficiently and quickly? What messages would you develop to gain the public’s cooperation while undergoing screening measures?
Correctly reference the two documents in the reading assignment when making any claims about what works and what does not work in aviation security policy.

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”

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This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
Interview a community health and public health provider regarding that person’s role and experiences within the community.
Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

Include the following in your presentation:

Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
Summary of community assessment: (a) funding sources and (b) partnerships.
Summary of interview with community health/public health provider.
Identification of an issue that is lacking or an opportunity for health promotion.
A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA format ting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

Examine how physical activity may enhance the lives of special populations. Examine physiological and psychological elements associated with special populations.

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Personal Fitness Trainer Diploma

Assignment #2: Disability Paper

PURPOSE:

The purpose of this assignment is to present a variety of disabilities/ special populations and better understand how each one is unique with regards to fitness programming.

LEARNING OUTCOME:

The learning outcomes covered in this assignment:

  • Examine how physical activity may enhance the lives of special populations.
  • Examine physiological and psychological elements associated with special populations.
  • Understand the risk and functional assessment of special populations.
  • Understand the exercise prescription for special populations.

ASSIGNMENT DESCRIPTION:

Each student will present a disability and the specific implications for fitness in written format (approx. 10 pages, double spaced including reference list and title page, excluding figures and tables). The first section of the paper should give a brief overview of the disability / special population. The second section should focus on elements of implications to fitness including a review of current research on the area. The final portion must be a practical component demonstrating fitness techniques or presenting an actual training program. Please ensure that references are cited in the body of the paper, as well as listed in the final reference section according to APA formatting guidelines. A MINIMUM of 8 respected references sources is required for this assignment not including the assigned reading. If you wish to include any figures or tables, please include in a final Appendix section of your paper and refer to each individually in body of paper. Students are asked to tell the instructor which disability they have chosen as soon as possible once decided on for approval.

 

EVALUATION:

Background on disability/special population                                                                     5 marks

Relevant literature, appropriately interpreted and reviewed                                             5 marks

Practical Implications                                                                                                        5 marks

Depth of thought                                                                                                               2.5 marks

APA referencing and format                                                                                            2.5 marks

 

Total                                                                                                                              20 marks

Describe how and why these methods are appropriate for the type of problem identified; and how the findings contained within the various articles you reviewed relate to each other.

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ESFR 5013 Key Assignments
1. Abbreviated Literature Review: In a short literature review consisting of no more than 20 peer-reviewed research articles, please summarize and critique existing research related to the problem of practice you identified in the previous assignment. The purpose of this assignment is to develop the “evidence base” that you will use to design your research study. Your literature review should describe (a) What is currently known about the problem of practice;

(b) What methods and methodologies have been used to study the problem;

(c) How and why these methods are appropriate for the type of problem identified; and (d) how the findings contained within the various articles you reviewed relate to each other. This assignment is due at the beginning of the fifth class session and should not exceed more than 15 double-spaced pages, excluding APA formatted references. (13 pages)

2. Description of Research Methodology and Methods: In no more than 6 double-spaced pages, please describe the research methodology and research methods that you could use to carry out a study of the problem of practice you identified in the previous assignments.
In your description, please explain how you would (a) select participants and/or a research setting for you study;

(b) What sampling strategy you would use;

(c) What research methodology you would use and why;

(d) How you will approach the analysis of your data; and (e) what limitations you might encounter given your approach. (5 pages)

Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.

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Module guide

Module Title:  International and Comparative Education

Code EDU7373

Credit Value: 20 Credits

Level: 7

Module Overview
 

This module will enhance your awareness of education systems, traditions and issues in a number of countries, helping you to understand the relationships between education and other social phenomena by introducing the concepts and skills needed for systematic comparison.  This programme will help you to gain a rigorous multidisciplinary grounding in the comparative analysis of education and society, deepening their understanding of contemporary issues in education in many parts of the world.

This module will introduce you to the study of education in other countries, looking at how educational contexts, curricula, structures and policy vary throughout the world.  It begins by introducing methods of comparison and looks at education in other European and Asian countries.  There is a special focus on the pedagogy and practices and the module examines thematic issues relating to this including teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems.  It also introduces you to subjects such as globalisation and education, ideology and education and historical, social and cultural influences on education.

The module aligns with the programme learning, teaching and assessment strategy through its use of technology enhanced learning and the delivery model relies on an understanding of pedagogy and practice, national and international policy contexts and historical, social and cultural influences.

 

Module Learning outcomes: There can only be a maximum of 4 learning outcomes, each of which must be assessed summatively once only. All outcomes are weighted equally.
1.Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.
2. Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system.
3. Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system.
4. Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.

Session 1:  An introduction to the field of comparative education.

Read:

Phillips, D; Schweisfurth, M. (2014) Comparative and International Education: and introduction to theory, method and practice. [online]. London: Bloomsbury Academic. Available from:<http://www.myilibrary.com?ID=603984> (£11.22)

Adamson, B. (2012) International comparative studies in teaching and teacher education, Teaching and Teacher Education Vol.28, pp.641-648

Bray, M. and Thomas, R. M. (1995) Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses, Harvard Educational Review, Vol. 65, Issue. 3, pp.472-490.

 

During the session:

An introduction to the field of comparative education identifying current issues relating to international and comparative education in different countries.

Group discussion to compare experiences of education systems around the world.

Post session: Post on the forum.

  • What are your initial thoughts on the meaning of the term “International and Comparative Education”
  • Reflect on the education system of a county other than England – what do you notice?

Session 2: The Development of the English Education System.

Be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.

During the session:

Presentation and discussion on the development of the English education system past and present and current issues relating to the evolution of a school-led, self-improving school system in England

Discussion will be largely focussed on experiences of the group as a learner within an education system.

Take an aspect such as Inclusion, special needs, early years, creativity or maths and identify how this aspect has developed in the English education system over time – what were the possible influences of the development e.g. social, historical, cultural.

Then compare this aspect and how it has developed in a contrasting education system.

Post session:

Consider assessment criteria 1 of your forthcoming assignment – Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.

Session 3: An exploration of the issues relating to pedagogy and practice.

Please be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.

During the session:

Exploration of issues relating to pedagogy and practices, teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems. Using the short youtube clip, discuss, in terms of Inclusion, special needs, early years, creativity or maths:

https://www.youtube.com/watch?v=Csa5rDq4pyM

  • Pastoral care and wellbeing
  • Effective teaching practices
  • Classroom resources

Post session: Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

During the session:

Exploration of globalisation and education, ideology and education and historical, social and cultural influences on education.

What can the English Education System learn from the practice of other countries?

  • Finland?
  • Singapore Maths and Mastery?
  • Your chosen country?

Post session:

Reflect on the meaning of globalisation. http://www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_rev1.shtml BBC Bitesize

Consider assessment criteria 3 – Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;

Session 5: Critical reflection.

Watch:

During this session, explore you-tube clips on International and Comparative education that we have shared and discussed together as well as other clips that you can find that are relevant to your comparative country. Reflect critically on what you are watching and use the opportunity to gather resources and content to support your writing.

 

Read:

Explore articles and journal on the reading list that could be useful to support your ability to critically reflect against the assessment criteria of your forthcoming assignment.

 

During the session:

This session will give you the opportunity to explore and develop your understanding of Critical reflection on school visits and video sources relating them to the themes being discussed. There will be some independent working during this session, giving you time to read, discuss with your peers, reflect on your learning and to familiarise yourself with the grading criteria.

Critical Reflection:

http://acen.edu.au/2012conference/wp-content/uploads/2012/11/92_Critical-reflection.pdf

http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/intro3.html

Post session:

Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

Record some of the ideas you have had the opportunity to share and discuss, in order to help you prepare for this aspect of your written work.

Reading and preparation for assessment

Session 6: There is no face to face taught session today as schools are on half term – the University is open if you choose to work on site, otherwise please work at home at a time that is convenient for you:

Use this time to:

Consider the 4 assessment criteria elements that need to be met in order to pass your written assignment.

Look at the marking criteria and start to plan your work. Use your on-going notes that you have been making as well as reflecting back on how your understanding of leadership and management has developed over the course of the module.

Use this session to prepare for your assignment

You might also consider preparation for next week – comparison of a different education system to the one England uses is part of this assignment so please be ready to share something you have learnt next week, with the rest of the group.

Session 7: Developing a comparison of the English education system against another country’s education system.

Be ready during this session to prepare a 10 minute presentation about an education system that is used in a different country to England. During this session, by sharing ideas, we will learn a lot about education systems across the world.

Session 8: Symposia and Assessment

Preparation for session 8.

Reading and work on your written assignment.

During the session:

The session will be a symposia of presentations – you will be asked to present your assignment at this session. Consider your audience and how you wish to present your ideas so far – a poster, a PPT presentation, a selection of your on line journal comments on the forum and how your ideas have developed as a result of forum discussions etc.

Assessment (Reviewed Annually)

Assessment method

 

 Written assignment
Rationale for method

Explanation of why this assessment method has been chosen and how it supports achievement of the learning outcomes and alignment with the programme LT&A strategy

 Assessment will be carried out in accordance with the QAA expectations at Level 7.  As such it is expected that you will be able to produce a challenging and critically reflective report for the benefit of a professional audience.  In doing so you will need to show that you can:

· Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system;

· Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

· Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;

· Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.

 
Assessment outline

Guidance on what the assessment should include, level of criticality, articulation, expectations of referencing, the impact of formative activity, etc.

 Analyse and evaluate differences in policy and practice of another country’s education system identifying historical, cultural and social influences to inform a comparison the English education system.  The specific focus of your report will be negotiated with your tutor.
Assessment Scope

Explanation of the scope and range of the assessment.

 3000 words
Feedback Scope

Expectations of feedback in terms of timing, format, feedforward, etc.

 Formative feedback will be available from your tutor in a range of different formats including periodic tutorials, and from your peers through face to face and on-line conversations.

 

You will receive summative written feedback on your submission within 20 working days of it being received.  The feedback will outline the key strengths and areas for development in your submission, and suggest strategies you might apply to future assignments in the context of your studies.  You will also receive a clear indication of your achievement against each of the learning outcomes.

 
Plagiarism

 

 You are reminded of the University’s Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity.

Except where the assessment of an assignment is group based, the final piece of work that is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating.

You must also ensure that you acknowledge all sources you have used.

Submissions that are considered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits.

If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor.

 

 

 

 

 
Essential (Books/Journals/Specific chapters/Journal Articles)
Alexander, R.J. (2001) Culture and Pedagogy: international comparisons in primary education, Oxford, Blackwell.

 

Ball, S. (2012) Global Education Inc. New Policy Networks and the Neoliberal Imaginary, London: Routledge.

 

Cortazzi, M., and Jin, L. (2013) Researching Cultures of Learning, Basingstoke: Palgrave McMillian. Available from: <http://lib.myilibrary.com/Open.aspx?id=471874&src=0>

 

Hayden, M. and Thompson, J. (2001) International Education: Principles and Practice, London: Kogan Page.

 

Hayden, M., Levy, J. and Thompson, J.  (2015) The SAGE Handbook of Research in International Education, (2nd Ed), London: SAGE Publications Ltd;

 

Hayden, M. (2006). Introduction to international education: international schools and their communities. London: Sage.

 

Meyer, H.-D. and A. Benavot (2013). PISA, power, and policy: the emergence of global educational governance. Didcot, Oxford, United Kingdom: Symposium Books.

 
Recommended
Darder, A., Mayo, P. and Paraskeva, J. (2016) International Critical Pedagogy Reader, London: Routledge

 

Sakurai, Y., A. Parpala, K. Pyhältö and S. Lindblom-Ylänne (2016). Engagement in learning: a comparison between Asian and European international university students; Compare: A Journal of Comparative and International Education 46(1): 24-47.

 
Background
University of Sussex (2013. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries, [online]

Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/305154/Pedagogy-curriculum-teaching-practices-education.pdf 

 

OECD (2013) Innovative Learning Environments, Educational Research and Innovation, OECD Publishing [online] Available from:  http://www.keepeek.com/Digital-Asset-Management/oecd/education/innovative-learning-environments_9789264203488-en#page1

 

Marking Criteria Postgraduate bands

  0 – 39%

Fail

 40 – 49%

Fail

 50 – 59%

Pass

 60 – 69%

Strong Pass

(merit)

 70 – 79%

Very Strong Pass

(distinction)

 80 – 100%

Exceptionally Strong Pass

(distinction)
Criterion 1

Mark:

 Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system
Little or no attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. Limited attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. Some attempt to critically evaluate issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Clear critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Comprehensive critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Outstanding critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation.
Criterion 2

Mark:

 Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;
Little or no collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Limited collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Sound collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Clear collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Comprehensive collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Outstanding collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise
Criterion 3

Mark:

 Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;
Little or no articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Limited articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Some relevant articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Clear articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Comprehensive articulation of how one might apply theories and approaches to developing business and social enterprises a specific context. Outstanding articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context.
Criterion 4

Mark:

 Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.
Significant errors in basic skills leading to a muddled and difficult to read piece of work. Very limited use of sources and little attempt to reference accurately. Many minor spelling, punctuation or grammatical errors are evident. Some reference to key documentation and sources is included but not always usefully. An attempt to use the Harvard System is evident but often inaccurately handled. Good basic skills and organisation are evident. Key documentation and sources are referred to through a generally accurate use of Harvard System. A well-presented assignment. A range of documentation and sources are carefully used and referred to through an accurate use of Harvard System. A carefully constructed and presented assignment. Fully appropriate and wide range of documentation and extant sources used. The Harvard System is accurately used. A comprehensively constructed and expertly presented assignment supported by an extensive range of documentation and extant sources expertly used. The Harvard System is accurately used throughout.

 

On the rationale and importance and significance of the topic; to you, to businesses, what problem its solves, what does it add.

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Research ProjectPlan

(Proposal)

 

This exercise is designed to make you able to plan research project for the area of your interest.  (Formative assessment)                       

Title/Topic: Think of your research title and topic……after reading the question in the assignment.
Rationale/ Background: Write the basis or foundation for this research……….read given scenario in the assignment…..

150 words on the rationale and importance and significance of the topic; to you, to businesses, what problem its solves, what does it add.
Introduction and Literature review Introduce your topic….

Elaborate further on the rationale above. Commence a Literature review covering at least 5 well suited studies (journal articles), crticically analyse and debate those in relation to your research topic

700 Words At Least

Finish by research questions and hypotheses.
Aim of the research Write an aim of the research……, to address the research questions above

100 Words.
Objectives of the research

 

 

 Set out a few objectives in order to reach your aim, mind the difference between Objectives and Aims (Theoretical and Empirical Questions)

150 words.
Research strategy:

Qualitative

approach

vs

Quantitative

approach

 What kind of research approach would you adopt?

Qualitative vs. quantitative…describe…..

250 Words

 
Primary/ Secondary Research How are you going to go about the research

250 words.
Sources of Data Outline secondary vs. primary data……sources…..

250 words.
Population and Sampling Determine population. What sampling method will you be using ……..discuss…..determine sample size….

100 words.
Data collection methods Questionnaire, interviews e.t.c…….which one….? Decide with justification…

100 words.
Time plan and resources required Your time plan….. start and finish date…. Resources needed..

 
References Books, journals, internet, newspaper etc……..lists

 

 

Discuss how you could apply Appreciative Inquiry and/or Strategic Doing outside of your job.

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For each of the following questions/statements, replace with an appreciative question/statement.

1. Why are so few students registering for Dr. Wu’s classes?
2. Our downtown stores look dumpy.
3. Why do younger people not want to live in our town?
4. Why can’t our Production and Quality Departments get along?
5. What are our strengths, weaknesses, opportunities, and threats?

Answer the following items.
6. What is the advantage of using appreciative wording when focusing on an initiative?
7. Discuss how you could apply Appreciative Inquiry and/or Strategic Doing in your job.
8. Discuss how you could apply Appreciative Inquiry and/or Strategic Doing outside of your job.

Define the role of the author and illustrator in presenting the ideas or information in a text.

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KINDERGARTEN:

READING STANDARDS FOR LITERATURE

Key Ideas and Evidence

RL.K.1 Ask and answer questions about key details in a text.

RL.K.2 Retell familiar stories, including key details.

RL.K.3 Identify characters, settings, and major events in a story.

Craft and Structure

RL.K.4 Ask and answer questions about words in a text that suggest feelings or appeal senses.

RL.K.5 Recognize common types of texts.

RL.K.6 Define the role of the author and illustrator in telling the story.

Integration of Ideas and Analysis

RL.K.7 Describe how the words and illustrations work together to tell a story.

RL.K.8 Not applicable to literature.

RL.K.9 Compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Complexity

RL.K.10 Actively engage in group reading activities and discussion with the purpose of  understanding.

READING STANDARDS FOR INFORMATIONAL TEXT

Key Ideas and Evidence

RI.K.1 Ask and answer questions about key details in a text.

RI.K.2 Identify the main idea and retell key details of a text.

RI.K.3 Describe connection between two people, events,ideas, or pieces of information in a text.

Craft and Structure

RI.K.4 Ask and answer questions about words in a text.

RI.K.5 Identify the front cover, back cover, and title page of a book.

RI.K.6 Define the role of the author and illustrator in presenting the ideas or information in a text.

Integration of Ideas and Analysis

RI.K.7 Describe how the words and illustrations work together to provide information.

RI.K.8 Begins in grade 1.

RI.K.9 Identify basic similarities in and differences between two texts on the same topic.

Range of Reading and Level of Complexity

RI.K.10 Actively engage in group reading activities with purpose and understanding.

 

READING STANDARDS FOR FOUNDATIONAL SKILLS

Print Concepts

RF.K.1. Demonstrate understanding of organization and basic features of print.

  1. Follow words from left to right, top to bottom, and page by page.
  2. Recognize that spoken words are represented in written language by specific

sequences of letters.

 

  1. Understand that words are separated by spaces in print.
  2. Recognize and name all upper- and lowercase letters of the alphabet.

Handwriting

RF.K.2 Print upper- and lowercase letters.

Phonological Awareness

RF.K.3 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  1. Recognize and produce rhyming words.
  2. Count, pronounce, blend, and segment syllables in spoken words.
  3. Blend, break up and rhyme single-syllable spoken words.
  4. Separate and pronounce the beginning, middle vowel, and end sounds in CVC (consonant-vowel-consonant, ex: /c/ /a/ /t/).
  5. Add and/or substitute individual sounds in simple, one-syllable words to make new words (ex: In “mop” remove the “m” and add “t”)

Phonics and Word Recognition

RF.K.4 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Demonstrate basic knowledge of one-to-one letter-sound correspondences

by producing the primary sound or many of the most frequent sounds for each consonant.

  1. Connect the long and short vowel sounds with common spellings (graphemes) for the five vowels (a, e, i, o and u).
  2. Read common high-frequency words by sight.
  3. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (cat, bat, mat, rat. All have -at ending, but beginning letter and sound are different)

Fluency

RF.K.5 Read emergent-reader texts with purpose and understanding.

 

WRITING STANDARDS

Text Types, Purposes, and Publishing

W.K.1 Use a combination of drawing, read aloud, and writing to compose opinion pieces to tell a reader the topic or the name of the book they are writing about and give opinion about the topic or book.

  1. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

W.K.2 Use a combination of drawing, read aloud, and writing to compose informative(give information) /explanatory (explains a process) texts in which they name what they are writing about and supply some information about the topic.

  1. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

W.K.3 Use a combination of drawing, read aloud, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and with guidance and support, provide a reaction to what happened.

  1. Respond to questions and suggestions from adults and/or peers and add details to strengthen writing as needed.

W.K.4 Explore a variety of digital tools and resources to produce and publish writing, either in participation with peers or in a whole group setting.

Research

W.K.5 Participate in shared investigation of grade appropriate topics and writing projects.

W.K.6 Recall information from experiences or gather information from sources to answer a question.

 

SPEAKING AND LISTENING STANDARDS

Collaboration and Communication

SL.K.1 Participate conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions.
  2. Continue a conversation through multiple exchanges.

SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas

SL.K.4. Speak audibly and express thoughts, feelings, and ideas clearly.

SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

 

LANGUAGE STANDARDS

Conventions of Standard English

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a: Print many upper- and lowercase letters.

b: Use frequently occurring nouns and verbs.

c: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

d: Understand and use question words (e.g., who, what, where, when, why, how).

e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

f: Produce and expand complete sentences in shared language activities.

L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a: Capitalize the first word in a sentence and the pronoun.

b: Recognize and name end punctuation.

c: Write a letter or letters for most consonant and short-vowel sounds.

d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

 

Knowledge of Language

L.K.3 (Begins in grade 2)

Vocabulary Acquisition and Use

L.K.4 Determine and/or clarify the meaning of unknown words and phrases based on kindergarten reading and content: context clues, word parts, and word relationships.

L.K.5 Explore variations in word meanings.

  1. Sort common objects into categories to gain a sense of the concepts the categories represent.
  2. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
  3. Distinguish variations of meaning among verbs describing the same general action by acting out the meanings.

L.K.6 Use words and phrases learned through conversations, reading and being read to, and responding to texts.

 

FIRST GRADE:

READING STANDARDS FOR LITERATURE

Key Ideas and Evidence

RL.1.1 Ask and answer questions about key details in a text.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.3 Describe characters, settings, and major events in a story, using key details.

Craft and Structure

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.5 Explain major differences between books that tell stories and books that give information.

RL.1.6 Identify who is telling the story at different points in a text.

Integration of Ideas and Analysis

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.8 Not applicable to literature.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

RL.1.10 With prompting and support, read and understand literature of appropriate complexity for grade 1 for sustained periods of time.

READING STANDARDS FOR INFORMATIONAL TEXT

 

Key Ideas and Evidence

RI.1.1 Ask and answer questions about key details in a text.

RI.1.2 Identify the main idea and retell key details of a text.

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of

information in a text.

 

Craft and Structure

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.5 Know and use different text features to locate key facts or information in a text.

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Ideas and Analysis

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

RI.1.8 With guidance and support, identify the reasons an author gives to support ideas in a text.

RI.1.9 Identify basic similarities in and differences between two texts on the same topic.

Range of Reading and Level of Complexity

RI.1.10 With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.

 

READING STANDARDS FOR FOUNDATIONAL SKILLS

Print Concepts

RF.1.1 Demonstrate understanding of the organization and basic features of print.

  1. Recognize and use capitalization and ending punctuation.

Handwriting

RF.1.2 Print all upper- and lowercase letters legibly.

Phonological Awareness

RF.1.3 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

  1. Distinguish long from short vowel sounds in spoken single-syllable words.
  2. Orally produce single-syllable words by blending sounds (phonemes) including

consonant blends.

  1. Isolate and pronounce beginning, medial vowel, and end sounds (phonemes) in spoken single-syllable words.
  2. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Phonics and Word Recognition

RF.1.4 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Know the spelling-sound correspondences for common consonant digraphs.
  2. Decode regularly spelled one-syllable words.
  3. Know final -e and common vowel team conventions for representing long vowel sounds.
  4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
  5. Decode two-syllable words following basic patterns by breaking the word into syllables.
  6. Read words with inflectional endings.
  7. Recognize and read grade-appropriate irregularly spelled words.

Fluency

RF.1.5 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding.
  2. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding rereading as necessary.

WRITING STANDARDS

Text Types, Purposes, and Publishing

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal transition words to signal event order, and provide some sense of closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

W.1.4 With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.

Research

W.1.5 Participate in shared research and writing projects.

W.1.6 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

 

SPEAKING AND LISTENING STANDARDS

Collaboration and Communication

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions.
  2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
  3. Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.2 Ask and answer questions about key details in a text read aloud or information      presented orally or through other media.

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation of Knowledge and Ideas

SL.1.4 Produce complete sentences to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

LANGUAGE STANDARDS

Conventions of Standard English

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the K-1 grammar continuum.

a: Print all upper- and lowercase letters.

b: Use common, proper, and possessive nouns.

c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

e: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f: Use frequently occurring adjectives.

g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h: Use determiners (e.g., articles, demonstratives).

i: Use frequently occurring prepositions (e.g., during, beyond, toward).

j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing; demonstrate proficiency within the K-1

conventions continuum.

a: Capitalize dates and names of people.

b: Use end punctuation for sentences.

c: Use commas in dates and to separate single words in a series.

d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Knowledge of Language

L.1.3 (Begins in grade 2)

Vocabulary Acquisition and Use

L.1.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies: context clues, word parts and word relationships.

L.1.5 With guidance and support from adults, demonstrate understanding of nuances in

word meanings.

  1. Sort words into categories to gain a sense of the concepts the categories represent.
  2. Define words by category and by one or more key attributes.
  3. Distinguish shades of meaning among verbs differing in manner and adjectives

differing in intensity by defining or choosing them or by acting out the meanings.

L.1.6 Use words and phrases learned through conversations, reading, and being read to,

including common conjunctions.

SECOND GRADE:

READING STANDARDS FOR LITERATURE

Key Ideas and Evidence

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.3 Describe how characters in a story respond to major events and challenges.

Craft and Structure

RL.2.4 Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story, the events unfold in the middle, and the ending concludes the action.

RL.2.6 Distinguish differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Integration of Ideas and Analysis

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

RL.2.8 Not applicable to literature.

RL.2.9 Compare and contrast two or more versions of the same story by different authors or from different cultures.

Range of Reading and Level of Complexity

RL.2.10 By the end of grade 2, read and understand literature within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

READING STANDARDS FOR INFORMATIONAL TEXT

Key Ideas and Evidence

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

RI.2.2 Identify the main idea of a multi-paragraph text as well as the focus of specific

paragraphs within the text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text.

Craft and Structure

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

RI.2.5 Know and use various text features to locate key facts or information in a text efficiently.

RI.2.6 Identify the author’s main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Ideas and Analysis

RI.2.7 Explain how specific images contribute to and clarify a text.

RI.2.8 Identify the reasons an author gives to support ideas in a text.

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Complexity

RI.2.10 By the end of grade 2, read and understand informational texts within the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

READING STANDARDS FOR FOUNDATIONAL SKILLS

Handwriting

RF.2.2 Print all upper- and lowercase letters legibly and proportionally.

Phonics and Word Recognition

RF.2.4 Know and apply grade-level phonics and word analysis skills in decoding words.

  1. Distinguish long and short vowels when reading regularly spelled one-syllable words.
  2. Know spelling-sound correspondences for additional common vowel teams.
  3. Decode regularly spelled two-syllable words with long vowels.
  4. Decode words with common prefixes and suffixes.
  5. Identify words with inconsistent but common spelling-sound correspondences.
  6. Recognize and read grade-appropriate irregularly spelled words.

Fluency

RF.2.5 Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding.
  2. Read on-level text orally with accuracy, appropriate rate, and expression on

successive readings.

  1. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

WRITING STANDARDS

Text Types, Purposes, and Publishing

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about,state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

 

W.2.2 Write informative /explanatory texts in which they introduce a topic, use facts and

definitions to develop points, and provide a concluding statement or section.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence

of events, include details to describe actions, thoughts, and feelings, use temporal

transition words to signal event order, and provide a sense of closure.

  1. With guidance and support from adults, organize information and ideas around a topic to plan and prepare to write.
  2. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W.2.4 With guidance and support from adults, use a variety of digital tools and resources to produce and publish writing, including in collaboration with peers.

Research

W.2.5 Participate in shared research and writing projects.

W.2.6 Recall information from experiences or gather information from provided sources to answer a question.

SPEAKING AND LISTENING STANDARDS

Collaboration and Communication

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

  1. Follow agreed-upon rules for discussions.
  2. Build on others’ talk in conversations by linking their comments to the remarks of others.
  3. Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information

presented orally or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

 

 

Presentation of Knowledge and Ideas

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent and complete sentences.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

LANGUAGE STANDARDS

Conventions of Standard English

L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 2-3 grammar continuum.

a: Use collective nouns (e.g., group).

b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c: Use reflexive pronouns (e.g., myself, ourselves).

d: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e: Use adjectives and adverbs, and choose between them depending on what is to be modified.

f: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.2.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing; demonstrate proficiency within the 2-3

conventions continuum.

a: Capitalize holidays, product names, and geographic names.

b: Use commas in greetings and closings of letters.

c: Use an apostrophe to form contractions and frequently occurring possessives. d: Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Knowledge of Language

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading,

or listening.

  1. Compare formal and informal uses of English.

Vocabulary Acquisition and Use

L.2.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 2 reading and content, choosing flexibly from an array of

strategies: context clues, word parts, word relationships, and reference materials.

L.2.5 Demonstrate understanding of nuances in word meanings.

  1. Distinguish shades of meaning among closely related verbs and closely

related adjectives.

L.2.6 Use words and phrases learned through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.