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What specific changes might you intend to make in your teaching or classroom environment?How do the topics/highlights described validate or invalidate your prior assumptions or opinions?

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Before you begin: This is a reflection journal–mostly written in 1st person.

Use Chapters 8-11 to write a 2 page reflection using this as a guide.

Reflective journal writing provides students with a theoretically sound, pragmatic form for process thinking and critical reflection on professional practice and professional development. Reflective journal writing is part of an ongoing process of capacity building for critical reflection on practice in the field of TESOL and Bilingual
education. The subject of the journals will be a response to a course reading, course discussion or fieldwork experience. The journal should include:

– Summary and Highlight(s) – summary of your learning this week, with highlights from a chapter, article or event that pertains to the course this week

– Initial Emotional Response (surprised, embarrassed, sad, inspired, excited, puzzled, etc.) How did you feel about the subjects?

– Learning Process

A) Prior Assumptions or Opinions about the topics

What was your assumption or opinion about the course topics before you read/experienced them. and what do you believe were the sources of these assumptions?

B) Assumption/Opinion Check – Validation/Invalidation

How do the topics/highlights described validate or invalidate your prior assumptions or opinions?

C) Realization/Learnings

What did you learn? How have your views or beliefs been changed? Analyze/reflect on how your ideas have evolved – what was the “Aha!” moment for you?

– Implications for future teaching practice

What specific changes might you intend to make in your teaching or classroom environment?

Define operant and respondent conditioning. Describe the similarities and differences between these two types of learning.

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1. Define operant and respondent conditioning.
2. Describe the similarities and differences between these two types of learning.
3. Provide two real-world, detailed examples of operant conditioning and two real-world, detailed examples of respondent conditioning.

Explain the equations within the academic papers, and apply those equations into practical settings.

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Explain the equations within the academic papers, and apply those equations into practical settings.

The application of equations into practical settings should contain values that are based on academic references.
Do not need to write introduction and conclusion.

Explain how implementing Total Quality Management (TQM) can develop solutions to resolve Sleek Motors’ issues with meeting the standards and/or make changes to processes or behaviors.

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In this project, you will gain an understanding of the control function in a business setting. You will compare actual performance with standards, and measure the progress toward the organizational goals, addressing any deviations through corrective action.

Outcome Met by Completing This Assignment

develop measures and assess outcomes against plans and standards to improve organizational effectiveness
How to Set Up the Paper

Create a Word or Rich Text Format (RTF) document that is double-spaced using Time News Roma 12-point font. The final product will be 3-4 pages in length excluding the title page and reference page. Write clearly and concisely.

Create a title page with a title, course number and section, your name and the instructor’s name.

Scenario

The following chart displays the results of the first year’s production of a new electric-car produced by Sleek Motors. The table was created from data supplied by the company’s entire production department managed by Isaac Newton, as a means of controlling production output. You recently joined the production department as a quality assurance associate after graduating with a degree in business. Your manager, Thomas has asked you to do an analysis on the first year’s production results. Thomas indicated that this information will be used by the Vice President in his evaluation of areas of improvement, change, or processes used by the production department in the production of the mini-car. The company aims for the highest possible quality products for consumers.

The chart below describes the standards set by the department and the results for each branch of Sleek Motors. A comparison of the standard to the results allows the reader to form conclusions about the success or failure of the production department to meet the goals envisioned by the company. It also allows the reader to recognize patterns from the data from which conclusions can be drawn as to the relationship between elements (e.g. cost expended vs time expended; those who spent more time had a higher cost).

Metrics Standard Fort Wayne Georgetown Koenigsegg Kansas City Lingotto
Total Cost to Manufacture (per unit) 13,500 15,250 14,100 12,750 16,000 14,250
Manufacturing Cycle Time (time to complete single vehicle – in hours) 15 18 16 12 12 14
Yield (percentage of cars produced to specifications first time without rework) 98% 99% 97% 96.50% 97.50% 95.15%
Defective Rate/Recall Rate 2% 1% 3% 3.50% 2.50% 4.85%
Scrap Rate 2% 3% 4% 2.50% 2% 1.90%
Average Production Downtime 0.50% 1% 1.50% 0.75% 0.50% 0.75%
Training Time (hours per month) 8 6 3 5 7 4
Shipping Problems/Damage (per 10,000 units) 1 2 4 2 1 3
Safety Incident per Employee 1.50% 2.25% 0.75% 3% 2% 1.90%
Number of units manufactured per year 45,000 43,000 27,000 42,500 48,000 45,500
Utilization Rate (Capacity rate facility is utilizing during available production time) 81.82% 78.18% 49.09% 77.27% 87.27% 82.73%
Use the following headings and instructions to complete the project:

Introduction

Write an Introduction paragraph. The Introduction paragraph is the first paragraph of the paper and will be used to describe to the reader the intent of the paper explaining the main points covered in the paper. This intent should be understood prior to reading the remainder of the paper so the reader knows exactly what is being covered in the paper.
Consider writing the introduction last to ensure that all of the main points are covered.
Controls

1). Explain what control means in a business setting.

2). Explain why Sleek Motors needs to be concerned with the results for the electric-car.

Standard Specifications

1). Compare the actual performance with the standards for the electric-car drawing conclusions from what is evident from the data in the table. Make sure to discuss each standard and explain the results for each branch.

2). Analyze the deviations between the branches and the standards for each metric.

3). Determine whether more control is necessary or if the standard should be changed. Explain the reasoning.

Corrective Action

Explain how implementing Total Quality Management (TQM) can develop solutions to resolve Sleek Motors’ issues with meeting the standards and/or make changes to processes or behaviors.
Conclusion

Create a concluding paragraph. The Conclusion summarizes the main topics discussed in the paper.
References

Review the Paper

Read the paper to ensure all required elements are present.

The following are specific requirements that you will follow. Use the checklist to mark off that you have followed each specific requirement.

Checklist

Specific Project Requirements

Proofread your paper

Read and use the grading rubric while completing the paper to ensure all requirements are met that will lead to the highest possible grade.

Third person writing is required. Third person means that there are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or your” (second person writing). If uncertain how to write in the third person, view this link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person.

Contractions are not used in business writing, so do not use them.

Paraphrase and do not use direct quotations. Paraphrase means you do not use more than four consecutive words from a source document. Removing quotation marks and citing is inappropriate. Instead put a passage from a source document into your own words and attribute the passage to the source document. There should be no passages with quotation marks. Using more than four consecutive words from a source document would require direct quotation marks. Changing words from a passage does not exclude the passage from having quotation marks. If more than four consecutive words are used from source documents, this material will not be included in the grade.

You are expected to use the research and weekly course materials to develop the analysis and support the reasoning. There should be a robust use of the course material. Material used from a source document must be cited and referenced. A reference within a reference list cannot exist without an associated in-text citation and vice versa. Changing words from a passage does not exclude the passage from having quotation marks.

Use in-text citations and provide a reference list that contains the reference associated with each in-text citation.

You may not use books in completing this problem set unless part of the course material. Also, do not use a dictionary, Wikipedia or Investopedia or similar sources.

Provide the page or paragraph number in every in-text citation presented. Since the eBook does not have page numbers, include the chapter title and topic heading. If using a video, provide the minutes and second of the cited material.

How does what the author is sharing relate to a relevant perspective in the general school setting? How does what the author is sharing relate to a relevant perspective in your school setting?

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Your one- page should be a summary and should be in the form of a bulleted list of points you want to share with your faculty. Think of this one-page summary as talking points for you if you were giving a speech or presentation to your faculty.
The Scenario- Think of the assignment as from the lens of a school leader. You have just read an important peer-reviewed journal artilce on a topic that aligns with your vision of effective instructional practices that you would like to share with your faculty. Looking at research as an instructional leader is important to retain a sense of relevance with educational change. But this can be a challenge too for busy school administrators. For this assignment you are asked to pretend that you are a school leader and that you have found a peer-reviewed journal article that hits exactly on the points you would like to emphasize with your staff. You are also asked to include one or two of the standards as listed below within your work.
Our authors, Gall and Acheson (2011), delineate the National Board for Professional Teaching Standards on page 41 of our text and these include:
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning.
Teachers think systemically about their practice and learn from experience.
Teachers are members of learning communities.
Think through this process and these questions to guide you as you report on the journal article you have chosen and the standards/propositions our authors note on p. 41. Consider the bolded words the formal part of your paper and the non-bolded parts of the questions below as the more informal sections.
Section One
Why is the topic important in general terms for education?
Why is the work important to you specifically?
Section Two
What are the author’s positions and findings?
Which findings in particular resonate with what you believe is important?
Section Three
How does what the author is sharing relate to a relevant perspective in the general school setting?
How does what the author is sharing relate to a relevant perspective in your school setting?
Section Four
What impact could the findings of the author have in an educational setting?
What impact could the findings of the author have in your setting?
How will you use what the author has shared to change, impact, enhance the evaluation processes at your school?
If you want you may include the questions as listed above and format your paper accordingly under those headings.

Tip#1-Your paper is both formal and informal. The formal aspect is how you present the author’s points and discuss the findings and ideas of the author in general terms. For those areas of your paper be sure to refrain from using “I would,,” etc. The informal would be how you consider the author’s findings and ideas for your own setting. Thus, in the more informal sections of your work you may use pronouns such as “I” in terms of for example: As the Instructional Leader at Sunnybrook Elementary I would suggest that as a faculty team we engage in the process of careful attention to the use of data as mentioned by Smith (2014) when she shared “…the use of data in professional evaluations has increased over time as teachers’ test scores for student groups is analyzed” (p. 255).
Tip#2-When you are writing your paper you should not refer to the article you have chosen as “in the article” or “in the study” but instead share the specific title or author of the article you have chosen. You need to define what article, what study. There is an APA checklist of tips in the first section of our course that can be very helpful. Be sure to take a look at these helpful tips in the first section under Modules of our course.

Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

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The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you distinguish yourself in your own voice. What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay, using the prompt to inspire and structure your response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don’t feel obligated to do so.

Essay Prompt 1: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

Essay Prompt 2: The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you and what did you learn from the experience?

Essay Prompt 3: Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Essay Prompt 4: Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma, or anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

Essay Prompt 5: Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

Essay Prompt 6: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

Essay Prompt 7: Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.

What else do you need to complete your collection of websites BEFORE you begin your rough draft?

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This is Step 1 of your Personal Research Project. You will submit this in WITH the COMPLETED PACKET. It is a work tool. It should be used throughout the process to organize and improve the research experience.

What do you want to know about this topic? (type in the text box)

List some websites, by name or type, where you might find answers, OTHER THAN Google/Bing:

What search terms could you use to look for answers? Write them here exactly as used; add or subtract terms as needed and keep a record here of what you used, what worked, what didn’t, etc.

AFTER DOING SOME PRELIMINARY RESEARCH, ADD NOTES IN RESPONSE TO THESE QUESTIONS:

  1. Are you finding the information you wanted?If no, what problems are you running into?
  2. How has your search scope changed since you began your research?
  3. What else do you need to complete your collection of websites BEFORE you begin your rough draft?

What are likely consequences if the decision process is incompletely implemented, or marred by poorly designed incentive programs (hint:rational actor paradigm)?

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1. Think about a business problem and related decision from your work. Describe it from the perspective of the employer and avoid the pull to perceive this problem strictly from the employee’s point of view. Use your understanding of the rational decision-making process and the decision wheel to analyze the business problem.

2. How do these concepts tie together to form a rational decision process?

3. What are likely consequences if the decision process is incompletely implemented, or marred by poorly designed incentive programs (hint:rational actor paradigm)?

4. Share your perspectives on why rational decision making is such a challenge for businesses and for personal decision making?

Interact with your research participants or collect your data? How you interpret what you will see in your study? How you will analyze your data?

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o Briefly tell your reader what this section will be about.
• Researcher Reflexivity, Positionality, or Identity Statement (one of these titles, not each)
o What does Creswell & Creswell (or other authors) say about Reflexivity/Positionality? Explain and cite.
o Describe your “ways of knowing” (remember to cite)
▪ What philosophical framework/research paradigm do you subscribe to?
▪ What are your ontological beliefs?
▪ What are your epistemological assumptions and beliefs?
o Tell us who you are as the researcher who will conduct this study.
o Who are you in relation to this study?
o What bias will you bring to your research study?
o How will who you are impact how you will go about conducting your study?
Interact with your research participants or collect your data? How you interpret
what you will see in your study? How you will analyze your data?
o How will you address or bracket this bias in your research?

Use these sources:
Chiweshe, K. M. (2014). The problem with African football: corruption and the (under) development of the game on the continent. African sports law and business bulletin, 2, 27-33.
Crincoli, S. M. (2010). You can only race if you can’t win-The The curious cases of Oscar Pistorius & Caster Semenya. Tex. Rev. Ent. & Sports L., 12, 133.
Huggins, A., & Randell, S. (2007, April). The contribution of sports to gender equality and women’s empowerment. A paper presented at the International Conference on Gender Equity on Sports for Social Change, Kigali. Retrieved March (Vol. 3, p. 2009).
Inglis, D. (2005). Culture and everyday life. Psychology Press.
Kidd, B. (2013). A new social movement: Sport for development and peace. In Sport and foreign policy in a globalizing world (pp. 36-46). Routledge.
Long, J., & Sanderson, I. (2001). 12 The social benefits of sport. Sport in the city: The role of sport in economic and social regeneration, 187.

Write a paper that informs readers about a common way of understanding a film as well as a different, more surprising way of understanding that text.

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For this assignment, you will write a paper that informs readers about a common way of understanding a film as well as a different, more surprising way of understanding that text. In other words, you will explain two ways of making sense of a visual text, and analyze it to show evidence of the surprising interpretation.

This paper highlights the factor of tension—the existence of two quite different ways of making sense of a text. You will need to summarize those different ways of interpreting the text and then explain in detail how the second way extends or complicates the first. Recognizing more than one interpretation is a crucial skill for different kinds of academic assignments you will be asked to write in other courses.