Social Justice

Assessment Description

Becoming a great teacher requires you to reflect upon your own personal and cultural experiences in order to best understand your students’ unique needs. In this two-part assignment, you will first examine the layers and complexities of your own personal identity while also researching and exploring key terms related to social justice education.

Part 1: Social Justice Key Terminology

Using the “Social Justice Key Terminology and Personal Identity Template,” define the key terms listed, in your own words. Describe what the key terms look like in a school or a classroom setting considering how each term might appear through student-teacher engagement, classroom instruction, classroom management, curriculum, schoolwide events, or parent/community-school connections. With the blank rows, choose two words related to social justice that are of interest to you. In the Reflection section of the template, based on your current understanding of social justice, in 50-100 words reflect on how diversity presents both challenges and opportunities for teachers. In another 50-100 words, explain how your personal experiences, spiritual beliefs, and cultural values have shaped your personal perspectives on education. Explain how Christian worldview may or may not be a part of your cultural values.

Part 2: Personal Individuality

Using the idea of the Bronfenbrenner diagram, create a digital infographic on the “Personal Identity and Social Justice Key Terminology Template” that exemplifies dimensions of your personal identity through appropriate photographs, graphics, and images of artifacts. Focus on images that relate to the various elements of your personal identity.

Your digital infographic should include the following:

  • Inner most circle: your name
  • Second ring: your daily practices with home, school, and peer groups (examples may include friends, hobbies, interests, etc.)
  • Third ring: your connections (examples could be parents, your job, extended family members, your neighborhood, your community, etc.)
  • Fourth ring: your cultural moral values and spiritual beliefs (examples may include political, faith, or economic systems)
  • Fifth and outer ring: changes you have experienced over time with societal expectations (examples may include death of a family member, new additions to the family, experience with diversity or adversity)

Support your key terminology with 2-3 scholarly resources.

While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

AttachmentsEDU-330-T1-SocialJusticeTerminologyandPersonalIdentity.docx

Fall Risk and Cognition Assessments

CASE STUDY

 

 

Mrs. L is an 89-year-old widow who lives independently in her home. She drives, and she is an avid quilter. Her daughter lives within 2 miles and checks in daily with Mrs. L. by phone or in person.

Mrs. L has been admitted to your hospital with the diagnosis of R/O pneumonia.

Her past medical problems include the following:

  • Bilateral hip replacements
  • Detached retina × 2 (right eye)
  • Osteoarthritis
  • Depression
  • Orthostatic hypotension
  • Falls at home × 1
  • Urinary frequency
  • Insomnia (sleeps about 3 hours per night)

Mrs. L takes no medication, “not even an aspirin.”

Mrs. L uses her call button frequently to request assistance to the bathroom. Upon rounding, her nurse found Mrs. L on the floor, having crawled out of her bed with the side rails up. She was assessed and was found to have no injuries. Her gown was wet with urine. When asked to describe what happened, Mrs. L stated the following: “I called for help to the bathroom and no one came. So rather than wetting the bed, I managed to crawl over the side rails. I slipped on the floor trying to get to the bathroom.”

 

  1. What are Mrs. L’s known risk factors (in the hospital) for falling?
  • Environmental

 

  • Medical conditions

 

  • Unsafe behaviors

 

  1. Using the Hendrich II Fall Risk Model (https://consultgeri.org/try-this/general-assessment/issue-8.pdf), determine Mrs. L’s fall risk score.

 

  1. Mrs. L states she is “plagued by insomnia.” Using the Pittsburgh Sleep Quality Index (https://www.opapc.com/uploads/documents/PSQI.pdf), measure Mrs. L’s quality and patterns of sleep. Could Mrs. L’s sleeping pattern contribute to her risk for falls? What actions will you take based on your analysis?

 

  1. Mrs. L is asked to complete the “Clock Drawing” portion of the Mini-Cog (http://mini-cog.com/wp-content/uploads/2015/12/Universal-Mini-Cog-Form-011916.pdf). She draws the clock showing 3 PM. Her drawing is missing the numbers 3, 4, and 5. One clock hand is pointing at 9 and the other is pointing at 12. For the “Three Word Recall” portion, Mrs. L remembers two words. What is her Mini-Cog score?

 

  1. Having assessed Mrs. L’s fall risk and her cognitive state, develop one safety goal for each of the following:
  • Environmental and equipment

 

  • Gait and mobility

 

  • New medications

 

  • Anxiety, depression, and unsafe behavior

 

Critical Analysis

Describe an example of a contract that you or someone you know entered into (e.g., rental agreement, cell phone agreement, property purchase or lease [e.g., car, home, furniture, etc.], home or car repair, or student loan agreement). In your description, be sure to provide specific contractual details including parties and subject matter involved. You must also address the following:

  • Define the five essential elements of an enforceable contract, and demonstrate how each element relates to your example.
  • Explain the circumstances of a breach of contract in your example, and discuss possible remedies.

The journal must be three to four pages in length (excluding title and reference pages) and formatted according to APA style as outlined in the Writing Center. You must use at least two scholarly sources other than the textbook to support your claims.

STAGE 3-BUSINESS ANALYSIS

Stage 3:   Requirements

 

Before you begin work on this assignment, be sure you have read the Case Study and reviewed the feedback received on your Stage 1 and 2 assignments.

Overview

 

As the business analyst in the CIO’s department of Maryland Technology Consulting (MTC), your next task in developing your Business Analysis and System Recommendation (BA&SR) Report is to develop a set of requirements for the hiring system.

 

Assignment – BA&SR Section III. Requirements

 

The first step is to review any feedback from previous stages to help improve the effectiveness of your overall report and then add the new section to your report.  Only content for Stage 3 will be graded for this submission. Part of the grading criteria for Stage 4 includes evaluating if the document is a very effective and cohesive assemblage of the four sections, is well formatted and flows smoothly from one section to the next.    For this assignment, you will add Section III of the Business Analysis and System Recommendation (BA&SR) Report to your Sections I and II.  In this section you will identify requirements for the new hiring system. This analysis leads into Section IV. System Recommendation of the BA&SR (Stage 4 assignment) that will analyze a proposed IT solution to ensure it meets MTC’s organizational strategy and fulfills its operational needs.

 

Using the case study, assignment instructions, Content readings, and external research, develop your Section III. Requirements.   The case study tells you that the executives and employees at Maryland Technology Consultants (MTC) have identified a need for an effective and efficient applicant tracking or hiring system.  As you review the case study, use the assignment instructions to take notes to assist in your analysis. In particular, look for information in the interviews to provide stakeholder interests and needs.

 

Use the outline format, headings and tables provided and follow all formatting instructions below. 

III.           Requirements

  1. Stakeholder Interests – Review the interest or objectives for the new hiring system for each stakeholder listed below based on his or her organizational role and case study information. Consider how the technology will improve how his/her job is done; that is, identify what each of the stakeholders needs the hiring system to do. Then to complete the table below, use information from the stakeholder interviews and identify one significant challenge or problem for each stakeholder related to the current hiring process (not their future expectations).  Then explain how a system could address their problems. Do not define what that position does in the organization.  (Provide an introductory sentence for this section, copy the table below and complete the two columns with 1-2 complete sentences for each role in each column.)

 

Role Specific problem related to the current hiring process How a technology solution to support the hiring process could address the problem
1.      CEO    
2.      CFO    
3.      CIO    
4.      Director of Human Resources    
5.      Manager of Recruiting    
6.      Recruiters    
7.      Administrative Assistant    
8.      Hiring Manager (Functional supervisor the new employee would be working for.)    

 

  1. Defining Requirements – The next step is to identify the essential requirements for the information system. In addition to the stakeholder interests identified above, review the Case Study, especially the interviews, highlighting any statements that tell what the person expects or needs the system to do. User requirements express specifically what the user needs the system to doThis can be in terms of tasks the users need to perform, data they need to input, what the system might do with that data input, and output required.   System performance requirements express how the system will perform in several performance areas and securityAs a member of the CIO’s organization, you will use your professional knowledge to Identify 5 User Requirements (including one specifically related to reporting) and 5 System Performance Requirements (including 2 security-related requirements).  Refer to Week 5 content on requirements; security requirements are covered in Week 6. Additional research can expand your knowledge of these areas.

 

Once you have identified the 10 requirements, evaluate each one using the criteria below and create 10 well-written requirements statements for the new hiring system.

 

The requirement statement:

  • Is a complete sentence, with a subject (system) and predicate (intended result, action or condition).
  • Identifies only one requirement; does not include the words “and,” “also,” “with,” and “or.”
  • For User Requirements, states what tasks the system will support or perform.
  • For System Performance Requirements, states how the system will perform.
  • Includes a measure or metric that can be used to determine whether the requirement is met (time or quantity), where appropriate.
  • Is stated in positive terms and uses “must” (not “shall,” “may” or “should”); “the system must xxxx” not “the system must not xxx”.
  • Avoids the use of terms that cannot be defined and measured, such as “approximately,” “robust,” “user friendly,” etc.
  • Is achievable and realistic; avoids terms such as “100% uptime,” or “no failures”.

 

For a full requirements document, there will be many requirement statements; you only need to provide the number of requirements identified for each category.  Do not provide generic statements but relate to the needs of MTC to improve its hiring process.

 

(Provide an introductory sentence, copy the table, and complete the Requirements Statement and Stakeholder columns.   No additional information should be entered into the first column, Requirement ID.)

 

 

 

 

Requirement   ID# only

 

Requirement Statement Stakeholder

(Position and Name from Case Study that identified this requirement)

  User Requirements – (What the user needs the system to do)  
EXAMPLE The system must store all information from the candidate’s application/resume in a central applicant database. EXAMPLE PROVIDED – (Retain text but remove this label and gray shading in your report) Recruiter – Peter O’Neil
1.    
2.    
3.    
4.    
5. (Reporting-Output of organized information retrieved from the system—replace this statement with a specific reporting requirement)  
  System Performance Requirements – (How the system will perform)  
EXAMPLE The system must be implemented as a Software as a Service solution. EXAMPLE PROVIDED – (Retain text but remove this label and gray shading in your report) CIO – Raj Patel
6.    
7.    
8.    
9. (Security-replace this with a specific security requirement)  
10. (Security-replace this with a specific security requirement)  

 

Formatting Your Assignment

Consider your audience – you are writing in the role of an MTC business analyst and your audience is MTC and your boss, the CIO.  Don’t discuss MTC as if the reader has no knowledge of the organization.  Use third person consistently throughout the report.  In third person, the writer avoids the pronouns I, we, my, and ours. The third person is used to make the writing more objective by taking the individual, the “self,” out of the writing. This method is very helpful for effective business writing, a form in which facts, not opinion, drive the tone of the text. Writing in the third person allows the writer to come across as unbiased and thus more informed.

 

  • In Stage 3, you are preparing the third part of a 4-stage report. Use the structure, headings, and outline format provided here for your report.   Use the numbering/lettering in the assignment instructions as shown below.

III.           Requirements

  1. Stakeholder Interests
  2. Defining Requirements

 

  • Begin with Sections I and II, considering any feedback received, and add to it Section III.
  • Write a short concise paper: Use the recommendations provided in each area for length of response.  It’s important to value quality over quantity.  Section III should not exceed 3 pages.
  • Content areas should be double spaced; table entries should be single-spaced.
  • To copy a table: Move your cursor to the table, then click on the small box that appears at the upper left corner of the table to highlight the table; right click and COPY the table; put the cursor in your paper where you want the table and right click and PASTE the table.
  • Ensure that each of the tables is preceded by an introductory sentence that explains what is contained in the table, so the reader understands why the table has been included.
  • Continue to use the title page created in Stage 1 that includes: The title of report, company name, your name, Course and Section Number, and date of this
  • Use at least two resources with APA formatted citation and reference for this Stage 3 assignment. Use at least one external reference and one from the course content. Course content should be from the class reading content, not the assignment instructions or case study itself.  For information on APA format, refer to Content>Course Resources>Writing Resources.
  • Add the references required for this assignment to the Reference Page. Additional research in the next stage will be added to this as you build the report.  The final document should contain all references from all stages appropriately formatted and alphabetized.
  • Running headers are not required for this report.
  • Compare your work to the Grading Rubric below to be sure you have met content and quality criteria.
  • Submit your paper as a Word document, or a document that can be read in Word. Keep tables in Word format – do not paste in graphics.
  • Your submission should include your last name first in the filename: Lastname_firstname_Stage_3

GRADING RUBRIC:

 

Criteria

 

90-100%

 

Far Above Standards

 

80-89%

 

Above Standards

 

70-79%

 

Meets Standards

 

60-69%

 

Below Standards

 

< 60%

 

Well Below Standards

 

Possible Points

Stakeholder Interests

Identification of specific stakeholder problems (interests and objectives for improving the hiring process) and how a technology system could address. 

Generally, 0-3 points per role. Both quantity and quality evaluated.

22-24 Points

Problems and how a technology solution will address are correctly and clearly described and fully explained using a sophisticated level of writing.

20-21 Points

Problems and how a technology solution will address are clearly described and explained using an effective level of writing.

17-19 Points

Problems and how a technology solution will address are described and explained.

 

 

 

 

 

15-16 Points

Problems and how a technology solution will address are not clearly described and explained; and/or lacks effective presentation of information

0-14 Points

Content missing or extremely incomplete, did not reflect the assignment instructions, showed little or no originality, demonstrated little effort, is not supported with information from the Case Study; and/or is not original work for this class section.

24

 

User

Requirements

5 user requirements (1 addresses reporting)

Generally, 0-5 points each. Both quantity and quality evaluated.

23-25 Points

Correctly identified, written and sourced; clearly derived from the Case Study; demonstrates sophisticated analysis.

20-22 Points

Identified, written and sourced correctly; requirements are derived from the Case Study; demonstrates effective analysis.

17-19 Points

Identified and sourced; requirements are related to the Case Study.

15-16 Points

Fewer than 5 requirements are identified and sourced; and/or information provided is not correct; and/or requirements are not all related to the Case Study.

0-14 Points

Content missing or extremely incomplete, did not reflect the assignment instructions, showed little or no originality, demonstrated little effort, is not supported with information from the Case Study; and/or is not original work for this class section.

25
Performance Requirements

3 performance requirements and 2 system security requirements

Generally, 0-5 points each. Both quantity and quality evaluated.

 

23-25 Points

Correctly identified, written and sourced; clearly derived from the Case Study; demonstrates sophisticated analysis.

20-22 Points

Identified, written and sourced correctly; requirements are derived from the Case Study; demonstrates effective analysis.

17-19 Points

Identified and sourced; requirements are related to the Case Study.

15-16 Points

Fewer than 5 requirements are identified and sourced; and/or information provided is not correct; and/or requirements are not all related to the Case Study.

0-14 Points

Content missing or extremely incomplete, did not reflect the assignment instructions, showed little or no originality, demonstrated little effort, is not supported with information from the Case Study; and/or is not original work for this class section.

25
Research

Two or more sources–one source from within the IFSM 300 course content and one external (other than the course materials)

9-10 Points

Required resources are incorporated and used effectively. Sources used are relevant and timely and contribute strongly to the analysis.  References are appropriately incorporated and cited using APA style.

8.5 Points

 

At least two sources are incorporated and are relevant and somewhat support the analysis. References are appropriately incorporated and cited using APA style.

 

7.5 Points

Only one resource is used and properly incorporated and/or reference(s) lack correct APA style.

6.5 Points

A source may be used, but is not properly incorporated or used, and/or is not effective or appropriate; and/or does not follow APA style for references and citations.

0-5 Points

No course content or external research incorporated; or reference listed is not cited within the text.

10
Format

Uses outline format provided; includes Title Page and Reference Page

14-16 Points

Very well organized and easy to read.  Very few or no errors in sentence structure, grammar, and spelling; double-spaced, written in third person and presented in a professional format.

12-13 Points

Effective organization; has few errors in sentence structure, grammar, and spelling; double-spaced, written in third person and presented in a professional format.

11 Points

Some organization; may have some errors in sentence structure, grammar and spelling. Report is double spaced and written in third person.

10 Points

Not well organized, and/or contains several grammar and/or spelling errors; and/or is not double-spaced and written in third person.

0-9 Points

Extremely poorly written, has many grammar and/or spelling errors, or does not convey the information.

16

 

          TOTAL Points Possible 100

 

 

VARK Analysis Paper

VARK Analysis Paper

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

  1. Click “OK” to receive your questionnaire scores.
  2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
  3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
  4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

  1. Provide a summary of your learning style according the VARK questionnaire.
  2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
  4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines 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.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

RUBRIC

Due Date: 24-Oct-2021 at 11:59:59 PM

Maximum Points: 100.0