Assignment 1: Collective Bargaining Analysis (Paper) 3-4 pages, not including cover or References pages
Locate an article describing a collective bargaining situation that has arisen within the year. This article should be from a newspaper, an academic journal, or a credible online news source (try searching “collective bargaining in the news”). Attach the article or give the link. Use a minimum of two additional references from the course materials to support your discussion and to respond to the questions in the assignment. Use headings to separate the sections of the paper, double-space, and Times New Roman font, cover page, page numbers, and APA format.
1. Identify your main article:
· Using APA guidelines state the proper citation for the article.
2. Respond to these questions:
· What is the nature of the collective bargaining dispute?
· What are the underlying causes of the dispute?
· What economic or ethical pressures has each side attempted to use to prevail in the dispute?
· If there is any evidence of any illegal or unethical conduct on either side, describe it in detail.
· Was the dispute resolved? If so, how? If not, what are the possible resolutions?
· What, if any, role was played by third parties in resolving this bargaining dispute? What was the identity of the third party?
· In retrospect, could this dispute have been resolved in a more constructive fashion? If so, how?
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Primary Task Response: Within the Discussion Board area, write 300 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
In the Mercantile period, from the 16th through the end of the 18th centuries, trade was driven by a need to accumulate gold and silver. Nations worked to restrict imports and drive exports. With the advent of the Industrial Age, classical economists began to look at trade and international commerce in a different light. In his seminal work The Wealth of Nations, Adam Smith discussed the idea that the basis of trade could be seen in light of what he called absolute advantage. His contemporary, David Ricardo, took a different and modified approach and laid out a framework called comparative advantage. This latter theory is the basis for all modern views of international trade. For this Discussion Board, complete the following:
Define absolute and comparative advantage.
Compare the two views on trade.
How does the concept of opportunity cost factor into comparative advantage?
Discuss why you think comparative advantage has become the fundamental and accepted theory of trade. Provide concrete examples
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Discuss some examples of when you had to “sell” an item. Give examples of what you liked about the situation, what you could have done better, and what you learned from the experience. If you are having a hard time coming up with an example, use a previous job interview where you had to “sell” yourself. Let’s have some fun with this! I look forward to reading your comments.
To earn the greatest number of points on this Discussion, the following needs to be present:
Each entry contributes meaningfully to the discussion.
Each response contains detailed remarks about that individual’s posting or is an accurate response to a discussion-topic related question.
Each entry includes a referenced source or an especially insightful analysis or real-life application of the issue.
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FNP program leadership or senior faculty will give a live or recorded lecture on upcoming course requirements, including an introduction to the “Three Ps” (Pathophysiology, Pharmacology, and Physical Assessment) and the clinical course expectations. Students should attend the lecture live if possible (which affords them a chance to participate and ask questions) or alternatively, the student may watch the recording. The dates and times as well as zoom link and recording will be posted in this document: LINK
After attending the lecture, or viewing the recording, please reflect upon what you learned and follow the directions below. This assignment has two parts; reflections and goals. The goals section has two subparts: 3P goals and clinical goals. They do not need to be in APA format, but please choose a format that is organized and visually pleasing. You are not limited to a word document; PDF and PPT are acceptable. Please ensure your instructor is able to open your chosen media if not PDF, Word, or PPT. This should be your original work, unique to you. Please work individually and do not collaborate with others on this reflective and personal goal-forming work.
· Reflection: 150-250 words
o Reflect upon what was learned and briefly write about your thoughts. Include:
§ What were you surprised to learn from the lecture, or what was new? If no material was new to you, what do you wish was covered instead?
§ Considering your own unique work-life-school situation, what are your greatest concerns or greater perceived challenges for the second half of the FNP program?
· Goals: (Separate from the above 250 word count)
o Considering your own personal situation and life challenges, provide three specific goals to help guide your success in two areas
o Goals for the 3P courses: (three goals, bullet points are acceptable)
o Goals for clinical experiences: (three goals, bullet points are acceptable)
· When writing your goals, try to keep in mind principles of SMART goals (specific, measurable, attainable, relevant/realistic, and time-oriented)
Some Examples: (but remember you need 3 of each goal type)
1) My first 3P goal is to study pathophysiology for 6 hours every week by setting aside 60 min every night from 8-8:30 for six nights a week.
2) My first clinical goal is to contact 7 different clinics each week to look for a pediatric preceptor until I have found someone.
3) My second clinical goal is to decrease my work to part-time so that I can do 40 extra hours in my pediatric rotation in October-December 2022 so that I can be more marketable in a pediatric practice after graduation.
Expectations
· Length: 250- 300 words for the reflection, and provide at least three SMART goals for the 3P courses and three goals for the clinical courses
· Format: No APA required, however, please follow professional grammar and spelling conventions. Extra points are given to original, unique styles that are organized, professional, and visually pleasing
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Primary Task Response: Within the Discussion Board area, write 300 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
In the Mercantile period, from the 16th through the end of the 18th centuries, trade was driven by a need to accumulate gold and silver. Nations worked to restrict imports and drive exports. With the advent of the Industrial Age, classical economists began to look at trade and international commerce in a different light. In his seminal work The Wealth of Nations, Adam Smith discussed the idea that the basis of trade could be seen in light of what he called absolute advantage. His contemporary, David Ricardo, took a different and modified approach and laid out a framework called comparative advantage. This latter theory is the basis for all modern views of international trade. For this Discussion Board, complete the following:
Define absolute and comparative advantage.
Compare the two views on trade.
How does the concept of opportunity cost factor into comparative advantage?
Discuss why you think comparative advantage has become the fundamental and accepted theory of trade. Provide concrete examples
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Assessment Description: Report with References White privilege, discrimination, prejudice and racism,and intersectionality are concepts and theories that relate to the concept of cultural diversity. Describe how at least two of the se concepts and theories are instrumental in enabling counsellors / other helping practitioners to work with people from diverse groups. Research the web site of one organization which works with cultural diversity. Use the information on the website to analyse how the organization enables cultural competence, and how they address white privilege, discrimination, prejudice and racism, or intersectionality. The report should include:•a critical analysis of the two concepts and/or theories.•a thorough examination as to how these theories support practitioners in their work with people from diverse groups•an analysis of how these theories and culturally competent practices are applied in one organisation•a demonstration of an understanding of the important skills & knowledge required for working with people from diverse groups•a fully referenced report which uses evidence to support the analysis
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In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a visual of the planet Earthand ask students to describe what Earth looks like.
· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
· I will model one example of solving a number sentence on the white board before having students search for the matching card.
· I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choicesto demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you willprovide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underlinethe names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
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You will complete 2 Article Review Assignments in this course. For each review, choose 1 peer-reviewed journal article published within the past 5 years that focuses on coaching philosophies, models, concepts, frameworks, etc. Then, compose a 2-page review of it. You may want to choose articles that you might also use for your Coaching Philosophy Paper: Annotated Bibliography Assignment and Coaching Philosophy Paper: Final Assignment. Each review must include 2 sections:
1. A summary of the article and
2. A critical analysis of the article.
Your summary must include:
The purpose of the article AND
If applicable, a description of participants/sample, research design, methods, and results OR
If applicable, an overview of the conceptual ideas proffered in the paper (if not an empirical study).
Your analysis must include:
Opportunities for further research not already stated in the article.
Application to your context of coaching, both philosophical and practical.
Other original insight or criticism.
Implications of the findings and/or concepts.
Please review the Article Review Grading Rubric for further information.
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The Non-Thesis student who plans to take an internship and not write a Thesis as part of our program, must complete the Applied Research Report Assignment and the Applied Research Presentation Assignment. Student desiring to learn a great deal pertaining to their selected research topic but intend not to conduct any original research in the form of a Thesis will write in a more pragmatic, practical, and applied manner. Students desiring to advance application of research and seek upward mobility in their current or future position in the Sport Profession often recognize additional competencies and knowledge with pragmatic application are essential. What better way to learn how to best apply practical research is to write about the practical applications of their research as it pertains to their career advancement.
Instructions
Utilizing the ideas you expressed in the first two Discussions, you will write a 10–15-page paper on a sport or recreation management topic of interest and relate it to ideas such as how you might go about practitioner research and professional development, the application of research in the workplace, knowledge transfer, integrating research skills to solve pragmatic problems, etc. In the development of this paper, you are encouraged to envision what kind of internship placement and/or career you desire and consider disciplinary connections from this (and other) course(s) to the internship site as a place of experiential learning. You must follow current APA format and include the following elements:
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Assignment Expectations: As part of your Research Project, the second assignment requirement expects students to complete a Website Evaluation of TWO websites that are acceptable for college-level academic research and contain information related to their research topic. For this assignment, students will use a search engine of their choice (e.g., Google or Bing) to find appropriate websites related to their topics. After selecting, reviewing and analyzing your two websites, students should write a 250-word analysis for each website. Keep reading to find out more about where to find websites for this assignment and what your analysis should include. As always, if you have questions, please feel free to reach out to your instructor via email.
But First, What Exactly is a Website Evaluation?:
There is a great deal of information available on the web and you can do much of your research from your computer. However, not everything on the web is suitable for academic research. This assignment will help you evaluate web sites that you find on the free web.
Before you start your Web Site Evaluation assignment, read the UMGC Library guidelines for evaluating Web resources, “Is My Source Credible,” to determine whether the contents are of high quality and acceptable for college-level academic research: and then view their video “Evaluating Web sites”:
Transcript
Welcome to this Information and Library Services Tutorial on evaluating Web sites. In this tutorial, you will learn how to determine whether a Web site contains trustworthy information that is appropriate for college level research.
Many Web sites contain trustworthy information that is appropriate to use in college-level research. But because no one regulates information placed on the Web, there are also Web sites that you would not want to use in a research paper: Web sites, for example, with out-of-date, inaccurate or biased information.
Here are some questions you can ask that will help you critically evaluate information you find on the Web:
Who is the author of the Web site?
Does the Web site present information that is biased, one-sided?
Does the Web site present accurate information?
Is the Web site current enough for your research topic?
This tutorial will explore those questions in more detail.
When evaluating a Web site, ask yourself, who has written the Web site content? Are the author’s credentials given? Think about the author’s expertise and credibility. Knowing who wrote the content can help you determine the Web site’s trustworthiness.
You may find an author whose credentials are not given on the Web site. When that happens, use Google or another search engine to see if you can find information on the author elsewhere on the Web.
Frequently, an organization can be considered the author of a Web site. For example, the author of a Web site might be a business, a professional association or a government agency. You can usually find a link on an organization’s Web site that provides information about the organization—its activities, mission, leadership and so on. Learning about the organization can help you judge the credibility of the information on the organization’s Web site.
When evaluating a Web site, also ask yourself, does the Web site present information that is objective and neutral as possible, or is the Web site presenting biased, one-sided information? Depending on your research project, it may be appropriate for you to use biased information.
For example, if you are presenting both sides of an argument in a pro/con essay about the chemical industry and environmental groups, you could cite information from a chemical industry association and from environmental activists. But you need to be aware of possible bias in a Web site and use—or not use—that Web site accordingly.
When evaluating a Web site, you should also ask, is the information on the Web site accurate? Compare the information on the Web site with knowledge you have gained from other sources in the course of your research, to see if the Web site contains errors. For example, you might compare the information in a Web site with scholarly articles you have read in library databases, with reference books and so on. Also, does the Web site give sources for the information it presents, sources you can look up and verify?
Timeliness is another important factor, especially if you are researching a subject in which knowledge can change rapidly, like health and medicine, business or technology. Does the Web site date its information? If so, is the information is current enough for the topic you are researching?
You can find trustworthy, useful information on all types of Web sites: commercial Web sites, organization, government, education Web sites and so on. But no matter what kind of Web site you are using, you must critically evaluate the information it contains.
At our library Web site, you can find more information on evaluating Web resources. And, if you have any questions about your research, please contact us via Ask a Librarian.
Assignment Directions: After selecting, reading and analyzing your websites, please make sure each analysis follows the format below and includes the following information.
First, before you get started, please note what you should not do for this assignment. Please do not use the following types of sites:
UMGC library databases (in other words, do not use any resources found in the library database like Jstor. You will use the library for these resources for later projects)
Do not use Wikipedia or any other wiki site (in fact, refrain from using these sites for any part of the research project)
Do not use any encyclopedia websites (i.e. Britannica.org. These sites are wonderful for general knowledge, but not for the requirements of this research project)
Do not use any sites that require a subscription (also, do not use any of these sites for the requirements of this research paper.)
Okay, now on to what your Website Analysis should include:
Format: Each Website Analysis should be typed in a word document, with 1-inch margins, double spaced, and include no less than 250 words.
Bibliography: At the top of each Website Analysis, students should provide a complete bibliographic entry. This complete bibliographic entry should include a formal citation, including the URL and your date of access. You should note that the required style for this class is Chicago Humanities Style (not the author/date variant). The Effective Writing Center created a short overview on using Chicago Humanities Style called “Brief Guide to Citing Sources in Chicago.” It includes a list of sources formatted in this style. The examples labeled N=footnote/endnote format and those labeled B=bibliographic entry. A copy of this guide is located in the Writing Resources section of Course Resources under Content of this LEO class site.
Analysis and Content: Each Website Analysis should include a detailed summary of the main points of the article – in your own words. Ultimately, this should be written within the first two paragraphs of your analysis and include:
Describe the content and purpose of the website
Determine the author, accuracy of information presented and website’s currency.
Explain in detail how and why you determined the site is acceptable for use in an academic research paper
Each website analysis should explain how the content pertains to your research
Explain how the site relates to your research topic or what you found on the site that relates to your topic
It is important that students share more than a simple sentence in this analysis. I would like to see a paragraph dedicated to this portion of the assignment.
Submitting Your Work: Students can submit their work under the Website Evaluation Assignment directions. Click on this assignment, scroll to the bottom of the page where you see “Add Attachments,” and then attach assignment here. Students can also submit this assignment through the Assignment tab. Students will also see the rubric attached to this assignment. Please make sure to review the rubric before submitting your final draft.
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