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:
1. Title page with a running head
2. Abstract and keywords
3. Body
a. Introduction
b. Discussion of key terms
c. Application and future integration
d. Summary/Conclusion
e. Reference list
As you complete this assignment, please consult your textbook and review the Applied Research Report Grading Rubric for further details
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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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Based on your readings and resources, identify one type of nontraditional family. Discuss the issues that may be encountered by raising children in this type of family structure and identify what the research says about outcomes for children growing up in this type of home. In addition to your weekly learning resources, find at least one recent news article (within the past 6 months) about the non-traditional family type you have chosen and discuss how your news article aligns or provides insight into the non-traditional family of interest. HINT: to find a news article, open Google or your preferred search engine and type in keywords like “parenting,” “families,” and your non-traditional family type. Once your search returns results, click on the “news” tab and you should see recent news stories.
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In Poverty, Minority Economic Discrimination and Domestic Terrorism, Piazza describes how, post-9/11, a major thrust of President Bush’s foreign policy was using US foreign aid to promote economic development in poor countries, as well as democratic change in illiberal countries, with the aim of reducing violent radicalism. This framework also drove Obama administration counterterrorism initiatives. How do Piazza’s findings impact this approach to reducing terrorism? What about the other authors whose work we reviewed this week? APA
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Paper A: Application of a decision making framework to an IT-related ethical issue.
This assignment is an opportunity to explore and apply a decision making framework to an IT-related ethical issue. A framework provides a methodical and systematic approach for decision making. Module 2 – Methods of Ethical Analysis (see LEO Content – Readings for week 2) describes three structured frameworks that may be used for ethical analysis, namely Reynolds Seven-Step Approach, Kidder’s Nine Steps, and Spinello’s Seven-Step Process. There are several ways described in UMGC Module 2 to systematically approach an ethical dilemma, and while each of the frameworks described has its merits, each will result in an ethical decision if straightforwardly, objectively, and honestly applied.
In addition, consider the ethical theories described in – Introduction to Theoretical Ethical Frameworks (see LEO Content – Readings for week 1) which help decision makers find the right balance concerning the acceptability of and justification for their actions. A separate write-up of the ethical theory that supports your decision is part of the following requirements.
For this paper, the following five elements must be addressed:
Describe a current IT-related ethical issue: Since this is a paper exercise, not a real-time situation, you may want to construct a brief scenario where this issue comes into play, and thus causes an ethical dilemma. The dilemma may affect you, your family, your job, or your company; or it may be a matter of public policy or law that affects the general populace. See the list below for a list of suggested issues, which may be a source of ethical dilemmas.
Define a concise problem statement that is extracted from the above description or scenario. It is best if you define a specific problem caused by the dilemma, that needs a specific ethical decision to be made, that will solve the dilemma. Be aware that if it is a matter of public policy or law, that it may require a regulatory body or congressional approval to take action to implement a solution.
Analyze your problem using one of the structured decision-making frameworks chosen from Module 2. Make sure that you identify the decision-making framework utilized. In addition, the steps in the decision-making framework selected must be used as major headings in the Analysis section.
Consider and state the impact of the decision that you made on an individual, an organization, stakeholders, customers suppliers, and the environment, as applicable!
State and discuss the applicable ethical theoryfrom Module 1 that supports your decision.
Concerning your paper:
Prepare a minimum 3- 5 page, double-spaced paper and submit it to the LEO Assignments Module as an attached Microsoft Word file.
Use headings for each topic criteria
Provide appropriate American Psychological Association (APA) source citations for all sources you use. In addition to critical thinking and analysis skills, your paper should reflect appropriate grammar and spelling, good organization, and proper business-writing style.
Include a Cover Page with your Name, the UMGC/Name of the Class, and the Title of the Paper.
For example, Kidder’s approach has nine steps, which are:
Recognize that there is a moral issue.
Determine the actor (whose moral issue is it?).
Gather the relevant facts.
Test for right-versus-wrong issues.
Test for right-versus-right paradigms (what sort of dilemma is this?).
Apply the resolution principles (ends-based, rule-based, or care-based).
Investigate the “trilemma” options (look for common ground or compromise).
Make the decision.
Revisit and reflect on the decision. (Kidder, 1995, p. 183-187)
Reminder:Each of the steps for whatever framework that you selectmust be a major headingin the Analysis section of your paper.
Here are some suggested issues for you to consider, the additional text is designed to help you flesh out the issue:
Privacy on the Web: What is happening now in terms of privacy on the Web? Think about recent abuses and improvements. Describe and evaluate Web site policies, technical and privacy policy protections, and current proposals for government regulations.
Personal Data Privacy Regulations in Other Countries: Report on personal data privacy regulations, Web site privacy policies, and governmental/law enforcement about access to personal data in one or more countries; e.g., the European Union. This is especially relevant as our global economic community expands and we are more dependent on non-US clients for e-business over the Internet.
Computer-Based Crimes: Discuss the most prevalent types of computer crimes, such as Phishing. Analyze why and how these can occur. Describe protective measures that might assist in preventing or mitigating these types of crimes.
Government Surveillance of the Internet: The 9/11 attacks on the US in 2001 brought many new laws and permits more government surveillance of the Internet. Is this a good idea?
The Digital Divide: Does it exist; what does it look like; and, what are the ethical considerations and impact?
Privacy in the Workplace –Monitoring Employee Web and E-Mail Use: What are current opinions concerning the monitoring of employee computer use. What policies are employers using? Should this practice of monitoring, be authorized or not?
Medical Privacy: Who owns your medical history? What is the state of current legislation to protect your health information? Is it sufficient? There are new incentives with federal stimulus financing for health care organizations to develop and implement digital health records.
Software Piracy: How many of you have ever made an unauthorized copy of software, downloaded software or music (free or for a fee), or used copyrighted information without giving proper credit or asking permission? Was this illegal or just wrong? How is this being addressed?
9.Consumer Profiling: With every purchase you make, every Web site you visit, your preferences are being profiled. What is your opinion regarding the legal authority of these organizations to collect and aggregate this data?
Biometrics & Ethics: Your fingerprint, retinal-vessel image, and DNA map can exist entirely as a digital image in a computer, on a network, or in the infosphere. What new and old ethical problems must we address?
Social Networking: What are some of the ethical issues surrounding using new social networks? How are these now considered for business use? What are business social communities? Are new/different protections and security needed for these networks?
Gambling in Cyberspace: Is it legal? Are there national regulations and/or licensing? What are the oversight and enforcement requirements? Are there international implications? What are the social and public health issues?
Pornography in Cyberspace: For example, the U.S. Supreme Court ruling protecting as free speech computer-generated child pornography
Medicine and Psychiatry in Cyberspace: Some considerations include: privacy issues; security; third-party record-keeping; electronic medical records; access to information, even by the patient (patient rights); access to information by outsiders without patient knowledge; authority to transfer and/or share information. Are there any policies proposed by professional organizations?
Counterterrorism and Information Systems: Your protection versus your rights
Open-source Software versus Closed-source Software: Ethical ramifications and impact on intellectual property law
Creative Commons Licenses: How do they work and what are the legal and ethical impacts and concerns?
Universal ID card: What is the general position of the U.S. government about issuing each individual a unique ID card? Which individual U.S. government agencies have already provided a unique ID card? What steps have been taken to include individual ID information electronically in passports? How is privacy and security provided?
Video Games: Does playing video games distract from everyday responsibilities? Do video games correlate with real world violence? Why do game creators continually increase the violence of video games? What is video game addiction?
Cyberbullying: What is cyberbullying and what can be done to stop it?
Net Neutrality: What is the current position of the federal government and is it fair to all?
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After graduating from college, you and three of your peers founded the software company TechStore Unlimited (TSU). TSU provides an online market place that fosters business to business (B2B), business to consumer (B2C), and consumer to consumer sales (C2C). As one of the company’s principal owners, you have decided to compile a report that details all aspects of the business, including: employee payroll, facility management, sales data, and product inventory. To complete the task you will duplicate existing formatting, import data from an Access database, utilize various conditional logic functions, complete an amortization table, visualize data with PivotTables and Power Maps, connect and transform several external data sources, and lastly you will inspect the workbook for issues.
Start Excel. Open 3rd Excel Exam SU1 2021.xlsx. Grader has automatically added your last name to the beginning of the filename.
Create a Data Validation list in cell J7 based on the employee IDs located in the range A6:A25. Add the Input Message Select Employee ID and use the Stop Style Error Alert. Hint: Data Validation is located on the Data tab in the Data Tools group.
In cell K7, enter an INDEX functions with two nested MATCH functions. The first MATCH function will look up the row number of the employee number in cell J7 in the range A6:A25. The second MATCH function will look up the column number of the value in cell K6 in the range B5:H5. Note K6 contains a validation list that can be used to select various lookup categories.
Hint: The arguments of the INDEX are array (B6:H25), Row Number,Column Number. The purpose of the two MATCH functions is to look up the ROW number and COLUMN number. I suggest you do the first MATCH function to ensure it works and then nest it inside of the INDEX function. Then nest the second MATCH function in the INDEX function. To test the INDEX function, use the Data Validation list in cell J7 to select Employee_ID 31461 and select Salary in cell K6. Did it look up the correct salary for the specified employee number?
Click cell K11 and type FT. Click cell A28 and type Full Time Employees.
Use the Format Painter to apply the formatting from the cell A3 to the range A28:B28.
Hint: The Format Painter is located on the Home tab in the Clipboard group.
Use Advanced Filtering to restrict the data to only display FT employees based on the criteria in the range K10:K11. Place the results in cell A29.
Hint: Advanced Filtering is located on the Data tab in the Sort & Filter group.
Enter a database function (DCOUNTA) in cell K18 to determine the total number of FT employees. To complete the function, use the range A5:H25 as the database argument, cell E5 for the field, and the range K10:K11 for the criteria.
Hint: To access DATABASE functions, click insert function, and select Database from the function category menu.
Enter a database function in cell K19 (DSUM) to determine the total value of FT employee salaries. To complete the function, use the range A5:H25 as the database argument, cell H5 for the field, and the range K10:K11 for the criteria.
Hint: To access DATABASE functions, click insert function, and select Database from the function category menu.
Enter a database function (DAVERAGE) in cell K20 to determine the average FT employee salary. To complete the function, use the range A5:H25 as the database argument, cell H5 for the field, and the range K10:K11 for the criteria.
Hint: To access DATABASE functions, click insert function, and select Database from the function category menu.
Enter a database function in cell K21(DMAX) to determine the highest FT salary. To complete the function, use the range A5:H25 as the database argument, cell H5 for the field, and the range K10:K11 for the criteria.
Hint: To access DATABASE functions, click insert function, and select Database from the function category menu.
Format the range K19:K21 with Currency Number Format.
Hint: Currency Number Format is located on the Home tab in the Number Group.
Use PowerQuery to connect and open the Orders table in the eApp_Cap_Orders.accdb database. Use the Query editor to format column A with Date number format and load the table. Rename the worksheet Orders. Hint: Data can be imported using Get & Transform data tools located on the Data tab in the Get & Transform data group.
Adapt the previous step to connect and load the Warehouse table.
Hint: Data can be imported using Get & Transform data tools located on the Data tab in the Get & Transform data group.
Connect to, but don’t load the Inventory table from the eApp_Cap_Orders.accdb database.
Create the following relationships.
Relationship 1 Table Name Inventory
Column (Foreign) Warehouse
Table Warehouse
Column (Primary) Warehouse
Relationship 2
Table Orders
Column (Foreign)
Item_Number Table Inventory
Column (Primary)
Item_Number
Hint: Relationships are located on the Data tab in the Data Tools group.
Use PowerPivot to create a blank PivotTable on a new worksheet. Add the following fields to the PivotTable. Rows Warehouse: Location Warehouse: Warehouse Inventory: Item_Number Values Inventory: Current_InventoryInventory: Total_Value
Insert a Slicer based on Warehouse. Place the upper left corner of the Slicer inside the borders of cell F3.
Hint: Slicers are located on the Insert tab in the Filters group.
Create a 3D PowerMap that displays the location of all warehouses based on the City geographic type. Rename the worksheet Inventory. Hint: 3D Maps is located on the Insert tab in the Tours group.
Save and close the 3rd Excel Exam SU1 2021. Go to the Test Presentation Window. Upload the exam and submit it for grading
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Each year, many people get a flu shot to protect themselves from the flu.
Why give flu shots rather than “booster” injections? Why is last year’s flu shot ineffective against this year’s flu?
As a class, discuss which of the following methods would be the best type of vaccination for fending off the flu, and explain your reasoning:
A. IM (intramuscular) Injection
B. Nasal Spray
C. ID (intradermal) injection
PART B
For this Week Critical Thinking Exercise, you will answer the following questions using your critical thinking and reasoning skills:
1. In treating a woman for malignancy in the left breast, the surgeon removes some of her axillary lymph nodes. Following surgery, the patient experiences edema of her left arm. Explain why.
2. Anti-B antibodies of a type A mother rarely affect the RBCs of a type B fetus. Yet anti-D antibodies of an Rh– woman sometimes cross the placenta and hemolyze the RBCs of an Rh+ fetus. Explain this difference based on your knowledge of the five immunoglobulin classes.
3. How does the structure of a B cell differ from that of a plasma cell? Explain how their structural difference relates to their functional difference.
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