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Enterprise Content Management and Data Governance Policies and Procedures Manual

Update the Enterprise Content Management and Data Governance Policies and Procedures Manual title page with a new date and project name.Update the previously completed sections based on instructor fee

  • Update the Enterprise Content Management and Data Governance Policies and Procedures Manual title page with a new date and project name.
  • Update the previously completed sections based on instructor feedback.
  • Suggested Headings for Data Governance Evaluation
    • Basis
      • base
      • Explain the benefits and drawbacks of governance as well as how their companies should respond to the influx and use of data. Look over and address the areas of your governance research that directly affect the company’s compliance and productivity. Create a diagram that illustrates how the elements of the EDM framework you found mix with your research-based explanation of governance to benefit the organization.
      • standards
      • The governance results are sorted using the most recent criteria.
      • It is critical to recognize the advantages and disadvantages of the area.
    • Standards
      • Categorize the governance outcomes based on current standards.
      • Strengths and weaknesses of this area should be noted.
    • Data Quality
      • Categorize your data quality analysis from IP4.
      • Strengths and weaknesses of this area should be noted.
    • Data Privacy and Security
      • Categorize data privacy and security in the organization based on your IP4 findings.
      • Strengths and weaknesses of this area should be noted.
    • Management Alignment
      • Categorize the overall benefits of the EDM on governance and improved alignment in the organization.
      • Strengths and weaknesses of this area should be noted.
  • Be sure to update your table of contents and project should be 15-20 pages.
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research-based and personal content while using presentation software to communicate with an intended audience

Goal: Demonstrate the ability to create a final project that uses both research-based and personal content while using presentation software to communicate with an intended audience. 

Description:

During the first six-weeks you formulated a project plan, researched the content of the plan, and collected quality academic and non-academic sources. For the week 7 Final Project you will create a presentation (CO8) that builds upon the week 2 Project Plan and the week 4 Location and Access (Source Organization worksheet) that effectively communicates the knowledge you have gained during COMM120.

Please consider the following:

  • Presentation will include an introduction, body, conclusion, and properly formatted reference/work cited slide in the citation style of your degree program (APA, MLA, or Chicago).
  • Clear evidence that the topic was researched and expanded upon the week 2 Project Plan (CO2 & 5).
  • Presentation provides audience with information to increase their knowledge of the topic presented (CO1).
  • Presentation engages the audience by using elements such as images, graphs, and charts. Appropriate citations must be included.
  • Three (3) vetted credible sources. One (1) of the sources must be scholarly and from the library.
  • Appropriate length 7-9 slides.

If you have multimedia skills and want to add creative content to your presentation, please do! Try to add any of the following enhancements and as you do, think about how it will impact your presentation and improve communication with the intended audience.

  • Voice narration, closed captioning, script.
  • Appropriate background music (must be cited on reference page).
  • Creative use of slide animations and transitions.

After submitting your presentation, review your TurnItIn Originality Report. (Note: Review the individual flags, decide why that text is flagged, and make corrections as appropriate.). Please see the attached rubric for grading guidelines.

Note: The Week 7 Final Project is a presentation and be turned in as a PowerPoint, a Prezi, or a different type of presentation software. If you chose something other than PowerPoint, you have to do the following

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Determine the “know” and “do” for your content standard.

The purpose of this Assignment is to get you thinking about your Five-day Instructional Unit, which will be due in Unit 6. You should plan to work on your Instructional Unit a little bit each week.

For this Assignment, think about the topic and learning objectives of your Five-day Instructional Unit. You may want to orient your curriculum around a theme (e.g., “change” or the relationship between individual and society; themes that are important in many academic disciplines); an entity (e.g., a literary text or an event or trend); a skill (e.g., conjugating verbs or understanding and applying the Pythagorean Theorem), or a sensibility (e.g., understanding and appreciating “perspective” in drawing). Do not be afraid to think “outside the box” for your discipline. Consider units that are oriented in non-traditional ways (e.g., a social studies unit not based on an event but on the acquisition of map-reading skills. Alternatively, a Language Arts unit based not on the entity of a book but on a particular theme, etc.).

Before you begin your Assignment, view this interaction about writing objectives.
(https://kapextmediassl-a.akamaihd.net/gradEd/Media/ED532/LearningOutcomeGenerator/story_html5.html)

Include the following information in your plan and use the Unit 1 Assignment template to complete it: attached

Decide on a central focus or theme for your Instructional Unit. The topic should be from the primary academic curriculum.
Select the content standard(s) that are related to your topic/theme.
Determine the “know” and “do” for your content standard.
Determine the necessary vocabulary in order to understand the standard.
Include as many learning objectives in your plan warranting 5 days of instruction. These important learning objectives will become your lesson topics and should include concepts, principles, and skills encompassed in your topic/theme.
Identify each type of learning objective (Thinking, Content, or Product).

Unit 1 Assignment TemplateBlack and gold Purdue University Global logo

Assignment Directions:

***STUDENTS, ERASE THE DIRECTIONS BELOW BEFORE SUBMITTING YOUR ASSIGNMENT****

For this Assignment, think about the central focus for the learning segment. You may want to orient your curriculum around a theme (e.g., “change” or the relationship between individual and society; themes that are important in many academic disciplines); an entity (e.g., a literary text or an event or trend); a skill (e.g., conjugating verbs or understanding and applying the Pythagorean Theorem), or a sensibility (e.g., understanding and appreciating “perspective” in drawing). Do not be afraid to think “outside the box” for your discipline. Consider units that are oriented in non-traditional ways (e.g., a social studies unit not based on an event but on the acquisition of map-reading skills. Alternatively, a Language Arts unit based not on the entity of a book but on a particular theme, etc.).

Include the following information in your plan:

  • Decide on a central focus or theme for your Five-day Instructional Unit. The topic should be from the primary academic curriculum.
  • Select the content standard(s) that are related to your topic/theme.
  • Include as many learning objectives in your plan warranting 5 days of instruction. These important learning objectives, which will become your lesson topics, should include concepts, principles, and skills encompassed in your topic/theme.
  • Create learning objectives for the unit that are student-centered/thinking-centered and state what students will know (concepts that they will understand) and be able to do (skills) by the end of each day.

Use the template below to complete your Five-day Instructional Unit.

Instructional Plan

Central Focus: (Decide on a broad topic or theme for your Five-day Instructional Unit. The topic should be from the primary academic curriculum.)

<Erase this and type your topic here.>

Content Standard(s)(type it out exactly as worded):    
Look at your content standard above, review what it is asking them to do? What do they need to know in order to master the standard? (terms, facts, formulas, events, procedures, etc.)    
Look at your standard above and asking yourself that question…”what do they need to be able to do?” (big ideas, concepts, principles, “how’s and whys”)    
What TERMS will students need to know? (vocabulary)  
Now that you have determined the “know” and “do” from the above content standard, break it up into five days of instruction. If your standard can be accomplished in a day or two, then complete the process above for the next sequential standard and continue the process until you have five days’ worth of instructional goals.
Five Day Learning ObjectivesWhat students know…?     (Explain what students will know by the end of the day)What students will be able to do…?   (Explain what the students will be able to do by the end of the day)Type of Learning Objective:   Thinking Skill Content Objective Product Objective  
Learning Objective Day 1:   
Learning Objective Day 2   
Learning Objective Day 3   
Learning Objective Day 4   
Learning Objective Day 5   

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content standard from the Common Core Standards

Topic 2: Instructional Goals

In Chapters 1-3, the focus is on designing instruction by first determining what students will be able to know and do at the end of the instructional lesson and/or unit. Through this instructional design method, you determine what the demonstrated student learning will look like and the measures to help share that determination with your students. Objectives are statements of what students will know and be able to do after they have learned what we intend them to learn.

In the Discussion this week, you will discuss the importance of the learning objective selection, how to unpack the learning objective in order to determine performance outcomes, and identification of performance levels demonstrating student mastery.

In the Discussion, respond to the following questions:

How do you select a learning objective for your weekly instruction?
Identify a content standard from the Common Core Standards (http://www.corestandards.org/standards-in-your-state/)
for your class or area of study.
How do you unpack the learning objective or content standard (steps, stages, strategies)?
What are important factors in identifying student performance outcomes for the content standard?
How do you determine the smaller learning objectives (subtasks) inside a larger one?
What steps do you take to make sure all portions of the learning objectives are included in the daily or weekly plans?
How do you communicate the learning objective or content standard to your students?
How do you know that students have mastered the learning objective or content standard?

Discussion 2

Feedback and Technology Tools

Providing effective feedback to students is essential in supporting their growth and guiding their progress. You want to be able to provide feedback to help your learners understand their strengths, areas of weakness and what they need to do to plan to achieve their next levels of performance. Share with your classmates how you might use one of the following feedback methods in your Five-day Instructional Unit:

Voice
Co-creation
Social construction
Self-discovery
Instructive coaching
One-on-One Feedback
Group feedback
Protocols
Student ledconferences
Consultancy models
Student reflection
Share when you would use it in your Five-day Instructional Unit, what format you would use (individual, small group, large group, written, etc.), and the benefit it will have to foster student performance growth.

Technology can be a useful and efficient tool to provide feedback to students. Research one technology tool that can be used to provide feedback to students and share your finding in the Discussion Board. Post the following:

The tool that you found (include a URL link to the tool).
How it supports student learning during the feedback loop.
How you might use this technology tool in your Five-day Instructional Unit.

Discussion 4.1
Designing learning activities requiring teachers to break down the process of thinking into stages. Interactive teaching is about instructing students in a way that they are actively involved in their own learning process. There are different ways to create involvement through:

Teacher-student interaction
Student-student interaction
The use of audio, visuals, video
Hands-on demonstrations and exercises
The goal with developing activities that access knowledge, engage learners, and promote deep thinking is to get students moving, thinking, and responding. Experiential learning activities help students remain focused and are less likely to become bored. Students learn faster and boost engagement thus accelerating and improving retention.

In this week’s Discussion Board, you will research and then present three interactive teaching processes that engage all students. Share the activity and the benefits the activity has for the students. Share the URL and/or resource where your activity was found.

Discussion 4.2
Topic 2: Differentiated Instruction

Within each classroom, there are a variety of learning styles, learning modalities, and needs that cause teachers to differentiate their instruction. Differentiation deals with the Content, Process, Product, and Learning Environment. Before you continue, take a few minutes and watch this Learning Activity.

As you think of your Five-day Instructional Unit and the learners that are in your classroom, identify a specific learner or small group of learners who you will need to provide differentiated instruction for within this environment. In the Discussion Board share:

The specific needs of the identified learner or group of learners.
How will you address them through addressing the content, process, product and learning environment and what specific things will you do?
How will you guide and monitor the students through the five days of instruction and what specific instructional strategies will you have in place in order to support their successful mastery of the learning objectives?

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Integrated into the topic will be content or activity in a) support of  antiracist approach to work

resent a 10-15 minute, interactive training. We know that in 10-15 minutes you are unable to do a full training. This training is meant to share a sample of how you work. Th

please come prepared to present a 10-15 minute, interactive training. We know that in 10-15 minutes you are unable to do a full training. This training is meant to share a sample of how you work.

The directions are below:

1. Choose one of the topics listed here: a leadership skill, giving and receiving feedback, choose  value to highlight, or a topic of your choosing.

2. Integrated into the topic will be content or activity in a) support of  antiracist approach to work and/or b) in support of the strategic transformation to eliminate health inequities in Oregon by 2030. 

3. Include supportive materials in your mini-training such as a) a PowerPoint slide deck, b) a workbook sample, and/or c) a handout.

note please follow the instructions carefully. 

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Enterprise Content and Record Management

  What steps would you take as a consultant hired to assess the feasibility and functions for selection and implementation of an electronic document and record management system at a large multi-specialty clinic? 

Enterprise Content and Record Management

Documents, records, and unstructured data of all types continue to proliferate, making it increasingly more difficult to locate and retrieve content. The evolving discipline of enterprise content management (ECM) is an integrative view that brings together concepts like data governance and data stewardship, practices such as document and record management, and work in such fields as thesaurus and ontology development to help tame the content chaos.

            There are a number of practices and technologies that are used to manage content for the primary purposes of searching for, locating, and retrieving information. These systems can be viewed as a continuum from those that are simpler with less functionality, such as document imaging systems, to those that the more complex, such as electronic content management. At its simplest, document imaging is a system consisting of software and hardware that converts source documents to digital format. Systems that have mid-range functionality are electronic document management systems that automate the preparation, organization, tracking, and distribution of electronic documents. Systems and processes with high-end functionality are often referred to as content management systems. These more complex systems are able to move beyond categorization of documents and records to classifying content through the use of taxonomies, thesauri, and ontologies.

            Content management is the entirety of practices and technologies used to manage the lifecycle of content from creation, capture, or receipt through archiving and destruction. The content management roadmap must be aligned with the strategic objectives of the organization, support business process and stakeholder needs, and be framed within a data governance perspective

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what is the gravimetric water content?

 Q1. You take a soil sample from your field, weigh it moist, oven-dry it, and weigh it dry. If the initial weight is 77 g and the final weight is 62 g, what is the gravimetric water content? If you know from previous soil sampling that the bulk density is 1.25 g cm-3, what is the volumetric water content? Make sure to show your work for full credit! 

Q2. How much monoammonium phosphate (MAP) would you need to apply to an onion crop to get 30 lbs. N per acre if the fertilizer bag reads 11-52-0? How much phosphorus and potassium would this supply in oxide forms? 

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what is the gravimetric water content?

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link https://bblearn.griffith.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_93984_1&content_id=_6120653_1&mode=reset

The a-s-s-e-s-s-m-e-n-t will be 500 words long. Please see the questions shown in the screenshot. I will send you all info after hired, eg PPTs, student access etc. Please send a draft in 12hrs-1 day time, day 2, and day 3 as well. + Will need to to draft some questions to ask the teacher and revise base on feedback (Send bk ard in 1 day max) 

Instructions 500 words

Assessment link https://bblearn.griffith.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_93984_1&content_id=_6120653_1&mode=reset

Student no. S5241470

Password Zdj121314

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evidence of the application of course content and terminology.

Each review will be 400-600 words in length, demonstrate critical thinking, and show evidence of the application of course content and terminology.  The review will focus on and describe the student’s informed opinion in four areas:

      1. Performers (This should be one of the shortest parts of the review)
      2. Context (This should also be a short part of the review)
      3. Music Description / Planes of Listening (This should be the largest part of the review)
      4. Writers Opinion, including the reviewer’s personal reaction to the concert experience (This should be a substantial part of the review)

Concert reviews will utilize complete sentences, proper organization, correct grammar, and accurate spelling. Each concert review is worth 100 points (10 percent of your final grade), so be sure to submit quality work. 

Please review the content in the Concert Reviews Module for more information about Concert Reviews.

Link to video: https://www.youtube.com/watch?v=rOjHhS5MtvA

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Developing Curriculum Content.

Provide a 6 pages analysis while answering the following question: Developing Curriculum Content. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required.

The developmental approach in designing curriculum content asserts that curriculum should help students to learn the information which is necessary for performing day-to-day operations or tasks. This model emphasizes that curriculum should provide practical information and should help developing skills and learning capacities for better performance (Browder, et al., 2003). The developmental approach looks forward to developing student abilities to be an excellent performer in their life. This model recognizes students’ development as a sequential growth which starts with academics, then career, and then social growth while curriculum should be designed to achieve objectives of all stages of students’ needs.

The readiness approach as the name suggests is related to the entry-level of students. It refers to particular skills and understanding of a student. The readiness approach suggests that in designing curriculum content, it is important to examine the mental standing of the student where the student is (Marcon, 2002). In institutions, some students may have well-developed skills and understanding of complex topics because they were already exposed to learning opportunities but others may not have got the same chances (Muller-Ackerman, 2014).

So, curriculum content must be designed considering the readiness of students and the level of their understanding. In the contrasting scenario, no prior knowledge of students’ readiness may lead to an unplanned curriculum content which will hinder the actual growth and learning of students (Olfman, 2003). Examining readiness provides a series of indicators whereas these indicators help understanding the expectations and needs of students. Based on these indicators educationists have better oversight of required curriculum contents which later produces greater learning and growth.&nbsp.

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Developing Curriculum Content.