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d cons of the two ownership structures in exhibits 6 and 7 in the Core Curriculum: Corporate Governance

describe the pros and cons of the two ownership structures in exhibits 6 and 7 in the Core Curriculum: Corporate Governance.    References

Stanwick, Peter and Sarah Stanwick. Understanding Business Ethics. (2015) 3rd edition.

Sage Publications. ISBN-13: 978-1506303239

Also the attachments

2-3 pages APA7 style. The references another page

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Issue of curriculum development for a diverse student population

A Position Paper is exactly what it sounds like — you will choose a topic where you have a strong opinion. You will then explain and defend that opinion, or position, using information from reliable sources and logical, rational reasoning. Your position must be supported with solid evidence, properly cited in APA format. Remember, a position paper is meant to convince the reader that your position is correct!

Directions:

Choose a topic that relates to the issue of curriculum development for a diverse student population. Here are some possible topics:

A curriculum that is responsive to student readiness
A curriculum that is responsive to student interests
A curriculum that is responsive to student learning profiles

Writing guidelines:

Your paper should follow this outline:

Introduction (Grab attention and clearly state your point)
-Identify the issue
-State the position

Body of the Paper (Several paragraphs, each of which clarifies a particular concept within your topic)

Background
Supporting evidence or information
Conclusion (Summarize and reinforce concepts)

Suggestions, solutions, or extrapolations

Use at least 3–4 journal articles as references

This paper should be 5–6 pages, not including your title page or references page.

Follow current APA style guidelines for formatting, citations, and references.

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A curriculum that is responsive to student readiness

Position Paper

Purpose:

A Position Paper is exactly what it sounds like — you will choose a topic where you have a strong opinion. You will then explain and defend that opinion, or position, using information from reliable sources and logical, rational reasoning. Your position must be supported with solid evidence, properly cited in APA format. Remember, a position paper is meant to convince the reader that your position is correct!

Directions:

Choose a topic that relates to the issue of curriculum development for a diverse student population. Here are some possible topics:

A curriculum that is responsive to student readiness
A curriculum that is responsive to student interests
A curriculum that is responsive to student learning profiles

Writing guidelines:

Your paper should follow this outline:

Introduction (Grab attention and clearly state your point)
-Identify the issue
-State the position

Body of the Paper (Several paragraphs, each of which clarifies a particular concept within your topic)

Background
Supporting evidence or information
Conclusion (Summarize and reinforce concepts)

Suggestions, solutions, or extrapolations

Use at least 3–4 journal articles as references

This paper should be 5–6 pages, not including your title page or references page.

Follow current APA style guidelines for formatting, citations, and references.

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Integrating STEAM into Infant/Toddler Curriculum

Look up what STEAM CICCICULA IS AND THEN DO THE FOLLOWING.

USE THE LESSON PLAN TEMPLATE THAT IS ATTACHED. DO NOT SKIP ANY PART

Instructions

Integrating STEAM into Infant/Toddler Curriculum

The objective of this assignment is for the advanced preservice teacher to be able to design appropriate STEAM activities for infants and toddler. This assignment is divided into two parts: a) Design four STEAM lesson plans for infants/toddlers, b) create a mind map for one of the lesson/activity plans to share on Peergrade

Part One: Lesson Plans – 24 points

Write-up four lesson plans (use the infant/toddler lesson plan attached to this assignment) that are not explicitly found in your STEAM text using the following science disciplines:

●      Biology

●      Earth Science

●      Physics

●      Chemistry

There will be a total of 4 lesson plans/activities when Part One is completed. 

Part Two: Mind Map – 16 points

Select one of the four lesson plans and create a visual representation in a mind map.

The mind map visually displays the major concepts from the selected lesson plan.  For many of you (if not all), mind mapping is new – but you know about curricular webbing – mind mapping is webbing using technology. The emphasis is on designing a creative, visual map of major connections found in the lesson plan.

In your Mind Map include the following:

●      Name of activity and age span

●      Infant/Toddler Standards

●      Learning Goals (science and non science)

●      Connections to STEAM

●      Connections to Inquiry

●      Documentation/Assessment

After creating the final version of the mind map web, save the mindmap as a pdf or png.  

About Mind Maps

What are Mind Maps?  For those of you who are familiar with curriculum webbing, the concept will be familiar.  Think of mind maps as webbing for adults that uses visual content to explore concepts.

Here are two videos that will introduce you to the concept of mind mapping:

How to Mind Map with Tony Buzan

How to Create a Mind Map in 4 Steps

Coggle is a frequently used mind map software for beginners – students in previous

courses found Coggle to be user-friendly, but you can use any mindmap software. You can even use Jamboard to design a mind map.

Coggle Intro Video:https://www.youtube.com/watch?v=iL40u0uNYa8

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Health Curriculum links

THE AT1 b,2000 words
And AT1A, (3)three workshops reflection each one around 700 words
AT1A: Workshop Reflections (10%)
Select and identify three Health workshops and submit a teaching folio of evidence for each workshop for assessment. The folio of evidence will overview how the workshops may be utilised in a primary school setting to provide meaningful teaching/learning experiences for students. The folio for each workshop will include:
• Personal Workshop reflections that include connection with research from the Health discipline
• Health Curriculum links
• Overview of learning activities suitable if implementing this learning area in a primary school classroom.
• Assessment opportunities
• Resources, materials & key terms with definitions
• OH&S considerations
AT1B: Health Learning Sequence (40%)
Selecting a Health learning area different to the three workshop reflections required for AT1A, you will write a Health Learning Sequence (using the inquiry process) related to a selected focus area, relevant content descriptors and achievement standards, of the Health learning area in the Victorian Curriculum
The unit plan is more than a series of lessons. It must:
• reflect detailed and complex thinking about the relationship between student diversity, curriculum, pedagogy, and assessment.
• include a description of the hypothetical student cohort, context (can be based on a class you have experienced) age, diversity etc that
you will be designing the unit plan for.
• incorporate a rich and engaging approach relevant to the health Focus Area and the expected developmental level you have selected.
• include relevant health Intended Learning Outcomes based on one or two Content Descriptions from Health learning area and one
Content Description from the Personal and social learning capability of the Victorian Curriculum for a specific chosen level. You will need to select the same Content Descriptions for a level below and a level above the focus level to ensure you are catering for student diversity.
• identify skills, knowledge and attitudes (where appropriate) that form the basis of the Intended Learning Outcomes for your unit. The unit plan must be approximately 4-6lessons in length depending on the topic (lesson plans are NOT required to be included).
• include a rationale for all decisions made in relation to the unit plan including the wide selection of engaging learning and assessment strategies, sequencing of learning activities etc
• include a range of assessment strategies (‘for’, ‘as’, and ‘of’) related to the learning activities. Remember assessment should not be an add-on but rather incorporate as part of the learning process.
• include the criteria for each assessment task (i.e. what exactly you are judging/looking for through each assessment strategy) and how will your judgments be recorded (e.g. observation check sheets, rubric). You don’t need to include the actual individual rubrics or tests, however, you must include an assessment guide to show the overall assessment plan linked to the learning outcomes you have selected.
• ways that the learning and assessment strategies might be adapted for students who have a range of abilities, including students who have English as an additional language (EAL), a disability, or learning difficulties.
• include a brief overview of each activity and reference all resources you have used. Specific worksheets or longer descriptions of activities must be referenced as an appendix
• clearly show a clear link between all Content Descriptions, Intended Learning Outcomes, learning activities and assessment strategies (and criteria). You will need to consider that some students will be working above or below the level for the outcomes you have selected so you will need to ensure how you will distinguish the level at which the student is actually working (eg. Identify the criteria for one level below and one higher than the level you are focusing on). This can be completed in a table prior to the learning and assessment plan (see template 1 below)
• include the background to the unit including the overall rationale and aims for the unit, student level to which it is aimed, any previous learning that might be assumed at the beginning of the unit include a correctly formatted list of references using APA7 style and appendices use
• you may wish to use tables 1 and 2 to set out your unit plan. Ensure you background/rationale is included at the beginning of the unit. See the e-book on LMS Developing a unit of work for assistance with this unit plan

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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.

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Infant Toddler Curriculums (Creative Curriculum, High Scope, Active Learning Series

For this assignment, you will research 2 different Infant Toddler Curriculums (Creative Curriculum, High Scope, Active Learning Series, etc).

Once you have reviewed the curriculums of your choice, you will need to provide an overall summary of the infant toddler piece of the curriculums. Next, choose one of the two curriculums that you reviewed and use the questions below to guide you through your analysis of whether the curriculum has the key components to be considered a high quality infant toddler curriculum.

Be sure to provide specific examples that highlight those areas that support the curriculum as being high quality.

Analyze if your chosen curriculum:

  • Focuses on the relationship between child and caregiver
  • Promotes the establishment of primary caregiving relationships
  • Addresses development across domains; acknowledge the integration of infant toddler development across domains
  • Addresses the stages of infancy in some form, such as young infants, mobile infants, and toddlers
  • Promotes individualization for each child, based on his or her unique culture, developmental profile and needs (including children with special needs)
  • Promotes feeling of safety, security and belonging
  • Focuses on process over content
  • Focuses on an environment that promotes engagement over planned activities
  • Includes a focus on inclusion of families in planning for each child
  • Derives from theory and research?

Your paper should be 2-3 pages in length. Include the links for the curriculums that you researched on your reference page. Use APA formatted title and reference pages, as well as in-text citation where appropriate

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Nursing Curriculum development, Implementation, and Evaluation

Reflection & Artifact (Nursing)
APA style…. you can not use “I” but please used “the writer” instead.
Please include an introduction and conclusion. At least 3 peer-reviewed articles and APA style citation and referencing.
Please write in details curriculum development, implementation, and evaluation. Please! Please adhere to these request. Thank you.

Please consider how you have developed the knowledge, skills, and attitudes that enable your achievement of the Course Goals listed in the syllabus. Then write a reflection of minimum of 850 words describing how this course has helped you achieve these goals.

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Reflection on Nursing Curriculum development, Implementation, and Evaluation

(Course Instructor)

(University Affiliation)

(Student’s Name)

(Date)

Reflection on Nursing Curriculum development, Implementation, and Evaluation

            As suggested by Tayler, reflection can be a source of freedom, which allows one to adopt own roles and expectations from those of other in order to become a better being. Reflection in nursing is linked with empowerment that gives the nurse practitioner the power, helping them to take actions that are based on insights. The course on nursing curriculum development, implementation, and evaluation that we have undertaken has been invaluable, as it has enabled us to attain knowledge, skills, and attitudes for meeting the course goals. In the paper, a reflection on how the course has been helpful in achievement of the necessary knowledge, skills, and attitudes that are necessary in meeting the goals of the course will be provided.

            In the course, the knowledge gained in nursing curriculum development has been critical in meeting the goals of the study. The knowledge on the development of nursing education curriculum and the ever-evolving nature of the nursing practice allowed for the examination professional, social and educational issues related to the nursing education. One particular aspect that was integral in the course was learning about the need for curriculum development in nursing education. It led to appreciation of the fact that curriculum development and education in nursing is a continous and creative process, which is intended to produce a unified, evidence-based, and context-relevant curriculum.             Given the increasing need for nurse practitioners to be at the center of the care practice, Al-Ghareeb & Cooper (2016) asserts that nursing is a profession that demands nursing students to gain the required knowledge and skills in the course of their education. According to the authors, nursing knowledge and skills are critical in making judgments and management of complex clinical situations. However, the……………………………………………………………………………………………………

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CAHIIM Curriculum requirement for Bachelor Degree

 Unit 7 Assignment 1 Negotiation Key

Instructions:

  • Perform a web-search and locate information on negotiation techniques and skills.
  • Review the information in Chapter 13 of the textbook, Essentials of Strategic Planning in Healthcare.
  • Develop a 2-3 page APA formatted paper using at least two references which explains how at least four different negotiations techniques or influencing skills can be used in the healthcare value paradigm.

Assignment Objectives: 

  • Meet CAHIIM Curriculum requirement for Bachelor Degree
    1. Domain VI. Leadership
    2. Subdomain VI.A Leadership Roles
    3. Section 4. Apply personnel management skills
    4. Competencies: Negotiation
  • Meet CAHIIM Curriculum requirement for Bachelor Degree
    1. Domain VI. Leadership
    2. Subdomain VI.A Leadership Roles
    3. Section 1. Take part in effective negotiating and use influencing skills
    4. Competencies: Negotiation techniques

Assignment Purpose: 

To understand Negotiation techniques.

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The Australian Curriculum is published by Australian Curriculum

Assessment Task – NAPLAN Exercise – Word count: 500 words, plus or minus 10%.
This assessment refers to the 2016 Year 5 NAPLAN Numeracy Assessment (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016).

A. The Australian Curriculum is published by Australian Curriculum Assessment and Reporting Authority [ACARA] (n. d.). ACMNA052 and ACMNA028 are content descriptions from the current Australian Curriculum. Identify:

• the question in the 2016 NAPLAN test (Year 5, Numeracy) that assesses students’ competency in the content description ACMNA052
• the question in the 2016 NAPLAN test (Year 5, Numeracy) that assesses students’ competency in content description ACMNA028
Give reasons for your choices.

B. For Question 26, option B (99) is incorrect. Quoting appropriate academic referencing, describe the misconception which might lead some students to select this option.

C. Explain two quite different productive problem solving strategies for solving Question 40.

D. From the Mathspace ebook, find where Year 3 students Learn about number lines. Take a screenshot and include it within your Word document. Discuss how well this material supports students to answer Q33 in the NAPLAN. Refer to chapter 9 in Reys et al. (2016) to justify your answer.

References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n. d.). The Australian Curriculum: Mathematics (Version 8.3), All curriculum elements. Retrieved from http://www.australiancurriculum.edu.au/download/f10
Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016). NAPLAN Numeracy Year 5 2014. Retrieved from https://acaraweb.blob.core.windows.net/acaraweb/docs/default-source/assessment-and-reporting-publications/e5-naplan-2016-final-test-numeracy-year-5.pdf?sfvrsn=2
Reys, E., Lindquist, M, Lambdin, D.V., Smith, N.L., Rogers, A., Cooke, A., … Bennett, S. (2016). Helping children learn mathematics (2nd Australian ed.). Milton, Queensland: Wiley