Archive for November 13th, 2020

Urinary system

Please answer the following questions. The answers should be 5 lines each.

1.Describe the filtration membrane, its three parts and their characteristics.
2.Describe the pressures that promote and oppose glomerular filtration.
3.What is GFR? Discuss the three mechanisms that regulate /influence glomerular filtration rate.
4.Discuss tubular reabsorption in the proximal convoluted tubule. What is the importance of sodium  reabsorption as far as reabsorption of other solutes in concerned?
5.What are the substances that are secreted during the process of tubular secretion

Social Entrepreneurship

On the topic you choose you are required to research and present how that topic is/has been
addressed by entrepreneurs or entrepreneurial firms. Your presentation must be framed in
terms of the documented source material.
You are expected to define the topic, highlight the history or background of the key issues and
challenges surrounding the topic, then and provide examples of specific entrepreneurs or
entrepreneurial firms and how they handled this topic.
Lastly you should include your own recommendations on how you feel the topic should be
addressed in the future.
You must cite all your sources using APA format (in-text and in a Works Cited section). Any
plagiarism will result in an automatic grade of ZERO.

Life Science: Reproduction and Heredity

Performance Assessment- Students demonstrate their abilities in a multitude of ways. Some will demonstrate mastery on written assessments while others will shine during projects, presentations, or artistic expression. How can students prove their mastery of your chosen standard in an alternative form? Create a performance assessment for your students. This will consist of three (3) parts: teacher copy (GRASPS and planning), interesting student copy (should grab students attention and make them excited to complete the assignment), and a rubric (used for scoring and explaining various levels of completion). As you begin to plan, remember that not all students are the same. Work to incorporate choice into the assignment. This will also help the student create ownership of the assignment. In Appendix B, see Teacher Planning: Performance Task Template and Example of Teacher GRASPS for part 1, Extra NEWS Paper for part 2, and Rubric Template Example for part 3.

This is a 3 page assignment. All three pages are different from each other such as TEACHER COPY(GRASPS AND PLANNING)
STUDENT COPY(SHOULD GRAB STUDENTS ATTENTION AND MAKE THEM EXCITED TO COMPLETE ASSIGNMENT)
RUBRIC(USED FOR SCORING AND EXPLAINING VARIOUS LEVELS OF COMPLETION)

Skills Analysis with Media Component

Skills Analysis with Media Component
Overview
This assignment consists of two sections: a skill analysis paper and a media presentation. You must submit both sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for.

Section 1: Media Presentation
Create a 15-minute media or multimedia presentation in which you:
Display the ways in which you have applied or planned to apply what you learned in the M.Ed. program (regarding the skill, lesson, or accomplishment that you identified) within your current or prospective work environment. 
Include any of the following forms of media, but you are not limited to these: audio files, videos, PowerPoint presentations with animation, Prezi presentations, or pictures of classroom activities or projects.
Note: When incorporating information from the workplace, be sure to remove all identifying information such as the name of the organization, the names of individual affiliates, and sensitive or proprietary information. Check with your supervisor before you share information from your workplace.

Section 2: Skill Analysis Paper
Write a commentary of your media presentation. Analyze the development of your teaching, coaching, training, or leadership skills throughout your M.Ed. program coursework. Focus upon a specific skill, lesson, or accomplishment related to both your portfolio theme and your work environment.
Use the Internet or the Strayer University Library to research strategies for enhancing your effectiveness in applying your knowledge to your teaching, coaching, training, or leadership.
Write a 34 page paper in which you:
Indicate your portfolio theme, and explain the key specific skill, lesson, or accomplishment upon which you are focusing. Describe your current or prospective work environment in order to establish a context for your analysis.
Analyze key aspects of your coursework that contributed to the development of the specific skill, lesson, or accomplishment upon which you are focusing. Provide one to three pieces of evidence, artifacts, or examples that demonstrate your knowledge and growth with respect to the skill, lesson, or accomplishment in question.
Analyze the manner in which your media presentation illustrates the previous or future application of your knowledge to your teaching, coaching, training, or leadership efforts. Provide a rationale for your analysis. Include a brief discussion of the ways in which your media presentation demonstrates application of at least one pertinent learning theory that you studied during your M.Ed. program coursework.
Specify at least two research-based techniques, ideas, or recommendations that you plan to employ in the future to enhance your effectiveness as a teacher, coach, trainer, or leader.
Note: The papers, artifacts, or examples that you provided are not included in the required page length but must be attached within an appendix. If you do not have an artifact, attach the description or descriptions of your chosen previous assignment or assignments.

Upload both sections of Skills Analysis with Media Component to your Optimal Resume portfolio. Copy and paste your portfolio’s URL into the comment box of Skills Analysis with Media Component to submit the assignment to Blackboard.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

Create a media component that utilizes technological best practices and reflects specialized skills or accomplishments gleaned from the Master of Education program.

strengths based reflection

Reflective Journal: Strengths-Based Reflection
Overview
In this journal, you will reflect on your perceived strengths that relate to your portfolio theme.

Requirements
In 12 pages (excluding attached artifacts), complete the following:

Identify and describe at least three main strengths in relation to the theme of your portfolio.
Analyze how you have developed these strengths throughout your coursework in the M.Ed. program and through your work experience. Support your discussion by identifying and discussing one piece of evidence or artifact from previous coursework that illustrates each strength.
Attach one to three pieces of evidence or artifacts from your work environment to demonstrate ongoing personal and professional development with respect to the strengths you identified. Identify the ID and title (for example: EDU599 Education Capstone) of the courses for which you had produced the assignments.
If you do not have any workplace artifacts, reflect upon ways to amplify your strengths in order to better meet the needs of your current or prospective work team or organization. (This will become your artifact submission.)

Gun control

Focus Freewriting
Questions to consider:
Why did you pick your topic?
How do you feel about the issue?
How does your topic affect society?
I need to talk in favor of gun control and the references need to be specific and right.

design and analysis

Reflective Journal: Design and Analysis
Overview
During your course of study in the M.Ed. program you have examined the importance of designing content that is aligned with organizational standards and organizational structure.

In this journal, you will reflect on these Master’s of Education program learning outcomes:

Design: Construct theory-based instructional content in accordance with organizational requirements and regulatory standards.
Analysis: Analyze organizational structure, curricula, policies, procedures, standards, and assessment strategies of educational organizations, and determine effective means of compliance or innovation, problem solving, communication, and community building.
Requirements
Write a 12 page paper in which you:

Reflect on how you have grown in your ability to design instruction to align with a particular organizational structure.
Examine how your coursework in the M.Ed. program and your work experience have helped you to grow in the areas of design and analysis and how you have used or will use these competencies in your current or future position.
Attach one to three pieces of evidence or artifacts from your work environment to demonstrate your competencies in the areas of design and analysis (e.g., workshop documents of a presentation prepared and delivered to colleagues, documentation to show improved student scores or trainee performance, pictures of you using a pertinent form of technology in the classroom, and so on).
If you do not have any workplace artifacts, reflect upon your strengths and weakness for achieving the identified standard. Determine the main ways in which you might implement the standard and analyze the means by which you would assess the effectiveness of its implementation. (This will become your artifact submission.)

Spirit-Led Preaching

Student will submit a 4-page annotated book report on the book listed below.  You will write your book report on the preachers method and your critique of the preachers method. Also, to  Identify and from the reading what made you stumble or caused a moment of aha. Describe why the particular sentence stuck out or caused a response in you. (Include the page number where the sentence is found)

    Spirit-Led Preaching by Greg Heisler

All papers must be written in the current Turabian 9th edition. Double spaced, 12 pt font, with 1-inch margins on all sides. Ensure proper documentation of footnotes and bibliography is documented correctly along with the below reading references.

English Language Learners, Challenges and Consequences

1.    Read and analyze a minimum of two articles that deal with English Language Learners’ Challenges (example: academic content, standardized tests, etc.)
2.    Write a paper in which you compare and contrast the two articles and highlight a philosophy, theory, practice, or strategy outlined in these articles. The paper must be a minimum of 3 pages. (Use APA style.)
3.    This paper should be relevant, well written (with a clear introduction, body, and conclusion), address the 21st Century classroom, and be free from extensive grammatical errors.

discussion post

Using the assigned readings as a guide, answer the following question:  How can we take a valid sample in an educational setting?  The thread must use current APA formatting. 

Please review the Discussion Assignment InstructionsPreview the document and the Discussion Grading RubricPreview the document prior to posting.  You may also click the three dots in the upper corner to Show Rubric.
See attachments and respond to the following:
There are several aspects involved in taking a valid sample for educational research including the validity and reliability of the research instrument and methods, as well as the generalizability of the research findings to the population in question. As stated by Check and Schutt (2012), measurement validity refers to the extent to which measures indicate what they are intended to measure (p. 23).

There are several types of validity including 1. face validity, which is where the meaning of the concept is clearly related to what is being measured, 2. content validity, which ensures that the entire range of the concepts meaning is covered, 3. criterion validity, where scores from one measure can be closely compared to scores from an already validated measure, 4. construct validity, where the measure is closely related a variety of measures within a particular theory, and 5. convergent validity, which is similar to measure triangulation, where one measure of a concept is validated by being associated with different measures of the same concept (Check & Schutt, 2012). Construct validity is commonly used in validating research measures for educational investigations when there is no existing criterion to use for validation purposes (Check & Schutt, 2012). 

Reliability can also ensure that a research is valid. Reliability is when the research measures ensure that the scores are consistent and is a prerequisite for research to be considered valid (Check & Schutt, 2012). However, even though measures may be considered reliable does not necessarily mean they are valid. There are several way for researchers to ensure reliability including test-retest, interitem reliability, alternate-forms reliability, and interobserver reliability. Although it can be difficult to find methods that are both reliable and valid, the authors suggest being diligent about finding an appropriate measure to ones study and not selecting the first measure that one comes across in order to ensure the study can be used as valid research (Check & Schutt, 2012).

Proper sampling is an additional research method to ensure that data is valid and generalizable to the population that the researcher has selected for investigation. Researchers should first clearly define the population they wish to study and the elements within the population that will be investigated (Check & Schutt, 2012). The generalizability of a sample to the entire population will be determined by the quality of sampling methods and the measure of sampling error. Check and Schutt (2012) state that one way to ensure lower rates of sampling error is to increase the number of elements being sampled overall. The larger the sample size, the greater chance of generalizability to the population. There are four types of random sampling that one can use to lower the rate of sampling error including, simple random sampling, systematic random sampling, cluster sampling, and stratified random sampling (Check & Schutt, 2012). Other methods used mostly for qualitative research are non-probability sampling methods including availability sampling, quota sampling, purposive sampling, and snowball sampling. These methods are not as generalizable, however may be used when random sampling methods are not possible (Check & Schutt, 2012).

Check, J. W., & Schutt, R. K. (2012). Research methods in education. Sage Publishing.