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Critical Writing Packet Harris, REA 095 This purpose of this packet is to aid you in your Critical Writing Assignments for REA 095. TOPIC: â€Å"Extra Large, Please† Go to page 636 of your reading textbook and read #3 beneath the topic â€Å"Extra Large, Please.† This question and essay assignment corresponds to your textbook’s Chapter 3 Implied Main Ideas Review Test #2 on pages 113-117. Reread the article â€Å"Extra Large, Please† by Alice M. Davies. Then, use the following packet to help guide you through the brainstorming and organizational parts of your essay’s prewriting. BRAINSTORMING: In the space below, write out three notes from the reading that you found interesting: 1. 2. 3. Now consider, What can parents do to encourage their†¦show more content†¦Expresses ideas fluently and gracefully. | Displays clear thinking. Expresses ideas clearly. | Conveys basically intelligible ideas. Style is bland, pedantic or formulaic | Conveys simplistic ideas. Lack of vocabulary hinders clarity of expression. | Reveals confusion or takes an extremely simplistic approach to the prompt. | Demonstrates confusion or inability to comprehend the prompt. | Thesis Voice Audience | Demonstrates effective sense of voice, audience and purpose, one that is evident in such elements as thesis, topic selection and/approach to topic. Discussion is fully developed and convincing. | Demonstrates adequate and clear sense of voice, audience and purpose through thesis, topic selection and/or approach. Lacks sophisticated approach. | Lacks mastery of voice, sense of audience, and/or purpose. Thesis weak or unclear. Support is weak. | Fails to convey a clear sense of voice or

Unit 9 †Assignment 2 Complete the Assignment Specified in Sam. Free Essays

Judy Vasquez HCMG745-Dr. Szostek March 27, 2013 Week 4-Assignment 4 You will explore these areas in a research based paper with at least four scholarly references. Be sure to summarize the weekly focus area, evaluate its effect on the future of healthcare and your practice, and conclude the aspects of quality and best practice involved. We will write a custom essay sample on Unit 9 – Assignment 2 Complete the Assignment Specified in Sam. or any similar topic only for you Order Now Due Day 7 For Week 4 Operations, develop an overall operations plan. TOPIC SUMMARY EFFECT ON HEALTHCARE FUTURE OVERALL QUALITY BEST PRACTICE ISSUES What will be a typical patient experience? Patients are first seen with either our primary physician or orthopedists, many are experience joint, spinal, or neck issues from motor vehicles accidents or slip and falls, so they are usually in a lot of pain. Patients are prescribed pain medication if needed, and go through a series of tests performed by our physicians at our practice. Imaging is usually needed, so many must have MRI’s and X rays performed and bring their CD’s with them to be reviewed by our doctors. We always follow-up with each of our patients, and if they have surgery they have ore-surgical and post surgical consultations with our physicians. Describe patient flow from making the appointment to paying the bill. Many of our patients have been in car accidents or slip and falls, they are being referred to our surgeons, neurologists, primary physicians, and orthopedists from attorneys. If the pain is tolerable we do not recommend surgery, however when patients are in excruciating pain we have them see our neurologist to have various neurological tests performed. When we have a new patient referred to our office, we gather all of their demographics and insurance information, if they do not have insurance many times there is a liable party information involved.. First we call the attorney to get more information on the case, next we fax the attorney letters of protection. Some of our cases are funded so we fax the funding company the information on the case with liable party information such as limits. Next we schedule a surgery date for the patient if surgery is needed, and ax the surgery center the case and Letter Of Protection for patient to sign. Lastly, after the surgery we fax the paperwork for coding. How will you address regulatory compliance and risk management? From a medical practice standpoint complying with regulations not only decreases risk but can decrease mortality and costs. http://www. acponline. org/running_practice/practice_management/regulatory_compliance/How will continuous quality improvement and best practices be addressed? How are you going to develop and maintain an ethical, quality, and complaint practice for the long term? What regulatory bodies will you have to be concerned with on an ongoing basis? Medicare and Medicaid Audits are some of the major regulatory bodies our practice is constantly concerned with. Recovery Audit programs aim to decrease the likelihood of overpayment and underpayments of their beneficiaries. This means our practice must stay on top of proper coding and billing to avoid penalties associated with false claims. http://www. cms. gov/Research-Statistics-Data-and-Systems/Monitoring-Programs/recovery-audit-program/index. html? redirect=/rac/ What do you see as possible futuristic operations issues/policies? How will you create the optimal care environment? How to cite Unit 9 – Assignment 2 Complete the Assignment Specified in Sam., Papers

Philosophy Unit free essay sample

A thought or notion that cannot be true or false | God, Dog, Evil | Proposition | A statement which is either right/wrong | â€Å"God is pink† | Knowledge | Expressed in propositions that are formed by joining concepts, state something that is true or false | â€Å"The dog is Yellow† | Three Types of Knowledge | Propositional- â€Å"Know that† Knowledge by Acquaintance â€Å"Know of† capacity/Ability â€Å"Know how† | | A Priori | Propositional knowledge that we know is right before (sense) experience | â€Å"2+2=4 â€Å" | A Posteriori | Propositional knowledge that we know is right only after (sense) experience | â€Å"The sky is blue† | Synthetic | Not true by definition – Tells us something substantial about the world | â€Å"Snow is white† | Analytic | True by definition | â€Å"All Bachelors are unmarried men† | Necessary | Had to be true, true in all possible worlds | Maths – 2+2=4 | Contingent | Coul d be otherwise | â€Å"Obama was elected President† | Induction | Reasoning that draws conclusions from a finite collection of specific observations. | 1). The sun has always risen 2). The sun will always rise | Deduction | Reasoning in which the conclusion must follow the premises | 1). Man is mortal 2). Socrates is man 3). Socrates is mortal | Innate | Knowledge that is present in the mind at birth | Conceptual Schemes Kant | Intuitive | propositions that we know are right through pure thought | â€Å"I think therefore I exist† Descartes | Empiricism | Argues that you can only have analytic a priori knowledge | â€Å"All Widows were once Married† (Analytic a priori) | Rationalism | Argues that you can have analytic and synthetic a priori knowledge (Not Plato) | â€Å"God Exists† Descartes (Synthetic a priori) | All Ideas Come From Experience: Empiricism John Locke | David Hume | The mind is a Tabula Rasa – Blank Slate Sensation + Reflection Simple, complex, and abstract ideas Simple ideas come from sensation Complex + Abstract come from reflection | Sensation creates impressions in our minds Ideas are faint impressions of sensations which are vivid and forceful All thoughts are combinations of ideas e. g. Golden Mountain | Counter Arguments: Not all simple ideas come from experience Missing shade of blue Hume | Complex/Abstract ideas are not from experience general idea is required to form the abstract idea Curruthers | Some ideas are innate Ideas of God/Infinity – Descartes Veined Marble – Leibniz All knowledge is innate in the soul, just needs to be recalled Plato | Knowledge about what exists must be justified by sense experience: John Lock | 2 Fountains of Knowledge – Sensation + Reflection All ideas are from these – So all propositions must be as well | BUT | David Hume | Humes Fork Relations of Ideas – Analytic a priori knowledge Matters of Fact – Synthetic a posteriori knowledge Anything is Empty Metaphysical Speculation† and should be cast to the flames e. g. God | Humes Fork itself is empty metaphysical speculation – contradicts itself | Alfred Jules Ayer | Verification Principle Analytic or Empirically Verifiable (can be proven by experience) Anything else is meaningless e. g. Infinity | | John Stewart Mill | No a priori knowledge All knowledge is a posteriori and learnt through induction, including logic and mathematics | What about analytic a priori knowledge? â€Å"A bachelor is not married† | Strengths: Sets clear limits on appropriate objects of knowledge – Allows us to learn without being distracted by Empty Metaphysical Speculation The view reflects our experience of learning – It explains why we learn like we do Counter Arguments: Sense experience is never certain – Leads to scepticism Senses, Dreams, Deceiving Demon – Descartes Cave Analogy Plato | Some knowledge about what exists is known a priori Self/God/EW – Descartes Forms – Plato Causation, self, space Kant | Knowledge of relations of ideas is a priori Dont get more certain – True in all possible worlds Russell | Experience alone is unintelligible Needs to be mediated through a conceptual scheme – Kant, Saphir/Whorf | Mind contains innate knowledge: Plato | All knowledge is innate Slave Boy Analogy No education but still recognises the proof Learning as recollecting/remembering prompted by questioning Reason recognises truth not the senses | BUT Boy is prompted through questions | Leibniz | Veined Marble Mind not passive – contains natural inclinations and dispositions, habits or potentialities | | Kant | Conceptual Schemes are innate Categories are innate e. g. Space, Time, Self | The conceptual scheme is innate capacity/ability knowledge, not propositional knowledge | Counter arguments: This knowledge can be explained through intuition and deduction Reason discovers the knowledge Descartes | Innate knowledge is absurd – There is no universal assent Children and idiots dont know the simplest truths Locke | Innate knowledge is a near contradiction – Impossible to know but not know that you know Locke | Doctrine of Innate Ideas: Descartes | Ideas are either: Adventitious – From experience Factitious – Made up by us Innate – In the mind at birth | God, Infinity, and supreme perfection are not experienced or made up They must therefore be innate (Trademark Argument – We know of God, but do not experience God – He left his mark on us – This is innate) | Innate ideas provide the materials for reason to think develop knowledge without needing experience | Counter Arguments: John Locke | The mind as a Tubula Rasa (slank slate) at birth There is no innate knowledge only a posteriori knowledge We have of positive idea of infinity Infinity is defined in the negative never ending, only ever experience being able to add more on | David Hume | All ideas are formed from experience E. g. Golden Mountain – God is just qualities in man joined together and augmented without limit | Knowledge Through Intuition + Deduction Key Terms | Intuition | Self evident truths – Reached through pure thought | Deduction | Conclusion reached by following same premises e. g. Sudoku – Original numbers are self evident, other numbers discovered through reason. Answer is certain | Descartes | Intuition | Self as a thinking thing exists (The Cogito) | Deduction | God Exists External world exists (Ontological Argument) | Counter Arguments: Descartes intuitions and deduction dont work Existence of self not known through reason – Cogito only proves only the existence of thought, not a thinker e. g. BFG (Big Friendly Giant) Ontological Argument fails to prove the existence of God – Only proves hypothetical existence – Hume Proof for existence of external world depends on existence of a good God | Humes Fork Reason limited to tautologies/relations of ideas | No a priori knowledge Mill | Is certainty confined to introspection and the tautological? Key Terms | Introspection – Looking inwards i. e. Internal experiences Tautology – Saying the same thing twice E. g. Reverse Backwards (i. e. Analytic) | David Hume | Humes Fork Reason is limited to the meaning of words | Descartes | Experience is limited to immediate awareness We can never be sure that the external world corresponds to out experiences (we might be dreaming/demon) | Conclusions: David Hume | Yes | Humes Fork Only relations of ideas can be certain, all matters of fact are open to doubt | Descartes | No | Reason can discover certain knowledge of the world through intuition and deduction e. g. God exists | Kant | No | We can have certain synthetic a priori knowledge of our conceptual scheme e. g. We will perceive the world in space, time, causation | Yes | We can never know of the world of the noumena | Experience is intelligible due to a conceptual scheme: Kant | Mind is active – Organises experience into categories e. g. Filing Cabinet Ordered into Space/ time/causal relations/unity Conceptual scheme Universal, a priori, necessary | Implications | Synthetic a priori knowledge of the categories is possible e. g. Cookie cutter analogy – Cutter is set (conceptual scheme), What it is cutting can change, but still get the same shape Only know the phenomena, never the noumena Fishing Net/Blue Spectacles Analogy | Saphir/Whorf | Experience is ordered due to the language that we use Linguistic relativism – Societies organise experience by defining thing with words e. g. Inuit + Snow, and Hopi + Time Conceptual Scheme A posteriori, relative contingent | Implications | World as it is is still unknowable No innate scheme, rather a range of different schemes |

My Past Learning Experience Essays - Study Skills,

My Past Learning Experience My past learning experience I will present and make comparation between two ways of how I have studied history during my highschool period. First for the time that I studied history in Skopje, and the second time during my senior year which I have finished in United States of America, Oklahoma City. From my point of view we have different methods and techniques of studying history, which materials are more difficult and very wide in terms of history. For example, the history that I have learned is very different from the history that I'm studying now. Our history is based on ours national heroes. The techniques that our school system provide is very difficult because each time when we learn about some national hero, and they are too many, we have to know everything about her/him like the book says, from beginning of the essay till the fullstop. The essays are long six to seven pages sometimes even more. When is time for exams is very hard, because we have to know all the material by heart which is enormous. The exams that we are taking are not written, but we have to retail the story about some hero in a verbal way. From 30 lessons the instructors are giving us 3 questions, and we have to answer everything in a perfect way in order to past the class. So as you can see we don't l earn much about modern history. The first time when I came in contact to study modern history was in U.S.A where I was finishing my senior year. I studied there various of things, from World War I to American civil war. And I realise how easy can be to study not just history, but all subjects in a practical way. I preferred the American system, because is more effective than ours it makes you to think and is more interesting in every way. Our system is you study you forget, the American system is you study, but it remains. That's why I think that our school system should accept the American system, and if they accepted there won't be pressure on the students. History Essays

Heres What You Need to Know About Lesson Plans

Heres What You Need to Know About Lesson Plans A lesson plan is a detailed step-by-step guide that outlines the teachers objectives for what the students will accomplish during the course of the lesson and how they will learn it. Creating a lesson plan involves setting goals, developing activities, and determining the materials that you will use. All good lesson plans contain specific  components  or steps, and all essentially derive from the seven-step method developed by Madeline Hunter, a UCLA professor and education author. The Hunter Method, as it came to be called, includes these elements: objective/purpose, anticipatory set, input modeling/modeled practice, check for understanding, guided practice, independent practice, and closure. Regardless of the grade level you teach, Hunters model has been adopted and used in various forms for decades by teachers across the nation and at every grade level. Follow the steps in this method, and youll have a classic lesson plan that will be effective at any grade level. It doesnt have to be a rigid formula; consider it a general guideline that will help any teacher cover the necessary parts of a successful lesson. Objective/Purpose Students learn best when they know what they are expected learn and why, says the  U.S. Department of Education. The agency uses an eight-step version of Hunters lesson plan, and its detailed explanations are well worth reading. The agency notes: The purpose or objective of the lesson includes why students need to learn the objective, what they will be able to do once they have met the criterion, (and) how they will demonstrate learning....The formula for the behavioral objective is: The learner will do what with what how well.   For example, a high school history lesson might focus on  first-century Rome, so the teacher would explain to students that they are expected to learn the salient facts about the empires government, its population, daily life, and culture. Anticipatory Set The anticipatory set involves the teacher working to get students excited about the upcoming lesson. For that reason, some lesson plan formats actually put this step first. Creating an anticipatory set means doing something that creates a sense of anticipation and expectancy in the students, says Leslie Owen Wilson, Ed.D. in The Second Principle. This can include an activity, a game, a focused discussion, viewing a film or video clip, a field trip, or reflective exercise. For example, for a second-grade lesson on animals, the class might take a field trip to a local zoo or watch a nature video. By contrast, in a high school class getting ready to study  William Shakespeares play,  Romeo  and Juliet, students might write a short, reflective essay on a love they lost, such as a former boyfriend or girlfriend. Input Modeling/Modeled Practice This step- sometimes called  direct instruction- takes place when the educator actually teaches the lesson. In a high school algebra class, for example, you might write an appropriate math problem on the board, and then show how to solve the problem in a relaxed, leisurely pace. If its a first-grade lesson on important sight words to know, you might write the words on the board and explain what each word means. This step should be very visual, as the DOE explains: It is important for the students to see what they are learning. It helps them when the teacher demonstrates what is to be learned. Modeled practice, which some lesson plan templates list as a separate step, involves walking the students through a math problem or two as a class. You might write a problem on the board and then call on students to help you solve it, as they also write the problem, the steps to solve it, and then the answer. Similarly, you might have first-grade students copy the sight words as you spell each out verbally as a class. Check for Understanding You need to make sure students understand what you have taught. One easy way to do this is to ask questions. If youre teaching a lesson on simple geometry to seventh-graders,  have students practice with the information you just taught, says the  ASCD (formerly the Association for Supervision and Curriculum Development). And, be sure to guide the learning. If students dont seem to grasp the concepts youve just taught, stop and review. For the seventh-graders learning geometry, you may need  to repeat the previous step by showing more geometry problems- and how to solve them- on the board. Guided and  Independent Practice   If youre feeling like the lesson plan involves a lot of guidance, youre right. At the heart, thats what teachers do. Guided practice provides  each student a chance to demonstrate her  grasp of new learning by working through an activity or exercise under the teacher’s direct supervision. During this step, you might move around the room to determine your students level of mastery and provide individual help as needed. You may need to pause to show students how to successfully work through problems if they are still struggling. Independent practice, by contrast,  can include homework or seatwork assignments, which you give to the students to complete successfully without the need for supervision or intervention. Closure In this important step, the teacher wraps things up. Think of this phase as a concluding section in an essay. Just as a writer wouldnt leave her readers dangling without a conclusion, so too, the teacher should review all key points of the lesson. Go over any areas where students might still be struggling. And, always, asked focused questions: If students can answer specific questions about the lesson, they likely have learned the material. If not, you may need to revisit the lesson tomorrow. Tips and Hints Always gather all needed supplies ahead of time, and have them ready and available at the front of the room. If youll be conducting a high school math lesson and all students will need are their textbooks, lined paper, and calculators, that makes your job easier. Do have extra pencils, textbooks, calculators, and paper available, though, in case any students have forgotten these items. If youre conducting a science experiment lesson, make sure you have all of the ingredients needed so that all students can complete the experiment. You dont want to give a science lesson on  creating a volcano  and find out once students are gathered and ready that youve forgotten a key ingredient like baking soda. To ease your job in creating a lesson plan, use a  template. The basic lesson plan format has been around for decades, so theres no need to start from scratch. Once you figure out what kind of  lesson plan  you will be writing, then you can determine the best way to use the format to fit your needs.

Perspiration is Nothing without a Little Bit of Inspiration

Perspiration is Nothing without a Little Bit of Inspiration Inspiration and Success People need to be inspired to do their best.  Reward  and punishment, for instance, are traditional psychological techniques used by organizations to inspire people to peak performance. These external motivators according to literature make people work toward a certain goal and eventually succeed through  increased productivity and quality of work. Inspired people are mostly satisfied people having a sense of responsibility and commitment to the organization. In contrast, people with low level of motivation are not dedicated, unhappy, lazy, unenthusiastic, disengaged, and unproductive. Since motivated employees feel good about themselves, they normally performed beyond expectations and achieved the highest level of success. Motivation is a quest for personal gain thus, the pursuit of happiness often inspired people to become active and work hard until they are satisfied with the outcome. Similarly, empowerment is an important motivational tool as it can energize and excite people to work hard, make decisions, and take actions on their own. The study shows that empowered employees often have stronger work motivation, produce quality work, highly satisfied with their jobs, and stay longer in the organization. There are a number of things that motivate people and these include engagement with others animate and inanimate things, powers, spaces, and substances. For instance, social relationships inspire people to act in a way that is contingent on that relationship, accepted practices, a significance of places, and observed  values of people and things. For instance, monuments, paintings, sculptures, and others inspire and actively engage people because they have imaginary qualities that enable people to connect and look into other worlds. Want to know more? Go here: Relieving Students School-Related Stress Developing Students Creativity The Bright Sides of Academic Intellectuals We Call Nerds Junk Food in School Is Sports Competition Relevant to Academic Learning Common Study Inspirations Students are similar to musicians who need to be inspired to write a song. The desire of each student to study is determined by different motivational factors that include classroom climate, sociological factors such as competition and peer  pressure, relevance and confidence, achievement, and others. Study of high school students’ motivation in learning mathematics suggests that their level of self-efficacy and confidence is greatly affected by competition and peer pressure in the classroom. Similarly, anxiety over math subjects is commonly caused by students’ lack of confidence and perception of the relevance of studying  mathematics. In a comparative study of learners’ motivation in learning languages, suggest that motivation is an important factor that affects the desire to learn. Parental expectations played an important role in male students’ motivation to enroll and study advanced courses while female students’ motivation to learn science depends on their individual educational aspirations. Teacher’s enthusiasm is an important motivating factor mainly because the way to interest a class is to show them that you are interested. The study shows that teacher’s enthusiasm, energy, and vitality are correlated to higher achievement scores and test performance. Similarly, indirect teaching methods and the amount of movement, eye contact, and varied voice intonation aroused students desire to learn. Teacher’s genuine human sympathy satisfies students’ desire for relevance and natural curiosity over their studies. Students are better motivated when they are respected and given the opportunity to get involve and participate in class decision making. Moreover, they are often motivated by praise, positive feedback, and thoughts that achievement is possible.

The association of community organization of reform now (ACORN) Research Paper

The association of community organization of reform now (ACORN) - Research Paper Example The attainments of ACORN are inclusive of prosperous crusades and operations for better housing, schools, neighborhood security, job provisions, health care, etc. The members of ACORN take part in local meets and diligently work upon the stipulations and functions, thereby, electing leadership from the neighborhood level up, and paying the organization's foundation expenses by means of membership dues as well as grassroots fundraisers (Official Website, 2009). This organization has faced up to the conventional concepts of what a community organization actually is, along with its family of organizations which is inclusive of two radio stations, a housing corporation, a voter registration set of connections, and various publications. Today, ACORN has become America's most eminent left-wing community organization. Until now, there is little that is known, however, ACORN has played a significant role in the sub-prime mortgage issue which has degraded the support of Americans with regards to the free market problem-solving, thereby, setting off a widespread chain of financial catastrophes. Moreover, ACORN is also inferred in vote scams from coast to coast. The ultimate aim of ACORN is to provide America with the change and transformation which is believed in by the socialists, be it by any means. It is intentionally organized to steer clear of any kind of inspections (Vadum, 2008). The longevity, size and scope of ACORN make it distinct amongst the masses, however, two features actually distinguish it from others, and they are an absolute commitment to organizing the poor and the under-privileged and the powerless, along with a continuous willingness and ability to break new ground (Official Website, 2009). 1.2 History of ACORN The sixth decade of the twentieth century was a significant epoch in the history of American politics for the reason that the American decade observed struggles and efforts for freedom of the people with low-income and the minorities across the nation along with a war that intensely disseminated all Americans (Official Website, 2009). In the midst of all the hassle and conflicts, some significant lessons were taken care of by the ones who profoundly cared about America and her residents. Those lessons could be anything about endurance by making a lasting influence on the nation. One of the social welfare communities which took into account all the perils investigated various concepts and ideologies, thereby, developing a distinct formula for a government of justice in America. It was the National Welfare Rights Organization or NWRO, which was piloted by George Wiley (Official Website, 2009). Wiley established this organization in the mid-sixties in order to establish a national driv e for the requirements and rights of the low-income residents of America. By the year 1966, the NWRO was in charge of 170 groups in around 60