EPortfolio Submission 1: Culturally Relevant Methods

Throughout this course you will develop an ePortfolio that includes evidence of your cultural competence in each of the following areas:

  • Culturally Relevant Methods
  • Anti-Bias Curriculum
  • Diverse Family Structures
  • Multicultural Education
    This week, you will complete the first section of an ePortfolio, which will demonstrate your cultural competence in using culturally relevant methods.  Since this is the first component in your ePortfolio you will need to begin your ePortfolio.  You will use  GoogleSites to create your portfolio.  Review the “Creating an ePortfolio” job aid and the Example ePortfolio for guidance.

    Using Chapters 1 and 2 of your text and at least one additional scholarly source, compile a list of 20 culturally competent strategies for English language learners (ELLs).  At least five of your strategies should be appropriate for infants/toddlers, five strategies should be appropriate for preschool, and five strategies should be appropriate for early elementary age.  You may select the age level for the five remaining strategies.

    Your chart should include the following:

    Name of Strategy Age Group Definition Classroom Example

    In addition to the completed chart, include an APA title page and reference page.  Utilize at least one scholarly source in addition to the text to support your ideas, and cite all sources in APA format as outlined in the Ashford Writing Center. Include a link to your ePortfolio on a Word document for submission.

. Define the project including the vision, objectives, and scope of the project.

BUS 517 Project Management – Strayer

Please use the project from Assignment 1 to complete this assignment, which requires that you provide the necessary scope for your project.
A project scope includes many variables. The Work Breakdown Structure (WBS) must be defined prior to the start of the project to ensure that all of the details are planned.
Write an eight to ten (8-10) page project charter in which you:
1. Define the project including the vision, objectives, and scope of the project.
2. Determine the customers who will use the deliverables produced from the project.
3. Specify the key stakeholders for this project.
4. Determine the role and responsibilities of each project team resource. Include the scheduling duration for each resource
5. Graphically depict the project organizational structure. Note: Include a screenshot of the image file to show your work.
6. Create a WBS using principles of project scheduling and budgeting through the use of Excel spreadsheet, Word table, or other similar project-specific software. Next, develop the cost and time estimates and allocate resources where applicable.

Which of the following activities is not considered a project?

 

BUS 517 Project Management – Strayer

BUS 517 Week 5 Midterm Exam (Version 1)

• Question 1
Which of these is not part of the “technical dimension” of project management?
• Question 2
Which of the following activities is not considered a project?
• Question 3
From among the following activities, which is the best example of a project?
• Question 4
Which of the following constraints is not typically found in managing projects?
• Question 5
In which of the following stages is it determined what the project will entail, when it will be scheduled, whom it will benefit, and what the budget will be?
• Question 6
Integration of all project processes and practices to improve Project Management is due to
• Question 7
A professional organization for project management specialists is the
• Question 8
The waste on failed projects and cost overruns is estimated in the neighborhood of
• Question 9
Project selection criteria are typically classified as:

 

• Question 10
Which of the follow is not one of the commonly heard comments of project managers?
• Question 11
Which of the following questions does the organization’s mission statement answer?
• Question 12
A major project proposal form will likely include all of the following except:
• Question 13
Which of the following would not be classified as an organizational threat?
• Question 14
A project screening matrix typically contains all of the following except:
• Question 15
Which of the following terms is often used to denote a project that a powerful, high-ranking official is advocating?
• Question 16
Which of the following is not one of the characteristics of effective objectives?
• Question 17
All are negotiated issues except:
• Question 18
Kim is reviewing a proposed project. The scope of the project is narrow with a lot of in-depth expertise required and it will take a short period of time to complete. The best choice for organizing the project is ________ organization.
• Question 19
The Organizational Culture Diagnosis Worksheet classifies cultural characteristics into all of the following except:
• Question 20
Organizational culture is best explained as organizational
• Question 21
Which of the following combinations represents the extremes of project organization?
• Question 22
The Macintosh development team at Apple is a good example of what kind of project structure?
• Question 23
Projectitis is most likely to occur in the _______ organization structure.
• Question 24
The project manager has the responsibility to answer which of the following questions?
• Question 25
Which of the following cultural characteristics relates to the degree to which management focuses on outcomes rather than on techniques and processes used to achieve those results?

 

BUS 517 Week 5 Midterm Exam (Version 2)

 

• Question 1

Research shows the most frequently mentioned barrier to project success is

• Question 2

Scott has just been given a project that has a specific target date. After discussion with top management he finds that while the date is important the cost is more important and a slip in delivery would be acceptable if required to meet the cost targets. The target date is best classified as

• Question 3

“To construct a high-quality, custom home within five months at costs not to exceed $150,000″ is best classified as

• Question 4

Which of the following is not one of the items that would appear on a project scope checklist?

• Question 5

The first step of project scope definition is to

• Question 6

Which of the follow is least likely to be included in a Work Package?

• Question 7

The integration of project work packages within the organization’s management structure is known as

• Question 8

Creating an extranet website or an internal software database system would be most closely associated with the

• Question 9

Ed is looking over the actual results of projects and comparing them to what was estimated. He notices that projects that took six months or longer to complete were noticeably more off the estimates. Which of the following factors is he recognizing?

• Question 10

Learning curves are more likely to apply in situations where most of the costs are

• Question 11

People working on prototype development needing time to interact with the design engineers after the design is completed is an example of:

• Question 12

Jose is forecasting project time and cost for constructing a new building by multiplying the total square footage by a given dollar amount. Which of the following methods is he using?

• Question 13

A good starting point for developing time and cost estimates is

• Question 14

A manager getting further into a project and obtaining a better understanding of what needs to be done to accomplish a project is an example of:

• Question 15

Resource shortages, in the form of people, equipment, or materials, is a good example of

• Question 16

The approach that begins with a top-down estimate for the project and then refines estimates as the project is implemented is known as ______ method.

• Question 17

Which of the following is not one of the bottom-up approaches to estimating project time and cost?

• Question 18

The stages of culture shock include all of the following except:

• Question 19

When you begin to lose confidence in your abilities to communicate and work effectively in the different culture, you are in which of the following stages of culture shock?

• Question 20

Which of the following is not contained in the Assessment Matrix Project Site Selection?

• Question 21

As a response to the events of September 11, 2001, the moving of personnel, materials, and equipment across international borders has created border congestion with increased costs and time. This is an example of which of the following environmental factors?

• Question 22

American project managers have earned a reputation abroad for being very good at understanding technology but not good at understanding:

• Question 23

A major difference between working in Mexico and working in the United States is the perception of deadlines. This is referred to as:

• Question 24

Communications difficulties because of different languages are examples of which of the following environmental factors?

• Question 25

 

The growing presence of the Russian Mafia has discouraged many foreign firms from setting up operations in the former Soviet Union. This is an example of which of the following environmental factors?

Creating a Unit Plan

 

reating a Unit Plan
Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st century learner. This week, you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.
Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes:
Introduction: Describe the demographics of your current (or fictional classroom) including:

    • Grade Level and Subject Area
    • Total number of students – ability levels, gender, students with special needs, English Language Learners (ELLs)
    • Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. You must:

    • Identify the content, unit title, unit subject, and at least one Common Core State Standard (CCSS) that aligns with the unit.
    • Create at least two measurable unit objectives that align with the CCSS.
    • Describe what you want the students to master including key concepts, “big ideas”, and major understandings (see the textbook, Chapter 4 for guidance).

The following resources are helpful when creating Stage 1:

    • Common Core Standards – The Standards
    • Writing measurable learning objectives.
    • P21 common core toolkit

Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment.

    • Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs.
    • Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
    • Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals and DI theory and how the assessment takes into account your diverse student population.

Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, pp. 5-6). In addition, this stage should also incorporate self-regulation strategies (behavior management).
In Stage 3 you must:

    • List the daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiated instruction and UDL. For example:
      • 9th Grade English, Unit: Character Analysis
      • Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence
      • Day 1: Pre-assessment, introduction to book
      • Day 2: Watch parts of “Dead Poet Society” with discussion
      • Day 3: Writing Prompt (based on initial book chapters)
      • Days 4-5: Graphic organizer- begin building character analysis with teacher-selected partner
    • Describe how each daily activity incorporates differentiated instruction and UDL.
    • Discuss two technology tools that will be incorporated throughout the unit including how each addresses differentiated instruction, how each will be used to aid instruction and how each is an example of universal design. Be sure to support with evidence from at least one scholarly source.
    • Describe which self-regulation strategies have been built into the lesson and how they are reinforced and differentiated depending on the student’s level of need.

Instructive tools to consider for your lesson:

    • 10 Emerging Education and Instructional Technologies that all Educators Should Know About (This list summarizes Emerging Education and Instructional Technologies)
    • Tech Connections (this website provides a chart that explains how to connect technology with each multiple intelligence level and how it can be used to differentiate instruction)
    • Ten Tips for Differentiation (this website lists technology tools by area of motivational needs to create a more engaging lesson)
    • LiveBinders (this is a Live Binder that was created to provide teachers with resources for using digital tools in the classroom)
    • The New York Institute of Technology (the New York Institute of Technology created webpage to help teachers find resources, services, and tools to support your teaching and learning)

Use your course text and at least two other sources (either scholarly article or online resource). Your paper will be formatted according to APA guidelines including title and reference pages.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.