As classroom leaders, teachers have many opportunities to encourage everyone to respect people of all backgrounds and abilities and promote a positive classroom environment that supports learning and decreases disruptive behavior. Teachers should reflect on their own values and beliefs in order to understand any underlying effects these beliefs may have on their instruction and interaction styles with students. Such awareness can help teachers be more objective, have more empathy and understanding of others, and set the tone for a respectful and cooperative learning environment.

Prepare a 750-1,000 word reflective on the topic of diversity and learning environments. Address the following:

• Describe personal frames of reference regarding cultural, linguistic, and gender differences.
• Reflect upon how your personal background and frames of reference can, however unintentionally, create bias in your relationships with students and families, how you design instruction, and the classroom environment you promote.
• Describe specific ways to decrease potential bias in your classroom, including ways to incorporate your students’ abilities, interests, and cultural and linguistic backgrounds into the learning environment.
• Review the “Integration of Faith and Work at GCU.” Using this as a guide, discuss how Christian values align with establishing a multicultural classroom that demonstrates and teaches how to respect people of all backgrounds and abilities.

Support with 3-5 scholarly resources, including the “Statement on the Integration of Faith and Word” article.

Prepare this assignment according to the guidelines found in the APA Style Guide

STATEMENT ON THE INTEGRATION OF FAITH AND WORK

A s a university, we believe that the message of Jesus Christ bears profound implications, not only for individuals, but also for society and the ways that we as individuals live within it. The Lord Jesus instructed His followers to live

as salt and light within society, which implies a call to live out our lives in ways that contribute to the common good. We are convinced that this call extends to the workplace and that our respective vocations represent vital opportunities to glorify God by serving others in ways that promote human flourishing. Therefore, by God’s grace, we seek to distinguish ourselves as a university by instilling a sense of vocational calling and purpose in our students, faculty and staff in accord with the following principles:

WE BELIEVE that God’s Word speaks authoritatively about creation, fall and redemption as well as the restoration of all things through Christ Jesus. Therefore, we are convinced that the Christian worldview offers hope of restoration, not only for individuals, but also for families, communities and societies in which individuals live, work and serve one another.

WE BELIEVE that God the Almighty created the world, placed human beings within it and blessed them by making them responsible for cultivating and caring for creation. Therefore, we are assured that our work within the world matters to God and our neighbors, and that we honor God by serving others in ways that promote human flourishing.

WE BELIEVE that Jesus Christ is both Savior and Lord and that all who follow Jesus should seek His Kingdom and His righteousness in relation to all aspects of human experience, including culture and society. Therefore, we have resolved to carry out our work within the public arena with compassion, justice and concern for the common good.

WE BELIEVE that Jesus’ death, burial and resurrection secured abundant and eternal life for all who believe and that Christ transforms all that we say and do. Therefore, we are convinced that Grand Canyon University should positively impact those who study

at, work for and live near the university in ways that accord with the teachings of Jesus Christ.

WE BELIEVE that mankind was originally created in the image of God and given responsibility over creation, but that all have failed to fulfill their God-given purpose and responsibility. We believe that God redeems and restores men and women in Christ, creating them anew for the good works He has prepared them to do. Therefore, we are confident that the work we do is a part of God’s calling on our lives and a means by which we can glorify God as we meet others’ needs.

WE BELIEVE that regeneration by the Holy Spirit is essential for salvation and that the work of God’s Spirit in the human heart invariably results in renewed purpose and the growth of Christ-like love for neighbors and neighborhoods. Therefore, we are certain that God is working to restore the broken lives and communities of this fallen world through the collective gifts, talents, skills and resources of those who have been transformed by the power of the gospel.

WE BELIEVE that salvation comes through Jesus Christ alone and involves redemption of the whole person. Therefore, we are convinced that the Christian life must involve compassion and care, not only for the spiritual needs of mankind, but also for basic physical needs that stem from poverty, oppression and injustice.

WE BELIEVE in the spiritual unity of all believers in Christ and that evangelism and societal engagement are duties of the Christian life. Therefore, we are devoted to demonstrating the love of Jesus together as we share the gospel message and shape society according to the principles of His Kingdom.

WE BELIEVE that the gospel message denounces evil and injustice while offering hope for reconciliation to Christ and the restoration of human culture and society through Him. Therefore, we recognize and embrace the potential of human work for furthering the greater good and strive to further the good of the culture and the society through education and the embodiment of biblical principles related to goodness and justice.

“Let the favor of the Lord our God be upon us, and establish the work of our hands upon us; yes, establish the work of our hands!” (Psalm 90:17).

15COT0123

Overview

Recall the three stages of the project:
Phase 1: Introduction, problem statement, feasibility study, and project plan

Phase 2: Methodology to compare the old and new systems and the systems analysis

Phase 3: Results of comparison of the old and new systems and the systems design

In Phase 3 you will use the methodology developed in Phase 2 to compare the old information system analysis and design to the new information system that is cloud-capable, highly available, scalable, and secure. You will use the scholarly supported computing framework and standards (e.g. ANSI, COBIT, ISO, ITU, NIST, HIPAA, PCI) to benchmark the systems analysis and design of the old and new system. Once you perform this comparison, you will detail the results.

Attached Phase 2 for reference

Instructions

This report must contain the following elements:

I. See the grading rubric for all minimums.

II. Cover page

III. Table of Contents (TOC)

IV. Every section must be well supported with scholarly information systems journal articles.

V. Introduction and conclusion sections

a. Please update your previous introduction and conclusion sections as appropriate

b. A succinct, high quality, and well supported introduction and conclusion should be written

c. It is necessary to highlight the objectives and conclusions of the project

d. Introduce the primary goals of this particular phase, the coinciding objectives, and the outcomes

e. The conclusion should be the last heading and conclude the current phase and state the upcoming objectives and deliverables in the next phase.

VI. Systems analysis and design results – 1500 words and and 10 unique scholarly journal article

a. Follows a well-supported methodology including at least one framework and appropriate standards from scholarly journal articles

b. Uses objective standards accurately to benchmark the old system and the new system

c. Minimal comparison elements should include system:

i. Cloud/distributed computing capabilities

ii. High availability

iii. Scalability

iv. Security

v. Note, these are projected based upon the comparative benchmarked standards

d. A final updated financial analysis that projects associated costs of both systems once the final design is completed

e. Discuss the managerial implications of the results

f. Uses excel spreadsheets, graphs, figures, and tables to show the objective comparisons of the systems