Chemistry Periodic table

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Purpose of Experiment: To use the periodic and determine the electron configuration.

Instructions: For this lab, the instructor will assign you 10 different elements. Using the periodic table, identify the group name, element name, element symbol, atomic number, atomic weight and electron configuration for each element. Organize the information gathered for all ten elements into one document for submission.

Discussion Questions/Problem Set 2

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  1. Are there any reasons for using present value analysis rather than future value analysis? If yes, provide those reasons (10 points) 
    1. Why might a decision maker like to see the payback analysis as well as the ROR and the NPV? (5 points) 
    2. [The assignment should be at least 400 words minimum and in APA format (including Times New Roman with font size 12 and double spaced), and attached as a WORD file.] 

Learning & Innovation Skills & Student Assessment

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This assignment requires you to make connections between high-quality assessment and learning and innovation skills. Additionally, using the Framework for 21st Century learning (Links to an external site.) as a resource, you will redesign or modify a prior activity from one of your courses in the masters program. There are several approaches you could take with this assignment. For example, you may redesign an instructional plan with assessment plans embedded throughout or a full assessment plan including a summative assessment you may have constructed. These are just two ideas out of numerous possibilities. If you do not have previous work to use for this assignment, please contact your instructor for guidelines on how to proceed. As needed, refer to your program learning outcomes (PLOs) list (MAED, or MASEPreview the document).

NOTE* Before you select the PLOs you will highlight in this assignment, be sure to read the final assignmentPreview the document for this course to ensure that you will cover each of your programs PLOs adequately.

Create your assignment to meet the content and written communication expectations below.

Content Expectations

The Redesign expectations explain what you are required to do with the prior coursework you choose to redesign. The Summary expectations are for the separate written portion of this assignment.

  • Redesign – Alignment and Mastery (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include alignment between specific skills, CCSS, and objectives and includes criteria for mastery.
  • Redesign – Learning and Innovation Skills (1 Point): Redesign an instructional plan with assessment plans embedded throughout, or a full assessment plan as noted above including a summative assessment that could be selected to include specific learning and innovation skills (Links to an external site.) from either/each of; creativity and innovation (Links to an external site.), critical thinking and problem solving (Links to an external site.), and/or communication and collaboration (Links to an external site.).
  • Summary Introduction/Conclusion (1 Point): A one paragraph introduction to a summary that concisely presents the scope and organization of the summary writing, as well as a one paragraph conclusion that recaps your summarys key points.
  • Summary Modification (1 Point): In one paragraph summarize the changes you made to your activity to meet the redesign expectations for this assignment. Explicitly state how your redesign assignment provides evidence of mastery of at least two PLOs from your masters program.
  • Summary Evaluation (1 Point): In one paragraph, evaluate how your assessment promotes Learning
  • & Innovation Skills, assess how it could be used as a tool for ongoing evaluation of student progress, and evaluate how it could be used as a guide for teacher and student decision making.
  • Summary Reflection (1 Point): Summarize, in one paragraph, your experience with the redesign in terms of challenges you encountered and how you overcame those challenges.

Written Communication Expectations

  • Page Requirement (.5 points): Two to four pages, not including title and references pages.
  • APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.
  • Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics such as spelling and grammar.
  • Source Requirement (.5 points): References three scholarly sources in addition to the course textbook.
  • All sources on the references page need to be used and cited correctly within the body of the assignment.

Cultural Competence Checklist

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Competency

Evaluate principles of ethics and leadership.

 

Scenario

You are a mentor teacher, working with co-teachers at All Kids Childcare and Education. Your program has started a new initiative to help teachers better incorporate and celebrate diversity. You are excited to showcase the strategies a few of the teachers are already using.

However, as the training begins, one teacher comments, “Diversity is not a priority in my classroom. Almost all of the children are from the same ethnic background.” You look around to see several other teachers nod in agreement.

 

Instructions

First, reflect on your own leadership style as it pertains to this scenario in a reflection paper written in a Word document.

  • Describe the leadership style that fits with your personality and how you can use your leadership style to determine your steps for opening a broader conversation regarding diversity. Use outside resources to make connections and offer at least one example to illustrate your ideas.
  • Articulate the correlation between your leadership style, developmentally appropriate practice, intentional teaching, and an appreciation of the inherent benefits of diversity. Use outside resources to make connections and offer at least one example to illustrate your ideas.
  • How can you effectively combine these elements in a way that enables you to listen and appreciate diverse perspectives, yet remain focused on the task of leading teachers through diversity training? Use outside resources to make connections and offer at least one clear example to support your ideas.

 Next, leverage your articulated leadership style in the reflection above to create a mini-mentoring session. At least 10 questions for teachers should be included. These questions should assist teachers in reflecting on the cultural competence of their planned activities and the learning environment. Additionally, include any behaviors or actions you will use as the mentor, as well as a full description of the purpose of a cultural competence checklist. Include your mini-mentoring session as part of your reflection above. 

 Finally, assist teachers in creating a cultural competence checklist using your questions from above as a guide. Reflect on what components the checklist should encompass, and create a cultural competence checklist that teachers can use to evaluate the cultural competence of their planned activities and the environment in which they will conduct those activities. The checklist should be completed in Word and contain at least 10 indicators of cultural competence as well as a way for teachers to rate the progress of this indicator. Offer clear directions for how to use the selected rating system. 

 

  • Examples: Pictures/posters portraying families of multiple structures, ethnicities, and abilities are displayed. Ample multicultural play manipulatives are offered in the dramatic play center.
  • Note: A rating system for the indicators can include but are not limited to yes/no check boxes, space for educators to leave specific comments, a rating scale, or another method.

Submit your leadership style reflection as well as your cultural competence checklist.