Create a visually appealing brochure to attract the ideal candidate.

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Hide Folder InformationInstructions

You are on the selection committee that will choose the new leader of your department at your educational organization. Instead of having the person be a university president or principal which would only be relevant to a few of our MEd or MEd-EdL specializations, make the person the head of a major department such as the head coach, lead teacher for Headstart, or the Vice President of Global Training and Development etc. The outgoing leader has retired after 25 years and was well known for their attendance in the workplace and at community events and a spirit of servant leadership. It is a bittersweet time saying goodbye to them. The department is on relatively solid footing, but like any department, it has its problems, too. As a member of the selection committee, you want to draw a careful balance with candidates where you accentuate the strengths of the organization’s structure and traditions while still letting the candidates know that you are looking to them to solve specific problems.

Part I

Create a visually appealing brochure to attract the ideal candidate. Explain your organization’s structure and where the new major department head will fit in the hierarchy. Describe your department’s values, traditions, and ceremonies. Part of the brochure should be text and part should be graphics. A tri-fold Microsoft Word brochure like the one shown here should have enough space https://templates.office.com/en-au/Business-brochure-tri-fold-TM10072667. You may design your own tri-fold brochure if you wish, but please use Microsoft Word.

Part II

Next, write a list of five interview questions you would ask the candidate to determine the person’s position on your problem from Week 3. In a one-page Word document, in question and answer format in full sentences, answer the five questions about your problem in a way that shows understanding of the symbolic and structural perspectives and the leadership practice “Encourage the Heart.”

Length: 1 tri-fold brochure with text and graphics created in Microsoft Word and a one-page document of interview questions and the successful candidate’s responses.

References: Include a minimum of three credible resources appropriate to your specialization of which at least one should be from a scholarly journal. The brochure does not need in-text citations or references, but the one-page document should have both.

Whistle Blowing

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 Do some research on whistle blowing and Wikileaks. Do you feel that what Julian Assange was performing a service that was beneficial to our country? Keep in mind that information releases by folks like Chelsea Manning and Edward Snowden helped change the way the government does business. Were there other ways to facilitate positive changes without putting sensitive information out here for the world to see? Is there a way to use your compass to morally justify or condemn the actions of Manning and/or Snowden? Be sure to apply at least one ethical system in depth.

What type of sampling technique was used?

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  • Critique/Evaluate the Research Design issues:
    • What specific research design(s) did the authors use? (May not be stated directly you should be able to figure it out based on what you have learned)
    • Are there threats to internal and external validity? If yes, discuss.
  • Critique/Evaluate the Sampling issues:
    • What is the population that the authors wanted to study (i.e., target population)?
    • Does the population (i.e., sampling frame) from which the sample was taken represent all of the appropriate people?
    • What type of sampling technique was used?
    • What are the implications of this sampling technique for the findings?
    • Are there issues with external validity?

ANSWER ALL QUESTIONS. NO WORD FOR WORD or IN-TEXT CITATIONS

RESEARCH ARTICLE

Different associations between intelligence

and social cognition in children with and

without autism spectrum disorders

Tetsu HirosawaID 1,2*, Keiko Kontani1,2, Mina Fukai1, Masafumi Kameya1, Daiki Soma1,

Shoryoku Hino 3 , Tatsuru Kitamura

3 , Chiaki Hasegawa

2 , Kyung-min An

2 ,

Tetsuya Takahashi 2 , Yuko Yoshimura

2,4 , Mitsuru Kikuchi

1,2

1 Department of Psychiatry and Neurobiology, Graduate School of Medical Science, Kanazawa University,

Kanazawa, Japan, 2 Research Center for Child Mental Development, Kanazawa University, Kanazawa,

Japan, 3 Department of Neuropsychiatry, Ishikawa Prefectural Takamatsu Hospital, Ishikawa, Japan,

4 Faculty of Education, Institute of Human and Social Sciences, Kanazawa University, Kanazawa, Japan

* hirosawatetsu1982@yahoo.co.jp

Abstract

Autism spectrum disorders (ASD) are characterized by impaired social cognition and com-

munication. In addition to social impairment, individuals with ASD often have intellectual dis-

ability. Intelligence is known to influence the phenotypic presentation of ASD. Nevertheless,

the relation between intelligence and social reciprocity in people with ASD remains unclear,

especially in childhood. To elucidate this relation, we analyzed 56 typically developing chil-

dren (35 male, 21 female, aged 60–91 months) and 46 children with ASD (35 male, 11

female, aged 60–98 months) from university and affiliated hospitals. Their cognitive function

was evaluated using the Kaufman Assessment Battery for Children. Their social cognition

was assessed using the Social Responsiveness Scale. We used linear regression models

to ascertain whether the associations between intelligence and social cognition of typically

developing children and children with ASD are significantly different. Among the children

with ASD, scores on the Kaufman Assessment Battery for Children correlated significantly

with social cognition, indicating that higher intelligence is associated with better social cogni-

tion. For typically developing children, however, no significant correlation was found. One

explanation might be that children with ASD fully use general intelligence for successful

learning in social cognition, although extensive use of intelligence might not be necessary

for TD children. Alternatively, autistic impairment in social cognition can be compensated by

intelligence despite a persistent deficit in social cognition. In either case, when using the

SRS as a quantitative phenotype measure for ASD, the influence of intelligence must be

considered.

Introduction

Numerous and diverse difficulties driven by social impairment are experienced by individuals

with autism spectrum disorder (ASD), a neurodevelopmental disorder associated with

PLOS ONE

PLOS ONE | https://doi.org/10.1371/journal.pone.0235380 August 21, 2020 1 / 18

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OPEN ACCESS

Citation: Hirosawa T, Kontani K, Fukai M, Kameya

M, Soma D, Hino S, et al. (2020) Different

associations between intelligence and social

cognition in children with and without autism

spectrum disorders. PLoS ONE 15(8): e0235380.

https://doi.org/10.1371/journal.pone.0235380

Editor: John Richey, Virginia Polytechnic Institute

and State University, UNITED STATES

Received: August 24, 2019

Accepted: June 7, 2020

Published: August 21, 2020

Copyright: © 2020 Hirosawa et al. This is an open access article distributed under the terms of the

Creative Commons Attribution License, which

permits unrestricted use, distribution, and

reproduction in any medium, provided the original

author and source are credited.

Data Availability Statement: All relevant data are

within the manuscript and its Supporting

Information files.

Funding: The authors received no specific funding

for this work.

Competing interests: The authors have declared

that no competing interests exist.

 

http://orcid.org/0000-0001-8710-5638
https://doi.org/10.1371/journal.pone.0235380
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https://doi.org/10.1371/journal.pone.0235380
http://creativecommons.org/licenses/by/4.0/

 

repetitive behaviors and characterized by impaired social cognition and communication [1].

For example, social impairment leads people with ASD to experience difficulties in education,

employment, and in severe cases, independent living [2–5]. Moreover, it is noteworthy that

severe social impairment in childhood strongly predicts those factors later in their adulthood

[6], which emphasizes the importance of understanding factors associated with childhood

social impairment.

Curriculum Powerpoint

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THERE ARE MANY CURRICULUM DESIGN MODELS. This presentation discusses 5 which are meant to give you an idea of how they are used to develop curriculum.

IN DESIGNING CURRICULUM YOU NEED TO:

•ESTABLISH OR OBTAIN GENERAL GOALS OF EDUCATION •REDUCE THE GENERAL GOALS TO SPECIIC INSTRUCTIONAL OBJECTIVES INCLUDING OBJECTIVES THAT COVER DIFFERENT DOMAINS AND LEVELS •ASSESS PRIOR STUDENT KNOWLEDGE AND/OR ABILITIES •BREAK LEARNING INTO SMALL, SEQUENTIAL STEPS •IDENTIFY TEACHER BEHAVIOR •IDENTIFY STUDENT BEHAVIOR •WRITE A DESCRIPTION OF THE LESSON •EVALUATE TO SEE IF THE INTENDED OUTCOMES HAVE BEEN ACHIEVED

 

•AS THE FUTURE CURRICULUM LEADER OF A CAMPUS, YOU WILL NEED TO RESEARCH WHICH MODEL OR MODELS OF CURRICULUM DESIGN YOUR SCHOOL’S CURRICULUM IS BASED IN ORDER TO PRESENT THE INFORMATION TO THE CAMPUS LEADERSHIP TEAM

•EVALUATE THE CURRICULUM BEING USED IN YOUR SCHOOL ADDRESSING

•THE PROS AND CONS FROM THE TEACHER PERSPECTIVE

•THE PROS AND CONS FROM THE STUDENT PERSPECTIVE

•BASED ON THIS DATA, WOULD YOU KEEP THE CURRENT CURRICULUM, MODIFY IT OR REPLACE IT AND WHY

•YOU INCORPORATING VISUAL AIDS TO ASSIST THE AUDIENCE FOLLOWING ALONG WITH THE CONTENT

5 MODELS OF CURRICULUM DESIGN

ELPS 603 MID TERM EXAM

DR. MICHELE WAGES

OBJECTIVES MODEL

The objectives model of curriculum design contains content that is based on specific objectives. These objectives should specify expected learning outcomes in terms of specific measurable behaviors.

This model comprises four main steps:

agreeing on broad aims which are analyzed into objectives

constructing a curriculum to achieve these objectives,

refining the curriculum in practice by testing its capacity to achieve its objectives, and

communicating the curriculum to the teachers through the conceptual framework of the objectives. (Gatawa,1990: 30)

THE OBJECTIVE MODEL

THE PROCESS MODEL

Unlike the objectives model, this model does not consider objectives to be important.

Using this model presupposes that:

Content has its own value. Therefore, it should not be selected on the basis of the achievement of objectives.

Content involves procedures, concepts and criteria that can be used to appraise the curriculum.

Translating content into objectives may result in knowledge being distorted.

Learning activities have their own value and can be measured in terms of their own standard. For this reason, learning activities can stand on their own. (Gatawa, 1990: 31)

THE PROCESS MODEL

TYLER’S MODEL

Tyler’s model for curriculum designing is based on the following questions:

• What educational purposes should the school seek to attain?

• What educational experiences can be provided that are likely to attain these purposes?

• How can these educational experiences be effectively organized?

• How can we determine whether these purposes are being attained?

TYLER’S MODEL

WHEELER’S MODEL

Wheeler’s model for curriculum design is an improvement upon Tyler’s model. Instead of a linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is not terminal. Findings from the evaluation are fed back into the objectives and the goals, which influence other stages.

WHEELER’S MODEL

KERR’S MODEL

Most of the features in Kerr’s model resemble those in Wheeler’s and Tyler’s models. However, Kerr divided the domains into four areas (Urevbu, 1985: 23):

• objectives,

• knowledge,

• evaluation, and

• school learning experiences.