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Teaching Methods for Art Education in the Early Years

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Teaching Methods for Art Education in the Early Years

Teaching Methods for Art Education in the Early Years In Eckhoff’s article, The Importance of Art Viewing Experiences in Early Childhood Visual Arts: The Exploration of a Master Art Teacher’s Strategies for Meaningful Early Arts Experiences (2008), the author aims to examine the connection between art viewing and art making for young children. The author explores this relationship through the lens of four teaching strategies used by a master art teacher. These strategies have implications for the teaching of the visual arts, especially in early childhood settings.

Research Question/Hypothesis

The problem posed by the author is that despite research and clear early childhood standards that support the importance of art viewing and art making, neither experience is consistently provided to children in a masterful way. A specific question or hypothesis is not provided, but an in-depth explanation of the problem is included.

The premise of Eckhoff’s research is based on a Eglinton’s early arts program model (2003) which suggests authentic art education requires equal opportunities for encounters with art, art making experiences, and aesthetic experiences. The purpose of the study is to identify strategies early childhood teachers can use to deepen the connection between art viewing and art making experiences.

Teaching Methods for Art Education in the Early Years

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Teaching Strategies During Art Viewing Experiences

The majority of Eckhoff’s study is dedicated to describing four strategies used by the master art teacher to introduce artistic and aesthetic elements. Eckhoff identified these strategies after analyzing patterns that were evident in the coded transcriptions.

Game play.

This method involves teacher talk around planned or impromptu games, for example playing I Spy with artistic elements such as color or shape.

Questioning.

This strategy was used most often by the master teacher and involves both open- and closed-ended questions such as, “What does this line look like to you?”

Storytelling.

The master art teacher tells children stories about the history or creation of a piece of art or reads a relevant story book.
Technical talk.
This method was used the least, and introduces children to technical aspects of art, such as the purpose of specific tools or media.

Teaching Methods for Art Education in the Early Years

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Research Methods

This article is a qualitative study and reports on the art viewing and art making experiences of 32 preschool-age children in the Denver Art Museum’s summer program. The researcher attended the two-week camp and observed children as they first toured museum galleries with a master art teacher and secondly, as they participated in art making experiences in the museum’s studio space. Through field notes, photographs, children’s work samples and coded transcriptions, the researcher was looking for patterns or strategies used by the master art teacher that enhanced student learning.

The author makes no mention of obtaining written consent from the participants or their legal guardians. Children’s real first names are used instead of initials or pseudonyms, which may raise confidentiality issues, especially if explicit permission was not granted. In addition, no research bias is claimed. A purposeful sampling of 32 preschool aged children, 20 girls and 12 boys, all of whom enrolled in the Denver Art Museum’s summer program for 2.5 hours a day over two weeks. Eckhoff, the lone researcher, made field notes, took photos, collected children’s work samples and recorded audio of each session.

Audio recordings were later transcribed and coded by four independent raters, with an inter-rater reliability of .86 (Eckhoff, 2008). According to McMillan (2015), this reliability score is high and considered adequate or good. This is the only statistic presented in the study and the rest of the data is qualitative.

The author does present ample research, quotes and evidence, especially in the theoretical framework section, where she outlines the premise for the study. Although the author does not state limitations in the conclusion, one possible limitation is related to participant characteristics (McMillan, 2015). Presumably, the children that participated in the museum summer camp have a natural interest in art, as well as families that can afford the program. This limitation may have minimal effect on the results, as the focus of the study is on the role of the teacher and not student outcomes.

Teaching Methods for Art Education in the Early Years

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Analysis

While this article did not provide much quantitative data in the form of statistics or numerical data, I did find the article compelling. Eckhoff includes photographs of children’s work, extensive transcripts from interviews and detailed narratives of discussions between the master teacher and the children.

One strength of the article is it provides concrete strategies with examples that teachers can easily implement in their own classroom. A weakness of the article is that these strategies are based on the practice of only one master teacher. A larger study may unearth other beneficial strategies or methods not used by this particular teacher.

Conclusions

Eckhoff acknowledges that more research on the intersection of art education, teaching methods, and early childhood is needed (2008). The author recommends a focus on pre- and in-service teacher training in hopes that early childhood teachers can build the skills and understanding required to foster an appreciation of art and aesthetics in young children.

I found this study to be both informative and interesting, and as a classroom teacher I would like to try the strategies employed by the master teacher. However, I do agree with the author that further research on a larger scale is needed in order to provide a deeper understanding of how art experiences and art making are connected and what role the teacher plays in this relationship.

Teaching Methods for Art Education in the Early Years

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References

Eckhoff, A. (2008). The importance of art viewing experiences in early childhood visual arts: The exploration of a master art teacher’s strategies for meaningful early arts experiences.

Early Childhood Education Journal, 35, 463-472. doi: 10.1007/s10643-007-0216-1

Eglinton, K. A. (2003). Art in the early years. New York: Routledge Falmer. McMillan, J. H. (2016). Fundamentals of educational research (7th ed.). Boston, MA: Pearson Publishing.

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False Belief and Theory of Mind

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My Reaction to False Belief and Theory of Mind

The writing assignment will be an analysis paper to the article, video or TedTalk posted in the discussion board. You are expected to

1) evaluate your original response,

2) your classmates’ responses,

3) specific feedback you received from classmates and

4) my feedback when appropriate. You are expected to integrate all of this information, and analyze your own learning about the topic.

The purpose of this paper is to close the loop.
You can use your original post for writing the assignment but you must go beyond copying and pasting. You are required to read and incorporate the feedback from your classmates. Your classmates will have incredible insights and knowledge. Finally, there will be time when I may ask you to answer specific answers. A common mistake is that you do not follow the instructions in the discussion board and/or you do not actually answer the questions that you were asked. I will hold you accountable for your participation in this manner.

False Belief and Theory of Mind

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THIS PAPER IS BASED OFF OF MY DISCUSSION POST FROM THE 2 VIDEOS BELOW.
False Belief Video https://youtu.be/8hLubgpY2_w
Theory of Mind videohttp://visual.pearsoncmg.com/mypsychlab/development/index.php?clipId=28

MY DISCUSSION POST WAS BASED ON THE QUESTIONS THE PROFESSOR ASKED TO BE ANSWERED BELOW.

1) In the first paragraph write your first reaction to the two videos (I am not requesting for a summary of the videos but your own personal reaction.)

2) In the second paragraph answer the following questions. How does acquiring a theory of mind impact a child’s social interactions? According to this video, does acquiring a theory of mind occur at the same age across cultures? Can you think of any interactions that may help or hinder a child developing a theory of mind?

3) In the third paragraph answer the following questions. What would be the consequences by testing children from developing countries with procedures designed for children in developed countries? Would this affect the assessment? If so why? How would you design a more culturally-sensitive study?

MY RESPONSE :My reaction is amazement. It’s quite extraordinary that the three year old’s think that everyone sees the world see’s the same way, including snoopy. It’s funny that a 4 and 5 year old can already is able to see things differently. I’m shocked that in one year a child’s mind can cast a sense of doubt. I loved how the 5 year old kids are wanting to go along with the researchers assistant and trick her.

False Belief and Theory of Mind

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The theory of mind impacts a child’s socialization’s in multiple ways. Our ability to explain and predict other people’s behavior enables us to deceive and cooperate and empathize with people too. Unfortunately based off the video’s acquiring theory of mind, children don’t acquire at the same age across cultures.

I could imagine that children who grow up in an area where there is a lot of children at varying ages would help a child develop theory of mind.
The consequences for trying to test children from a developing countries with testing and procedures that were designed to for children in developed countries wouldn’t be accurate or fair for evaluation.

This would unfairly effect the results and would thus be inaccurate. That is like comparing a 3 year to a 5 year old on the development of theory of mind as shown in the video. One would need to design a study based off of the how the children are developing in that particular country.

For example, in a developed country, you may be able to compare a 3yr old to a 5 year old theory of mind. In a developing country, you would test a 4 year old that would not have acquired the theory of mind. Furthermore, you could then compare the 4 year old to the 6 year old. Additionally, I would use objects that are culturally relevant to test the theory of mind.

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Ethical Issues in Research

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Ethical Issues in Research

Locate and read an article related to a topic you may investigate via Practitioner Inquiry (self reflection and strengthening of skills). Select a peer-reviewed primary research article found in published research (typically in an academic journal) written by a researcher about a research project they conducted. It presents the research background, design of the study, data collected, results or findings, and conclusions of the research.

Peer-reviewed primary research articles can be found through the library databases. There is a description of peer-reviewed primary research on the library webpage. Based on your selected peer-reviewed primary research article, in 2 pages, answer the following questions related to research ethics:

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• Describe the study.o Is it qualitative or quantitative? Why?

o What are the research question(s) and/or purpose of the study?

o How many participants?o What type of population sample was involved?

• Describe any ethical issues in the study.

o For example, how is informed consent provided and how are participants’ rights protected?

• Describe researcher bias/assumptions if they are evident.

• Describe study limitations if they are evident.Support your statements with evidence from the required studies and your research.

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Social Media Marketing Speech

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Social media marketing

Over the years, the prospects of business activities, the growth of the global economy, and the growing populations have spurred the growth of various businesses worldwide. As such, the numbers of firms competing for the limited available resources have increased exponentially.

To make themselves stand out, creative companies have adopted the use of modern technology to create an edge over their competitors. One such use of technology to help the company stand out includes the use of social media for various business purposes. This report focuses on the use of social media by a selected company to perform social media marketing and therefore create customer value.

Social Media

Social media refers to the computerized network driven set of technologies that assist users in the creation and sharing of information with other users through various websites and applications (Obar & Wildman, 2015, pp. 746 – 747). The use of such networks has grown immensely in terms of numbers as well as usage. At the end of 2018, for example, the social media giant, Facebook Inc., had a monthly user base of about 2.2 billion users (Statista, 2017).

Similarly, Australia has had an increase in the numbers of social media users. Statistica reports indicate that Australia had an estimated 17 million Facebook users by January 2018. These users range from ages 13 to 65 and even older (Statistica, 2018).

In addition, the usage of social media has expanded from simple networking of friends, colleagues, and family, which was the initial intended use of social networks. Today, the use has spread to include all aspects of personal life and business. Big corporations are no longer left behind but are now part of the social media bandwagon. The growth in numbers of social media users, as well as the capabilities of the social media networks, has inspired businesses to take up social media as important tools in their portfolio to enable them to access their users in a faster and convenient way.

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Social media marketing

Among the key areas that inspire businesses to join social media is the ease with which they can access millions of their potential customers. The use of social media by companies is largely driven by the will to engage the growing numbers of users and also market their products to them. Social media marketing refers to the various strategies and processes adopted by various users of social networks in a bid to gain online traffic and attention (Saravanakumar & Sugantha, 2012; Hoffman & Fodor, 2010).

Business ventures are taking up social media marketing to allow for the use of better and cheaper alternative marketing for their products and services online. In addition, social media marketing is used to manage the brands of the company by addressing complaints and assessing the satisfaction of the consumers in an easier and faster manner compared to using other traditional channels.

Customer value

Customer value refers to the use of various tools available to the company to deliver the needs and desires of the specific user (Payne & Holt, 2002; Woodruff, 1997). The reference to customer value is imperative to the success of any firm. In this regard, many companies have taken up understanding the needs and wants of their clientele in a bid to increase sales as well as to foster a long-lasting relationship with the customers.

In addition, the firms are investing much more into research and development of new ideas, products, and brands as a means to understand the customer needs better. Such an improved understanding of customer requirements enables the companies to deliver customer value, as well as create customer value models that will help them in their development and customer management (Anderson & Narus, 1998).

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Jetstar

In order to further understand the use of social media in creating customer value, I will use Jetstar Airways to show how a firm can successfully use social media and social media marketing to create customer value. For Jetstar Airways, the company has a wide social media presence. It is among the few corporations that have taken up numerous social media accounts on various websites.

Jetstar Airways has social media profiles on Twitter, Facebook, LinkedIn, Flickr, YouTube, and Instagram. This is not the case with most other companies who opt to use just a few accounts that they can successfully manage. However, Jetstar Airways, despite having a widespread presence, has managed to stay active and in touch with their customers on the various social media platforms.

Jetstar Airways Social Media Marketing

Jetstar Airways has taken on social media marketing as a serious marketing approach in a bid to lure in more customers as well as develop a long lasting relationship with their current customers. In this regard, Jetstar Airways commits up to 40% of their total marketing budget into social media and other online channels (JetStar, 2011). Given the size of the company, this is a sizeable investment and shows the firm’s commitment to the use and value of social media marketing to its growth and success.

In this regard, and owing to the size of the company, Jetstar Airways uses different accounts for the group level of the company, as well as other regional and market specific profiles (Jetstar Newsroom, n.d.). These are intended to enable personalized service and faster reach to specific categories of clients, a feat the company has managed to successfully achieve.

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Jetstar Airways and customer value

According to an interview with the Chief Marketing Officer of Jetstar Airways, the airline took a strategic step to invest and improve on their digital marketing approach (Cameron, 2017). The approach used by the firm was a learning first and capability second, where the initial focus was on building expertise around digital marketing.

The second approach was building automation and personalization systems that would further assist in customer service and handle the various factors that contribute towards the improvement of customer value. These include internal factors such as a unifying vision, increase of the projects’ returns, and improvement of the effectiveness of communications (Cameron, 2017; Snyder & Tai, 2014).

The firms’ activities, especially the localized pages on Facebook and Twitter, are designed to engage the customers and keep them communicating with the brand. Examples of these pages are the main Jetstar Airways pages, Jetstar Asia, Jetstar NZ, and Jetstar Australia. These provide relevant information and tips on both company and flight-related topics, as well as general life issues that get their followers talking and sharing the content. Such engagement allows for the growth of the brand’s online presence and the creation of better relationships that lead to the development of customer value.

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Therefore, in conclusion, Jetstar has managed to create customer value through the effective use of various social media platforms. From the engagement in social media, the company is able to grow their online presence and educate potential customers about their products and services. The connection between such customers and the brand grows with the satisfaction of having their needs and wants, as well as expectations met as they had envisioned.

References

Anderson, J. C., & Narus, J. A. (1998, December). Business Marketing: Understand What Customers Value. Harvard Business Review: Financial Management. Retrieved April 4, 2018, from https://hbr.org/1998/11/business-marketing-understand-what-customers-value

Cameron, N. (2017, August 10). CMO Australia. Retrieved from Why technology, training and content go hand-in-hand in Jetstar’s marketing transformation: https://www.cmo.com.au/article/625817/why-technology-training-content-go-hand-in-hand-jetstar-marketing-transformation/

Hoffman, D. L., & Fodor, M. (2010). Can you measure the ROI of your social media marketing? MIT Sloan Management Review, 52(1), 41 – 49.

JetStar. (2011, March 22). Jetstar to direct 40 per cent of marketing budget into social media and online channels. Retrieved from Jetstar Airways Newsroom: http://newsroom.jetstar.com/jetstar-to-direct-40-per-cent-of-marketing-budget-into-social-media-and-online-channels/

Jetstar Newsroom. (n.d.). Jetstar social media. Retrieved from Jetstar Newsroom: http://newsroom.jetstar.com/jetstar-social-media/

Obar, J. A., & Wildman, S. (2015, October). Social media definition and the governance challenge: An introduction to the special issue. Telecommunications Policy, 39(9), 745 – 750. doi:10.1016/j.telpol.2015.07.014

Payne, A., & Holt, S. (2002, December). Diagnosing Customer Value: Integrating the Value Process and Relationship Marketing. British Journal of Management, 12(2), 159 – 182. doi:10.1111/1467-8551.00192

Saravanakumar, M., & Sugantha, L. T. (2012). Social media marketing. Life science journal, 9(4), 4444 – 4451.

Snyder, D. J., & Tai, P. A. (2014). Customer Satisfaction At Low Cost Airlines: A Case Study Of Jetstar Pacific Airlines (JPA). The Clute Institute International Academic Conference, 254 – 265.

Statista. (2017, December). Number of monthly active Facebook users worldwide as of 4th quarter 2017 (in millions). Retrieved from Statista: The statistics portal: https://www.statista.com/statistics/264810/number-of-monthly-active-facebook-users-worldwide/

Statistica. (2018, January). Breakdown of Facebook users in Australia as of January 2018, by age group. Retrieved from Statistica: The statistics portal: https://www.statista.com/statistics/680581/australia-facebook-users-by-age/

Woodruff, R. B. (1997). Customer value: The next source for competitive advantage. Marketing in the 21st century, 139 – 153.

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Sole Proprietor Income Deductions

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Sole Proprietor Income Deductions

Analyze official rules and instructions to complete a Schedule C and related required tax forms, to reflect income and deductions related to self-employment as a sole proprietor.

Note: Completing a tax form requires specific steps that need to be executed in a sequence. The assessments in this course are presented in sequence and must be completed in order. Incorrect entries in previous assessments will result in incorrect entries in future assessments. Do not complete Assessment 2 until you have submitted and received faculty feedback for

Assessment 1.

The use of Schedule C is required when the individual’s business is not incorporated or formed as a partnership or limited liability company.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze the background of the federal income tax system.o Analyze official information to identify tax forms required for a sole proprietorship

• Competency 2: Analyze the basics of individual income tax return preparation.o Analyze official rules and instructions to determine eligible business tax credits.o Analyze official rules and instructions to determine eligible deductions.o Analyze official rules and instructions to correctly compute SE tax and SE deduction.o Interpret official rules and instructions to record correct entries on all tax forms.

Sole Proprietor Income Deductions

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Context

“The government’s view of the economy could be summed up in a few short phrases: If it moves, tax it. If it keeps moving, regulate it. And if it stops moving, subsidize it.” — Ronald Reagan.

If an individual is searching for a tax strategy to offset his or her income from a primary job, being self-employed on the side is quite possibly one of the best options, along with being a real estate property owner or an investor. Each of these has the advantage of allowing an individual to reduce current income by any losses suffered from freelancing, renting out property, or investing.

However, the individual takes on additional work for the filing process. Schedule C must be completed, a task that requires an individual to know much more about the tax rules for recognizing income and maximizing expenses than many persons are willing to invest the time to research.

Question to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• What are the financial advantages of self-employment?• Can a person have multiple Schedule Cs?• What are the financial implications of hiring employees versus independent contractors?

Resources
The following resources are required to complete the assessment.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
RS.gov is the homepage for the federal IRS Web site. Use the tabs at the top of the page to navigate the site. The Interactive Tax Assistant and Tax Trails are tools that walk you through a series of questions to find answers to tax questions.

Download the appropriate forms and publications from the IRS Web site to complete this assessment.• IRS.gov. (n.d.). Retrieved from http://www.irs.gov/• IRS. (n.d.). Interactive tax assistant. Retrieved from http://www.irs.gov/uac/Interactive-Tax-Assistant-(ITA)-1• IRS. (n.d.). Tax trails. Retrieved from www.irs.gov/Individuals/Tax-Trails%2d%2d%2dMain-Menu

Suggested Resources

FORM 1040: SCHEDULE C SELF-EMPLOYED BUSINESS INCOME
Taxpayers who attribute a large portion of their taxable income to operating a self-employment business or trade must complete Schedule C to determine the presence of a business income or loss. The income from this endeavor is netted with related ordinary and necessary business expenses to calculate the increase or decrease in AGI that result from the self-employed trade or business.

In addition to completing and filing Schedule A with the taxpayers Form 1040, it may be necessary to file Schedule SE (Self-employment Tax), as well as Forms 8829 (Expenses for Business Use of Your Home) and 4562 (Depreciation and Amortization).

• J. K. Lasser Institute. (2015). Your income tax 2015: For preparing your 2014 tax return. Hoboken, NJ: Wiley.

• J. K. Lasser Institute. (2014). Your income tax 2014: For preparing your 2013 tax return. Hoboken, NJ: Wiley.

• Herman, T. (2014, February 16). Home-office deduction simplified. The Wall Street Journal, p. 2.

• Flynn, K. E., Belak, P., & Soltis, G. (2014). Understanding individual tax compliance: Advanced deductions and related issues. Journal of Business Case Studies, 10(4), 425–440

• Korb, P. J., & Williams, J. L. (2014). Simplified option versus regular method for home office deductions. The CPA Journal, 84(12), 36–39.

• Intuit Inc. (2015, January 26). Intuit’s QuickBooks Online Self-Employed integrates with Stripe, simplifying tax reporting for on-demand economy workers [Press release]. Business Wire.

• Everett, J. O., Hennig, C. J., Raabe, W. A., & Sonnier, B. M. (2013). Tax planning opportunities for individual net operating losses. Journal of Taxation, 119(3), 108–116.

Sole Proprietor Income Deductions

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Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.• lynda.com. (n.d.). Income tax fundamentals: Accounting tutorials. Retrieved from http://www.lynda.com/Business-Accounting-tutorials/Income-Tax-Fundamentals/188210-2.html• IRS. (n.d.). IRS videos. https://www.youtube.com/user/irsvideos.

o The IRS has a channel on YouTube devoted to income tax information in a video format. There are numerous videos available to help you with the course assessments. Videos are available with closed captions and in ASL and multilingual versions. You can search this channel by topic.

Assessment Instructions

Note: The assessments in this course are presented in sequence and must be completed in order. In Assessments 2–5, you will work step-by-step toward completing a 1040 tax return and all the necessary related forms, based on a provided scenario. Do not complete Assessment 2 until you have submitted and received faculty feedback for Assessment

1.Calculating correct entries for self-employment requires significant research. For those are who self-employed, entries from self-employment tax forms are necessary to complete the 1040 form.

For this assessment, use information and publications from IRS.gov and the other IRS resources linked in the Resources under the Required Resources heading to research the regulations and complete the appropriate self-employment schedules, based on the provided scenario.

Sole Proprietor Income Deductions

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Complete the following:

• Read the information provided in the scenario below.

• Download the appropriate forms and publications from IRS.gov to complete this assessment.

• Complete the entries on tax forms required for a sole proprietorship return.

• Analyze official rules and instructions to correctly compute SE tax and SE deduction.o 1040sc.o 1040sse.

• Determine whether Jacob’s business is eligible for any tax credits.o Is Jacob’s business eligible to use the Work Opportunity Credit and Disabled Access Credit?

• Determine eligible business deductions.

• Interpret official rules and instructions to record correct entries on all related self-employed schedules.

• Submit the tax forms.

Scenario
Jacob Weaver is a contractor operating as a sole proprietorship (EIN 99-3456789).
• 2016 net income: $133,000.

• Clients owe him a total of $53,000 for work completed in 2016.

• 2016 estimated tax payments: $25,000.

• Jacob and Taylor bought their first house in 2016.

• He is using a bedroom in his house as a home office. The room is 15′ x14′.

• He has one half-time employee, Martin, who had been unemployed since returning from Afghanistan and is disabled.o Martin worked for Jacob for 20 hours a week, for 41 weeks of 2016.o Martin earned $10,500.o Jacob had to spend $7,350 for disabled access equipment for Martin

Sole Proprietor Income Deductions

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Blog Post Coursework Assignment

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Blog Post

Assignment 1: Week 5 Blog

Refer to the topics covered in this week’s resources and incorporate them into your blog.

By Day 3

Post a blog post that includes:

An explanation of the policy context in your field education experience-As an intern I actually had to training on the technology policy first. Before I begin intersecting with clients or learning procedures and policies about the payee program. I first had to learn and understand the technology policy for the Freestore Foodbank. You will find all the information for this organization in and attachment.

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By Day 4

Respond to the blog post of three colleagues in one or more of the following ways:

Expand on your colleague’s posting.
Share an insight from having read your colleague’s post.

Be sure to support your blog-posts with specific references to this week’s resources and provide full APA citations for your references. For more information about posting your blog assignment, click on the Field Education Blogs link on the course navigation menu.

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Benchmark Comprehensive Assessment Plan

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Benchmark Comprehensive Assessment Plan

Details:

For this benchmark assignment, based on data gathered from your class profile, and in working with your mentor teacher, select a strand, cluster, and set of standards appropriate for the grade level and content area of your practicum placement. From this information, you will create an original, comprehensive assessment plan.

Part 1: Assessment Plan Summary

In creating the assessment plan, include an introduction that provides a 250-500 word summary of a 3-5 day unit of study to contextualize your assessments. Your summary should include:
Learning targets/objectives that are aligned with your standards and consistent with the unit of study that you have summarized.Instructional strategies that are appropriate and effective in promoting student achievement of the learning objective.

Targeted reasoning skills to be measured that are aligned with your standards and consistent with the unit of study that you have summarized.The different ways a student can demonstrate knowledge and skill attainment.The needed tools and resources to develop these skills in the content area.Academic language for the unit of study, including key vocabulary, form, and function.Potential use of technology to support assessment, in the form of engagement and addressing student needs

Comprehensive Assessment Plan

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Part 2: Assessments

Consistent and aligned with these items, create one pre-assessment you would use for this unit. Your pre-assessment should assess:
Prior student knowledge.Student interest.Create three formative assessments that would appear in this unit.

Your formative assessments must be:

Aligned to the standards and objectives listed in the unit.Minimize bias and document learning.Differentiated for the populations described in your class profile.

Create one summative assessment that consists of:
Specific directions for the student.Three short-answer response items that require the use of varied targeted thinking skills.

At least 15 multiple-choice questions assessing reasoning by focusing on a variety of particular reasoning skills or reasoning tasks.

One restricted response essay item that clearly identifies the tasks to be performed.Modified short answer response and multiple choice items for students on IEPs.

An analytic scoring guide for the restricted response essay item that describes the criteria and features to be scored.

An answer key that includes answers for the short responses, multiple choice items with explanations for each option, and a sample answer for the extended response essay.

Comprehensive Assessment Plan

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Part 3: Conclusion

In finalizing your assessment plan, include a conclusion that provides a 250-500 word rationale for the original assessments you created.

Discuss how the pre-assessment data would help you to plan for instruction.

Discuss the feedback you received from your mentor teacher on your assessment plan.

Explain how you used the information from the class profile you created and describe how the assessments are aligned to the objectives and differentiated for the population of students represented in the class profile.

Discuss how you could provide feedback to your students based on the assessment data you would get if you executed this plan.

Indicate the professional collaboration needed to ensure the delivery of an effective learning experience, based on the unit plan.

Submit your class profile, introduction, three formative assessments, one summative assessment, and conclusion to your instructor as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Social Engagement Assignment

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Social Engagement

Comment

Hi Sonny, I do concur with you that indeed, mobile gadgets are shifting social engagement, the manner in which organizations and businesses conduct their marketing. I support the fact that apps such as Instagram have become a driving force in how companies conduct their marketing.

Such as you have stated is backed by the fact that these apps have enhanced brand recognition through making sure that potential customers are informed of goods or services provided by various companies or businesses in an instant and a convenient manner. Therefore, through your informative blog, it is clear that indeed, mobile has become a significant factor in the field of marketing.

Reflection

Social engagement is one of the driving forces in marketing today. Through this, companies and other businesses put themselves in a position where they can directly engage with their already existing and potential customers. Mobile phones and other internet-enabled gadgets such as tablets and personal computers have further heightened social engagement. As a marketer, am always drawn to the fact that marketing is a revolutionizing industry.

One of the aspects that I acknowledge is that for any company to survive, there must be marketing. Technology has played a significant role in pushing for changes in the way that companies do their marketing. A vital lesson that I have learned is that mobile has become one of the major platforms for marketing of goods and products. As a millennial who owns a mobile phone and laptop, I have come to learn that most companies have not been left behind in adopting this strategy.

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Through reading the blog post by Sonny on how mobile has shifted the way in which companies carry out marketing, I am now more aware and knowledgeable of how companies have adopted apps as marketing platforms. Apps such as Instagram and Facebook have played a significant role in driving this aspect. One of the factors driving adoption of these platforms is that these apps have a large number of subscribers or users who frequent them.

One of the exciting things that I have read in Sonny’s blog post and one that I did not know is that there are categories of apps. Such as indicated include quick-timer and slow timer apps. This has opened up my mind on which applications are most appropriate in which situation. Without such knowledge, I believe that a marketer would be doing his or her job blindly and may not receive the best or anticipated results in social engagement primarily through the use of mobile apps.

In conclusion, I believe that the marketing industry is set for a time when the central and significant marketing will be mobile-oriented. For most companies, this is a reality that has not yet hit home since they are still stuck at majorly using traditional means such as television and billboards. With enough research and implementation, mobile marketing will prove to be beneficial to companies which intend to remain relevant and in business.

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Lack of Training Essay Paper

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Lack of Training

Assessment 1: Report Overview For this assessment, write a 1000 word report on the issues below:
Lack of Training

Your report should be structured as follows:

1. Introduction (200 words): Define the issue and use Australian research and statistics to explain how common it is, and the likely impacts of this violence (for instance, mental or physical health impacts, number of hospitalisations, and other indications of impact).

2. Theoretical section (800 words): Select TWO theories from the following list, and apply them to the issue: Liberal feminism, Marxist/socialist feminism, radical feminism, critical masculinities theory. You need to pick the most appropriate theory to help you explain the issue. Think carefully about the theories you select.

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Write 400 words on EACH theory, in which you briefly define the theory, and then describe how that particular theory would explain the issue you have selected. For instance, if you select Marxist/socialist feminism for the issue of sexual assault, then your 400 word paragraph needs to explain what Marxist/socialist feminism is, and present a Marxist/socialist feminist explanation for sexual assault.
Your bibliography should contain no fewer than EIGHT academic sources. Any media sources are additional to this.

Marking Criteria

1. Accurate and clear presentation

2. Further research and comprehensive understanding (AT LEAST 8 ACADEMIC SOURCES)

3. Logical and clear structure

4. Quality of written expression

5. Correctly formatted citations and bibliography.

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