Capella University flexpath programs

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FlexPath Orientation Assessment: FlexPath Prep Plan FlexPath Orientation Assessment: FlexPath Prep Plan
Homework Help / By Expert Tutor Ron
FlexPath Orientation

Assessment: FlexPath Prep Plan

FlexPath Orientation

Assessment: FlexPath Prep Plan

FlexPath Prep Plan

For this assessment, you will create a personal FlexPath Prep Plan.

Remember that this plan is truly for you. Creating it will help you:

Recognize the knowledge, skills, and strengths you bring to your FlexPath experience.

Think about what you may need to change to succeed in FlexPath.

Create a realistic plan for fitting FlexPath course work into your life.

Prepare for your first meeting with your FlexPath coach.

Begin your first academic course feeling prepared.

For each question below, think about what you know about yourself and consider what you have learned in orientation. Use this document and fill in the spaces. Answer each question as completely as possible, using complete sentences. You should be able to write at least 3–4 well-constructed sentences for each bullet point.

Now that you have been through FlexPath orientation, what seems new and different about the FlexPath model, and what adjustments will you need to make to be successful in this model?

Are there things about the FlexPath model that may be a challenge for you, or that make you apprehensive?

Write your response here.

Write your response here.

Write your response here.

Write your response here.How will you schedule time in your already-busy life to complete the assessments and be successful in FlexPath?

What things might possibly interfere with your schedule and how will you address them?

What skills, knowledge, and strengths do you feel you bring to the FlexPath program?

How can use your skills, knowledge, and strengths to be successful in FlexPath?

Write your response here.

Write your response here.

What was the most important factor (cost savings, time to completion, self-directed) in your decision to enroll in FlexPath?

How will that factor help you stay on track?

Write your response here.

Write your response here.

How will you use each of the resources below to help you be successful in your FlexPath courses?

FlexPath Coach.

FlexPath Faculty

Capella Writing Center.

Capella University Library.

Progress Tracker.

Academic Plan.

Campus.

Write your response here.

Write your response here.

What questions would you like to discuss with your FlexPath Coach during your first call?

Examples:

Subscription billing.

Planning courses.

Transfer credit.

Financial aid (or other types of tuition assistance).

Academic engagement.

Assessment feedback and resubmission.

Research and writing skills.

Taking time off.

Other.

Write your responses here.

Write your responses here.

When you have completed this assessment, save it as a Word document following the naming conventions listed in the assessment area in the courseroom. Attach the document to the assessment box and submit.

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M. Laetitia Cairoli “Factory as Home and Family: Female Workers in the

M. Laetitia Cairoli

“Factory as Home and Family: Female Workers in the Moroccan Garment Industry”

Muslim women factory workers assimilate exploitative labor relations into kinship relations

Emulates their sphere of most significance, the home

Autonomy, exploitation, or both?

Capitalism is not monolithic – varies

Methods – worked in the factory

Small family-owned businesses

Average 50 workers

Preference for women workers as accept lower wages than men

Flexible – can adjust to an unpredictable market

Non regulated – escape government regulations and violate labor laws

Women shop workers submit to male authority, male physical sanctions, male rules about transportation to work, etc.

They accept numerous holds on their autonomy and freedom as loyalty to an ideology of the patriarchal family

Women believe in and submit to male dominance and female dependence on men[supanova_question]
Calculating Chi Square For the second part of the worksheet, you will

Calculating Chi Square

For the second part of the worksheet, you will have to calculate the Chi Square test statistic by hand. The formula is really fairly simple. The formula means Chi Square equals the summation of the observed minus expected values squared, divided by expected. See below for step by step details.

This simply means:

Subtract the observed value from expected value for each score

Square this number (note it doesn’t matter if it is positive or negative, as squaring always give a positive result).

Divide by the expected value.

Do this for each observed score, and then add them all up.

The total is your Chi Square test statistic.

Compare this to the critical value for the degrees of freedom (n-1)

If the Chi Square value is larger than critical value, you reject the null, and find your observed scores are significantly larger than expected.[supanova_question]
Primary Source Analysis Paper Instructions (50 points) For this primary source paper,

Writing Assignment Help Primary Source Analysis Paper Instructions (50 points)

For this primary source paper, I want you to choose EITHER the Father Serra California Mission topic OR the Watts Riots Topic. You should use the textbook for the background information PLUS at least THREE primary sources from the document list. Make sure you use specific quotes to back up your thesis—whatever that thesis might be.

Here are the textbook pages for the Father Serra California Mission topic:

Pages 29-56, Pages 58-65

Here are the textbook pages for the Watts Riots topic: 390-395, plus you may also what to make a comparison with the Rodney King Riots (p. 521). For the Watt’s paper, there is also a good short secondary source telling of the story on the riots (at the beginning of the documents).

Also, I have uploaded some videos that you may use as sources if you wish.

Papers should be

3 ½ -5 pages, (3 page papers with big margins will likely be in the C- or D range)

Have at least 3 body paragraphs…you may do more, plus a good intro and a conclusion

Double-spaced,

one-inch margins,

12pt font.

Please no huge breaks between paragraphs, MEGA-margins or GIGANTA-font.

An ‘A’ of ‘B’ paper will be proofread, spellchecked and will have transitions between paragraphs.

Turn your paper in with a file attachment with turnitin (integrated with Canvas). If you are having Canvas issues, please click on the HELP button, on the left-hand side of the page, or call Online Instruction: 714-895-8389.

How do I start?

Read the textbook pages and packet of primary and secondary sources about the Missions OR the Watts Riots. Then, using the sources, you will write a paper analyzing the sources.

Your first paragraph will contain an introduction of the topic (Missions or Watts), and your thesis (argument).

Remember, to make a good thesis, you ought to look at the sources to come to your decision, not psychically make your thesis without taking a look at what the sources actually say (and how to analyze them!

At least 3 supporting body paragraphs address at least three major themes within the documents that back up your thesis.

Each of your main ideas should be organized into separate paragraphs.

I should be able to tell what the paragraph is about by reading the first sentence

Make sure to back up your assertions with evidence (quotes, pictures, common themes throughout the sources)

Plus evidence from the documents to support these themes.

A good conclusion with concluding thoughts about the topic.

Make a good title for your paper that reflects your thesis.

ALSO…. I encourage a rough draft to enhance your writing. (By the way, the first draft will almost always suck and the second or third drafts will invariably improve). Show me what you have and I will make it better!

Primary sources do not speak for themselves. They must be analyzed and interpreted.

Here are some basic questions to ask yourself when first encountering a primary source.

Who wrote it? (What do we know, or can we guess about the author?)

Why was it written? (To convince, to entertain, to educate, to fool?)

Who is the intended audience? (What do you know about this audience?)

Analytical questions:

When was it written? (What is the historical context?)

What do some the authors imply without saying? (Assumptions about Indians, assumptions about the African American community, etc.).

What sort of narratives do the sources seem to back up?

What kind of stereotypes do you see in the document?

Some of the sources are sympathetic. But are they respectful? Why or why not?

What can you surmise about the relationship between the priests and the Native Americans, or the police and the inhabitants of Watts?

Can you ever spot the ‘voice’ within these sources, even when it is not the narrator doing the talking? (For example, what might you learn about the Native American point of view when non-Indians are the narrators)?

How is the tone different in the later documents than in the earlier ones?

For example, after the red power movement in the 1970s, there are different views about Father Serra (see later articles about controversy over Serra’s sainthood).

A Watts Riot example might be what we have learned (or not learned) about Watts after the Rodney King Riots 30 years later. Did History repeat?

Discuss other observations you made from these sources. What do they reveal?

On using quotes…

First, quotes more than six lines long means you are repeating, NOT analyzing. So don’t do it!

If your quote is between 2 and 4 lines long, you need to single space it, indent on both sides.

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah:

“Quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote quote.”

Blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah

Please note one of the correct citations for quotes (below): (MLA In-text citations: Author-page style).

Hereafter, writes C. Richard King, Ishi, “lived and worked as a museum specimen, informants, and janitor for the next five years until his death in 1916,” (King 3).

Note on Plagiarism. Plagiarism includes lifting words and ideas from other writers and passing them off as your own. If you borrow something, cite it. And for those of you who might think to lift straight off a website, be aware that I use the web extensively, and chances are I’ve seen it. [supanova_question]
Instructional Cycle 1 Multiple Subject and Single Subject Part A: Written Narrative:

Instructional Cycle 1

Multiple Subject and Single Subject

Part A: Written Narrative: Getting to Know Your Students Template

Instructional Cycle 1

Multiple Subject and Single Subject

Getting to Know Your Students Template

Multiple Subject and Single Subject

Step 1: Plan—Part A: Written Narrative: Getting to Know Your Students Template

Directions: Provide the information listed below about your whole class, their assets and learning needs, classroom context, and each of the three focus students by responding to the following prompts (no more than
9 pages). To protect the privacy of the focus students, refer to these students as Focus Student 1 (FS1), Focus Student 2 (FS2), and Focus Student 3 (FS3). Type your responses within the brackets following each prompt.
Do not delete or alter the prompts.

Whole Class

1. Description of Students’ Assets and Learning Needs

a. prior academic knowledge related to the specific content you plan to teach

[ This class does not have prior academic knowledge to the content to be taught. The last they would have covered from some material; 7th grade is ancient world history. We are covering Modern world history; therefore, they have no prior knowledge in general. However, in the last week we have introduced the content and incorporated reenactment activities. Knowledge they currently have going into the content I will teach is from information given a week ago leading up to this lesson. Outside of what we have introduced they have no prior knowledge from school. ]

b. English language proficiency levels (Standard English learners and English learners)

[ There are no students that fall under English Language learners. However, there are three (3) that have been reclassified as fluent English prof. Two of which speak Spanish at home and are dual language speakers. The third student is fluent in English, Russian, and Hebrew.

Standard English learners are students for whom Standard English is not native and whose home language differs in structure and form from Standard and academic English.

c. cultural and linguistic resources and funds of knowledge (i.e., knowledge and skills derived from cultural experience)

[ This class has students of Hispanic (7), Asian (4), African American (2), Native American (1) and Caucasian (20) decent. This information was obtained through our Q system, individual conversation, discussion with my Master Teacher, case managers, and observation There are 33 of the 34 students that were born in the United States. One student holds an AU birth certificate but grew up in the United States and uses passport as birth verification. Through a survey conducted myself I found that Twelve of the 34 students are involved with sports and 4 of them play more than one. There are 19 students in the classroom involved in clubs such as kick boxing, medical career, class of 2024, Younge investors, and community involvement. In the last three weeks the class has worked on multiple groups projects as a whole class or within their seated groups. I have found that the majority of the class thrive in this situation and work well with this groups with the exception of 2-3 students who would exhibit shy behavior. The equity at this school is above average. The Area falls right in the middle of suburban living. All students with the exception of ** live within this area. Students celebrate holidays such as Chinese New Year, Christmas, Hannukah, and Easter giving each of them a unique background that will be accepted. The uniqueness will create great diversity in the class and will be acknowledged. By accepting and appreciating the individual differences of each student, a safe classroom will be created. ]

d. prior experiences and interests related to the content you plan to teach

[ The students have just finished multiple class activities such as reenactments of the French Revolution where they each take on a role of someone in the Monarchy, clergy, noblemen, and bourgeoise/ peasants. They were given role cards, lines to deliver, and jobs based on the estate they were placed in. This activity created great interest in the classroom as I observed that everyone was interested in participating and following their roles. They were given a lecture on the events leading up to the content taught and then were able to have a magnified lens on the events of the life of the characters ]

2. Contextual Information for the Class

a. grade level(s)

[ 10th ]

b. age of students

[ 14-16 ]

c. content area

[ Modern World History French Revolution]

d. instructional setting (in-person, online synchronous, hybrid)

[ In Person ]

e. resources and materials you have access to and plan to use in the lesson

[ The students have access to a class set of chrome books, printed out lecture notes for them to fill in, after school labs specifically for history, google classroom to access missing assignments and lectures, the library, TA in the classroom, and a class set of text books.]

f. number of students:

i. total number of students (whole class) [ 34]

ii. number of identified English learners [0]

iii. number of Standard English learners [0 ]

iv. number of students with an Individualized Education Program (IEP)* [ 5 ]

v. number of students with a 504 plan* [4 ]

vi. number of students identified for Gifted and Talented Education (GATE)* [ 1]

• Include a note if IEP/504/GATE goals/plans are not applicable for your students given their age (e.g., TK–3 classroom).

g. dual-language setting, if applicable; indicate setting and language of instruction:

bilingual [ ] one-way immersion [ ] two-way immersion [ ]

Focus Students

3. Description of 3 Focus Students’ Assets and Learning Needs

To protect the privacy of the 3 different focus students, refer to these students throughout your submitted evidence as Focus Student 1 (FS1), Focus Student 2 (FS2), and Focus
Student 3 (FS3). Remember: Do not use an actual school name, the names of other adults in the classroom who support students, or the names of any students in the evidence you submit for Cycle 1.

Focus Student 1

a. current proficiency in reading, writing, and speaking/listening in English and mastery of the primary language

[ FS1 tested out as an English Language learner to and was reclassified as a Fluent English prof. FS1 uses Spanish as a primary language, however, communicates in English at home. In 2019 FS1 scored a 2519.The state average is a 2543.]

b. prior academic knowledge related to the specific content you plan to teach

[ FS1 will be familiar with the content I will teach. FS1 completed lecture notes in full, participated in reenactment activity, and turned in their guided reading in full. However, after reviewing their first exam it is apparent that FS1 struggles with material in general. Also, after speaking with his instructional aid, this is a pattern in all of their classes. Student did participate in French Revolution activities as well as contributed and conversed with their group for the country project. ]

c. social identity (student’s expressed self-concept derived from a social group that is evident through peer and/or adult interactions inside or outside of school)

[ Through observing peer interaction, FS1 displayed decent social skills. They worked well with peers on the Country Project and presented with the group. Additionally, FS1 is cooperative with myself and Instructional Aid assigned to them. FS1 is unafraid to ask for help and enjoys conversing with us frequently. Through classroom observation, FS1 gets along with peers and even made a new friend in a nearby group. FS1 displays proper classroom behavior with only one visit about his behavior in the last four years. They follow and respect classroom rules ]

d. cultural and linguistic resources and funds of knowledge

[ FS1 comes from a Hispanic household. Student is fluent in Spanish and English. The household uses English as the primary language.]

e. prior experiences and interests (as they relate to the content you plan to teach)

[ I found that FS1 is really interested in this topic. FS1 looked forward to our reenactments and inquired about the topic more than during a regular lecture. FS1 found an interest in the handmade airplanes hung up in the classroom and spent time after class asking questions about war time and took an interest to my SSP’s stories about his family’s time in war. This student should be able to make the connection and take interest in the French Revolution from that. ]

f. developmental considerations (e.g., social-emotional, typical and atypical lifespan development)

[ FS1 displays normal development. ]

g. ELD goal(s)

[ Since FS1 has tested out as a English Language Learner, he is still going to be monitored. Progress since he tested out has been and will continue to be monitored. We expect to see continuous growth now that he placed as Fluent in English. FS1 is apart of the RSP program on campus and has an instructional aid assisting him and giving him accommodations for testing since academic scores are still low. ]

Focus Student 2

a. learning challenge (identified disability and IEP goals, focus of 504 plan or Multi-Tiered System of Supports [MTSS], or need for greater instructional challenge through GATE goals/plans)

[ FS2 has autism associated disabilities as well as ADHD. He exited out of a 504/SST plan in 2020. However, student still struggles with social skills and academic skills. FS2 is seated in the group 1 nearest to my desk and the front of the classroom. Also, an instructional aide is assigned to him for assistance on in class work and has testing accommodations. For example, FS2 may choose to take any exam/quiz in an unsupported classroom with no more than two other students.FS1 made it very clear to my SSP and me that he does not like being put on the spot and having the attention on him. ]

b. prior academic knowledge related to the specific content you plan to teach

[ Based on the content we have already covered in the classroom, FS2 is expected to understand the content planned. However, after grading and observing the previous exam score and content notes/guided readings it is apparent FS2 did not understand the objective and instruction given. Exam score was low, and assignments were incomplete and some unrelated material on the work. It is clear that FS2 needs the additional help. Class IA was asked to work closer with FS1 in both proximity and material. FS2 typically gets extra time to turn in work as well as extra time for more complex material. 504 meeting for this school year is yet to be held. ]

c. social identity (student’s self-concept derived from a social group that is evident through peer and/or adult interactions inside or outside of school)

[ Through classroom observation, student lacks social skills and social cues with other classmates. However, classmates have shown to be kind and include FS2 in activities and allow for him to be himself. This has given FS2 the confidence to answer questions in class and share things in front of class. It is unclear whether FS2 has a social group he is involved in. During class break he is the first one to hang out in the class instead of interacting outside with students. Prefers staying in class and wait for the bell to ring. However, he will make conversation with my SSP and me and enjoys the chat.]

d. cultural and linguistic resources and funds of knowledge

[ FS2 comes from a Hispanic/ Latino background. Primary and only language spoken is English. FS2 is involved in a movie club. Also, enjoys playing video games on his free time at home like Call of Duty and Fortnite. ]

e. prior experiences and interests related to the content you plan to teach

[ FS2 has enjoyed the content so far and has shown interest in content leading up to this specific material. FS2 has also shown interest in war material and constantly asking questions about future material we will cover such as WW1 and 2. ]

f. developmental considerations (e.g., social-emotional, typical and atypical lifespan development)

[ FS3 seems to struggle with social interactions in the classroom. FS2 has random bursts of comments and ticks. While they do disrupt the class, peers around are understanding and accept them as they come. Based on observation FS2 displays atypical child development as he falls behind the rest of his peers, and struggle staying still. Lastly, FS2 does show emotional stability and security for the most part in who he is. ]

g. assistive technologies as appropriate

[ FS2 does not use any assistive technology. ]

Focus Student 3 HOLLIE 1st

a. life experience(s) either inside or outside of school that may result in a need for additional academic and/or emotional support

[ FS3 came in visibly upset the second week of school. The one year of her brother’s passing had been approaching and was triggered by something on the way to school. FS2 came in distraught and emotional. After calming her down we were told about the situation and what was going on. Soon after mom sent an email filling us in. FS2 is in counseling and still dealing with the grief of losing her brother. FS2 was given accommodations that day specifically for the exam in light of the situation. Mom explained FS2 described how close FS2 and brother were and the certain things that trigger FS2. Specifically, drivers test coming up in which older brother said he would help get her a car if she kept her grades up. With that in mind, FS2 is sensitive during this time. We decided to regularly check in with her and mom will keep us in the loop of occurrences outside of the class. FS2 was referred to a peer counseling group. ]

b. prior academic knowledge related to the specific content you plan to teach

[ FS3 although dealing with trauma of losing her brother has maintained her efforts and grade in education. Outside of what has been taught so far, FS3 doesn’t seem to have prior knowledge to what will specifically will be taught. However, when asked about who was familiar with the French Revolution, she raised her hand. ]

c. social identity (student’s expressed self-concept derived from a social group that is evident through peer and/or adult interactions inside or outside of school)

[ Based on interactions in class student is out going and has great social skills. After coming into class distraught FS2 has 3-4 classmates consoling her. Student seems to have a village of people both family and friends that understand her situation and are there for her. Outside of this specific day student was upset, FS2 participates in class and is doing well in each of her classes. She also stays involved with sports and is very close with water polo teammates. ]

d. cultural and linguistic resources and funds of knowledge

[ FS3 connects with peers and regularly participates in class. FS3 is of Caucasian decent and is a native English speaker. FS3 has traveled out of the states to Europe and Mexico and enjoys sharing about her experiences. ]

e. prior experiences and interests related to the content you plan to teach

[ FS3 does not have any prior interest or experience outside of the content taught up to this point. FS3 actively participated in the French Revolution reenactments and took interest in the material. Content I plan to teach is fairly familiar and a continuation of what has already been taught. FS3 has show interest and is keeping up with notes, guided readings, and participation points related to the material. ]

f. developmental considerations (e.g., social-emotional, typical and atypical lifespan development)

[ FS3 has normal developmental considerations. ]

Copyright © 2017 by the California Commission on Teacher Credentialing

1900 Capitol Avenue, Sacramento, CA 95811 Page 1 of 3

All rights reserved. FT_17-18

Copyright © 2021 by the California Commission on Teacher Credentialing Page 1 of 4

1900 Capitol Avenue, Sacramento, CA 95811 9 pages maximum

All rights reserved. V04[supanova_question]
Dennis E. Berberich Scholarship Admission Essay Nursing is something that I have

Dennis E. Berberich Scholarship Admission Essay

Nursing is something that I have always held close to my heart. For me, this is more than just a career. My daughter passed away from (DIPG) Diffuse Intrinsic Pontine Gliomas. Soon after her diagnosis, she was admitted to the New York Presbyterian Hospital and underwent multiple chemotherapy, radiotherapy, and cancer trials throughout the year. I ended up spending a close, hurtful, and equally happy year by her side, a year that was made possible thanks to the helpful and ever caring nurses that worked endlessly and tirelessly to ensure my daughter saw each day of that year.

In this terrible time, I discovered that I was meant to venture into nursing as a career and a vocation, to give back to my community as it has given to me. To bless those who like me before them, need more time with their loved ones. With this idea in mind, I saw that it ultimately made sense to provide an academic background for this budding enthusiasm to make my daughter’s memory proud.

Working at Calvary Hospital for over 5 years, and seeing how happy the nurses are every day helping people has piqued my interest in becoming a nurse to enhance my abilities to provide services to the patients and families of Calvary Hospital. I choose a career in nursing because I wanted to do something ambitious and fascinating in my profession that makes a daily impact in people’s lives. As a nurse, you handle all areas of patient care, and I appreciate the diversity of daily work. Interacting with patients and their families as well as assisting them during what is often a challenging time is incredibly rewarding for me.[supanova_question]