Author: chris

Instructions for Completing the Instructional Product’s Instructional Strategies Specifications Document Assignment
For this assignment and in the upcoming IDT 510 modules, you will continue to work towards developing an instructional product that uses the Smith and Ragan Instructional Design Process Model. (( My topic for this instructional product is to teach students to recite the square roots of the numbers 1 to 12. As this information is an important baseline for one’s knowledge of mathematics, it is important for students to learn this particular set of information at a young age. This type of knowledge is declarative knowledge, and as such should be relatively simple to impart using the proper delivery strategy. Several delivery strategies will be incorporated into the design, including linking with existing knowledge (what the students already know about the basic understanding of square roots), organizing square roots by number, using rehearsal strategies to repeat rote lists of square roots until they are memorized, and imagery (images of the numbers to link them in order).
The target audience for this product is a student of primary school age, 2-4th grade

In Module 6, you will design a specifications document that describes appropriate organizational instructional strategies for a lesson. Completing the design specifications document answers the question of how the content will be taught. Remember that you have already determined the content for the instructional lesson in the task analysis. Now you will determine how you want to teach the content, for example, the instructional strategies to use and what media to use to deliver the instruction.
Steps
1. Create appropriate organizational instructional strategies for a lesson. This instructional strategy specification document (also called a lesson plan). The document must contain the following parts:
• Brief summary regarding the background. This section should include a brief paragraph describing the learning situation and how this strategy plan relates to the curriculum of the course and/or unit or the learning environment in which the lesson will be incorporated. It should include a brief summary the characteristics of the learners, the learning environment (face-to-face class, online course, etc.), and additional important variables related to the learning situation.
• Organizational strategies organized by the 10 Expanded Events of Instruction.
o Print-based instructional materials.
o Remember that you are required to do either a declarative knowledge learning outcome
o Number the 15 Expanded Events of Instruction.
• Media selection justification.

Example Design Specifications Document

A. Background

The overall purpose of this module is to help the learner gain exposure to various formats of tests and assessment items and to recognize definitions and examples of various types of assessment items. The information presented in this lesson will help the learner to be able to recall the formats of tests and recognize the specific types of assessment items available to assess learning from instruction. The information provided in the lesson will the learner towards the goal of being a more effective instructional design and a more effective teacher. This module will be delivered via print-based instruction. The terminal learning goal is classified as a declarative knowledge learning outcome.

B: Expanded Events of Instruction Introduction

1. Gain attention to learning activity
3. Stimulate learner’s attention/motivation

The instruction will start out with a welcome to the lesson and a picture of a Scantron sheet for taking a test. The learner will be asked a few simple questions, such as: What type of feelings do you feel when you see the image above? Does it bring unpleasant memories of taking tests in school?

2. Inform learner of purpose

Explain that the overall purpose of this lesson is to help the learner gain exposure to various formats of tests and assessment items and to recognize definitions and examples of various types of assessment items. The information presented in this lesson will help them to have the necessary prerequisite knowledge to help them in the future to develop better test items and be a more effective teacher.

4. Provide overview

Explain to the learner that this lesson consists of three sections: a) Formats of tests and Types of Assessment Items, and b) Definitions of Terms, and c) Examples of Assessments Items. In the first section you will learn about the two major formats of tests and the specific types of assessment items. The next section focuses on definitions of types of assessment items. The last section provides examples of many of the types of assessments.

Body

5. Stimulate recall of prior knowledge

Ask the learner several questions to help them recall relevant prior knowledge that will be helpful for them to connect to the new knowledge, such as: of all the tests I have taken in the past, what type of assessment items (e.g., multiple-choice, true-false, essay, etc.) on the tests do I seem to do the best?; name the different types of tests that you have taken; are there tests that stand out in your mind as good tests; what do you remember about the bad ones?
Note: The body of the lesson will consists of three sections: a) Formats of tests and Types of Assessment Items, and b) Definitions of Terms, and c) Examples of Assessments Items. Expanded events of instruction #6 – #10 will be repeated for each of the three sections.

Section 1: Formats of Tests and Types of Assessment Items

6. Present information and examples
7. Gain and direct attention
8. Guide or prompt use of learning strategies

First explain the two main formats of tests. a) Performance assessments
b) pencil-and-paper tests

Then define the term performance assessment. List the six types of performance assessments.
a) Essays
b) Observation
c) Open-ended problems
d) Portfolios
e) Projects
f) Simulations

Suggest a mnemonic device to help the learner remember the six types. Explain to the learner they may want to use their own learning strategy to recall the six types.

Define pencil-and-paper tests.

List the three forms of pencil-and-paper tests.
a) recall
b) recognition
c) constructed answer

Suggest a mnemonic device to help the learner remember the three forms. Explain to the learner they may want to use their own learning strategy to recall the three forms if they do not like the mnemonic used in the module.

Develop a graphic organizer to show the relationship of the six types of performance assessments and three forms of pencil-and-paper tests. The graphic organizer will help the learner to direct their attention on being able to recall the six types of performance assessment and three forms of pencil-and-paper tests.

9. Provide for and guide practice
10. Provide feedback

Paper details

The board of directors of your for-profit hospital has been approached by a nonprofit hospital to consider a joint venture to take over their business resulting in a larger for-profit medical center status. You have been asked to construct a financial risk analysis for this conversion. Using course materials, including your text and the Internet, and principles of financial risk analysis, evaluate the considerations that a nonprofit hospital has in considering the conversion to a for-profit hospital.

Consider the following options in support of your decision:
•Projected profit and loss statements
•Retention of estimates
•Selected cost of capital
•Other spreadsheets and calculations you feel are needed to support your decision

Consider the following topics in your discussion:
•Key characteristics of nonprofit hospitals that differ from for-profit hospitals ◦Include the characteristics required to maintain a nonprofit status.

•The need for shifts in corporate structure required for survival in this environment, including safety net requirements and responsibilities
•Potential reasons driving both organizations and considerations between an outright merger verses a corporate alliance or joint venture.
•Assessment of the payer mix, financial benchmarks of nonprofit and for-profit hospitals ◦Consider uncompensated care burdens within the for-profit model

•Proffer a decision based on your analysis of whether the organization should convert, create a joint venture, or decline the offer with rationale and justification

This article analyzes the strategic partnership between United States and, Saudi Arabia. The article explains why United States has to maintain a cordial relationship Saudi Arabia though it is not comfortable with some policies of the country. As the author suggests, Saudi Arabia has a poor human rights records that affect its citizenry. Besides that, the nation has some laws that seek to undermine the freedom of women. For instance, the country restricts women from driving cars and, they have to seek permission before doing anything. The Saudi government also does not tolerate any person challenging the authority. The government does not tolerate dissident voice and, those who attempt to air their voice against the style of government are jailed.
Despite these problems, the author believes United States has to maintain an uncomfortable relationship with Saudi Arabia solely because of oil interest. Saudi’s influence in oil production makes it a key partner for United States. The country has vast oil resources that, makes it a strategic country for United States, and hence it has no option rather than tolerate the countries laws and, policies in the Arab Region.
Ottaway retraces the historical steps that led to the formation of strong, friendly bond between Saudi Arabia and, United States. According to the author, the US-Saudi Arabia relations began in 1930s, and this was after King Abdul-Aziz had established the Saudi government after crushing other opponents. The King played a major role in setting a foundation for the relationship between US and Saudi.
Since then both nations have maintained a symbiotic relationship where Saudi Arabia supplies oil to US, while US guarantees security especially from its neighboring foes as well as providing military and, infrastructure. The symbiotic relations continue to flourish because both nations’ interests are well catered by each other

origin of magma
Francis & Oppenheimer state volcanism as “the manifestation at the surface of a planet or satellite of internal thermal processes through the emission of solid, liquid or gaseous products”

Controls on Magma Production
In order to obtain magma we need something to melt, and a means of melting it.

HEAT

• primordial heat of accretion (K.E., self-compression, core formation)
• tidal dissipation (c.f. Io)
• Radioactivity

Earth’s heat through time;

dN/dt = -λt D = Ne-λ -1

radioactive heat contribution with time is a function of
• nuclide abundance (N.B. distribution)
• nuclide λ
• effects of short t1/2 isotopes

overall decline in heat through time: efficiency of heat transfer varies with radiation, convection, conduction. Implications for higher heat flow in past?
• magma ocean?
• magma compositions and fluxes
• planetary differentiation
• plate tectonics…..when did it start??

COMPOSITION (Material to melt); planet is (now) differentiated
• crust
• mantle

Comparison of the chondritic model with direct observation (crustal rocks, mantle xenoliths, basalts, ophiolites, alpine peridotites)
• Volatile loss during accretion
• Moon formation
• Importance of (igneous) differentiation in generating crust-mantle-ore

Multiple Choice Test Items

Question 1. A 5-option multiple choice item produced the following item analysis data in a group of 30 students. What information can you glean from these data alone, without reference to the actual test item, that might explain why the item produced these results?
Key A B C D E Omit Diff Disc
A 12 1 12 3 2 0 .40 -.50

Question 2. Your teaching partner in a team-taught course suggests that using the test-item bank supplied by the publisher of the course textbook would be an easy method of preparing tests. How would you respond

Resource: Preopening Budget Example located on the student w

Design a 3- to 5-year financial plan for Banner Health to implement the goals and objectives created in Part II of your strategic plan. The deliverables for the financial plan include a projected budget created in Microsoft® Excel® and a report in Microsoft® Word that clarifies and explains the financial plan.

Section One: Projected Budget
The projected budget for Banner Health should be a Microsoft® Excel® spreadsheet that contains a 3- to 5-year financial projection that includes detailed expenditures, income, contingency, gain or loss, and ROI (if applicable).

Section Two: Financial Plan Explanation
Write a 1,050- to 1,400-word narrative discussing the fiscal detail of the plan you created for Banner Health and the assumptions that were used in developing the projected budget.
Include all the elements required in the projected budget.
Include capital expenditure planning and contingency plans for unexpected events.
Financial details that cannot be found may be assumed.
Budget summary: When explaining your budget, answer the following questions:
What is the organization’s current business model? Did you make any financial adjustments that go against the way the organization planned its finances in the past? If so, what were they, and why did you make the changes?
How did the organization’s internal resources and financial capabilities affect your financial plan? How will they affect implementation of the plan?

1. Permanent Money Shock
Use the FOREX and money market diagrams to answer the following questions. This question considers the relationship between the Indian rupees (INR) and the Chinese yuan (CNY). Let the exchange rate be defined as rupees per yuan ER/C. On all graphs, label the initial equilibrium point A.
a. Illustrate how a permanent increase in India’s money supply affects the money and FOREX markets.
Label your short-run equilibrium point B and your long-run equilibrium point C.
b. Using your analysis from above, state how each of the following variables changes in the short run
(increase/decrease/no change): India’s interest rate, China’s interest rate, ER/C, Ee , India’s price level. R/C
c. Using your analysis from above, state how each of the following variables changes in the long run
(increase/decrease/no change relative to their initial values at point A): India’s interest rate, China’s interest
rate, ER/C, Ee , India’s price level. R/C
d. Explain how overshooting applies to the situation analyzed in part a) – d) above. Illustrate how the exchange rate changes over time.
2. Money Demand Shock
Use the FOREX and money market diagrams to answer the following questions. This question considers the relationship between the euro (€) and the U.S. dollar ($). Let the exchange rate be defined as U.S. dollars per euro E$/€. On all graphs, label the initial equilibrium point A. Suppose that with financial innovation in the U.S., real money demand in the U.S. increases, but U.S. money supply remains unchanged.
a. Assume this increase in real money demand is temporary. Using the FOREX/money market diagrams, illustrate how this change affects the money and FOREX markets. Label your short-run equilibrium point B and your long-run equilibrium point C.
b. Assume instead this increase in real money demand is permanent. Using a new diagram, illustrate how this change affects the money and FOREX markets. Label your short-run equilibrium point B and your long-run equilibrium point C.
c. Using time series diagrams, illustrate how each of the following variables changes over time in response to the permanent increase in real money demand: nominal money supply MUS, price level
PUS, real money supply MUS/PUS, U.S. interest rate i$, and the exchange rate E$/€

Question 77. 77. Define the concepts of organizational culture and climate and provide examples of both to describe your
clinical environment.
Question 78. 78. Describe how motivation can be used to increase job satisfaction in an ICU setting. Base your answer on a
theory of motivation.
Question 79. 79. Compare and contrast management and leadership.

Question 81. 81. Describe how to use the PDSA cycle to consider medication errors on a medical unit.
Question 82. 82.
Compare and contrast primary and team nursing. What are the advantages and disadvantages of each model?

sociological perspective
Paper details

The paper is sociological perspective exam #250873, and book written by John J. Macionis and Nijole V. Benokraitis– Seeing OurSelves.