Over the last five days, I have had the pleasure of creating and teaching centers in Mrs. Katie Westvigs preschool classroom. Her school preschool resides in a small community of about 1600 people. The school is a public school in a rural area that has 300 students in grades pre-k through 8th grade. Of those students, 57% receive free or reduced lunch (NICHE 2018). In Mrs. Westvigs preschool classroom, she services 16 children between the ages three and five, all of whom have IEPs. In Mrs. Westvigs classroom is an inclusive classroom, with students ranging from general-education children to children with Down syndrome, as well as children who need speech therapy or social skills. For this week of instructional planning, I planned a week of spring summer activities for the children to do inside the classroom. I started day one with the dramatic play center, where I created an ice cream shop where the children played and created their version of an ice cream person and a cashier we also worked on shapes in this area.On the second day, I did a sensory table center for the children that contained water beads and bugs. What goes better with Ice Cream then bugs? I also chose this center because the children were experiencing ants in the classroom so it was a big topic the week before. I wanted to find out what they remembered about the bugs and work on their counting and other math skills.On the third day, I created a math and manipulatives area. In this, area the children worked on making ice cream cones out of paper, tape and pom poms. Then we worked on counting and shape identification. I also included matching activities in this area for the children to work on matching and patterns. This was a goal the teacher had for them in their outcomes.On the fourth day, I did a storytime book and an activity for Mat Man who is a character in the classroom curriculum. For this activity, I read mat man shapes with the children, and then I broke the children into groups of two to create Mat Man with the curriculum pieces. This also worked on their math skills.Lastly, on the fifth day, I created a block center. In this block center, we worked on measurements. To do this, I had the children each build a tower as high as they could, and we measured it against the wall. Then we counted the blocks, which were all different shapes. We also talked about what shapes they used. As you can see most of my centers revolved around math, shapes, and counting, which is a low area for these children. I choose to work on the area of math, based on conversations with the lead classroom teacher and what the children needed to work on. I felt that working on counting, shapes, patterns, matching, and measurements were right on target for the children to reach their needed outcomes for the year. Throughout this week with the children, I was able to do a lot of different things. I was able to plan and design meaningful learning environments that were healthy, respectful, supportive and challenging. I was also able to facilitate my role as teacher and deliver my lessons, as well as, assess what areas the children achieved and fell behind in over the course of the week.I feel that throughout this week I was able to use my developmental knowledge to create a healthy, respectful, supportive and challenging learning environment. Each day I created a lesson plan that was developmentally appropriate according to NAEYC, and each lesson met Illinois Early Learning and Development Standards. According to NAEYC, good preschool teachers maintain appropriate expectations, providing each child with the right mix of challenge, support, sensitivity, and stimulation. With their knowledge, skill, and training, teachersin collaboration with familiescan ensure that programs promote and enhance every childs learning (NAEYC. N.d.). I feel that the expectations that I set going into each of these lessons were developmentally appropriate. I know this because the expectations I set were based on Illinois Early Learning and Development Standards. Each goal I chose I considered what each child needed to work on based on classroom outcomes and then compared them to the standards to write my expectations for each lesson.PlanningIn regard to planning my centers, I think that they had a positive impact upon the childrens learning. According to Elizabeth Jones five dimensions of a learning environment, the first dimension is the hard/soft dimension. This dimension refers to the sensory responsiveness and physical comfort of the environment (Jones & Prescott 2008). I feel that in this area I covered both hard and soft to create a positive environment. I feel that in creating the dramatic play environment, I made it very colorful and inviting. It had a good combination of both hard and soft to create a relaxing use it how you want to environment. The flooring in this area was carpeted so it decreased fatigue. The furniture in this area was hard as well. However, the materials within the area were both hard and soft making this area a great combination. In the sensory table area, I also incorporated both hard and soft materials. The water beads were colorful and softened the environment while the table itself was hard, as well as the floor. The bugs that I included were rubbery and bendable giving the children to opportunity to move them into different positions before they drew them. This area also gave them a wet/dry feel to their day. In the math and manipulatives center I feel that this area was harder then soft. The soft things were the flex seating that is used in the classroom. It is not just regular chairs. There are also cushioned stools to sit on. I used those in this area. The other soft thing was the pom poms. These were colorful as well. The hard things would have been the table, the paper, and the tile floor. For story time, this gathering was on the carpet. I used it as an introduction to small-group activity. The carpet in this area gave children the opportunity to sit. However, they felt comfortable. Although they had been taught that criss-cross applesauce was how we sit during a story. Afterword, they could sit however they wanted. The materials for this activity were both hard and soft as I used wood and foam to build Mat Man. In the block area, this environment was both a combination of hard and soft. The blocks that I used were foam blocks of different shapes and colors. The floor was carpeted, and the wall that we used were brick. The children stood, laid, and sat upon the floor to build their towers.The next dimension is open/closed. This refers to the level to which the program, material, storage, and educators restrict or allow children to make choices about what they will do (Jones & Prescott 2008). I feel that my environment was more open than closed. Children were able to play with material as they saw fit. They were able to create art their way, for example, when they created Mat Man and drew their version of the bug. It was theirs not something they recreated to the T. They each also got to choose what center they wanted to play in. I did not make them play at my center but wanted to see how many would come and play each day. I was successful in that I got all the children to get involved. The only area that I think might have been a little closed was the block area and the math and manipulatives area. These two areas had activities that were planned. However, I let the children take the wheel after I showed them what to do. If it did not come out the way, I had hoped it was okay.The third dimension in Elizabeth Jones five dimensions of a learning environment is intrusion/seclusion. This dimension refers to the presence of both welcome and unwelcome stimuli; seclusion refers to privacy, wither welcome or unwelcome (Jones & Prescott 2008). For the centers I created, I think that they fit both areas. Children were able to do the activities with other children or do them alone. It was up to them. However, this classroom did not have space for children to be alone that was specifically for this reason.The next dimension is low mobility/high mobility. In this dimension, Elizabeth Jones refers to the level of muscular involvement and movement (Jones & Prescott 2008). I believe in this dimension, I created more of a low mobility environment because we were inside. We used more small-muscle and sedentary activities then gross motor activities. Not that this is a bad thing, but I could have created a movement activity to go with my book at story time.The last dimension that Elizabeth Jones identifies in her five dimensions of a learning environment is the simple/complex/super dimension. This dimension refers to the ways that materials and equipment hold childrens interest (Jones & Prescott 2008). I think in all areas, I achieved super level. I had three or more materials for the children to use. This, in turn, held their interest longer than if I had had just one or two items. Also if I notice that a child was losing interest, I tried to add a material or accommodate the lesson to challenge the student. Jones tells us that complex toys hold childrens interest 4 times longer than simple toys; super toys hold childrens interest 8 times longer than simple toys (Jones & Prescott 2008). This to me says that the more control over their creativity they have, the longer they will be attentive to a center.Speaking of control over their creativity that leads me to my next subject and that is how I planned my centers to support childrens autonomy. Autonomy to me means giving children the power and opportunity to make their one decisions on how to do something without an adult telling them how to do it. Its letting them figure out what works, what doesnt and letting it go if they do not get it exactly the way you would have done it, even if they make a mistake. I planned each of my centers so that children could be introduced to the activity that was there. Then they could choose what to do with the materials. I was there in each center playing with the children creating challenges and accommodations as needed. However, I let them play with the materials in ways that they saw fit as long as it was not harmful to them, like putting things in their mouth or throwing things.During my planning, I was able to design meaningful learning environments for each child. I also was able to integrate literacy, math, science, and arts into the curriculum. When planning my lessons I had to consider the differences between each of the children as this was an inclusive classroom. I had to take all of the different verbal and non-verbal accommodations as well as motor skills accommodations into account. For children with different non-verbal skills, I used picture cues as well as had the teacher use her sign language to help me out. For children who needed motor skills accommodations like scissors, I used the hand over hand method for this activity because that was what was in their IEP. I also tried to integrate two or more content areas into each center I planned. To do this, I thought of an activity that I would like to do with the children. Then I looked through the learning standards and content areas and choose ones that would fit into my lesson. This enabled me to make sure that my lesson was appropriate for the age group, and that I was not expecting too much from them.Lastly, for this area, I feel that my prior observations of play and non-play behaviors played a major role in what I chose to implement as far as centers go. I chose centers that I knew children would be interested in as well as watched what was going on in the classroom. For example, the children were fascinated by the ants that came into the classroom. So I knew from this, that putting the bugs in the water beads would be a big hit, and it was.Instructional Delivery I think that instructional delivery was my best area. I feel that I did an excellent job in my roles and communication with children to facilitate their meaningful learning and play. I took on the roles of facilitator, model, coach, storyteller, observer, and questioner. I do not think that any one of these roles is more important than the other. I was the model in that I started the activity by showing the children how to use or do something. I even started by being the cashier in the dramatic play area. This got the ball rolling, and the children had a blast. I was the coach. Cheering them on by telling them that they could do it or one more piece. I was the storyteller when I created or read a story to go with what we were doing. I was the observer when I watched what they were doing and took notes as to whether it was achieved or still needed to be worked on at a later time. I was the questioner. As you will see in the video attached to this document. I asked children all kinds of questions. How are they different, what else could you use, what shape is this, can you tell me what you do with that, is that cold or hot, why is it cold? I could go on and on with questions I asked. One of the comments I received all week from my host teacher was that I was very good at asking open-ended questions. She also told me that she enjoyed that I played with the children not just observed the whole time.During the instructional delivery of each lesson, I offered quite a lot of praise and encouragement. During clean up time, I always offered encouragement as to how well they were doing it on their own. I praised the children who cleaned up all the pieces without missing any. During the center time, I encouraged a child to use a glove and touch the bead because they scared him. I told him that even though it looks scary it feels really neat, and I bet with this glove you wont even know its wet. Lets try it together. I also praised children when they were able to write their names by telling them look you did it by yourself. Now you can show your friends. I think because of my use in both children were more eager to show me that they could complete of doing something on their own, especially with cleaning up at the end of centers.AssessmentChild 1 work samplesMat Man Bug from sensory tableCompleted work at Math and Manipulatives tableChild 2 work samplesMat Man Bug from sensory tableCompleted work at Math and Manipulatives tableDuring my instructional delivery, I had my host teacher take a Video with both children during center time participating. The first video is me reading Mat Man and the children responding to questions about the story. The second video is of my two focus children working together to create Mat Man on the carpet. I have uploaded these to my Google drive you can retrieve them from:Story/ Circle time interaction https://drive.google.com/file/d/1SvSqdjnP9XxtrUdDPYOKf5xSaWJC9eWD/view?usp=sharingChild 1 and 2 building Mat Man togetherhttps://drive.google.com/file/d/1w2rV0mncFPz32xLh4eZoBl0eM2KGWMA2/view?usp=sharingThe work samples that I collected for each child correlate with things that were going on in the classroom during the week. I had a really hard time collecting data during center time as far as pictures go because the school does not allow cell phone use in the classroom. I did manage to get a camera on the second day and got pictures of Mat Man, their bugs, and math matching sheets that they completed as well as video from the story time day.I started following child ones progress by playing with him in dramatic play. We worked on language skills as he struggles with speech. Especially the TH sound. During this time I observed child 1 meet the learning objectives of engage in dramatic play materials, participating in cooperative play with other students, using his gross motor skills by moving tables, chairs and other items during play, and fine motor skills by using smaller items such as money and pom poms during play as well as increase his language and problem-solving skills as he played in this area with his peers and work out play scenarios with me. In this area, he completed five of the goals I had set.I also observed child 2 in the same area during a different time. During my observation, I noted that she met all the goals in this area. She was able to express her creativity by developing themes to play out based on materials given. She participated in cooperative play with other students within the class by being the customer at the shop. She also increased her language and problem-solving skills as she played in this area with their peers and work out play scenarios. When she interacted being the customer. She developed her socio-emotional skills by playing out situations from her own life or from pretend theme situations, which help her learn more about herself, her friends and the world around her. She developed her gross motor skills by moving tables, chairs and other items during play as well as her fine motor skills by using smaller items such as money, pom poms, utensils, etc.The second day I observed the children at the sensory table. I observed child 1 meeting the learning objectives of using prediction and questioning to tell me what he thought I might feel like. As well as sharing and taking turns, using hand-eye coordination, enhancing science concepts and number concepts. I also observed him drawing his interpretation of a bug he found in the water beads. I observed child 2 meeting the learning objectives of enhancing her observation skills, using prediction and questioning to tell me what she thought I might feel like. She also increased her verbal expression skills by expressing her feelings and thoughts about what she would find. I observed her taking turns and sharing, and using hand-eye coordination. She also predicted cause and effect with what will happen if I, type of questions. She increased her science concepts as well as her number concepts during this center activity.On day three, I observed the children at the math and manipulative center. During this time, I observed children 1 and 2 meet the learning objectives of developing fine motor skills by using smaller items and expressing their creativity by developing their own types of ice cream. Muddy, grape is the new flavor of the year. Lastly, the both enhance their math skills by counting and matching pom poms and worksheets as pictured above.Day four was the day for story time. During story time, I set the objectives that I wanted the children to meet as interacting with peers during story time, develop comprehension skills, sharpen listening skills, and increase vocabulary by using rhyming words and following directions. During the reading, both children participated and showed growth in these areas. The activity at the end showed that both children were able to work together and that they had developed their shape concepts.On the last day, it was block center day. On this day, I observed the child 1 using his fine motor skills and gross motor skills. He also classified blocks by shape, size, and color. He experimented with balance and tested out ideas as to how to make the tallest tower. Counting is still hard for him. Child 2 met all the same goals but also met recognizing quantity and understanding number concepts in this center.I tried to do observations that produced no intrusion into the activities with the children. So the types of informal assessment that I chose to use were natural observations, collecting data, checklists, and childrens work samples for portfolios. I did this by taking notes, pictures, and video when I remembered. I was able to use this material for Portfolios that I could share with parents.Challenges that I faced observing and recording were remembering to do it. I got so wrapped up in teaching and playing that I think that it would have been easier to record all five days. However, I had to go out and buy a camcorder as phones were not allowed into the classroom per school policy. I think that had I been able to use my phone, data recording would have been easier. I was trying to do my observations and recording doing work samples, but that is really hard some things just need to be videotaped. I think that this should be a requirement for all teachers to have. So I would have to say that I was very bad in this area. I could have gotten more.Next StepsThroughout the week I learned that all of these children vary on their learning scale. Some of them are on point for kindergarten readiness and some of them still have a long ways to go. I also noticed that age played a part in their skill levels. I also learned that they do not like to have planned activities but rather just have things set out and use them as they like. So if I want to have them create something. I am better off just putting out the materials and letting them use their imaginations because getting them to create say an ice cream cone. Will turn into whatever they are thinking of at the time. However, I also learned that they are eager to do the worksheet. Especially the ones that are interactive with a piece like a puzzle. They really liked them. As far as instructional delivery goes I feel that they were very responsive to the information that I presented. As you can see even during story time they say and interact with the book even though they have probably heard it one hundred times.The one learning objective that I had a hard time meeting was language development. I think that this will come with time and intentionality. Another objective that the group struggled with was counting. Most of the students are low in this area. The ones that are advanced I thought they were on board. So I would definitely incorporate higher numbers and more advanced counting activities for them. For the ones still struggling I think working more on one to one correspondence and just plain finger counting might help.Lastly, I think to enrich, enhance and expand opportunities for learning in the centers I could make them more curriculum-based, rather than theme based. I could include more of the Mat Man curriculum that they use in this classroom. I feel that this would help the children increase their skill abilities in all areas. I also feel that if each center had specific activities for the children to accomplish that this would increase their knowledge base. For example in the block area instead of their just being block to build with, including books of famous buildings so that the children can recreate or in the science center instead of just looking at items making it more purposeful by giving them something to compare or do with the items. I also think that their needs to be more accommodations thought out when planning centers for the children with disabilities. Some of the toys are difficult for them to play with so having different options for all children is a better idea.In conclusion from planning and delivering instructions to pre-primary children, I learned that you have to look at all aspects of planning and each child when creating a lesson plan. I also learned that sometimes things do not go as planned and that is okay. Just go with the flow, the kids have no idea what you are supposed to be doing. Just make it fun and meaningful. Second, after this teaching experience, I do feel that my philosophy of learning and teaching changed a little. I still believe that the role of a teacher is to be the coordinator of learning and that children learn best when they are in their least restrictive environment. As well as that the main purpose of education is to develop a students ability to use critical thinking skills. The part that has changed for me is that is that I also believe that my role as a teacher is to also make the necessary changes and accommodates to the classroom so that learning for everyone is at the level it needs to be not just what the curriculum tells me. This fieldwork has also given me more confidence in my ability to write developmentally appropriate plans for children to achieve the desired outcome. I feel that the feedback from the host teacher was most valuable because I was slightly unsure of myself during the beginning. Lastly, the thing that I take away from this experience that will impact me professionally is that there are a lot of ways to document observations. It might not always be what you need but it can be used in some aspect of proving outcomes were met. I also learned that children do not care what they are doing as long as you make it fun and play with them. They just want your attention all of the time. I also learned that teachers love to have people come in and take over their classroom it gives them a break to just sit back and watch what is going on. I need to remember this if I ever get asked. The most important thing though is my love for children with disabilities. I grew a greater appreciation and understanding working with the students in this classroom.Lesson Plan TemplateName: Melissa Christoffel Date: 05/21/2018Grade Level: Pre-K Subject: Dramatic PlayTopic/Theme: Ice Cream Shop Time Allotted: 45Min for centersState Adopted, Common Core, or National StandardsLearning Standard 5.A: Demonstrate growing interest and abilities in writing.5.A.ECa: Experiment with writing tools and materials.5.A.ECb: Use scribbles, letter-like forms, or letters/words to represent written language.Learning Standard 15.D: Explore concepts about trade as an exchange of goods or services.15.D.ECa: Begin to understand the use of trade or money to obtain goods and services.Learning Standard 19.A: Demonstrate physical competency and control of large and small muscles.19.A.ECa: Engage in active play using gross- and fine-motor skills.19.A.ECd: Use eye-hand coordination to perform tasks.19.A.ECe: Use writing and drawing tools with some control.Learning Standard 31.B: Use communication and social skills to interact effectively with others.31.B.ECa: Interact verbally and nonverbally with other children.31.B.ECb: Engage in cooperative group play.31.B.ECc: Use socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns.Learning Standard 31.C:Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways.31.C.ECa: Begin to share materials and experiences and take turns.Learning Objectives Associated with the StandardsChildren will engage in dramatic play materialsChildren will participate in cooperative play with other studentsChildren will develop socio-emotional skills by playing out situations from their own life or from pretend theme situations, which help them learn more about themselves, their friends and the world around them.Children will develop gross motor skills by moving tables, chairs and other items during play.Children will develop fine motor skills by using smaller items (such as money, pom poms utensils etc.) during play.Children will Increase their language and problem-solving skills as they play in this area with their peers and work out play scenarios.Children will express their creativity by developing themes to play out.C. Language Objectives:Learning Standard 1.A: Demonstrate understanding through age-appropriate responses.1.A.ECb: Respond appropriately to questions from others.Learning Standard 1.B: Communicate effectively using language appropriate to the situation and audience.1.B.ECa: Use language for a variety of purposes.1.B.ECb: With teacher assistance, participate in collaborative conversations with diverse partners (e.g., peers and adults in both small and large groups) about age-appropriate topics and texts.1.B.ECc: Continue a conversation through two or more exchanges.Learning Standard 1.E: Use increasingly complex phrases, sentences, and vocabulary.1.E.ECb: Exhibit curiosity and interest in learning new words heard in conversations and books.Key Vocabulary in Lesson:The oral language used by people in Ice Cream Shop:Shopkeeper:How may I help you? That will be ..dollars.What kind would you like? Thank you for coming.Have a great day. Can I get you anything else?What kind of topping would you like?Customer:I would like 3 scoops of ice cream. Here is the money.I think I will have strawberry. Thank you.Do you have any drinks? Yes please.Content vocabulary (source for definitions http://www.wordcentral.com/home.html):Flavors: The blend of taste and smell sensations caused by a substance in the mouth. The way something tastes.Ice cream cone: a crisp cone-shaped wafer for holding ice cream.Shop: A place of businessCashier: An employee of a store or restaurant who receives and records payments made by customers.Scoop: A round utensil with a handle for dipping out soft food (as ice cream)Cherries: the fruit of a cherry tree.Total: Making up the whole. The sum of things added.Enjoy: To take pleasure fromBig: Large in sizeHuge: Of great size or areaToppings: A food served on top of another to make it look or taste betterD. Prior Learning and Requisite Skills Needed for this LessonChildren need to have an idea of what an Ice Cream Shop looks like.Children need to know what Ice cream looks like.E. Instructional and Learning TasksI will introduce the dramatic play center at the beginning of center time. The center will be set up and inviting. I will explain to the student what they can do in this center. I will also show them the clipboards so that they may order and take orders for their ice cream, as well as how to pay for it. I will also show them how to get the money out of the register and how to use the order forms. Then I will start by playing the cashier at the store and have the children role play with me. After they start to really play, I will step back and let the children play in their own way as I observe and help facilitate and prompt as necessary. At the end of center time, we will sit in a circle and discuss what they did in the center.F. ExtensionIn order to extend this area if I have time, I will add different kinds of community workers that could come into order.G. Formal and Informal AssessmentI will observe and record students as they engage in dramatic play. I will look at how they interact with other students, what materials they use, and how they use them. I will document this with antidotal notes to be put in their outcomes. H. Instructional Resources and MaterialsFor this area, I will need:a refrigerator, stove, dishes, cups, utensils, different types of fake frozen treats, bowls, spoons, aprons, bowls, as well as play food, a table and chairs, play telephones, dolls, clothes for the dolls, puppet stand for cashier counter, signs, menus, and order forms, clip boards, small pom poms, large pom poms, ice cream scooper, empty ice cream containers, play cash register, play money, tongs, spoons, containers, counting books, item tags for shelfsLesson Plan TemplateName: Melissa Christoffel Date: 05/22/2018Grade Level: Pre-K Subject: ManipulativesTopic/Theme: Ice Cream manipulative area Time allotted: 45Min for centersA: State Adopted, Common Core, or National StandardsLearning Standard 5.A: Demonstrate growing interest and abilities in writing.5.A.ECa: Experiment with writing tools and materials.5.A.ECb: Use scribbles, letter-like forms, or letters/words to represent written language.Learning Standard 6.A: Demonstrate a beginning understanding of numbers, number names, and numerals.6.A.ECa: Count with understanding and recognize how many in small sets up to 5.Learning Standard 8.A:Explore objects and patterns.8.A.ECa: Sort, order, compare and describe objects according to characteristics or attribute(s).Learning Standard 19.A: Demonstrate physical competency and control of large and small muscles.19.A.ECd: Use eye-hand coordination to perform tasks.19.A.ECe: Use writing and drawing tools with some control.Learning Standard 31.B: Use communication and social skills to interact effectively with others.31.B.ECa: Interact verbally and n
Pre-Primary 5 day Instructional Delivery
Mar 18, 2020 | Assignments
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- Applied Science
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- are different in each country. Basically
- are not very convincing either. The problem is that the North experienced similar internal divisions
- Arnold
- Art
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- Assessment Brief Assessment ObjectiveAfter getting through the materials of this
- Assessment item 2Individual case study All students are to submit electronicall
- Assessment question and detailMust be 1000 wordsMust include the below reference
- Assignment 2: Case StudyTraining AssessmentTraining assessment is an important t
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- Assignment Instructions Instructions: Mid Term Paper: Choose three of the
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- Assignment Instructions Week Five Paper 3-5 page Paper For this assignment, you
- Assignment InstructionsInstructions: This week you are expected to write a resea
- Assignment InstructionsInstructions:This week you are to write a research paper
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- Assignment OutlineSee Attached Assignment (3) (Outline Only) Communication Plan
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- Assignment To complete the following assignment, go to this week's Assignment l
- Assignment To complete the following assignment, go to this week's Assignment li
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- Assignment: RecruitmentIn this week and next, you will be learning about human r
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- Assignment: The Supply ChainIn this Assignment you will practice with applying s
- Assignments
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- Auburn University
- Australian
- Aviation
- BA207
- Bachelor Of Applied Social Science
- Banking
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- because they had taken an active part for the rebels
- Before you begin this assignment, be sure you have read the UMUC Haircuts Case S
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- Bethel University
- beyond the family and immediate kin and peer group. These may be 1111.
- Bhr 3352
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- Biology
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- body
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- brings with it the (poten- u.il) acquisition of social ""goods"" (money
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- BSOP 326 Week 4 Midterm Exam 1. (TCO 6) An effective leadership system is desig
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- Business
- Business & Finance
- Business & Finance – Financial markets
- Business & Finance – Marketing
- Business and Finance
- Business Applications, Analytical Decision Making, and Problem SolvingThe presen
- Business Chosen for assignments is: A Caribbean RestaurantBUS475 Week-1 Knowledg
- Business Finance – Accounting
- Business Finance – Economics
- Business Finance – Management
- Business Finance – Operations Management
- Business Plan: The Problem & AnswerAs a Team, pick a topic.You will describe you
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- by the labor of the women
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- Chemistry – Organic chemistry
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- Cod
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- Com 230
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- Complete Learning Exercise D on p. 349 in your textbook. When complete, select t
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- Complete Objective Questions 16, 17, 19, 20, and 21 at the end of Chapter 2 in t
- Complete Objective Questions 6, 7, and 8 at the end of chapter 4 in the textbook
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- Computer Science – Java
- Computer Science- Python
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- Course Project: Course Project: Benefit Plan Design Analysis Objectives The
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- Course Textbook Spiro, R. L., Rich, G. A., & Stanton, W. J. (2008). Management
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- Criminology
- Crosbie
- Cs330
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- culturally appropriate intervention to address childhood obesity in a low-income African American community.
- Current LocationTake Test: Exam 3Assistive Technology Tips [opens in new window]
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- D. Craig Exploration Company has been offered a lease to drill for oil on a part
- Data Analysis
- DC Delco CorporationDC Delco Corporation manufactures and sells the various elec
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- Decision Making Problem Solving
- declines in reading ability and creative thinking
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- describe how children acquire
- Design
- Details: Complete Objective Questions 1, 4, 10, 11, 13, and 18 at the end of cha
- Details:Complete Objective Questions 12 and 17 at the end of chapter 16 in the t
- DEtails:Complete Objective Questions 17, 21, and 40 at the end of chapter 20 in
- Details:Complete Objective Questions 7 and 10, at the end of Chapter 12 in the t
- Details:Complete Objective Questions 7 and 8 at the end of chapter 8 in the text
- Details:Complete problems 1.1, 1.9, and 1.13 in the textbook.Submit one Excel fi
- Details:Complete problems 11.5, S11.4, S11.9, S11.15, 12.1, 12.4, 12.13, and 12.
- Details:Complete problems 3.11 and 3.17 (parts c, d, e, and f) in the textbook.S
- Details:Complete problems 4.1, 4.3, 4.5, 4.25, and 4.27 in the textbook.Submit o
- Details:Complete problems 6.12, S6.11, S6.20, S6.23, S6.27, and S6.35 in the tex
- Details:Complete problems 7.5, 7.7, and 7.11 in the textbook.Complete supplement
- Details:Complete problems B.1, B.5, B.7, B.11, and B.21 in the textbook.Submit o
- Details:For this assignment, you will discuss how Christian principles can be ap
- Develop a Training or Intervention Strategy to Address the Needs Creating a deve
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- Discuss several advantages of using the M/M/1 waiting line queuing model. Clearl
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- Discussions To participate in the following discussions, go to this week's Disc
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- DISCUSSIONSWEEK WEEK 1 Effective IMC World (graded) IMC enables companies
- discussionWhat does it mean to say that managers should maximize shareholder we
- distribution
- Distribution Center is a facility or a group of facilities that perform consolid
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- Drama
- Due Date: May 25, 2014 23:59:59 Max Points:45Details:Complete problems 9.11, 9.1
- Due Wednesday, 100 PointsComplete the self-assessment (this is about your work v
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- Earth Science – Geography
- Earth Science – Geology
- eating
- Ece 312
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- Economics For Managers
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- EDUS has decided to acquire the institution and needs to establish a management
- Effect of Anti-obesity (orlistat) on Type 2 diabetes Mellitus remission in patients in Saudi Arabia.
- Effective Organizational Design" Please respond to the following: From the case
- elasticity
- Elsa Treebeard
- Embry Riddle
- Emglish
- EMGT 631: Production and Inventory ModelingMini Project 3Consider the jobs in th
- employees
- Employment
- En206
- Eng 100
- Eng-106
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- ENGH302
- Engineering
- Engineering – Civil Engineering
- Engineering – Electrical Engineering
- Engineering – Electronic Engineering
- Engineering – Mechanical Engineering
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- Engl311
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- English – Article writing
- English 361
- English Language
- English Literature
- Environment
- Environmental Science
- Environmental Sciences
- Environmental Studies
- Envisioning a BusinessIn this Assignment you will be asked to use your imaginati
- ESAs Rosetta Cometary Rendezvous Mission
- especially for a small company
- Essay Help!(see attached)Identify and describe a recent crisis or controversy th
- Essay Writing
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- Estate Management
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- European Studies
- evaluate the test or the tool's validity and reliability
- even if they do not yet comprehend the symbolic function of the elements of print.
- every battle
- Excelsior College
- Exercise for Uncertain Demand In a given period demand for an item is equally
- Exercises: 13.1, 13.3, and 13.11The followingexercises are required and cover to
- expansion of distribution channels
- Explain what ismeant by the term Strategic Planning Gap and critically evaluate
- explore this nuanced question: Did the United States win the war
- Exports are: all goods and services sold abroad and sent out of a country
- Expression and Purification of a novel recombinant form of UDP-N-acetylenolpyruvoylglucosamine reductase (MurB) for structural and functional studies
- Family
- farmers
- Fashion
- FILL In THE BLANK117. A(n) ____________ is an operation that has the lowest effe
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- Film Industry
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- Fin 500
- FINAL EXAM MGT 5002 MULTIPLE CHOICE CHAPTER 9 (9-5) Required return 1). If
- Final Paper To complete the following final paper, go to this week's Final Pape
- Final Project You will complete a Final Project in which you will analyze an org
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- fire protection systems
- Florida Gateway College
- Florida International University
- Focus of the Final Paper Prepare an 8- to 10-page fundamental financial analys
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- such as parental divorce. Peer sociability is strengthened by but also promotes cognitive
- such as reciprocal teaching and cooperative learning. This transforms classrooms into communities of learners and is known as a social-constructivist classroom. Teachers guide the process of learning
- such as semantic bootstrapping (using word meanings to decipher sentence structure) to build their grammar knowledge? Or
- such as those that begin with consonants
- swelling the Confederacy's urban population. At the same time
- SYM-506 | Additional Topics Module 8 DQ 1 A market researcher is interested in k
- SYM-506 | Analysis Using Graphs and Descriptive Statistics Module 2 DQ 1 Referri
- SYM-506 | Discrete and Continuous Probability Distributions Module 4 DQ 1 Provid
- SYM-506 | Hypothesis Testing With Single Samples Module 6 DQ 1 Your mayor just a
- SYM-506 | Hypothesis Testing With Two Samples Module 7 DQ 1 Describe when a z-te
- SYM-506 | Sampling Distribution and Confidence Intervals Module 5 DQ 1 You just
- SYM-506 | Understanding DataModule 1 DQ 1The media often attempts to predict the
- System Engineering
- Take Assessment: Final ExamName Final ExamInstructionsMultiple Attempts This Tes
- Take Assessment: MGT 190 Exam 1 NameMGT 190 Exam 1 Question 1 In most business s
- Tarrant Country College
- Task Name: Phase 1 Individual Project Deliverable Length: 57 slides with speak
- Task Name: Phase 2 Individual Project Deliverable Length: 9001,000 words Det
- Task Name: Phase 3 Individual Project Deliverable Length: 68 slides with speak
- Task Name: Phase 4 Individual Project Deliverable Length: 68 slides with speak
- Task Name: Phase 5 Individual Project Deliverable Length: 810 total slides wit
- TCO 2: In order to address the hospitality labor shortage, employers are:
- TCO 9: Mobil Travel Guides establish ratings for lodging properties by: su
- TCO A: The organization is planning to make a substantial change to the compensa
- Technology
- television
- Tennessee for about twenty years. I was his slave
- Term Paper:A final paper that focuses on the course content, applied in the sett
- terrorism
- TEST BANK Sourcing and Supply Chain Management 4th editionHandfield, Monczka, G
- TEST BANKSourcing and Supply Chain Management 4th editionHandfield, Monczka, Gi
- testing
- Texas Am University
- th[at] if they would lay down their arms and submit to the laws of the United States before the 1st of January
- The ability to perceive and express emotion, assimilate emotion in thought, unde
- the attribute is useful
- the author of the previous selection
- The Capstone Business / Leadership CaseDuring the first class the Professor post
- the Confederacy fought against overwhelming odds; its defeat was inevitable.
- the court also explained that 'no free government now exists in the world
- The directions are attached. However you must read the PDF file first in order to answer the questions.
- the enemy would be in a position to advance upon the line of the Second Corps
- the features that Hal should make available on the site
- The Gamer Company is a video game production company that specializes in educati
- The Global Baby BustScenarioYour RoleKey PlayersAssignmentScenarioMost people t
- The Leadership Project requires each student to lead a group of people (friends
- the long-run aggregate supply curve will:
- the modern Court did not create new law; rather
- the more modernized the society. Modernization therefore has its intellectual foundations in a rationalistic or scientific world view and a commitment to technological development….
- The objective of the Course Project is to give you an opportunity to practice
- the project also serves to establish your literacy in other crucial areas of the security industry
- the project requires 6 inches of pavement thickness if the unit weight of the product is equal to 145 lbs per cubic foot. Using this information
- the psychiatrist stated that Charles was not suicidal and diagnoses him with antisocial personality disorder.(Learning Objectives: 1
- the researchers were interested in how parent and teacher reports of activity compared to actigraph results.
- The sale of government-owned economic resources to private operators is calle
- the traditional classroom and the constructivist classroom. In the traditional classroom the teacher is the sole authority knowledge
- the Union developed supe rior managerial talent to mobilize and organize the North's greater resources for victory in the modern industrialized conflict that the Civil War became.
- The Unit 3 Assignment covers aspects of Units 1, 2 and 3. Respond to the short a
- the various risks to assets; security and safety control operating standards
- The World Bank & IMF in Ghana
- Theatre
- their achievements went beyond what might have been expected. But the South had far too much ground to make up
- then
- Theology
- there is a question as to whether that just crowds out investment in other sectors of the economy. Housing finance while improving access to housing
- thereby
- These are the topics you have to choose from to write the course paper.â¢In tod
- These are the topics you have to choose from to write the course paper.In todayâ
- these findings do not suggest that heavy television viewing causes ADHD. However
- they run the risk of losing their .A) respectB) credibilityC) licenseD) innocenceE) accreditation43) Communicating an idea in such a way that an audience is influenced
- they think about their thinking. This is known as metacognition. When children meet mental challenges
- think about a team you currently work with or have worked with in the past and how well this team has functioned. Think about both the positives and the negatives
- thirty-six percent of the Northern population was already urban as compared to the South's nine and six-tenths percent. As we have already seen
- This assignment has three objectives, to: 1) become familiar with the type and m
- This assignment is designed to show how the economic concept of price discrimina
- This case is based on Chapter 15, Case 15.3 which is found on Page 15-50. Rememb
- this curiosity has led to theories on how language skills develop in childhood.
- THIS PAPER IS LATE_ NEED REALLY GOOD GRADE….Strategic Management: External Ana
- Thomas Nelson Community College
- though almost as legion as Lee's soldiers
- Tim8330
- Title: Successfully identify the mutations of GFPS65T and purification of GFP.
- Tittle: Human Resource Planning and Organizational Strategy In a five-page pape
- to be true of second language acquisition or socially situ ated cognition (Beebe
- to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.
- to some extent at least
- to submit the following report of op erations of the Armies of the United States
- to usc a Discourse. The most you can do is III It'! them practice being a linguist with you.
- Topic for Discussion:Human resource development, as we discussed, can be a stand
- Topic: The Organizing Process Subject: Management In a five- page paper (exclu
- touching the condition of the colored people in the rebel States.
- Tourism
- Touro College Of Los Angeles
- Training Objectives and SMART Goals PaperBuilding on your assignment from last w
- Translation
- Transportation
- Trident MGt301 full course 2014 latestFUNCTIONS OF MANAGEMENT AND ROLES OF MANAG
- Trident University International
- Troy University
- TRUE or FALSE?1.) The main objective of Risk Management is the mitigation of the
- TRUE/FALSE1. A bottleneck is an operation that has the lowest effective capacity
- True/False1. The order action report indicated which orders are to be released d
- Ty Webb, manager of the Philadelphia Hotel, is considering how to restructure th
- uestion1 Not yet answered Marked out of 20 Flag question Question text Discuss t
- Uncategorized
- Unit 1: Unit 1: Introduction to Human Resource Management – Discussion.next.ecol
- Unit 1: Unit 1: Planning and Organizing a Small Business – Discussion.next.ecoll
- unit 1PART 1: Introduce yourself to your fellow students and instructor. Share
- UNIT 1Question 1: Why is it necessary to strengthen the relationship between bus
- Unit 2 Assignment: General Motors Commitment to DiversityRead the vignette Gener
- Unit 3: Unit 3: Talent Selection and Retention – Discussion.next.ecollege.com/(N
- UNIT 3In what generational cohort do you belongMillennial, Gen X, Baby Boomer,
- Unit 5: Unit 5: Supply Chain Mechanisms – D: Team D Discussion.next.ecollege.com
- UNIT 5Kotler describes the importance of packaging with a series of packaging ob
- UNIT 7 The Marketing Memo on page 496 describes methods that determine how int
- Unit III Case Study Read KFCs Big Game of Chicken, which is a case on pages 260
- Univ of M-Flint MGT 313 Quiz 01 Winter 2015Review Test Submission: Q01User Talal
- University Of California Santa Cruz
- University Of Cumberlands
- University Of Maryland University College
- University of Michigan-Flint MGT 313 Intro to Management Science Winter 2015Revi
- University Of Nevada – Las Vegas
- University Of South Carolina
- University Of South Florida
- University Of The Cumberlands
- University Of Virginia
- University Of West Florida
- University of WindsorCenter for Executive and Professional EducationalMaster of
- Unlv
- unobtrusive
- until the Military power of the rebellion was entirely broken. Believing us to be one people
- upgrade the family cars
- upon the field
- Using the book: Robbins, S.P., & Judge, T.A., 2012, Essentials of Organizational
- validated by the independent expert assurer to ensure that the commercial tension is maintained
- vandalism
- Video Games
- W2 Discussion Due: 07/13/2014 (75-150 words) Should we have ONE BIG UNION? Would
- Wa-Wa
- Walden University
- was the principal force holding the white South together. Without it
- we can always ask about how much ten- 12 """""" or conflict is present between any two of a person's Discourses (Rosaldo
- WEEK 1 .apus.edu/access/content/group/arts-and-humanities-common/Political
- week 1 discussion Baby Boomer Demand (graded Why are the baby boomers so importa
- week 1 Discussion Question Why has there been (and is still) such strong opposit
- WEEK 1 DQ 1Research the definitions of various production and operations managem
- WEEK 1 Exploring the Course Themes (graded) The four course themes of e
- week 1 Forums Question: For the Forums discussion this week: after reading th
- WEEK 1 Module 1 Discussion Do you believe that corporations should b
- WEEK 1 Striking a Balance (graded) When efficiency, equity, voice, and
- WEEK 1 Why and how has human resources changed due to the technology revolution
- week 1Assignment To complete the following assignment, go to this week's Assignm
- WEEK 1Case Study: Keflavik Paper Company (graded)Read Case Study 3.1The Keflavik
- week 1Discussions To participate in the following discussions, go to this week's
- week 1Take some time to discuss, in your opinion, the most interesting material
- WEEK 1The Purpose of HRM (graded) Human Resources Management (HRM)what a mouthfu
- Week 2 Assignment Productivity Problem SetDetails:Complete Objective Questions 1
- Week 2 AssignmentProductivity Problem Set Details: Complete Objective Question
- Week 2 Chapte3 Cost-Volume Relationship Managerial Accounting for Managers 3rd E
- Week 2 Social Media Policies: Are They Legal? .equella.ecollege.com/file/f50b
- WEEK 2Project Scope (graded) As we have seen this week, project scope creation i
- Week 3 Assignment Project Management Problem Set Details: Complete Objective Q
- week 3 Discussion Question Why are employers less likely to approve coa
- WEEK 3 Healthcare Cost Management(graded) Many Americans benefit from t
- WEEK 3 HR Strategy and the Employee Voice (graded) Human resource profe
- Week 3 O*NET Assignment .equella.ecollege.com/file/c7bbe571-8052-434e-a412-7f
- WEEK 3 Project Schedule (graded) To develop a schedule for a project, w
- week 3 Recruitment is not the only activity that affects an organization's abi
- WEEK 3Interviewing (graded) Interviewing methods are extremely varied so this th
- week 3Module 3 Discussion Question 1 Research the World Bank at www.worldbank.or
- WEEK 3Project Schedule (graded)To develop a schedule for a project, we will use
- WEEK 3Topic for Discussion:Most of us have either given or participated in lectu
- Week 4 AssignmentCapacity Planning Problem Set Details: Complete Objective Q
- WEEK 4Risk Management (graded) Assume you have just been assigned to a project r
- Week 5 AssignmentProcess Analysis Problem Set Details: Complete Objective Que
- WEEK 5 Interest Arbitration (graded) List the pros and cons of interest
- week 5 Let's consider the different methods of assessment and how they are use
- WEEK 5 Performance Appraisals (graded) What are the different performan
- WEEK 5Case Study: The Problems of Multitasking (graded) Read Case Study 12.1: Th
- WEEK 5Case Study: The Problems of Multitasking (graded)Read Case Study 12.1: The
- WEEK 5In your opinion, based on the twelve guidelines listed in our reading ma
- WEEK 5Rules and Regulations (graded) Discuss some of the legislation that helps
- WEEK 5Topic for Discussion:Think about the last time you had a problem or were d
- Week 6 AssignmentLayout Design Problem Set Details: Complete Objective Questio
- WEEK 6Project Communications (graded) Discuss the importance of communication an
- Week 7 AssignmentQuality Management Problem Set Details: Complete Objective Qu
- WEEK 7 Benefits Communication (graded) Does your current (or previous)
- week 7 Employment-at-will involves the right of either the employer or employe
- WEEK 7 Workforce Change (graded) What recommendations would you make to
- WEEK 7Employee Engagement (graded) Employee engagement has become pop
- week 7Module 7 Discussion Question 1 Visit the domestic and international web si
- week 7Project Baseline (graded) We have now moved from the planning stage to the
- WEEK 7Topic for Discussion:Please discuss the main functions of organizational d
- week 8 : Final Exam – Final ExamPage 1Question 1. 1. (TCO 1) Explain why the tr
- Week 8 AssignmentInventory Management Problem Set Details: Complete Objective
- Week 8 AssignmentSupply Management Problem Set Week 8 AssignmentSupply Managemen
- Week Three Homework Assignment – Linear Regression The personnel director for
- Week Three Homework Assignment – Linear RegressionThe personnel director for a l
- WEEK1 Benefit Plans (graded) Employer-sponsored benefits reflect the culture and
- WEEK3What are the important considerations when planning and setting up a new
- Weems
- were no more able to rise above narrow and selfish concerns than other segments of southern soci ety. Because of their influence
- West Valley College
- West Virginia University
- Western New England University
- What is the key concept of Sandmans High Hazard/High Outrage type of risk commun
- what role does slavery play in his analysis?
- when Generals Hancock and Gibbon rode along the lines of their troops; and at once cheer after cheer-not rebel mongrel cries
- where the requirements for APA Style are specified."
- whether good or bad. The intent of the short research projects is to dig a little deeper into some of the topics
- which appeared imminent before each of the next three turning points.
- which eventually leads to the ability to organize speech into the phonemic categories of their own language. Older infants begin to detect the internal structure of sentences and words
- which follow a subject-verb-object order. Once this occurs
- which measures impulsivity
- which measures participants' ability to inhibit automatic responses
- Which one of the following is considered to be a nonmarket stakeholder of bus
- which triggers the vulnerability. As soon as the user downloads this shortcut file on Windows 10; windows explorer will
- will they have the authority to make changes as necessary?Are the individuals with the right skills in place to implement these changes? If not
- Winter 2015FinalBasics1. (4 points) Match each description to the project manage
- with a population hostile to the government
- working together
- worship
- would be Japan
- Write a 350- to 700-word paperthat defines and compares and contrasts the follow
- Write a 700- to 900-word paper in which you do the following: Explain the role o
- Write a paper in which you consider the .ncu.edu/homework/details?assignmentid=1
- Write your mock Concept Paper using the Concept Paper template found in the Diss
- Writing
- written and oral communication skills
- Written Assignment 2InstructionsInstructions: You have been hired by the XYZ Com
- wrote a letter to ą friend in 11 Baltimore after Robert E. Lee's army entered Frederick
- Ych635 Psychology Of Learning
- you believe you can provide the CIO with the information he needs.
- you could have witnessed the transit of the Rebel army through our streets [of Frederick
- You Decide Scenario Summary Your Role/Assignment Key Players Scenario Summary C
- you have gained in this course relate to the following professional occupational positions:
- you have to go through the process of retrieval. Retrieval of information from our long-term knowledge base occurs in three ways: recognition
- you may group related items (e.g. all dairy products together)
- you need to put 2 vertical and 2 horizontal lines evenly spaced to make 9 spaces of the same length and height. You need to them line up the subject of the shot with one of the 4 lines
- you will learn how to search for scholarly
- you will review the Procon.org Website in order to gather information. Then
- Young People
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