Education

Dr. Davis, a high school principal, is experiencing stress at work and in his personal life. He decides to take an extended fishing trip to relieve the stress, and he classifies the time he takes off as medical leave.Does Dr. Davis’s action put at risk the ethical principles for professional educators?Yes, because it was inappropriate for Dr. Davis to decide for himself what constitutes medical leave.No, because stress is a legitimate medical concern that could impair Dr. Davis’s ability to do his job.No, as long as Dr. Davis carefully reviewed his own symptoms and determined that he fit the criteria for having a psychological condition.

Question 1Lisa Roberts, the mother of a high school student, has complained to the principal at her child’s school about the content of a science class, which she says goes against her family’s religious beliefs. The principal calls a meeting with Ms. Roberts and the teacher of the class, Ms. Rooney.Which of the following is the best course of action for Ms. Rooney?Declining the meeting, stating that the material is in the curriculumAttending the meeting, giving a prepared speech about the importance of the topicAttending the meeting, bringing along the state and national standards to show the parent how the curriculum was developed

Consider the following scenario:You are working the dispatch desk of a “Type A” operator, and you are a few hours into your shift. The previous dispatcher briefed you about a situation where a flight originated in Toronto, Ontario (YYZ) and has a destination of Brussels, Belgium (BRU), with an intermediate stop in St. John’s, Newfoundland (YYT).The flight was schedule to depart YYZ at 1100z, and it ended up departing YYZ approximately 90 minutes late due to late connecting passengers, and incurred another 45 minute delay due to poor weather delays (including de-icing and ATC delays). Upon landing in YYT at a time of 1600z, there is a maintenance issue encountered with the hydraulic system that necessitates a further delay of 3 to 4 hours, since a part has to be sourced and replaced on board. Added to this, the First Officer (FO) on the flight has complained that he had some food last night that is not agreeing with him, and he is not feeling 100%. According to the OFP, the projected flight time from YYT to BRU is 6 hours and 23 minutes.Please answer the following questions:1. Do these circumstances count as “unforeseen”, and could the crew extend their flight duty time? Why or why not (please be specific). What time could they extend to if this satisfies an “unforeseen” circumstance? Will the flight be able to make it to BRU? (2 marks)2. If the flight crew is able to extend their flight duty day, who would have to be notified of the flight crew duty day extension? Who would perform the notification process? (2 marks)3. What ramifications, other impacts, or limitations will this have on the crew’s next duty assignment? In other words, when can they operate their next flight, and with how much rest? How long can this next flight duty assignment be? (2 marks)4. What other considerations do you have to worry about as the flight dispatcher on duty with regards to this situation? (2 marks)When answering the above questions, please be sure to be specific and provide detailed examples and explanations in your answers.This assignment is individual, and must be completed by our next class.I will not accept any late submissions.All assignments shall be handed in via BlackBoard.

Please answer those question and explain very detail. Answer those question like a small assignment (1-2 paragraphs for each question)This is a leadership course, so answer like in a leadership way.1. Compare and Contrast a work group, a team, and a self-managing team in terms of power, leadership, decision making and activities or tasks. Then can you provide an example of each of these categories (workgroup, a team, a self-managing team) and share how power/ leadership/ decision making and activities are played out in these examples?2. What are the three criteria used to define team success? Can you after you define these characteristics of team success, provide specific examples from real teams and groups and how they have defined success or pursued success? What are the potential problems with defining success in these three ways, or some of the benefits of these definitions?3. What are the five characteristics of successful teams? How have researchers investigated these characteristics?4. Explain the value and characteristics of effective team goals.5. Please list the five stages of group development. Then please pick two of those stages and provide suggestions to leaders of how they would help the group or team navigate through these specific stages.6. Explain Social loafing and how to reduce it.7. Explain why group cohesion is important and how to build it? What would you do as a leader to foster a more dynamic group cohesion? Can you provide specific examples and details of what you would do to develop strong group cohesion?8. What are some benefits and problems related to both cooperation and competition within a team, or group? As the leader how can ensure that you are maximizing the benefits, so that cooperation and competition enhance the team or group you are leading? What are some important things a leader must do in order to avoid the problems creating bigger issues for the team? Can you provide a real-life example of how benefits for these two areas (cooperation and competition) have been actualized? Can you provide an example in real life where they have created problems?9. Name and explain the four components of emotional intelligence.10. What are the benefits and problems that come with conflict within a team? After you discuss this, please then provide an example on a current team, or from your experience where the benefits are seen, and then the same for problems that conflict created within a team. Then, please list a few ways in which you as a leader can prepare, manage and steer conflict to be beneficial and not damaging.11. Compare and contrast personal/soft power with positional power. Which is more effective?12. When are group decisions superior to individual decisions?

Objectives of the Oral PresentationPractice the use of PowerPointDeepen your knowledge of the Hispanic countries and cultures or of a topic of your interestPractice writing in SpanishPractice making a presentation in SpanishThis Examination will constitute 100 points, or 10% of the course gradeThe AssignmentChoose a Hispanic country (e.g., Estados Unidos Mexicanos), state (e.g., California), city (Los Angeles), or another topic of interest (e.g., Frida Kahlo)Prepare a PowerPoint with 12 or more slides about your chosen topicWrite a 1 sentence per slide in English and in Spanish, and include the English cognates

Journal Article Analysis Each student will select one of the key terms presented in the module and conduct a search of Campbellsville University’s online Library resources to find 1 recent peer-reviewed academic journal article (within the past 3 years) that closely relates to the concept. Your submission must include the following information in the following format: DEFINITION: a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement. SUMMARY: Summarize the article in your own words- this should be in the 150-200 word range. Be sure to note the article’s author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term. DISCUSSION: Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected chapter Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment. REFERENCES: All references must be listed at the bottom of the submission–in APA format. Be sure to use the headers in your submission to ensure that all aspects of the assignment are completed as required. Any form of plagiarism, including cutting and pasting, will result in zero points for the assignment .The following terms for your research: Balanced scorecard

Section 1: Contextual FactorsPurpose for Step 1:Consider the learning environment and contextual factors that may have an impact on the teaching-learning process. Discuss characteristics about the school, classroom, and individual student needs that should be considered as instructional plans are developed. List accommodations/modifications that will be made to instructional planning and implementation based on contextual information of the assigned classroom.Task:Discuss the relevant contextual factors including community and school information, classroom information, student characteristics, and accommodations/modifications for planning, instruction, and assessment/s. Include any supports and challenges that impact instruction and student learning. Discuss any implications and accommodation/modifications needed for instruction based on contextual factors.Prompt:In the discussion on contextual factors, include the following:1. Community and school informationDiscuss the community and school information:geographic locationcommunity/school population (diversity, race, ethnicity, culture, gender, etc.)socio-economic status (SES; ex: free/reduced lunch, Title I school, etc.)type of school (locale, grade levels, and any other pertinent characteristics)Consider additional areas for discussion, which could include but are not limited to stability of the community, political climate, community support for education, and other environmental factors.2. Classroom informationDiscuss the classroom information:physical features and arrangement of the classroomavailability of technology, equipment, and resourcesextent of parental/guardian involvementgrouping practices (whole group, small group, pairs, etc.)Consider additional areas for discussion, which could include but are not limited to how groups were determined, classroom rules and routines, scheduling, and additional teachers/students that enter or leave the room on a regular basis.3. Student characteristics – Related to the Students and Learning EnvironmentDiscuss the following required areas for student characteristics:grade/age levelgenderrace/ethnicity/culturespecial needsachievement/developmental/skill levelslanguage (English, ESL, ELL)interests/learning differences, and any other pertinent informationConsider additional areas for discussion, which could include but are not limited to background information and/or characteristics of specific students that should be considered when planning and implementing instruction.4. Accommodations/Modifications for planning, instruction, and assessment/sChoose 3 or more of the contextual factors described above from 1.3 Student Characteristics and discuss how these factors influenced planning instruction, implementation of instruction, and assessment/s.Describe, based on those contextual factors, what accommodations/modifications for planning, instruction, and/or assessment were made.Provide a chart/table to illustrate the relationship between contextual factors (3 or more) and accommodations/modifications for planning, instruction, and assessment/s. Include athorough description of each accommodation/modification in the chart. An example is provided below.Consider additional areas of discussion, which could include but are not limited to how the accommodations/modifications improved learning for individual students.

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 Angle-Side-Side (ASS)a. Are two triangles congruent if an angle, an adjacent side, and the opposite side of one triangle are congruent to an angle, an , adjacent side, and the opposite side of the other! Look at plane, spheres, and hyperbolic planes.b. Show that ASS holds for right triangles on the plane {where the Angle in Angle-Side-Side is right).This result is often called the Right-Leg-Hypotenuse Theorem (RLH), which can be expressed in the following way:RLH: On the plane, if the leg and hypotenuse of one righttriangle are congruent to the leg and hypotenuse of anotherright triangle, then the triangles are congruent.What happens on a sphere and a hyperbolic plane?SuggestionsSuppose you have two triangles with the above congruencies. We will call them ASS triangles. We would like to see if, in fact, the triangles are congruent. We can line up the angle and the first side, and we know the length of the second side (BC or B’Cj, but we don’t know where the second and third sides will meet.Here, the circle that has as its radius the second side of the triangle intersects the ray that goes from A along the angle a to B twice. So ASS doesn’t work for all triangles on the plane or spheres or hyperbolic plane6. Try this for yourself on these surfaces to see what happens. Can you make ASS work for an appropriately restricted class of triangles? On a sphere, also look at triangles with multiple right angles, and, again, define “small triangles” as necessary. Your definition of “small triangle”

SimPHARM™ is a cloud-based, virtual patient training tool that replicates real-life clinical encounters for learners and interprofessional groups. It is based on mathematical models of the physiology of the human body’s systems to accurately reproduce physiological responses to pathologies and medications. This permits learners to experience life-like results of their treatment choices. Since SimPHARM works by leveraging a dynamic learning algorithm, each student and interprofessional group who run these cases will uniquely encounter them. SimPHARM’s clinical pharmacology-based virtual simulation platform is a perfect fit for both undergraduate and graduate-level instructional programs.SimPHARM utilizes a unique Case-Based Learning (CBL) model. The staff/educator assigns a case where a patient presents with certain clinical issues. The learner, or interprofessional group, starts the case by building up a patient-care plan, initiating treatment, and watching the impacts of the medications being managed over time. Learners are then able to make notes for reflection, report on their rationale for treatment, share and discuss findings with their instructor or peers, and complete the case with reflection.Perfect for flipped classroom learning requirements, SimPHARM’s real-time cognitive gaming engine engages learners in a way that builds real-world clinical decision-making skills in a safe environment while under the management of faculty. SimPHARM’s physiological engine has been developed utilizing the most up-to-date medication lists, categories, formulations, side-effects, and interactions, and aligns with pharmacokinetic and pharmacodynamic principles.SimPHARM provides educators and learners with a practical solution for practicing clinical encounters. The system is based on scientific models of the physiological frameworks of the human body, permitting learners to safely make and reflect on realistic clinical decisions. SimPHARM helps students make decisions, think, and respond as they would in an actual clinical environment