Number sense is the building block foundation for all math comprehension. Using hands-on manipulatives and providing opportunities for students to discover math in learning centers are meaningful ways for students to practice number sense skills.

Part 1: Learning Centers

Select a grade level K-3 and at least three mathematics standards that are currently being addressed in your field experience classroom. Design three learning centers that teach the standards you selected. At least one learning center must be technology-based.

For each learning center, write a 150-200 word handout for the volunteer who will be facilitating each center’s numerical operations activity. In each description, include the following:

• Purpose and learning objective aligned to the state standard
• List of materials to be used and the purpose of each (including technology resources)
• Directions for how to run the activity
• Directions for an assessment to be administered at the end of the activity

Part 2: Research-Based Rationale

Write a 250-500 word rationale explaining your thinking behind the design of your learning centers. Discuss how your centers do the following:

• Encourage students to understand, analyze, and apply standards-based math content through technology.
• Promote positive relationships and supportive interactions that are developmentally, culturally, and linguistically appropriate.
• Include strategies to teach and reinforce math concepts to young children.
• Adapt to meet the needs of individual students.

Support your rationale with 2-3 scholarly resources.

Readings-

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=122514668&site=ehost-live&scope=site

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=96905381&site=ehost-live&scope=site

https://teaching2and3yearolds.com/how-to-set-up-your-preschool-learning-centers/

http://kindergartensmiles.blogspot.com/2017/03/math-center-mania.html

Need this done by December 4th 5PM EST! ALL ORIGINAL WORK NO PLAGIARISM!!

THE LAST PICTURE IS THE FORMAT IT SHOULD BE IN!

For various topics discussed this semester, students will be expected to select a professional journal articleAND a media/newsarticle for the topic and complete a set of journal entries regarding the articles.

Professional Journal Articles must be selected from professional journals (see journal information sheet) and preferably recently published.  Media/news articles can be chosen from magazines or newspapers found online.

Journal project entries will be due as outlined below based on the discussion of each particular topic. The format for journal entries has been provided.  Please complete each section on the form for each entry (one entry for the professional article and one for the media/news article). The links for submission will be found under Journal Project.

Entries should be clear and complete, with proper grammar and spelling.  Entries that are incomplete, too short or have multiple spelling or grammatical errors will not receive full credit.  Entries for the professional article should be at least 2 pages long and entries for the media article should be at least 1 page long.  Entries will be submitted through TurnItIn to ensure academic honesty.

Each journal project entry will be worth 40 points (25 for professional article and 15 for media article).  In order to receive all 25 points your entry must be clear, complete and the articles must be appropriate.

This project can be completed either periodically throughout the semester OR be handed in in its entirety at the end of the semester.  It will be up to each of you to decide whether you want to complete the entries individually on the assigned dates throughout the semester, or if you would like to turn in the entire project at the end of the semester.  I am leaving it up to you to decide so that you can choose the option that best fits into your schedule.  If you decided to turn in your complete project at the end of the semester, you need to choose one of the topics listed and submit a set of DRAFT entries for me to read and provide feedback on.  

Listed below are the individual due dates, the due date if you decide to turn in the ENTIRE project at the end of the semester isDecember (set of draft entries due on October 25). 

TOPIC

DUE DATE

Measurement of Crime Victimization

September 20

Consequences of Crime Victimization

October 4

Family Violence Victimization (child abuse, domestic violence or elder abuse)

October 18

Hate or White Collar Crime Victimization

November 1

Services to Victims of Crime

November 22

Victims’ Rights or Crime Victim Legislation

December 6

Due by august 9TH – read ALL BELOW FIRST PLEASE: 

The purpose of this paper is to : be able to explain a social problem to a non-sociologist using a sociological perspective. It is to provide recommendations on how to address and resolve the problem

Assignment is a TOTAL – 13 pages of text – this does not include reference page and cover page

However, I have completed almost 9 pages already (it is in 3 parts attached)

Attached: There is a BASE paper that I already received an “A” on so do NOT change anything on that just add to conclusion. Then there are 2 documents attached that say “add to paper” – add that language from those 2 documents wherever they may fit in the document (do not change any of it – I already got an “A” on them)

So, what you will do is: TYPE ALL OF YOUR WORK IN BOLD OR RED PLEASE 

1. I need a minimum of an additional 4 pages of TEXT AND…

2. Add at least 8 MORE credible resources – that MUST be able to be found ON THE INTERNET 

3. Must be 100% original and plag free 

4. DO NOT post your work on Homework Market or any other site – my previous tutor did that and it made ALL of my work 100% plagiarism – I had to redo them all. 

Problem Statement

The outpatient cancer center operates 10 hours a day, 7 days a week.  Due to cancer treatments and procedures, the patient population in the cancer center is immunosuppressed, which makes the patient population easily susceptible to acquiring infections.  It is important that all clinical staff follow and adhere to guidelines, such as good hand hygiene.  Some nurses in the clinic, including myself, have taken notice that providers are going from room to room without washing or sanitizing their hands before coming into contact with patients.  This is a cause for concern as providers are placing already immunosuppressed patients at a higher risk of infection that can lead to hospitalizations with serious ramifications.  Gammon and Hunt (2020) stated that hand washing has always been important in the healthcare setting.  Hand hygiene is the public health and safe healthcare practice’s focus, as it can restrict and stop the spread of microorganisms that cause infections.  Currently, the global pandemic has brought forth the role hand hygiene plays in stopping the spread of microorganisms that cause infection, such as COVID-19.  A solution to the problem would be to create a patient survey where patients can anonymously answer a few questions about whether or not the provider(s) washed or sanitized their hands before and after their visit.  The benefit of this solution is to bring forth hand hygiene adherence, awareness, and accountability to the cancer center, therefore reducing and preventing risk for infection among the patient population.

Purpose Statement

The purpose of this quantitative study is to examine and gain knowledge about provider hand hygiene adherence, stopping and reducing risks of infection, reinforcing hand hygiene practices and accountability.  Bearman and Vokes (2019) explains that accountability focuses on patient safety practices and research studies continue to recommend that accountability guides a triumphant infection prevention plan.  The survey created will take place at the cancer center, it will be anonymous, and it will ask three basic questions: 1. How many providers did you have an encounter with today?; 2. How many providers did you observe wash or sanitize their hands prior to the encounter?; and 3. How many providers did you observe wash or sanitize their hands after the encounter?  The survey will be handed to patients upon arrival, and they will be instructed to fill out the survey at the end of their clinic visit and drop it off inside the locked box by the check-out desk prior to leaving the clinic.  The completed surveys will be collected at the end of each week to be examined by the administrative assistant director (ADN) of the cancer center, who will examine the results and bring it to the attention of the clinic’s staff and address the problem and changes in practice. 

References

Bearman, G. M., & Vokes, R. A. (2019). Averting a betrayal of trust: System and individual accountability in healthcare infection prevention. Infection Control & Hospital Epidemiology, 40(8), 918–919. https://doi.org/10.1017/ice.2019.137

Gammon, J., & Hunt, J. (2020). COVID-19 and hand hygiene: the vital importance of hand drying. British Journal of Nursing, 29(17), 1003–1006. https://doi.org/10.12968/bjon.2020.29.17.1003

Read the case study entitled Training the Sales Force. Assume the role of a training consultant who has been hired by the company to assess where this training initiative went wrong and how to move forward. 

Write a 2000-word memo that answers the Questions and Flashback Questions located at the end the case study. properly cite any materials you paraphrase or directly quote using APA 6th Edition format.

CASE STUDY TRAINING THE SALES FORCE 

Sales at a large telecommunications company were down for the third quarter. Management reviewed several strategies to improve sales and concluded that one solution would be to improve training for the large, dispersed sales force. For the sake of expediency, the training department began using a needs analysis it had conducted several years before as a basis to develop enhanced training. Their plan was first to update the original needs analysis, and then to develop new training strategies on the basis of what they found. They also began investigating new training technologies as a possible way to reduce training delivery costs. However, management was so intent on doing something quickly that the training department was ultimately pressured into purchasing a generic, off-the-shelf training package from a local vendor. One of the features of the package that appealed to management was that the course could be delivered over the Web, saving the time and expense of having the sales force travel to the main office to receive the training. Hence, even though the package was costly to purchase, the company believed that it was a bargain compared to the expense of developing a new package in-house and delivering it in person to the sales force. Six months after the training had been delivered, sales were still declining. Management turned to the training department for answers. Because no measures of training performance had been collected, the training department had little information upon which to base its diagnosis. For lack of a better idea, members  of the training department began questioning the sales force to see if they could determine why the training was not working. Among other things, the sales people reported that the training was slow and boring, and that it did not teach them any new sales techniques. They also complained that without an instructor, it was impossible to get clarification on things they did not understand. Moreover, they reported that they believed that sales were off not because they needed training in basic sales techniques, but because so many new products were being introduced that they could not keep up. In fact, several of the sales people requested meetings with design engineers just so they could get updated product information. The training department took these findings back to management and requested that they be allowed to design a new training package, beginning with an updated needs analysis to determine the real training deficiencies. Source: E. Salas & J. A. Cannon-Bowers, “Design training systematically,” in E. A. Locke (Ed.), Handbook of principles of organizational behavior, Oxford, UK. Blackwell Publishers Ltd. 2000, pp. 57. Reprinted by permission of John Wiley & Sons, Inc. Case questions prepared by Alan Sak 

QUESTIONS 

1. What were the objectives of the training program? Write a training objective for the program described in the case that contains the key elements and components of a training objective. How would your training objective have helped in the choice/design of a training program? How would it have helped trainees and managers? 

2. Comment on the company’s decision to purchase a generic, off-the-shelf training package by a local vendor. What were the advantages and disadvantages? Do you think it was a good idea for the company to purchase the training rather than to have it designed in-house? Explain your answer. 

3. Explain how the use of a request for proposal (RFP) might have changed the company’s decision to purchase the training program. Do you think the company would have purchased the same training program from the same vendor if they had created a detailed RFP? Explain your answer.

 4. What effect did the use of the original needs analysis have on the con- tent of the training program and the decision to have it delivered over the Web? Do you think a new needs analysis should have been conducted? If so, what effect might it have had on the design of the training program? 

5. Comment on the use of the Web as the main method of training. What are the advantages and disadvantages of this method of training? What other methods might have been more effective?

 6. If you were to design the training program, describe what you would do differently in terms of (a) training objectives, (b) training content, (c) training methods, (d) active practice and conditions of practice, and (e) active learning. How would your training program be different from  the one described in the case? Would your program be more effective? 

 FLASHBACK QUESTIONS

 1. To what extent was the instructional systems design (ISD) model of training and development used at the telecommunications company? If it had been used to a greater extent, what would have been done differently? Comment on each step of the ISD model.

 2. Comment on how company management concluded that  one solution to the sales problem was to improve training. Do you think that improving training is the best solution to the sales problem? Explain your answer using Mager and Pipe’s performance analysis flowchart for determining solutions to performance problems (see Chapter 4, Figure 4.2 of  
Saks, A., and Haccoun, R. (2015). Managing performance through training and development, 7th ed. Toronto: Nelson.External Tool  ). What are some other possible solutions for improving sales?

 3. The training department has requested that they be allowed to design a new training program for the sales force, beginning with an updated needs analysis. Explain how they should conduct a new needs analysis. Refer to Figure 4.1 when answering this question. 

4. If a new needs analysis is conducted, what will be learned from an organizational, task, and person analysis? How will this information help in the design of a new training program?