For this discussion, you will be filling out some surveys based on the concepts of job redesign and job crafting. The job design survey is pretty simple, self-explanatory, and follows the five core job dimensions discussed in the background readings: http://www.nwlink.com/~donclark/leader/jobsurvey.html

The job crafting survey appears in a complicated article, but the survey is relatively straightforward and appears on page 177 of the article linked below. For each question, a “5” indicates strong agreement, a “4” means moderate agreement, a “3” means neutral, a “2” means mild disagreement, and a “1” means strong disagreement. There are four dimensions of job crafting on this survey. All of these dimensions have five questions, with the exception of “decreasing hindering job demands,” which has six questions. The total possible score on each dimension is either 25 or 30, depending on the number of questions: http://www.academia.edu/2796261/Development_and_validation_of_the_job_crafting_scale. You may also click the following link to access the Job Crafting Survey.

Report your scores on both surveys to your classmates and explain whether or not the results accurately describe your current job situation and the overall usefulness of each survey.

Also, discuss any practical implications that the results of each survey has on your organization. Do the results indicate that any specific job redesign or job crafting intervention should be done? Would you recommend either survey be used for a wider range of employees at your organization to assist in deciding on a job redesign or job crafting strategy?

Creating an effective early reading plan takes practice. Young readers are learning to process language, increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When young learners are at risk or are not progressing as expected, it is crucial to understand where the learner needs assistance and support. Only through clear evaluation and analysis can a comprehensive early reading plan become an effective intervention.

Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow the scenario:

Student: Kale Age: 6.7 Grade: 1

Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new teacher is concerned about his reading skills, particularly his decoding and sight words. His school records have not arrived from his old school, but his parents said that his previous teacher had asked to meet with them, but they were unsure if it was about reading. They thought it may have been about behavior. His primary spoken language is French. English is Kale’s second language. His parents struggle with speaking English and need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s parents are currently unemployed.

Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he encounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound or guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher has scheduled a meeting with Kale’s parents to discuss the assessments.

The teacher developed the following instructional goals for Kale:

1. Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.
2. Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell the main ideas, three out of four trials.
3. Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word), accurately and automatically.
4. After listening to a story, Kale will recall three or four sequenced events.
5. Shown sight words, Kale will state the word automatically.

Part 1: Reading Strategies

Summarize the following reading strategies in 100-200 words each. Describe the benefits of the strategy and specific tips for implementation.

• Comprehension strategies
• Graphic organizers
• Independent practice
• Model-lead-test
• Peer tutoring
• Repeated reading

Part 2: Instructional Goals

In 250-500 words, complete the following:

• Sequence each of Kale’s instructional goals described in the case scenario in the order you would address them with him. 
• For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will assist Kale in achieving the instructional goal.
• Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that Kale’s parents can use at home.
• Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale. 

A 65-year-old woman presents to the office with complaints of excessive fatigue and shortness of breath after activity, which is abnormal for her. The woman has a history of congestive heart failure with decreased kidney function within the last year. The woman appears unusually tired and slightly pale. Additional history and examination rules out worsening heart failure, acute illness, and worsening kidney disease. The complete blood count (CBC) results indicate that hemoglobin is 9.5 g/dL, which is a new finding, and the hematocrit is 29%. Previous hemoglobin levels have been 11 to 13g/dL. The patient’s vital signs are temperature 98.7°F, heart rate 92 bpm, respirations 28 breaths per minute, and blood pressure 138/72. The practitioner suspects the low hemoglobin level is related to the decline in kidney function and begins to address treatment related to the condition.

Case Questions

1. Which test(s) should be performed to determine whether the anemia is related to chronic disease or iron deficiency, and what would those results show?
2. Should the practitioner consider a blood transfusion for this patient? Explain your answer.
3. Which medication(s) should be considered for this patient? Provide exact prescription details.
4. What considerations should the practitioner include in the care of the patient if an erythropoietic agent is used for treatment?
5. What follow-up should the practitioner recommend for the patient?

Please be sure to validate your opinions and ideas with citations and references in APA format. 

Blended Learning

Chapter 7 of our textbook describes how technology continues to be a strong presence in our classrooms, especially with e-learning. Schools are finding that technology has provided teachers with the ability to individualize instruction; therefore, it can be a great learning tool to enhance instruction and motivate students. As future educators, you will be expected to integrate the use of technology into your classroom lessons. Many schools are turning to blended learning classrooms in which students can learn in both face-to-face and online formats.

View the following videos below for an overview of blended learning:

• Video: The Fundamentals of Blended Learning (Links to an external site.)
• Video: Salman Khan Describes Future Classrooms with Blended Learning (Links to an external site.)

In a two- to three-page paper (not including title and reference pages), address these conditions:

1. Outline the different types of blended learning. 
2. Explain which theories inform blended learning.
3. Identify the advantages and disadvantages of blended learning. 
4. Use at least three scholarly sources, in addition to the textbook, to support your response. You may cite web articles, peer-reviewed scholarly articles, your own experience, and/or interviews with classroom teachers. 
5. Explain how blended learning is changing your role as an educator. 
6. Select two of the following Webtools: Edmodo, Twitter, Facebook, Storybird, Voicethread, Google Docs, Diigo, or TodaysMeet. Conduct an internet search to find out more about these Webtools and discuss how you might use your selected Webtools in the classroom to create your blended learning environment.

Be sure to provide an introduction and conclusion to your paper and properly cite and reference your sources using APA format.
 

Required Resources

Required Text

1. LeFrançois, G. R. (2018). Psychology for teaching (2nd ed.). Retrieved from https://content.ashford.edu
   1. Chapter Seven: Memory and Individualized Instruction
   2. Chapter Eight: Humanistic Education and Motivation

Multimedia

1. Education Elements. (2012). The fundamentals of blended learning (Links to an external site.) [Video file] Retrieved from http://vimeopro.com/edelements/education-elements/video/29536658
2. Khan, S. [edutopia]. (2012, December 18th). Salman Khan describes future classrooms with blended learning. (Links to an external site.) [Video file].  
   Retrieved from http://www.youtube.com/watch?v=vwyOv7PiC40&feature=youtu.be

This paper deals with gender from your own unique perspective and experience. Think about your performance of gender generally or in a specific context.  Then discuss and analyze this performance from a theoretical perspective.

Start with a thesis

You need a clear thesis statement in your introduction to give the paper focus and direction.  Please underline your thesis so I can clearly identify it.  Here are a few examples of thesis statements, but be sure to develop your own:

The absence a father figure led me to actively seek out masculine models in hopes of learning masculinity.

My traditional culture compels me to act hyper-masculine even in a changing world.

Helping to raise my three siblings developed my competency with traditional feminine roles.

My gender shifts further away from conventional femininity as I expand into androgyny through the performance of music.

Body of the paper

Do not write a general account of your life or childhood.  Instead, the body should be limited to material advancing your thesis.  1] First, give an account of your experience using relevant details of events, concrete observations, messages communicated, statements made, etc.  2] Second, apply a course theory to your experience.

Please keep the body organized…this is not a stream-of-consciousness journal entry.  I’d recommend outlining your paper before you write it.

Conclusion

End with an insightful or evaluative conclusion.  What critical questions does your experience raise?  How does your experience shed light on the nature of gender?  Family systems?  Parenting?  How is your chosen theory useful?  Etc.

**Note the following technical requirements.**  Erring from these will affect your grade:

– Length must be 5 pages (5 FULL pages minimum – 5 ½ pages maximum).

– Use TNR 12 font and standard margins.

– Double-space.

– Proofread for spelling and grammar.

– Submit on Canvas in .doc or .pdf form