Implimentation Reflection.

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An effective nurse educator participates in continuous reflection of instruction. Reflection allows the nurse educator to identify areas of needs in order to improve practice and student success.

The purpose of this assignment is to reflect on lesson plan implementation in the practicum setting.

After implementing your lesson plan, write a 350-500 word short answer reflection on the following questions:

  1. Were students actively engaged in the learning? How do you know? ( my students are staff from Dialysis Unit)
  2. Did you make changes to your lesson during implementation? What were the changes and why did you make that change? ( my lesson plan is on Central Line Associated Blood Stream Infection. CLABSI). 
  3. What refinements will be necessary before implementing this lesson again? Support your answer with at least one evidence-based practice. 
  4. What went well that you will repeat in future lesson plan implementations?

This assignment requires 2-3 scholarly sources.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Bacteriuria vs Urinary Tract Infection

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Bacteriuria is defined as bacteria in the urine in a patient who is asymptomatic, whereas symptomatic bacteria in the urine is termed urinary tract infection.

nursing

Description

Bacteriuria vs Urinary Tract Infection

Bacteriuria is defined as bacteria in the urine in a patient who is asymptomatic, whereas symptomatic bacteria in the urine is termed urinary tract infection. Bacteriuria is not usually treated unless the patient is pregnant, immunocompromised or scheduled to undergo a genitourinary procedure, whereas urinary tract infections are treated with antibiotics.
History
Additional history that would be beneficial for the assessment would include last pelvic exam, and any history of change in color, consistency or volume of vaginal secretions. Medications that the patient is currently taking to assess if any of the medications are immunosuppressive medications in addition to the patient history of menstruation, menstrual frequency or menopause, “Postmenopausal women may be at higher risk for colonization due to a loss of an acidic vaginal pH.” (Crader, M. F. 2020). Past medical history of renal calculi as they can colonize with bacteria, history of frequency of daily urination to assess and history of tobacco use to assess for bladder cancer risk and process used for urine sample to verify clean catch. Additionally personal hygiene habits such as use and frequency of use of feminine napkins, use of feminine hygiene products such as douche that can change the pH of the vagina and inquiry about personal practices of use of sexual lubricants and https://iacademicessay.com/ urination after intercourse.
Diagnostic Studies
Verifying that the urine specimen has an order for culture would be the first diagnostic study; a culture of the bacteria detected will help guide potential treatment options, additional tests to add on to the urine sample would be urine cytology to screen for bladder cancer if there is a strong history of tobacco use. Vaginal exam with vaginal and urethral smears and culture given the reports of recent marriage and thus new sexual partner to test for STDs. Ultrasound can be useful to assess for abscess or suspected renal calculi in the bladder or urethra.
References
Crader, M. F. (2020, November 19). Bacteruria – StatPearls – NCBI Bookshelf. StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK482276/
Merck Manuals. (2020c). Bacterial Urinary Tract Infections. Merck Manuals Professional Edition. https://www.merckmanuals.com/professional/genitourinary-disorders/urinary-tract-infections-utis/bacterial-urinary-tract-infections?query=Asymptomatic%20Bacteriuria
Case #2: 23-year-old woman
Differential Diagnosis
Possible inflammatory causes for 23-year-old woman reoccurring symptoms could be urethritis, sexually transmitted infections, and vaginitis. Urethritis is inflammation of the urethra that is commonly caused by bacterial or viral source, the most common bacteria for urethritis N. gonorrhoeae, C. trachomatis and Mycoplasma genitalium, and viral causes are commonly HPV, HSV and CMV. Sexually transmitted infections that cause the symptoms include Gonorrhea, Chlamydia, Trichomoniasis and https://getacademicessay.com/ Herpies simplex, given the information that the recurrent infections started after marriage there is possibility of STI due to introduction of a new sexual partner and previous treatment for acute cystitis may have helped with the infection but subsequent sexual encounters reintroduced the infectious agent. Vaginitis is a bacterial infection with symptoms of discharge, odor irritation and itching that can also cause dysuria. The most common causes of vaginosis include candidiasis, and trichomoniasis.
Possible non-inflammatory causes for 23 year old womans reoccurring symptoms include non-inflammatory causes could be urethral anatomic abnormalities, local trauma, and endometriosis. Urethral anatomical abnormalities such as strictures or diverticulum can cause reflux of urine and recurrent urinary infections, however most common anatomical abnormalities are present at birth and this is usually diagnosed in childhood in patients with a family history or urethral anatomical abnormalities. Local trauma such as “genitourinary instrumentation or surgery, pelvic irradiation, foreign body presence, horseback or bicycle riding” Michels, T., & Sands, J. (2015). Endometriosis of the bladder can cause acute flank pain, microscopic hematuria, dysuria, increased frequency, and urgency when the endometrial tissue grows within the bladder wall. Bladder endometriosis is extremely rate, with an occurrence rate of 1-2% of women who have endometriosis.
Diagnostic Tests
Urine culture and sensitivity could help determine if there is a bacterial cause of the recurrent dysuria if it is of a infectious nature. A pelvic exam with assessment for discharge, odor, and screening with vaginal and urethral smears and culture for possible vaginosis or sexually transmitted infections. For diagnosis of anatomical abnormalities or endometriosis of the bladder an cystoscopy would be required to visualize the causative nature of the symptoms.
Recurrent Lower UTIs
Common causes of recurrent UTIs in women include use of spermicides for contraception, new sexual partner, and voiding dysfunction. “Many other factors have been thought to predispose women to RUTIs, such as voiding patterns pre- and post-coitus, wiping technique, wearing tight undergarments, deferred voiding habits and vaginal douching; nevertheless, there has been no proven association” (Scholes D et all 2000).
Renal Failure
Acute kidney failure also known as acute renal injury (AKI) is an sudden decrease in renal function and is defined as one or more of the defining criteria of rise in serum creatinine of at least 0.3 mg/dL, serum creatinine >1.5 times the baseline value or urine volume of < 0.5mL/kg per hour for 6 hours. The cause of acute kidney injury can be subdivided into 3 causes, prerenal, intrarenal and post renal. Prerenal is associated with decreased renal profusion that is related to volume depletion or decreased arterial pressure that causes the glomular filtration rate to decrease.
Intrarenal AKI results from an ischemic or nephrotoxic cause such as prolonged hypotension or exposure to a nephrotoxic substance or medication that cause an acute inflammation of the glomeruli.
Postrenal AKI is due to a blockage or obstruction of urinary flow and is seem most often in prostate hypertrophy in men. “Patients with acute kidney injury are more likely to develop chronic kidney disease in the future. They are also at higher risk of end-stage renal disease and premature death”( Goldberg R, Dennen P 2008).

World Literature essay exam

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  See the attached instructions for your first essay exam.  
   There are four options on the exam.  
   Take a few minutes to review each option.  
   Think about which topic best resonates with you, which reading passage  did you like the best, and which option will allow you the best  opportunity to complete the assignment.   
   Next, once you select your topic/option, conduct some preliminary  research on the idea. What resources work best to help you support your  ideas? Brainstorm and prewrite, look back over the notes you took while  reading, how do these notes help you respond to the essay question? The  essay responses take some time to think about, so spend some time  outlining, prewriting, and sketching out your ideas before you start  typing the essay. The essay exams are not your typical exams. You have  to reflect on the themes and poignant ideas presented in the readings,  and then decide how best to respond to the essay topic.  
   One note of advice — don’t wait until the last minute to start the  essay exams. The essays are much like mini-research papers. They take  time, planning, and preparation.  
   Although this is an exam, it’s still an essay, and as such, you may  use the OWL or visit the Academic Skills Center for tutorial support. Be  sure to follow directions in the syllabus and in the announcements of  your eCampus class for in-person tutorial support.  
   Dr. Forbess  
 

Business Marketing plan ….. due Sunday…… Please read

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this is due Sunday…… no late work…… 

Please read below and follow all instructions

I have attached 2 documents that you may use in this assignment. Use the Marketing plan attachment and Executive summary attachment in this assignment. 

Use the business name already being used in the attachments. 

Executive summary has been done already.

Read the Marketing plan attachment it also has information that you need and just copy and paste it in the right spots below ( business challenge: I noted on attachment that info, you may edit it so it is better) 

______________________________________________________________________________

 Marketing Plan: The Marketing Plan is due in week 9.  Any papers turned in that are missing any of these sections will lose points. You need to format your paper with these headings:

Executive Summary – This should be a 2 page overview designed to provide a summary for the executives of the company regarding your product or service. Provide an overview of the company and type of industry etc. (2 pages-same as assignment #3-just copy and paste)

Business Challenge – This should be the same as your discussion week 6 post…describes the target audience, offering, and provides a brief rationale for why investors or customers should invest in it. In other words, why is the offering needed? This is where you will list your Marketing Mix (Product, Price, Placement, Promotion, and People) (at least 1 page)

The Marketing Environment – Briefly describe the current environment in the industry that this company operates. Briefly describe who your competitors are…do not say “other restaurants” or other “bicycle shops” in the area…BE SPECIFIC!!! (1 page)

Customers–WHO ARE YOUR CUSTOMERS? Use Demographic studies (1 page)

Statement of Goals and Core Competencies/Company Analysis – What are the goals of the company? You should also provide a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis. (1 page)

Business Climate/PEST Analysis –

  • Political Climate
  • Economic Climate
  • Social and cultural environment
  • Technological environment

(1 page)

Budget, Schedule & Distribution – This section can be used to describe an advertising campaign for your product, the budget for the advertising campaign, the schedule for the campaign and the marketing elements. What are the distribution channels that you will use? Use some type of chart in this section (1 Page)

One Page Ad – utilize your creativity to create an Ad for your product or company. (1 page)

Summary/Conclusion (1 page)

CRITERIA:

  • At least 9 pages in length (beyond that…You decide)
  • 12 pt. font double spaced
  • 9 separate headings as described above

answer these questions

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Metz Management 3500 Lord of War Quiz

“Some people call me the Lord of War, but perhaps it is you.” – Andre “It’s not Lord of War; it’s Warlord.” -Yuri
“Thank you, but I prefer it my way.” – Andre

Answer each of the following questions. You can add as much detail as you need to fully explain your answer. Some questions will require some added explanation and detail, which will prove you understand these larger concepts. There is an extra credit question, which very, very few answer correctly. Take a shot at it – good luck.

  1. Yuri goes into the gun business to provide what he calls, “a basic human need.” What does he mean? Be specific.
  2. Why doesn’t Yuri open a gun shop?
  3. Who is Simeon Weiss? Who does he work for?
  4. Why does Yuri throw his son’s toy gun in the trash?
  5. Yuri says selling guns is like selling vacuum cleaners. What does he
    mean by this?
  6. Vitali is a very important character. Yuri asks Vitali, “Why are you so
    fucked up all the time? Why? Why? Why?” Vitali provides no answer. Explain why is Vitali so messed up? (Hint: it is NOT because of his drug addiction.)
  7. In the end, Yuri is released from custody. Why does he escape from justice? Or, does he? Explain.

—————————————————————————————————-

EXTRA CREDIT: If you get this answer right, you get extra credit.

By the end of the film, Yuri says that he and Andre are the same. He says, “it was like looking in a mirror – we saw something in each other that neither one of us liked.” Explain what Yuri means. How has this businessman and this warlord become so similar?

Lab 3 AWS Application Programming Interfaces

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PMCCA 625 Project 2: Lab 3 AWS Application Programming Interfaces

CCA 625 Project 2: Lab 3 AWS Applica!on Programming Interfaces

In this lab exercise, you will perform the following steps:

1. Explore AWS APIs and Python SDK for AWS, and install Python SDK in your ASW Cloud9

environment.

2. Analyze a Python script, provisioning an EC2 instance.

3. Run a Python script, provisioning an EC2 instance, and analyze output.

4. Verify that instance has been provisioned.

You will write a lab report describing the steps you’ve taken and include the screenshots requested.

Step 1: Explore AWS APIs and Python SDK for AWS

1. Python (h”ps://www.python.org/) is a programming language that has gained popularity in recent

years. Most of its implementa!ons involve a direct or indirect interpreter, so it is not compiled into the

machine-level language. Programmers like Python because it can be successfully used both for wri!ng

short scripts and also in complex so#ware systems. Python is an object-oriented language.

Programmers can create so#ware objects—units of func!onality and associated data—and use them.

Python APIs provide libraries of classes—blueprints for objects—that model en!!es in the API’s

business domain and provide opera!ons to be carried out on these en!!es.

2. AWS provides a so#ware development kit (SDK) for Python (h”ps://aws.amazon.com/sdk-for-

python/) , which means that there https://paperwriters.xyz/uncategorized/lab-3-aws-application-programming-interfaces/ is a library of Python classes corresponding to AWS resources, and

cloud developers can invoke opera!ons on objects created from these classes. The SDK is called “boto”

and the latest version is “boto3

(h”ps://boto3.amazonaws.com/v1/documenta!on/api/latest/index.html) .”

3. Log in to your AWS Educate account. Click on the “My Classrooms” bu”on at the bo”om of the screen,

and go to the CCA 625 classroom. Click on the “AWS Console” bu”on.

4. On the AWS Services page, under the “Developer Tools” sec!on at the bo”om, select the “Cloud9”

service. In the Cloud9 dashboard, you should see the CCA625_<your ini!als> Cloud9 Ubuntu

environment you created in Lab 1. Click on it and wait un!l the Cloud9 IDE screen opens.

5. Cloud9 comes with the Python language installed, along with the Python module installer called “pip,”

but the AWS boto3 SDK is not installed. Type “pip install boto3” in the bash console tab and wait un!l

the SDK is installed.

Course Resource

https://www.python.org/https://aws.amazon.com/sdk-for-python/https://boto3.amazonaws.com/v1/documentation/api/latest/index.html

6/12/21, 3:48 PMCCA 625 Project 2: Lab 3 AWS Application Programming Interfaces

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Source: Amazon Web Services

Step 2: Analyze a Python Script, Provisioning an EC2 Instance

6. Download to your computer this Python script: create_instance.py (/content/dam/course-

content/tgs/cca/cca-625/document/create_instance.py?ou=602744)

7. In Cloud9, click on “File – Upload Local Files,” and upload the script to your Cloud9 environment.

8. Click on the “create_instance.py” file in your environment file tree on the le#. It opens in a text editor

tab.

Source: Amazon Web Services

Analyze the script:

Lines 2, 3: The boto3 Python SDK module components are made available to the script.

https://leocontent.umgc.edu/content/dam/course-content/tgs/cca/cca-625/document/create_instance.py?ou=602744

6/12/21, 3:48 PMCCA 625 Project 2: Lab 3 AWS Application Programming Interfaces

Page 3 of 4https://leocontent.umgc.edu/content/umuc/tgs/cca/cca625/2212/course…t-2–lab-3-aws-application-programming-interfaces-.html?ou=602744#

Line 9: The client object for the EC2 service is created. This object provides methods for invoking

ac!ons of the EC2 service.

Lines 12–14: Values of parameters needed for instance crea!on are defined. Image_id specifies the

Ubuntu 18.1 image. You need to type in the name of your key pair available in your student account.

Create one in the AWS console in the EC2 service under Key Pairs if needed.

Line 18: This is the call to the run_instances method of the EC2 Python service

(h”ps://boto3.amazonaws.com/v1/documenta!on/api/latest/reference/services/ec2.html#EC2.Client.run_instances)

to create a single EC2 instance. All required parameters are specified, plus an op!onal name tag to be

able to tell your instance in the instance list in the console.

Line 36: The result is printed, which is the Python dic!onary (list of key-object pairs) containing

informa!on about the instance being provisioned.

Line 39: In case of an error being raised, the error object is “thrown,” which is printed.

Step 3: Run a Python Script Provisioning an EC2 Instance and Analyze Output

9. In the editor tab, line 14, https://paperwriters.xyz/uncategorized/lab-3-aws-application-programming-interfaces/ type in the name of your key pair inside single quotes. You can use the keypair

you’ve used in Project 1 Lab 3 Step 10. Take a screenshot and include it in your lab report.

10. Close the text editor tab with the modified script and save it.

11. Maximize the bash command terminal tab, type “python create_instance.py” at the command prompt,

and hit “Enter.” If the script executes successfully, you will see the instance informa!on dic!onary.

Confirm that the instance has the proper image, type, key pair name, and tag. Take a screenshot and

include it in your lab report.

https://boto3.amazonaws.com/v1/documentation/api/latest/reference/services/ec2.html%23EC2.Client.run_instances

6/12/21, 3:48 PMCCA 625 Project 2: Lab 3 AWS Application Programming Interfaces

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Source: Amazon Web Services

12. In case of an error, you will see an error message. Fix the error and run the script again.

Step 4: Verify the Instance Has Been Provisioned

13. To verify that the instance is provisioned, go back to the AWS console, select the EC2 service, and click

on the “Instances” label on the le#. Select the instance created by the Python script. Take a screenshot

and include it in your lab report.

14. Write and submit the lab report, showing the steps you’ve taken and all requested screenshots with

brief explana!ons. Submit the lab report in the Project 2 Step 4 submission box.

15. A#er you are done and your Project 2 report is graded, remember to terminate the instance associated

with the Cloud9 environment, and delete the Cloud9 environment.

© 2021 University of Maryland Global Campus

All links to external sites were verified at the !me of publica!on. UMGC is not responsible for the validity or integrity of informa!on located at

external sites.

4 PEER RESPONSES DUE IN 24 HOURS

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DUE IN 24 HOURS

  

Guided Response:  Consider investigating how your peers might frame their questions for their evaluation to be culturally responsive. Additionally, dig deeper with responding to a peer to determine what role or roles stakeholders play in culturally responsive evaluations?

LASHANTA’S POST:

Program Planning, Research, and Cultural Context

Culture is crucial for program modification and planning due to its influence on the participants. It referrers to accumulatively shared and learned values, customs, values, and beliefs within the society (Frierson et al., 2002). Any program must be based on the type of cultures that the community upholds and the impacts the program may have on the community members. Culture-based evaluation is important since it identifies specific cultures that must be avoided and benefit the program positively. Frierson et al. (2002) notes that ignoring cultures during project evaluation and modification puts the project in danger as well as the targeted population. It is recommendable for the researchers to be responsive and sensitive to the targeted population’s culture to avoid flaws and make the program recognizable. Notably, culture is important since most values and norms are promoted through social activities, which is detrimental to the community once ignored.

Program evaluation heavily relies on the cultural context and targeted population. In evaluating the program based on its omission or inclusion of the cultural context, the focus would be on how values, norms, and behaviors are integrated. The program will be evaluated as culture inclusive if it takes into account the cultural activities of the participants. According to Grinnell et al. (2015), culturally responsive evaluation is vital for community inclusion and increased outcomes. However, a culture-free program stresses social activities without necessarily integrating the norms and societal values. The program’s culture must be taken into consideration for a responsive culture evaluation (Grinnell et al., 2015). It also explains or fully describes the context of the program. A responsive culture evaluation integrates different multiethnic evaluation teams that include the voices of the underrepresented individuals in society. Therefore, a program must incorporate culture for it to be effective.

References:

Frierson, H. T., Hood, S., & Hughes, G. (2002). Strategies that address culturally responsive evaluation.  https://www.nsf.gov/pubs/2002/nsf02057/nsf02057_5.pdf (Links to an external site.)

Grinnell, R. M., Gabor, P. A., & Unrau, Y. A. (Eds.). (2015). Program evaluation for social workers: Foundations of evidence-based programs. Oxford University Press, USA.

LESLEY’S POST:

“Culture” is not only a big word but it carries with it so much weight. To understand the importance of culture in research, one must understand that to each of us, culture will hold different meanings and values and much be understand that different does not mean bad, or wrong. Fierson, Hood, and Hughes (2002) expressed this importance as explaining the context of research being evaluated. Without such descriptions and understanding of the culture being studied, there is no practical reasoning behind the study or assessment.

“There is also the potential to do great harm if these contextual considerations are not recognized” (Netting, O’Conner, and Faurie, 2008, p. 215). In order to understand the reason for a program, one must understand the culture. For example, my research is based on the care of elderly people. In some cultures, there is no need for assisted living facilities because it is not only customary, it is expected that families tend to their own elders (Reno Valley Assisted Living & Retirement Center, 2020). Considering this, one might evaluate my research by the culture in which is being examined by whether to gauge if and how the elderly is being either neglected or abused. If there is a lack of cultural context, the validity, and integrity would be compromised.

Ways in which I will need to address cultural context is to examine my own culture versus the cultures in the research literature and examine any differences and/or exceptions. As of now, I do know that there are mixed cultural backgrounds in some of the literature I have researched and will need to address those differences.

Reference

Fierson, H. T., Hood, S., & Hughes, G. B. (2002). Section IV: Strategies that address culturally responsive evaluation (Links to an external site.) (Links to an external site.). In J. F. Westat (Ed.), The 2002 User-Friendly Handbook for Project Evaluation (pp. 63–73). http://www.nsf.gov/pubs/2002/nsf02057/nsf02057_5.pdf (Links to an external site.)

Netting, F. E., O’Conner, M. K., & Fauri, D. P. (2008). Comparative approaches to program planning. Wiley.

Reno Valley Assisted Living & Retirement Center. (2020, July 13). How Different Cultures Treat Aging. Reno Valley Assisted Living & Retirement Center. https://www.renovalleyseniorliving.com/blog/how-different-cultures-treat-aging/.

DISUCSSION 2

RESPOND TO TWO CLASSMATES

RIAN’S POST:

One of the biggest challenges I came across personally in my first speech presentation was the amount of time sharing the photos with my audience took up– I had them printed out to quickly access while I continued to speak. The time that it took me to show them to the audience and explain what they were looking at consumed more time than I would have liked it to, and caused me to go over the 5-minute mark. I was advised next time to “screen share” given the Zoom platform we are using to record, and I could ultimately see that consuming even more of my time having to switch back and forth and hoping there are no technical delays. If I were to be presenting in front of people in real life I could see the barrier of having my back turned to my audience and losing their attention due to being faced with the back of my head. Smallbusiness.com says “If irrelevant information is presented, images can also be distracting and impede the understanding of concepts they should be trying to clarify.” (Rojas, Eileen. “Advantages & Disadvantages of Visual Communication.” Small Business – Chron.com, Chron.com, 25 Jan. 2019, smallbusiness.chron.com/advantages-disadvantages-visual-communication-42511.html.)

I think that visual aids overpower the presenter when the presenter’s focus is being turned away from the audience. I also think that it can be overpowering if the content shared isn’t clear or doesn’t make sense with what is being said. One last overpowering thing that comes from visual aids is the possibility of it causing the presenter to read the information rather than use it as a resourceful tool. One can easily become dependent on it rather than use it to enhance their performance.

Being aware is the first step to overcoming these challenges for future presentations. I know that in my future presentations if I ever have to use Zoom again, I will be sure to allow myself additional time to work out kinks for swift sharing of my content. I will also be sure to cut down on the length of time that I rely on using said content to ensure the most optimal presentation time so as not to deter from the main points I am trying to address. If having to share content using a whiteboard or PowerPoint for an in-person audience, I will be sure to stand off to the side and perhaps use a laser pointer to highlight the most important parts of the content I wish to share– this will ensure my back is not turned to my audience and I can continue to provide captivating vocal energy.  

RESOURCES: 

(Rojas, Eileen. “Advantages & Disadvantages of Visual Communication.” Small Business – Chron.com, Chron.com, 25 Jan. 2019, smallbusiness.chron.com/advantages-disadvantages-visual-communication-42511.html.)

JASON’S POST:

I think the greatest challenge with visual aids is that it puts the presenter in a competition of attention focus. Images grab human attention like nothing else can so shifting the focus from the visual back to speaking part of the presentation can be difficult. For example, a speaker is giving a presentation on a new car, well as soon as he shows a picture or video of the all else he says is lost on the audience except maybe the price.

I think the visual aids over power the presenter when too many or too much is used, and also when the visual is more powerful and animated than the presenter. Let’s use a presentation of the battle of Normandy as an example. I just watched one on the history Channel. The presenter was telling a very vivid and capturing story but once the pictures and videos begin to stream with every changing topic my focus left from the speaking and focused solely on the death and destruction I was witnessing.

Ways I think these challenges can be overcome include a healthy balance of visual and speaking. Use visual in sections where it only necessary to give information that otherwise can’t be received by speaking alone. Use visual that match your tone and presentation. Don’t use some with vivid bright colors when speaking about something dark and destructive, because it’s going to pull your audience in different directions. We have to be aware how much color and visuals impact our mood, frame of mind, and attitude.

REAL ESTATE INVESTMENT AND FIN 2-3 pages

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The final paper is a case write-up of the apartment investment opportunity in problem set four.  Case briefs should be formatted in memo format with font size no smaller than 12, single or double spaced.  Each section is to be clearly labeled.  The grand challenge is to make a recommendation from the given facts regarding which property or properties to invest in, and why. 

Questions that should be addressed in the final paper include the following:

1. Based on your risk analysis, which property or properties would you recommend for each of the cousins? Why?

1. Would you suggest that the cousins invest individually or in partnership with one another? Why?

1. How should the current/expected market conditions and demographic difference between the property markets affect your recommendation?

Please use these questions as a guide and not a format or a reflection of all of the questions that need to be addressed by the case analysis.

I recommend you start problem set four and the final paper early.  Students will have access to Site-To-Do-Business (STDB) to work on problem set four.  Accessing STDB requires a pre-assigned STDB username and password.  These usernames and passwords will be emailed to each student.  Students will also have access to Co-Star data to work on problem set four.  Problem set four will require creating a detailed excel-based financial analysis of an apartment investment opportunity using these databases.

The final paper is a case write-up of the apartment investment opportunity in problem set four.  Case briefs should be formatted in memo format with font size no smaller than 12, single or double spaced.  Each section is to be clearly labeled.  The grand challenge is to make a recommendation from the given facts regarding which property or properties to invest in, and why. 

Questions that should be addressed in the final paper include the following:

1. Based on your risk analysis, which property or properties would you recommend for each of the cousins? Why?

1. Would you suggest that the cousins invest individually or in partnership with one another? Why?

1. How should the current/expected market conditions and demographic difference between the property markets affect your recommendation?

Please use these questions as a guide and not a format or a reflection of all of the questions that need to be addressed by the case analysis.

I recommend you start problem set four and the final paper early.  Students will have access to Site-To-Do-Business (STDB) to work on problem set four.  Accessing STDB requires a pre-assigned STDB username and password.  These usernames and passwords will be emailed to each student.  Students will also have access to Co-Star data to work on problem set four.  Problem set four will require creating a detailed excel-based financial analysis of an apartment investment opportunity using these databases.

Leadership – apa

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Leadrship – apa- 3 pages- due 4 feb

the Vice President of operations recently promoted you to branch manager and moved

you to a new branch office where the morale among employees is low and performance

is poor. Of the five employees, Amani has the most tenure with six years. Amani seems

to have the lowest morale and is not motivated to do the work, although he is quite

capable of doing it successfully. Bassmah has been with the company for four years but

has not mastered the new software and is performing at a low level even three months

after being trained on the software. Hadeel also has four years with the company and

Rawan has two years. Hadeel and Rawan are responsible for client contact, and while

in the past they worked well together on reaching out to clients, now there are conflicts

and low morale. Samah has been with the company just three months and does not

understand what is expected on the job and is contemplating leaving the company.

Approach the case as the branch manager well versed in situational leadership.

 Explain situational leadership to your Vice President.

 Determine the readiness level of each employee and explain your reasoning.

 Determine the appropriate leader behavior to match the employee level and explain your

reasoning.

 Develop a plan of action as to how you will lead each person to higher performance and morale

and explain it to your Vice President.

Directions:

 Write an essay that includes an introduction paragraph, the essay’s body, and a conclusion

paragraph to address the assignment’s guide questions. Do not address the questions using a

question-and-answer format.

Your well-written paper should meet the following requirements:

 Be 3-5 pages in length, which does not include the title and reference pages, which are never a

part of the content minimum requirements.

Engaging Families to Support Indigenous Students’ Numeracy Development

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Engaging Families to Support Indigenous Students’ Numeracy Development

Abstract

Indigenous children are performing poorly in mathematical skills compared to their non-indigenous counterparts in the classroom. Reasons such as unequal education opportunities and socio-economic factors have been put forward by education scholars to justify this statement. This paper will look at some of the learning and teaching strategies that can be used in Australian education to help indigenous students in improving their numeracy skills. https://yourhomeworkaide.info/2021/06/02/briefly-describe-an-organization-with-which-you-are-familiar-describe-a-situati/ The teaching and learning skills will revolve around engaging the families, improving the relationship between home and school, and bridging the cultural gap. The parents, the community and the educators have crucial roles in implementing these learning and teaching strategies. 

Introduction

Numeracy skills have been an issue in the academic endeavors of many students in Australia. More so the numeracy skills are relatively poor in indigenous students compared to non-indigenous; the achievement gap between indigenous and non-indigenous widen over time and there is worrying evidence that the size of gap in recent years has been increasing (Klenowski, 2009). Indigenous people have not been recognized in the constitution therefore they are living as immigrants in their own mother land; this means they have been sidelined in national development activities, such as education, making it difficult to close the achievement gap between them and non-indigenous people. 

Many people use the word numeracy interchangeably with mathematical skills, even though related, numeracy is a broad field that involves mathematical skills, problem solving and communication skills. Numeracy goes beyond the learning process that is mainly employed in a school setting; numeracy involves the understanding of quantitative techniques that are used to communicate, solve problems, respond to issues and help in the day to day undertakings. It is almost next to impossible to achieve numeracy skills without literacy.

Indigenous students have poor numeracy skills that are as a result economic, policy and pedagogical issues. The high levels of truancy and low performance can be attributed to the economic challenges that indigenous students undergo. Educational policies have not been able to provide a level playing grounds for indigenous and non-indigenous children, there has been unequal opportunities in terms of financing, tutelage and the curriculum. All these issues can be solved by engaging the parents and communities in the decision making processes on education issues especially those regarding indigenous students. https://intellectualessay.com/2021/05/08/mgmt2021-business-law-legal-systems-in-the-caribbean/

Literature Review

Pre-schooling

In order to improve the numeracy achievement gap between non-indigenous and indigenous students, it is imperative to find the source of the poor performance. Indigenous children do not receive early education or pre-school education compared to their non-indigenous counterparts. According to Levine et al (2010) quality pre-schooling experience helps in fostering numeracy development. The numerical practices by indigenous families are scarce during pre-school and research on indigenous pre-school activities is scarce. Non-indigenous students engage in many pre-school numeracy activities mainly due to their socio-economic status; some of the activities that they engage in are numerical talk, counting and labeling of objects. It is believed that indigenous children do not begin school with the same level of number understanding as other children (Warren & de Vries, 2009). 

According to McTurk et al (2008) in order to improve the effectiveness of transition from home to school in children, and to improve their success, the indigenous children need to have access to formal ‘school-like’ setting. Children from indigenous backgrounds need to be introduced to early education and pre-school teachings. The indigenous families are the ones that can make this possible by engaging their children in numerical activities.

Equal opportunities

Numeracy skills are affected by motivation, school attendance and engagement. For the low income earners, indigenous being the majority, have low school turnouts. There are various problems that are associated with indigenous children that are poverty related such as lack of basic learning materials that are important in understanding mathematical concepts, but regardless of the problem, known or unknown, the fundamental numeracy skills underlie the development of subsequent skills (Baturo & Cooper, 2006); this may be the explanation behind the growth of numeracy gap between the two groups when they transition from primary to secondary school.

Implementation of policies might assist in reducing the number of absentees in indigenous students. Some policies have partially helped in the past. Welfare payments and parents’ responsibility to their children are some of the policies that have tried to reduce absenteeism in schools (Purdie & Buckley, 2010). If students can interact more with the teachers and have more learning hours, then they can reduce the numeracy skills gap between them and the non-indigenous students.

Rich-poor gap should be reduced to improve education of the underprivileged. One problem that is common to the poor is health and an improvement in indigenous health will improve their numeracy skills. Reduced illnesses will decrease instances of absenteeism and increase concentration level in classroom. According to King, Smith & Gracey (2009), the Close the Gap campaign that was initiated in 2007 is intended to improve the health of indigenous people and close the life expectancy gap between the two groups. An equal platform should be provided for both the indigenous and non-indigenous children to foster equal education opportunities.

Poor policies

The third reason for poor numeracy skills in indigenous children is non-inclusive programs that discriminate on indigenous students. Indigenous children and families speak Aboriginal English which is not similar to Standard Australian English (SAE) that is used in a school setting. Failure to incorporate and to include student’s home language in the classroom may lead to indigenous children feeling that their identity is being threatened, therefore reinforcing the notion that school is a foreign and unfriendly environment (Sharifin, 2008). https://educatoressay.com/2021/05/08/sbm1201-project-scope-time-and-cost-management/ It has been difficult for indigenous learners because they are learning to speak Standard Australian English and at the same time they are taught to read and write it. There is lack of specialized educators who understand the plight of indigenous children who assist them in the swift transition from Aboriginal English to Standard Australian English. 

Watson, Partington & Gray (2006) singled out some attributes that are associated with culturally inclusive schools that have high achievement in indigenous numeracy skills. These attributes include; motivating the students to take risks, allowing students to make mistakes without victimizing them, providing tasks to the children to build on what they already know rather than introducing foreign tasks, valuing of both Western and Indigenous mathematics, teaching and appreciating diversity and conducive learning environment for all students.

Teacher preparedness

The education system in Australia is not responsive to culture therefore compromising on the numeracy skills of indigenous students. Culturally responsive teaching assumes that learning will be promoted when concepts taught are placed within a frame of reference that is meaningful to the student (Hayes, 2006). Some schools in Australia have disregarded cultural differences in their system and this has alienated the indigenous students. Enydedy & Mukhopadhyay (2007) state that theories about culturally relevant teaching approaches in relation to mathematics include a consideration of: content, purpose or process. The parents should be included in the children’s education as co-educators to help integrate the children’s culture and build on their congenital strength; this will improve on the process and reinforcement on the content taught. 

Training teachers is one of the possible solutions to this problem. Baturo & Cooper (2006) developed Train a Maths Tutor Program to train AIEO’s to support students’ learning in mathematics. The program has enhanced self-efficacy and mathematical knowledge relevant to indigenous numeracy teaching. Goos, Lowrie & Jolly (2007) assert that investing in developing partnerships between home and school can facilitate learning by strengthening teacher-student relationships. A culturally inclusive school environment should build the relationship between parents, students and educators in order to understand the cultural backgrounds better so as to implement better teaching strategies for indigenous students.  Success in numeracy skills requires learning the specialized language of mathematics which must be taught to students explicitly if they are to progress further in mathematics (McDonald, Warren & DeVries, 2011). Educators should close the gap in indigenous language diversity to enable them to better understand concepts taught in mathematical classes.

Critiques

There are few scholars who argue that there is equal opportunities in Australian education system and the poor numeracy skills in indigenous children should not be blamed on this. For instance Rennie (2006) claims that indigenous children participate in a number of numerical activities before joining school such as hunting which requires a sense of position and direction. The indigenous communities learn quantitative concepts such as equality which they learn during sharing of hunted preys. Butterworth et al (2008) claims that mathematical skills are independent on the development language; for example, children speaking Walpiri language are able to match a number of disks to a number shown then hidden by an experimenter. 

There is no evidence that indigenous teachers are better teachers for indigenous students (Penman, 2006). There should be a campaign on better understanding of indigenous students and culture instead of employing more indigenous teacher to assist the indigenous students. As much as learning the culture of the indigenous families is important, it is imperative to ensure that the required numerical skills are imparted to the students to improve their numerical skills.

A study carried out by Willis (2000) on learning outcomes relating to numbers found out that Aboriginal students were able to distinguish the number of items in a small collection without being able to count. The research was inconclusive because of a low significance level due to the small sample size. Nevertheless, this research leads to the question of nature and nurturing in learning. Some indigenous students are mathematically talented from their birth while others are not; this rule also applies to non-indigenous students. Therefore, indigenous children are not that disadvantaged as people perceive. 

Analysis and Discussion

Speilman and Mitchelmore (2000) conducted a study on the attitude of Aboriginal adult learners towards mathematics. The study monitored the attitudes of adult Aboriginal students in a year-long mathematics unit. One of the important results that contributed to positive attitude towards mathematics was community visits by the teacher. Students with positive attitudes towards mathematics will have better numerical skills. Educators should interact closely with the indigenous community because there is a positive correlation between the engagement and improvement in numeracy skills. The positive correlation can be as a result of factors such as teachers better understanding the culture and the hands-on approach with the community. 

Language needs for students are important in ensuring that students understand whatever they are being taught in the classroom. Many mathematics classrooms comprise students and teachers from varying cultural backgrounds with potentially different values (Bishop, 2002).  Some Aboriginal students speak their native language and Aboriginal English as their first language which is not consistent with the Standard Australian English (SAE) that is used for schooling purposes in Australia. A mathematics class is more or less a linguistic class and the indigenous students can understand it if it is related to something they know or they are used to. Indigenous students should be Standard Australian English in phases without any hurry to complete the syllabus. Standard Australian English should be taught with care and concern of the children rather than accomplishment of the curriculum. Teachers should use cultural symbols and activities that the Aboriginal people can relate to; this creates a sense of confidence and a sense of belonging. 

The involvement of the community approach can be helpful by the implementation of an Early Learning Initiative (ELI). A good example of an ELI is the National Early Years Access Initiative (NEYAI) in Ireland. NEYAI had a project which was meant to help improve the numeracy skills of socially and economically disadvantaged students. The project concentrated on pre-school children that were 0-6 years. The project proved that family characteristics largely influence the numeracy skills of the children. Lalor (2013) stated that the children who were in the program (NEYAI) performed at par with economically advantaged students after a year in the program. Australia should adapt and implement programs that enable indigenous children access to pre-schools so that they can start developing their numeracy skills early in life. The government, educators and parents should join forces in coming up with initiatives that will enhance numeracy skills of indigenous students early in life.

A study by Stewart, Wright & Gould (1998) was carried out on 866 Kindergarten children on their arithmetic skills, 47 of the children were indigenous. The results of the study showed that students who joined the Kindergarten with high level of numerical skills met or exceeded the syllabus expectations. This study stressed the need for pre-schooling activities that enhance numerical skills for indigenous children. This can only be achieved through empowering of the families and community members to teach their children while they are young. 

Teachers should use appropriate mathematics curriculum and teaching strategies to enhance the mathematical learning outcomes of Aboriginal students (Howard, 2001). Teachers should employ the use of small group work instead of individual work especially to young children. Working in groups can be a great component for success especially for the disadvantaged students such as the indigenous students. The advantages of group work far outweigh individual work in improving the numeracy skills of indigenous students. The interaction of students from different social and cultural backgrounds increases the confidence, creates a sense of belonging and enhances the different groups to appreciate each other’s culture. Indigenous children are able to learn Standard Australian English easily through interaction with non-indigenous students which will improve their numeracy skills. 

Non-threatening yet challenging pedagogy, combined with a culturally inclusive curriculum should be used to enhance Aboriginal students’ numeracy acquisition (Munns & Connelly, 1996). The teachers need to be aware of complex cultural contexts that their indigenous students learn numeracy skills. The tutors should be able to focus on the culture and activities of indigenous people to identify how they can enhance their mathematical abilities. To better understand the culture of indigenous people then there should be collaboration between the learning institutions and the wider indigenous community. Indigenous students should be presented with numeracy subjects that they are well acquainted with and these can only be derived from their culture. The use of Aboriginal words and symbols can evoke familiar concepts in the mind of indigenous children if used in mathematics classes. Teachers should have high expectations on the indigenous students in the classroom. To develop the numeracy skills for indigenous children, the educators need to combine both hands on and traditional teaching methods. 

Conclusion

In summary it is evident that indigenous children in Australia have fallen behind their counterparts when it comes to numeracy skills. Numeracy skills are involved with quantitative techniques such as computational skills that can help students in their employment and problem solving skills. Numeracy skills are important and they affect the career choices of indigenous children. Indigenous children are not able to choose favorable careers and attain good pay due to their low numeracy skills. The low numeracy skills are caused by inequality in the education system where the curriculum does not favor indigenous or underprivileged students. Teachers are not adequately prepared and they are not able to inculcate the indigenous community culture in teaching. Teaching and learning strategies should be changed into student –centered strategies: student centered strategies pursue individuals’ strengths and weakness, uses wide teaching approaches instead of a single approach and gives the students’ equal opportunities regardless of their ethical background. The tutors should include parents and the community at large, of the indigenous children, in the quest of improving the numeracy skills of the children. There should be an improved relationship between the parents and the learning institution; this will enhance a collaborative effort in improving the numeracy skills of indigenous children.