Please find the feedback of the paper on the word document. Yellow is the part that has to be changed/adapted; green is what needs to be changed. Most of the time it is the source that is needed.
The rest you can leave as it is; please add 2-3 sources if possible
If possible to intext sources.
Author: admin
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Title: Addressing Feedback on the Paper
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Title: Shades of Grey: Examining the Complexity of the Conflict in Israel-Palestine
In this paper please describe how the conflict in Israel-Palestine is not just black and white,
rather there are lots of grey. Israelis are not fully against Palestinians and Palestinians are
not fully against Israelis. Most just want peace. Below I have attached topic names that can make your reserch easier.
This aper will be about Israelis and Israeli groups that sympathize with Palestinians and
there fight against oppression. It will require 5 SCHOLARLY SOURCES and 3 newspaper articles
(most important part). If you do not know what a scholarly source is please let me know.
Below are a list of recommended topics for the sources, please definitely add “Women in
Black” with an article about them for one of the scholarly sources.
– Women in Black
– Courage to Refuse-Israeli soldiers who refuse to serve in West Bank (and Gaza)-conscientious objector
– B-Tselem-human rights organization
– Machsom Watch
– (Israeli and Palestinian victims of the conflict)
– Roots-Shorashim (Hebrew)-Jothoor (Arabic)-Palestinians on West Bank + Israeli West Bank settlers
– Issa Amro-recent NYTimes article
– Peace activists
– Bi-nationalists-early 20th century
– 1980s to now-Starts with 1987 intifada. (That’s what it sounds like to me; check with your sources if that is true.)
Rubric ATTACHED -
“Academic Report Guideline for Co-op Training Program” Introduction The purpose of this report is to provide guidelines for writing an academic report for the Co-op training program. This report is intended to assist students in completing their final report, which is Internship Training Report: Gaining Practical Experience and Skills in [Company Name]
Academic Report Guideline(Co-op)
(please do not include this text in the final report, just follow its guidelines and use the cover page above)
The report should be submitted within two weeks after you finish your Co-op training Program.
In addition, the report should be approximately 3000 – 4000, single –spaced and consider taking the following format
General instructions for writing the final report:
The report must be written in English language.
The word limit is 3000-4000.
If the report word count is not within the required word limit, marks will be deducted.
The font size is 12, Times New Roman, justified, 1.5 space.
Main headings use font size of 16 and bold.
Add page numbers in the middle bottom of the page.
Plagiarism or copying from other sources will result in ZERO marks.
This report must be submitted on Blackboard (WORD format only) via the allocated folder.
Your work should be clearly and completely presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
Assignment will be evaluated through BB Safe Assign tool. Late submission will result in ZERO marks being awarded.
First Page
The first page should display the student’s full name, internship start and finish dates, working hours per week, company/institution name, and the cover page.
The field instructor should sign on the first page.
A Brief Executive Summary of the Internship
A one-page summary of the company/institution and a short account of the major activities carried out during the internship period.
Acknowledgment
To allow the student to express her/his thankful and gratitude to individuals (such as: field instructor, academic supervisor, colleagues…etc.) who help them in carrying out and completing her/his training journey. This part will aid the students to learn basic elements of academic writing. To express their appreciation in a concise and professional manner.
Table of Contents
Contents of the report with page numbers, list of tables, and list of figures.
Introduction
A brief of the report. The Aim of the report.
Chapter 1: Description of the company
This section should answer the following questions:
What is the full title of the company/institution?
Give a brief history of the company, full mailing address and relevant weblinks
What is the type of ownership of the company/institution?
State the main shareholders and their shares.
What is the sector that the company/institution operates in?
Specify the products and services produced and offered to its customers/clients.
Who are regarded as the customers/clients of your internship company (consider the end users, retailers, other manufacturers, employees,etc.)?
Provide an organization chart of the company, along with information on the number of employees. Provide a list of functions performed by different departments/divisions in the internship organization. Provide an overview off the production system or service procedure (what are the resources, inputs, outcomes, andconstraints?)
Provide a process chart of a major product and/or service.
The following questions can be classified as your major fit (Finance, Accounting, Ecommerce and Management).
What kind accounting/finance/IT//quality/marketing standards and principles are used in the organization?
Discuss telecommunication technologies (Database, Instant Messenger, Networking, Ecommerce tools) used in the company.
Describe the quality planning and control activities in the internship organization.
Describe the quality control activities throughout the life cycle of the product/service groups
What kind of financial analysis and decision-making methods are used by corporate treasurers and financial managers in the internship organization?
What types of marketing, selling, and human resources analysis are performed (cost system, evaluation of consumers, needs, product strategy, distribution strategy, promotional strategy)?
Chapter 2: Internship activities
This is the main body of your report. During the internship period, the focus of the training may on the following types of analysis and questions. You do not have to answer all the questions in the list: Describe your working conditions and functions, such as: Who is your supervisor (include his/her name and his/her position); other team members or co-workers and what their functions are to complement yours.
Provide a detailed description about the department(s) that the trainee did her/his training with them. Adding all sub-divisions for this department(s) if it is available. Student can add to this description a supported chart.
Detailed descriptions about all tasks and activities that the trainee did them during her/his training period.
Gained skills and how they added value to your work
Other tasks that are not related to the trainee’s major that done by her/him at the company should be included in this chapter as well.
What types of incentives did you get as a trainee to be more proactive and productive?
Describe what kind of working documents and analysis you did there and what experiences you have gained throughout yourtraining. Provide examples of your work.
A comparison between theory (things you have learned in the classroom) and practice (things you did or observed at the company) must be made and highlighted. In this section the student can add a supported table includes which academic course (s) (course title and code) helped to perform training tasks. For example, two columns; the first one shows the course name and second column shows the tasks performed and related to this course.
Show some work samples that you have encountered/conducted at the company through graphs, pictures, data, drawings, or design calculations and include them in your report.
Lessons learnt (what the overall benefits gained from the training program)
Chapter 3: Recommendations
Advantageous that helped the student in completing the training program.
Disadvantageous and challenges that faced the student and how he/she did overcome them.
Recommendations to improve training program in the college.
Recommendation for the training company. Conclusion Sum up and summary of the training experience. Reference If it is needed Appendix (option) This will help the instructor to have a background about the trainee and his/her previous experiences. Also, it helps the students in writing their CVs for future job application especially for fresh graduates who do not have previous practical experiences.
Basic information (name, city, contact details…etc.).
Job objectives.
Academic qualifications.
Practical experiences.
Skills this will help the instructor to have a background about the trainee and his/her previous experiences -
“Our Family’s 9/11 Journey: Examining Memories, Impact, and Perspectives through Oral History” “Uncovering Voices: The Value and Methodology of Oral History in Research” “Exploring Future Directions for Oral History Research and Practice”
This IS MLA PLEASE USE THAT FORMAT – SEE ATTACHED DOCUMENTS. Outline of Final Project Due THIS IS THE OUTLINE OF WHAT YOU WILL FOLLOW TO WRITE THE PAPER. WITH ALL THE INFORMATION BELOW REGARDING THE 911 MATERIAL PROVIDED I am not sure what you did but it is not correct. The outline should be on all the information provided below. I provided links the proposal of the paper. The outline is for what is in this paper and the attachments provided. Feedback from the teacher: What is the Information? What is the thesis?
Why bold and in italics?
Follow MLA rules
Submit a 1 to 2 page outline of your final oral history project. This should NOT be a breakdown of each paragraph or page, but simply an overall structure of the topics, flow and ideas of the project. Use it as the basic scaffolding or skeletal structure of the essay/project.
Begin with the thesis, and end with the conclusion.
Topic
Proposal
Our Family’s 9/11 Journey: Targeting Memories, the impact on family members, and our Different Perspectives within Different Generations within my household. This will be a personal account of my family’s journey remembering 911.These are very intimate experiences and thoughts surrounding my family’s memories directly touched by the events of 9/11. Each family member has a unique story and experience to share. I will focus on my grandmother, mother, brother, and grandfather, each at different stages of life during that unforgettable day. Through emotional conversations, I will try to uncover the emotions, memories, and reflections that have changed their lives in the aftermath of September 11, 2001.
Analytics:
Emotional Conversations and Strategies for coping with the aftermath: I will analyze the emotional responses of each family member and their experiences from that day, with focus on the high emotions, of fear, shock and confusion. I will seek to understand how they learned to heal from the events. Different Generations and Perspectives: Using direct and honest conversations, I plan to understand how all family members during different stages of their lives perceived and understood the events, focusing on age, cultural, and personal beliefs.
Younger Generations: My focus will extend to exploring the effects of 9/11 on my older brother, who was a student in elementary school at the time. I plan to discuss lockdowns and terrorism in schools. I want to understand how these experiences shaped his worldview.
Grandfather’s View and the trip to the Museum: This area will focus on my grandfather’s memories from the family visit to the museum, particularly as he viewed artifacts from the historic day providing a personal insight into his views and how it shed light on his life and memories regarding this event.
Resources:
Primary resources will be interviews with my grandmother, mother, brother, and grandfather. Their firsthand accounts will offer genuine and personal insights into the emotions, memories, and reflections that shaped their lives during this event.
Overall, this research will blend personal narratives with pictures and documentary evidence from the event, sharing an account of our family’s memories, the impact on individual family members, and the diverse perspectives within different generations within our household.
Outline of Final Project Due
Submit a 1 to 2 page outline of your final oral history project. This should NOT be a breakdown of each paragraph or page, but simply an overall structure of the topics, flow and ideas of the project. Use it as the basic scaffolding or skeletal structure of the essay/project.
Begin with the thesis, and end with the conclusion.
WHAT YOU PROVIDED IS THE STEPS TO DOING AN OUTLINE THIS IS WRONG THIS DOESN’T FOCUSON THE PAPER AT ALL. Student’s Name
Professor
Course
Date An Outline of Final Oral History Project
I. Introduction A. Present the oral history project’s background information.
i. Provide background information about the project and rationale (Sommer and Quinlan).
ii. Discuss the historical or cultural context.
B. Discuss the importance of oral history as a research tool.
i. Explain what it entails to maintain personal accounts.
ii. Emphasize its value in providing alternative viewpoints (Cole).
C. Summarize the thesis statement introducing the central topic of the project.
i. Convey the main point.
ii. Recap the project’s core issues or goal.
II. Methodology
A. Present a general idea of oral history as a research method.
i. Describe the concept and function of oral history (Cole).
ii. Indicate its techniques and applications.
B. Explicate how oral history helps in this project. i. Rationalize the applicability of oral history (Hajek and Davis).
ii. Explain its benefits towards the aims of the project.
C. Highlight the steps and methods applied in the interview
i. Provide instructions on how to conduct interviews (Janesick).
ii. Describe the methods used to gather oral narratives.
III. Participant Selection
A. Describe the criteria for choosing interviewees.
i. Outline distinct criteria for participant eligibility (Janesick).
ii. List specific features connected with research.
B. Address diversity and representation issues among participants.
i. Inform about the need for inclusiveness.
ii. Identify a mechanism for engaging diverse groups.
C. Discuss the issues learned in participant recruitment and selection.
i. Identify challenges in recruiting participants (Janesick).
ii. Propose solutions to hinder recruiting.
IV. Interview Preparation
A. Preparation and scheduling of interviews
i. Designate timing and delegate logistics for interviews (Janesick).
ii. Provide clear communication for the participants.
B. Ensuring the provision of informed consent from participants.
i. Brief the overall aim and methodology of the interview.
ii. Educate the participants to know their rights and respective roles.
C. Execution of interviews set up (place, appliances).
i. Plan appropriate interview venues.
ii. Arrange the recording facilities and the required apparatus.
V. Themes and Topic Covered
A. Identification of significant issues.
i. Find the occurrence of repetitive themes or areas.
ii. Highlight the threads common to participants’ narratives (Cole).
B. Overview of the main themes discussed by attendants.
i. Give a general descriiption of the main themes discussed.
ii. Defining the significant problems.
C. Examine the role of the identified themes.
i. Consider the relevance of the themes identified to the project objectives. ii. Elaborate how these themes foster a profound insight into the message.
VI. Data Analysis
A. Outline the tools used for the interview analysis.
i. Highlight data coding and categorization methods.
ii. Summarize the qualitative analysis approaches used.
B. Interpret numbers and note any patterns or trends.
i. Breakdown interview responses in terms of similarities.
ii. Get specific answers from the data.
C. Present obstacles and constraints came up in the course of my analysis.
i. Consider problems like data accuracy and authenticity (Hajek and Davis).
ii. Consider limitations, for instance, time and money.
VII. Presentation of Findings
A. Explore how to present the oral history project.
i. Formulate the way to make project outcomes public.
ii. Choose the medium
B. Consider the audience participation accessibility and presentation.
i. Adjust the presentation for the chosen audience to make an impact (Janesick).
ii. Keep in mind all types of people with their particular preferences.
C. Incorporate interviews and quotes that represent the findings.
i. Using quotes from interviews directly to help support the findings.
ii. Use excerpts to provide primary accounts and enrich the narration.
VIII. Reflection and Conclusion
i. Highlight the main findings and the learning outcomes.
ii. Prepare a summary of the main findings and discussions.
iii. Assess the effectiveness of the methodology.
iv. Consider challenges faced and strategies employed.
v. Explore broader implications beyond the project scope.
vi. Suggest avenues for future action.
Works Cited
Cole, Stephanie, et al. “Oral History and the Historical Process.” How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline, uta.pressbooks.pub/historicalresearch/chapter/oral-history/. Accessed 20 Apr. 2024.
Hajek, Andrea, and Angela Davis. “Oral History.” International Encyclopedia of the Social & Behavioral Sciences, 2nd ed., ScienceDirect, 2015, pp. 284-290, www.sciencedirect.com/science/article/abs/pii/B978008097086862161X?via%3Dihub. Accessed 20 Apr. 2024.
Janesick, Valerie J. “Oral History Interviewing with Purpose and Critical Awareness.” The Oxford Handbook of Qualitative Research, 2020, pp. 457-479.
Sommer, Barbara W., and Mary K. Quinlan. Introduction to Oral History. Rowman & Littlefield, 2018. -
“The Importance of Diversity in Human Resources: A Comparison of the U.S. and Japan”
Please respond to the post below regarding the subject. Please poss questions
1In the field of human resources, the concept of diversity is of utmost importance in organizations around the world. Diversity encompasses differences in race, gender, age, ethnicity, sexual orientation, and other characteristics that contribute to a more inclusive and dynamic work environment. It is widely acknowledged that diverse teams can lead to better decision-making, increased creativity, and improved organizational performance.
In the United States, diversity has been a growing issue in the workplace, with organizations focusing on creating inclusive environments and promoting diversity through recruitment and training programs. The Equal Employment Opportunity Commission (EEOC) was established to enforce laws that prohibit discrimination based on race, color, religion, sex, national origin, age, and disability. Companies in the U.S. are encouraged to implement diversity training programs, create diversity committees, and set diversity goals to foster a culture of inclusion.
During my 13 years of Naval service, I witnessed firsthand the emphasis placed on diversity and inclusion within the organization. The Navy is committed to promoting diversity and equality, with policies in place to prevent discrimination and harassment. Diversity training is mandatory for all sailors to ensure a respectful and inclusive workplace for all personnel. The Navy values the unique perspectives and backgrounds of its members and recognizes the importance of leveraging diversity to achieve its mission effectively.
In contrast, in countries like Japan, diversity is perceived differently in the workplace. Japan has a more homogeneous society compared to the U.S., with a majority of the population being Japanese. Historically, Japanese companies have prioritized conformity and harmony in the workplace, leading to a lack of diversity in terms of race and ethnicity. The concept of “shudan ishiki” or group consciousness is prevalent in Japanese culture, where individuals are expected to prioritize the group over individual differences.
In Japanese organizations, there is less emphasis on diversity and inclusion compared to the U.S. Companies in Japan tend to have a more homogeneous workforce, with limited representation of women, minorities, and foreign nationals. This lack of diversity can create challenges in terms of innovation, creativity, and adaptability in a globalized economy. However, there is a growing awareness in Japan about the importance of diversity and the benefits it can bring to organizations.
Despite the differences in how diversity is perceived in the U.S. and Japan, both countries are making strides towards creating more inclusive workplaces. Organizations in the U.S. are leading efforts to increase diversity through affirmative action programs, mentoring initiatives, and diversity recruitment strategies. In Japan, there is a growing recognition of the need for diversity and inclusion, with some companies starting to implement diversity training and initiatives to attract and retain a more diverse workforce.
In conclusion, the concept of diversity in human resources is essential for organizations to thrive in a globalized and increasingly diverse world. While the perception of diversity may differ between countries like the U.S. and Japan, the underlying goal of creating inclusive workplaces remains the same. By embracing diversity and promoting inclusion, organizations can benefit from a variety of perspectives, experiences, and ideas that can drive innovation and success. As highlighted in ORGB, 6th Edition by Debra L. Nelson and James Campbell Quick, diversity is a key factor in organizational behavior and effectiveness, and organizations must continue to prioritize diversity and inclusion in their HR practices. -
Title: Understanding Value Creation, Target Markets, and Technological Influences in Marketing Management
Critical ThinkingMax Marks-10
Reading required: – Read Chapter 1, 2, and 5 carefully and then answerthe following questions based on your understanding.
1. Based on the discussion made in Chapter-1 regardingthe value creation concept, explain how a SR100 Timex watch and a SR20000 Rolex watch deliver value to their respective target markets? Which factors account for thisdramatic difference in watch prices? Critically examine and provide your answer.
Chapter-1 (4 Marks) (Minimum 200 words)
2. Lexus brand is owned by the Toyota Motor Corporation. In many ways Lexus the luxury vehicle brand, operates independently from the Toyota Motor Corporation. Visittheir websites (Lexus https://www.lexus.com.sa , Toyota https://www.toyota.com.sa) and identify what markets each brand targets and how the two companies use the marketing mix (4P’s) differently to target their unique target markets?
Chapter-2 (3Marks) (Minimum 150 words)
3. Being a student of marketing management, critically examine how the technological advances such as artificial intelligence is influencing marketers in the current scenario?Critically examine and provide your answer with suitable examples. Chapter-5 (3Marks) (Minimum 150 words)
Important Notes: –
• Avoid Plagiarism
• Support your answers with course material concepts, principles, and theories from the textbook and scholarly, peer-reviewed journal articles etc.
• Use APA style for writing the references.
Answers
1.
2. -
“Evaluating and Improving Alphabet’s Organizational Strategy: A Comprehensive Analysis and Recommendation Plan”
Assignment Deliverable
Create a 12- to 15-slide presentation for Alphabet’s leadership team in which you:
Evaluate the mission, vision, and values of Alphabet by doing the following:
Summarize your evaluation of the alignment between what Alphabet is currently doing and as compared to its mission, vision, or values statement.
Recommend changes you would make to Alphabet’s mission, vision, or values statements to improve organizational goals. Explain what impact the changes will have on the organization’s performance.
Conduct a competitive analysis in which you:
Explain your analysis of the strengths and weaknesses of Alphabet’s competitive advantages and disadvantages.
Recommend operational changes to improve Alphabet’s competitive advantages and business performance. Justify how these changes will impact performance.
Propose a plan to measure and monitor the effectiveness of your recommended operational changes in Alphabet’s competitive advantages to achieve organizational goals. Be sure to explain how you will measure the results and how you will monitor the progress of the operational changes.
Evaluate Alphabet’s global strategy by doing the following:
Summarize your assessment of Alphabet’s global strategy. Support your assessment with examples.
Recommend operational changes to improve Alphabet’s global strategy and business performance. Justify how these changes will impact performance.
Propose a plan to measure and monitor the effectiveness of your recommended operational changes to Alphabet’s global strategy to achieve organizational goals. Be sure to explain how you will measure the results and how you will monitor the progress of the operational changes.
Include your key findings, recommendations, and supporting rationale for your recommendations. Include speaker notes, video, or audio narration (with full transcript) with supporting details that are not present on your slides.
Format your references according to APA guidelines. -
Title: “Strengthening Education: A SWOT Analysis of Our Budget Proposal for School Administrators” Introduction: As educators, our ultimate goal is to provide our students with the best possible education and resources to help them succeed.
Perform a SWOT (Strengths, Opportunities, Weaknesses, Threats) analysis of your budget proposal to present to school administrators. Include an Introduction, Budget Proposal, SWOT analysis, and Conclusion.
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The Power of Music in Shaping Identity: A Study of The Final Revival of Opal & Nev and Its Connection to Civil Rights and Black Lives Matter Movements
In a 5-7 page research essay, argue that music is able to influence an individual’s identity. The only text you’ll use is The Final Revival of Opal & Nev, but you will need to find at least 2 outside sources to support your argument.
Connecting the influence of music on civil rights movement and the black lives matter movement to the novel The final revival of Opal and nev using quotes from the novel and at least two outside sources.
“Music in the Civil Rights Movement : Articles and Essays : Civil Rights History Project : Digital Collections : Library of Congress.” The Library of Congress, www.loc.gov/collections/civil-rights-history-project/articles-and-essays/music-in-the-civil-rights-movement/. Accessed 14 May 2024.
Orejuela, Fernando Orejuela. “Black Lives Matter and Music.” Department of Folklore and Ethnomusicology, 2018, folklore.indiana.edu/research/publications/2018-black-lives-matter-music.html.
“The Civil Rights Movement : The Post War United States, 1945-1968 : U.S. History Primary Source Timeline : Classroom Materials at the Library of Congress : Library of Congress.” The Library of Congress, www.loc.gov/classroom-materials/united-states-history-primary-source-timeline/post-war-united-states-1945-1968/civil-rights-movement/. Accessed 14 May 2024.
Buchanan, Larry, et al. “Black Lives Matter May Be the Largest Movement in U.S. History.” The New York Times, The New York Times, 3 July 2020, www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html. -
Exploring Environments and Interactions in Early Childhood Settings “Environmental Scan and Interaction Event Analysis: Assessing the Effectiveness of Classroom Environments” Enhancing the Learning Community: Promoting Positive Behaviors and Supporting Diverse Development and Learning Needs Part 1: Pre-Reflection Before conducting the observation and interaction event, it is important to reflect on the goals and objectives for this assignment.
In this assessment, you will explore environments and interactions in
early childhood settings. Goals of this assessment include assessing
your competencies in describing the characteristics and practices of
culturally responsive, collaborative, supportive learning environments;
identifying supportive practices and strategies within these
environments; and creating and adapting environments that are responsive
to external requirements and the unique development and learning needs
of each and every child. You will complete this assessment three times-
one paper for each center/setting in which you observe.
Your Assessment requires that you conduct three early childhood classroom observations of 5 hours each. You must complete 15 total hours of observations to pass the course. These
observations should take place in DCFS licensed facilities; preferably,
these will be NAEYC accredited centers. In Part 1 of your Assessment,
you will develop an overview of legal mandates, standards, and ethical
principles that are essential considerations in designing learning
environments. In Part 2, you will conduct an Environmental Scan and
write a summary of the information gathered. In Part 3, you will
complete an Interaction Event Template and write a summary. Include a copy of your completed Interaction Event Template with your assignment. Finally you will analyze the data in your Post-Reflection (Part 4).
Prior to your observations:
Complete
the background check process and WAIT for your instructor to tell you
that you are cleared BEFORE you initiate observations.
Once your
background check has cleared, call and schedule your classroom
observations. All three observations should take place in different
sites/program types. Types of programs include Montessori, private child
care centers, public schools, Head Start programs, Preschool for All
programs, etc. You will choose three of the following age groups:infant/toddler
pre-k (3-5 year olds)
kindergarten
1st or 2nd grade
You
will spend 5 hours in each setting- you can do the five hours in one
day or split it across two or more days. Set aside 30 minutes for the
environmental scan and 60 minutes for interaction event sample.
When
setting up your observation, explain to the teacher/ program
administrator that you will be taking notes on the organization of the
environment and then observing interactions in the classroom. Be sure to
arrange a time when different interactions will be observable (i.e not
nap time)
Remember: You will complete three papers with the following elements- one for each ECE setting in which you observe.
Part 1: Pre-Reflection
Part
1 of your assessment requires that you describe factors within the
early childhood environment (such as space, materials, images, sounds,
language, ideas) and adult behaviors and interactions) influence
classroom community and children’s development and learning. With these
factors in mind, provide a 1 to 2-page overview critical considerations
for each of these factors when designing engaging environments for young
children.
What is the name of the center/school? What age group will you be observing?
What do you know about the population of students at this school? Socio-economic status, race/ethnicity, languages spoken, etc.?
What do you know about the surrounding community? Socio-economic status, race/ethnicity, languages spoken?
What
factors within the early childhood environment will you be looking for
in the environmental scan? Be specific and tailor your response to this
question to the specific age group and setting in which you are
observing.For example- in an infant toddler classroom, you would
be looking for age appropriate toys and materials, opportunities for
gross motor movement throughout the day (i.e. tummy time), routines
specific to infancy/toddlerhood- use your book for reference
Part 2: Environmental Scan (30 Minutes)
Upon
your arrival, introduce yourself to the teacher and work with her/him
to choose a location to observe from where you will not hinder classroom
activities.
Write down the details of the daily schedule .
During
the 30-minute Environmental Scan, observe the classroom design. Take
notes on features and aspects of the physical environment. Include in
your notes the following:Details on signage, labeling, and
organizational strategies that are used within the environment to help
children navigate and self-regulate. (i.e. how is the classroom
organized? What furniture is in the classroom? What centers/areas are
available for children to engage in? how are materials organized? Do
children have easy access to materials meant for them? Are children able
to easily identify where to place items when they are done playing? Are
centers/classroom areas labeled?
Characteristics of the
learning environment that support or impede collaboration (i.e. are
there places for children to interact with each other easily- tables for
manipulatives, areas to read together, etc.)
Characteristics of
the learning environment that support or impede creativity and
exploration (i.e. are there centers- science area? Nature area? Art
center? If so, are they available for children to use? Are there
interesting/engaging materials in these centers?
Ways in which
the physical and social environment reflects cultural responsiveness
(i.e. books in children’s home languages? Books that feature children of
different ethnicities and abilities? Dolls that reflect different
ethnicities and abilities? Classroom print/signs that reflect the home
languages of the children in the classroom?)
Part 2
should be a summary of the information you gathered from your
environmental scan, including a description of the daily schedule. Part 3: Interaction Event Template Summary (60 Minutes)
Print the chart provided here
Download Print the chart provided hereprior to your visit to collect interaction samples and data for specific periods of time during the 60-minute period.
To begin your event sample, provide an overall description of the following:Number of children in the room.
Number of staff in the room
Activities occurring during observation time period
Interaction strategies used, including verbal communication and guidance strategies
Other relevant information (whether families were in the room, how children responded to strangers, etc.)
For the 60 minute period focus specifically in on interactions collecting the following information:
A description of the interaction you observed (can include quotes)
The location of the interaction
Reason for the interaction
Duration of the interaction
Interaction type (Adult to child; Child to Adult; Child to child; Child to environment)
Part 3 should be a summary of the information you gathered on the interaction event template. Include a copy of your completed template separately.
Part 4: Post Reflection
Your
Post-Reflection requires that you reflect on data collected in your
observations, and suggest adaptations to the environments you observed
within. For your Post-Reflection, respond to each of the following: What
was your overall assessment of the environment observed in terms of
their ability to support positive behavioral and developmental outcomes?
Identify specific environmental strengths and opportunities.
What
strengths and opportunities did you observe within the environment
related to fostering trusting relationships with children and their
families?
Describe culturally and individually responsive
strategies observed within each of the environments. In addition to
strategies observed, identify opportunities, if applicable. How can
strategies be adapted in ways that are respectful of personality and
temperament?
Based on your responses to each of the questions
above, how effective do you feel the environments you observed was in
terms of supporting the healthy development and learning of young
children, including
encouraging active, creative exploration,
promoting children’s positive interactions with others,
supporting self-regulation,
supporting health social and emotional development,
supporting access and participation;
and promoting positive behaviors.
What
would you suggest in terms of environmental adaptations or changes to
the learning environment overall to enhance the learning community and
ensure that the diverse development and learning needs of each and every
child is enhanced?
Your paper should be a minimum of 4
pages, including the summaries of the environmental scan and the summary
of the event sample template. Include a copy of your completed event
sample template as well (the completed template is NOT part of the 4
page minimum). Please label the sections for your paper (Part 1, Part 2,
etc.). 12 point font and double spaced.
ECE 101 Observation Paper Rubric
ECE 101 Observation Paper Rubric
CriteriaRatingsPts
Part 1- Pre-Reflection
25 pts
Full Marks
0 pts
No Marks
/ 25 pts
Part 2- Environmental Scan
25 pts
Full Marks
0 pts
No Marks
/ 25 pts
Part 3- Interaction Event Template Summary
10 pts
Full Marks
0 pts
No Marks
/ 10 pts
Copy of Completed Interaction Template
10 pts
Full Marks
0 pts
No Marks
/ 10 pts
Part 4- Post Reflection
20 pts
Full Marks
0 pts
No Marks
/ 20 pts
Formatting, Length, and Grammar
10 pts
Full Marks
0 pts
No Marks
.