ESSAY
we need a 5 paragraph narrative essay. The essay needs to be done within 1 hour, I don't have extra time.
English
RESEARCH QUESTION
How does the constant posting of photos on Instagram affect body image distraction in young girls between the ages of 18 -25 years?
Please use the articles that I have uploaded to answer the research question above, i have also provided the citation for the work
CITATION
Mills, Jennifer S., et al. “‘Selfie’ Harm: Effects on Mood and Body Image in Young Women.” Body Image, vol. 27, 2018, pp. 86–92.
Meier, Evelyn P., and James Gray. “Facebook Photo Activity Associated with Body Image Disturbance in Adolescent Girls.” Cyberpsychology, Behavior, and Social Networking, vol. 17, no. 4, 2014, pp. 199–206.
Grabe, Shelly, et al. “The Role of the Media in Body Image Concerns among Women: A Meta-Analysis of Experimental and Correlational Studies.” Psychological Bulletin, vol. 134, no. 3, 2008, pp. 460–476.
Cattarin, Jill A., et al. “Body Image, Mood, and Televised Images of Attractiveness: The Role of Social Comparison.” Journal of Social and Clinical Psychology, vol. 19, no. 2, 2000, pp. 220–23
Below is the steps you are to follow for the research paper.
3) Must come up with and present an original argument, trying to answer the question you pose. YOU MUST HAVE A THESIS STATEMENT!!!
4) You are not just writing information down, you are looking at solutions and giving advice
5) NOT JUST SUMMARY
6) Must consider the other side of the argument
7) Must be 6 pages (title, heading, work cited, pictures, graphs do not count as writing)
8) Must be in full MLA 8th edition (Format, In-text, Work Cited)
paper
LONG Paper on The Merchant of Venice Due Monday, May 31st
Long Paper Due (4-5 pp.) on one of the assigned paper topics on The Merchant of Venice
Fun home prep #4
For this prep, I expect that you will focus on Chapter Seven and provide one or more DETAILED references to some relevant and specific scene or panel. So please don't spend much time (if any) on examples of ""Silence"" or ""Anti-heros"" from the previous chapters.If you wish to refer to some other texts, that's fine! But keep Fun Home as the primary focus.=OPTION A: “YOUR SILENCE WILL NOT PROTECT YOU”: One of the most pressing issues in contemporary culture is that of being “silent” or “silenced.” What are some situations in which being “silent” develops into a complex ethical dilemma? Please refer to the choices of two or more people from Fun Home. How and why do they remain “silent” at certain key moments? What, if anything, do they reveal about their silence, how do they reveal it, and what conflicts arise from such revelations? Please make sure to specific scenes or statements from the book. HINTS: Google the words “Your silence will not protect you” and/or the phrase “SILENCE=DEATH.”=OPTION B: “THE ANTI-HERO’S JOURNEY”: In our readings, the main person or character often is not the classic “hero/heroine” that one might expect. What might we expect from a classic “hero”—and how does an “anti-hero” somehow fail to meet those expectations? In what ways can the failure to meet such expectations make a character even more compelling or complex or sympathetic? (Make sure to note the meaning of this phrase in Chapter 7!!) And please make sure not to just assume how Alison is reacting as she learns of her father’s secrets and failings. What does she actually write/draw about these discoveries.Please write a post of at least 250 words about ONE of these OPTIONS. Please make sure to refer to specific scenes. It is worth 4 points. DUE DATE: By midnight on Wednesday, June 2nd.
Week 3 Writing Assignment
Review the Strategy Questions for Organizing Your Argument Essay in the ""Creating an Informal Outline"" section of Chapter 4, and then write a 1000-word response to the following question: What is a hero?
In order to write a 1000-word response to a 5-word question, you'll need to include a variety of sources and perspectives. Incorporate the following into your paper:
your understanding of concept of a hero
evidence of heroes or heroism in the stories from this module
researched scholarly insight into the nature of heroes
our Core Values of Excellence and/or Integrity
UbD Curriculum Unit
Target Students: This course unit is designed for students in their practicum placement in their algebra course title in mathematics for 10th grade students. The unit is on algebraic expressions.
Course statement: Pre-Algebra: upon the course completion the students will be able to; understand relations and functions, solve word problems using equations, solve quadratic equations, operate polynomial equations, solve inequalities using graphs and other methods, solve linear equations, evaluate algebraic expressions, understand word problems, and exponents and roots. https://essayharbour.info/2021/05/31/w%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8d%e2%80%8c%e2%80%8d%e2%80%8drite-a-paper-disc-2/
Unit statement: The unit is on algebraic expressions; it incorporates simplifying and evaluating algebraic and numeric expressions. The unit will build foundation on patterns and operations of decimals, integers and fractions.
Lesson Plan
In teaching Algebraic expressions for grade 10 mathematics it will require 10 lesson units that include; real number systems, rational and irrational numbers, rounding off, estimating surds, products, factorization, simplification of fractions, summary, end of chapter exercises and practicing the chapter. The hunter’s model identifies that there are eight elements used by teachers when planning and presenting their lessons (Owen, 2015). The elements are; anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, independent practice and closure.
LessonObjectivesMaterialsDevelopmentPracticeDay 1:
Real number systems
Use of whole numbers, real numbers and integersWork sheets and pre-printed notes.
Handouts
The students will watch the teacher working out different examples on real number system. The students will be guided through at least three practice problems. Day 2:
Rational and irrational numbers https://essaypandit.com/assignment-7how-technological-advancements-and-changes-may-affect-how-we-can-wo/
Understanding rational and irrational numbers, using decimal numbers, converting terminating decimals into rational numbers, converting recurring decimals into rational numbers.Mini-white board, poster paper and scrap paper, hint sheets and calculatorStudents attempt tasks individually. Then teacher makes the introduction. Then the students attempt the tasks in groups. Students handed practice problems and exchange sheets for marking. Day 3 :
Rounding off
Use the quickest way to approximate a number by rounding off a number to a given number of decimal placesPre-printed numbers and number cardsStudents will be required to round off a number to the nearest tens, hundreds and thousands.The students will be guided through at least three practice problems.Day 4: Estimating surdslook at surds of the form a√n
Estimation of surds
Surds starter
Flip charts
Handouts
Students should list square numbers to be able to simplify surds
Manipulating of expression using surds.
Students to divide the length of different paper sizes by their width
The students will be guided through at least three practice problems.
Day 5:
Products https://theeliteessaywriters.com/2021/06/01/at-least-250-words-with-2-scholarly-references-within-last-5-yearsthe-goal-of-a/
Understand expression, coefficient, base, constant and exponent
Multiplying a monomial and binomial
Multiplying two binomials
Multiplying a binomial and a trinomial
Worksheets
Task cards
Handouts
Cartesian plane
Puzzler is explained to students on how it works
Students are required to use the polynomial puzzler to reinforce their knowledge in monomials, polynomials and binomials
The students will be guided through at least three practice problems.Day 6:
Factorization
Understanding factorizing and expanding
Learning common factors
Leaning difference of two squares
Factorizing by grouping in pairs
Factorizing a trinomial
Understanding sum and difference of two cubes
Algebraic tiles, illustrative pictures and algebraic patters
(Nakahara, 2010)
Use of factor rainbows
Use of factor trees
Students assessed their multiplication and division skills
The students will be guided through at least three practice problems.Day 7:
Simplification of fractions
Understand how to simplify fractions
How to use the reciprocal of a fraction
Understand the use of linear and quadratic binomials in fractions
Fraction charts
Number line
Pie charts
Handouts
Drawing pictures and simplifying the fractions
Simplifying factors to the lowest terms
Using the greatest common factor
The students will be guided through at least three practice problems.Day 8:
Chapter summary
Review of real number systems, rational and irrational numbers, rounding off, estimating surds, products, factorization, simplification of fractionsWork sheets and pre-printed notes, Mini-white board, poster paper and scrap paper, hint sheets and calculator, Pre-printed numbers and number cards, Surds starter
Flip charts, Fraction charts,
Number line, and
Pie charts
Writing all the formulas of each of the previous topics tackledThe students will be guided through at least three practice problems for each of the seven topicDay 9:
End of chapter exercises
Complete exercises touching on every topicWorksheets Individual and group workThe students will be guided through practice problems
The students will be handed questions to reinforce what they have learnt in each lesson (Westwood, 2008)
Day 10: Chapter practices. Students are given a lesson to practice on their own and ask any questions related to the studied topicsWorksheets, Handouts, Google docs, prezi, drop box and power point presentationResponse by teachers to the various issues addressed by the students
Students given assignment
Marking and giving comments
Engaging Families to Support Indigenous Students’ Numeracy Development
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.
Speech PowerPoint Assignment
This assignment will fulfill the following course competency:
Make effective use of visual aids including electronic presentation technology
This assignment will teach you to be concise in your visual delivery and to coordinate your visuals with a written narration. It should be submitted as PDF file.
SLIDE 1: for attention getter, relevance, overview of main points. Not all these elements need to be represented on the slides. Remember: Keep it minimal and strategic! Review the rules
for visual aids from Textbook Chapter 13.
Narration: In the ""Notes"" section, submit a SCRIPT of what exactly you would say when presenting this Powerpoint. Keep your language conversational. This is not a paper, but a script of what you are planning to say. You don't need in-text citations, but you will need at least 1 oral citations (""according to"").
SLIDE 2: Main Point #1. Show us a visual that will clarify or make things clearer. Keep the text minimal. Everything that you need to say can go into the Narration.
Narration: Same instructions as above. Remember: This is a script and should be written exactly the same way you would say it in class.
SLIDE 3: Main Point #2. Same instructions as above, it all depends on your topic. Narration: See instructions above.
SLIDE 4: Main Point #3. Same instructions as above, it all depends on your topic. Narration: See instructions above.
SLIDE 5: for conclusion, summary, and wrap-up. This slide needs bring your presentation to a close. Maybe a quote or a picture. Again, it depends on your topic
Narration: See instructions above. Remember this slide will be the last slide, so your narration should also include a conclusion, summary, and final sentence
Module 5 Discussion/Accounting
This discussion is designed to get you to see the behavior of costs in companies with which they are familiar. You should identify and describe the company. Then, identify three different costs that behave differently. You should identify at least one fixed cost, variable cost and mixed cost and be able to justify their selections.
Think of a company with which you are familiar. Describe the company and their primary product(s)/service(s). Identify a fixed cost, a variable cost, and a mixed cost that company would incur and explain how you determined that those costs would fit those behavior patterns.
no title page is needed for this assignment but you will need a reference page. The amount of words doesn’t matter, as long as you answer everything accordingly.
Assignment 3
Make sure to read the detailed instructions and the scoring guide (rubric) for Assignment 3: Development Plan for Three Skills.
Course: WRK100: Preparing for the Future of Work
Assignment 3: Development Plan for Three Skills
What to submit/deliverables: Word document that contains the Assignment 3 Template.
What is the value of doing this assignment? For the last nine weeks, you’ve been learning how the 10 Skills are an essential part of being successful in the future world of work. In Assignment 2, you began to reflect on your skills and goals and how the 10 Skills have helped you reach accomplishments. Your understanding of the skills have been refined, and now it’s time to reflect on your strengths and areas for growth again in order to develop a plan moving forward.
For this assignment, you’ll identify three skills that you’d like to focus on and develop a plan for. This could be the three skills you wrote about for Assignment 1, or three new skills. As you think of which skills you’d like to improve upon, consider choosing skills at varying levels. You might, for example, choose a skill that you are already strong in, but would be excited to continue exploring and building upon, as well as a skill in which you might have more room for growth in. At the end of the assignment, you’ll leave with the beginning of a tangible plan for personal and professional development that you can review with the Career Center team.
Your goal for this assignment is to: Practice your communication skill by using the Assignment 3 Template to outline a plan for developing skills to support a successful learning experience and career. To truly develop your communication skill it is important that you write using your own words and do not cut and paste from the Skills Definition table or any other source. (See the Skill Development Plan Sample.)
Steps to complete: In Week 9, complete and submit your Development Plan for Three Skills using the following steps:
STEP 1: Identify the targeted skill. Summarize your strengths and areas of improvement in this skill area. Then, identify your desired outcomes around this skill area and write a positive goal statement. Review the Skills Definition table if you need a quick reminder of the 10 skills. Complete the following sections of the template:
• Target Skill
• Strengths
• Areas of Improvement
• Desired Outcome
• Goal Statement
STEP 2: Specify the actions you can take to work towards your goals, with specific strategies and practices that you can apply. Identify any potential obstacles and challenges to achieving your goal. Complete the following sections of the template:
• Practices for Growth
• Action Steps
• Potential Obstacles and Challenges
STEP 3: Keeping your action plan in mind, identify trusted supporters and university resources that can help you in your skill development plan. Complete the following sections of the template:
• Key Supporters
• Supporting University Resources
STEP 4: Reflect on the connections between skill development and your overall personal, academic, and professional goals. Complete the following sections of the template:
• Benefits From Change and Connections to Personal, Academic, and Career Goals.
STEP 5: Complete Steps 1–4 for the two other skills you have identified. When you are done you should have three plans filled out in the template for three different skills.
STEP 6: Save the template with your completed responses as a Word file titled Your Name, WRK100_Assignment 3 Skill Development Plan and submit in Blackboard in Week 9.
To help make sure you are properly citing your sources, please review Strayer Writing Standards.
Assignment 3 Rubric
