PAPER 1- Pick from ONE of the questions below and answer in essay form. 1. Write out and answer the question. Check all spelling and grammar in MLA format. 2. Cite all sources, direct quotes or indirect ideas using elliptic giving author AND page numbers, i.e. (Soccio 26). Failure here could result in a 0%! 3. Include a Works Cited page at the end. 4. Make sure you submit the work in Turn It In in a single Word document in doc. or docx. or richtext format. 7. Your essay is to be between 1000-1600 words. Extensive quotes (more than 20%) do not count toward this. If you cannot answer a question in these parameters, use another question. Minimum word count DOES NOT insure an excellent grade. Questions and Works Cited do not count towards the word count. You may not use Wikipedia as a source, nor recycle a previous paper from another class. 4 pages answering one question out of many questions

PAPER 1- Pick from ONE of the questions below and answer in essay form. 1. Write out and answer the question. Check all spelling and grammar in MLA format. 2. Cite all sources, direct quotes or indirect ideas using elliptic giving author AND page numbers, i.e. (Soccio 26). Failure here could result in a 0%! 3. Include a Works Cited page at the end. 4. Make sure you submit the work in Turn It In in a single Word document in doc. or docx. or richtext format. 7. Your essay is to be between 1000-1600 words. Extensive quotes (more than 20%) do not count toward this. If you cannot answer a question in these parameters, use another question. Minimum word count DOES NOT insure an excellent grade. Questions and Works Cited do not count towards the word count. You may not use Wikipedia as a source, nor recycle a previous paper from another class. 4 pages answering one question out of many questions

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Consciously and sub-consciously we have “boxed” leadership in the same way. Looking back we interpret events and interactions, sort out the relevant and important, and apply meaning to the events. This assignment we will use Steve Jobs as our point of focus and our source for leadership events– our retrospective examination of his life as a leader. Assess Jobs as a leader from each perspective: 1. Traits (why traits failed) 2. Style (why style was underutilized) 3. Skills (skills that should have been used) Explain how Jobs’ leadership is explained through the lens of each: 1. Path-Goal 2. LMX 3. Transactional 4. Transformational 5. Charismatic 6. Authentic Non-traditional: 1. Follower (was Jobs a follower, how were followers a part of Jobs’ leadership?) 2. Conclusion (final heading – best represents Jobs and why others were ruled out) • APA format (margins, font, spacing) • APA in-text citations when needed • APA reference page • Proofread for grammar and content • Ensure that all headings and questions are addressed See agenda for headings Remember, this is a detailed analysis. Each of the above (a-j) should be a heading and explain how Jobs, as a leader, represents (or does not represent) the corresponding school of thought. Provide supplemental sources to give your position more credibility, but keep in mind that this is not a biography of Jobs (there are many recent biographies that do not qualify as acceptable sources for this assignment). Finally, which leadership perspective best identifies Steve Jobs as a leader? Explain why, and explain why other options were ruled out (k).

Consciously and sub-consciously we have “boxed” leadership in the same way. Looking back we interpret events and interactions, sort out the relevant and important, and apply meaning to the events. This assignment we will use Steve Jobs as our point of focus and our source for leadership events– our retrospective examination of his life as a leader. Assess Jobs as a leader from each perspective: 1. Traits (why traits failed) 2. Style (why style was underutilized) 3. Skills (skills that should have been used) Explain how Jobs’ leadership is explained through the lens of each: 1. Path-Goal 2. LMX 3. Transactional 4. Transformational 5. Charismatic 6. Authentic Non-traditional: 1. Follower (was Jobs a follower, how were followers a part of Jobs’ leadership?) 2. Conclusion (final heading – best represents Jobs and why others were ruled out) • APA format (margins, font, spacing) • APA in-text citations when needed • APA reference page • Proofread for grammar and content • Ensure that all headings and questions are addressed See agenda for headings Remember, this is a detailed analysis. Each of the above (a-j) should be a heading and explain how Jobs, as a leader, represents (or does not represent) the corresponding school of thought. Provide supplemental sources to give your position more credibility, but keep in mind that this is not a biography of Jobs (there are many recent biographies that do not qualify as acceptable sources for this assignment). Finally, which leadership perspective best identifies Steve Jobs as a leader? Explain why, and explain why other options were ruled out (k).

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I. Autobiography: Please submit an autobiography (not to exceed 300 words) telling me about yourself, why you are taking this course, and why online. This is part of your assignment for this week! II. “Nature of the Law” Question: Explain how a statute, the Restatement Second, and the common law affect legal decisions. IMPORTANT: Before Sending Your Answer, please carefully review and then strictly follow the required formatting procedures for homework assignments as outlined in your Syllabus as well as under the Required Format – Homework button located to the left of this screen under “Course Home”. For example: You are not permitted to copy word for word, or to cut-and-paste. You must also provide citations for all of your answers. a) A statute . . . . . . . . . . . . b) The Restatement Second . . . . . c) The Common Law. . . . . . . . .

I. Autobiography: Please submit an autobiography (not to exceed 300 words) telling me about yourself, why you are taking this course, and why online. This is part of your assignment for this week! II. “Nature of the Law” Question: Explain how a statute, the Restatement Second, and the common law affect legal decisions. IMPORTANT: Before Sending Your Answer, please carefully review and then strictly follow the required formatting procedures for homework assignments as outlined in your Syllabus as well as under the Required Format – Homework button located to the left of this screen under “Course Home”. For example: You are not permitted to copy word for word, or to cut-and-paste. You must also provide citations for all of your answers. a) A statute . . . . . . . . . . . . b) The Restatement Second . . . . . c) The Common Law. . . . . . . . .

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Corporate Report Assignment Due April 17 Your final paper should include: -5 pages double-spaced narrative. Papers over 5 pages will receive point deduction. -Additional Pages: -Graph of stock performance 3 year price history of company (with article marked), S&P 500, and a benchmark company -Bibliography. But you still need to cite sources in the body of your paper. -Ratio Worksheets – fully completed. You will attach the same ratios that were graded; any corrections that were indicated in the initial grading should be made. -Headings and page numbers -Labels for the ratios (example: times, %, days) Format of Paper: COMPANY BACKGROUND (½-1 page) Include information like founding date, headquarters location, product or service provided, date when first traded in public markets, market on which it trades, and any other information that seems important for understanding the company. FINANCIAL ANALYSIS (2-3 pages) Discuss at least 8 ratios from the Ratio Worksheet that you feel explain the trends/changes within the company over the time period. You will need to choose at least one ratio from each of the overall categories (i.e. one from asset utilization, one from liquidity, etc.) Discuss all of the following for the ratios chosen: -Has it improved, deteriorated or stayed the same over the last 3 years? Do not use the words increasing/decreasing or higher/lower. Instead use better/worse or improving/deteriorating. Explain whether the change in the ratio was a good thing or a bad thing. -What is the reason behind the changes in the ratio? Not just what part of the ratio changed, but what was happening with the company that could have affected the ratio? If you can not find specific news, what do you think was affecting the ratio? -How does it compare to the industry? At least one ratio from each category should be discussed. As you write your paper think about (These were top reasons I docked points in the past): What are the ratios? This is a finance class give me numbers What does the ratio mean or measure? Discuss components (assets increasing but not as much as_____) Discuss company specific things that might impact the component Compare to industry or benchmark After talking about ratios in a specific category, state how the company is doing in that category of ratios. For example: Liquidity ratios measure the firm’s ability to meet short-term obligations. Are you confident your company can meet their short term obligations? Overall discussion of the company’s performance based upon the ratio analysis. Although you don’t have to tell me every number you looked at you should include plenty of numbers in your paper. STOCK GRAPH (1-2 pages) Analyze your company’s stock performance over the last 3 years. Comment on any patterns you notice for your company and how it moves with the S&P500. When and what was the high price/low price? Does this make sense with what you see overall in your financial analysis? Discuss if the Beta of your company makes sense with what you see on the graph (and your financial analysis.) If your company is too new that no beta has been calculated, you will have to estimate what you believe the beta would be based on the performance. What was the price trend throughout the semester? Why did it move this way? Discuss at least one news event found in an article from a business publication or journal (i.e. Wall Street Journal, Business Week, or any article from library website) that occurred in the 3 year time period you are evaluating. Summarize the article (more than one sentence) and tell me whether you thought the stock price would increase or decrease when investors heard this news; and then tell me what actually happened. Mark the date of the article on your graph. The news event should be about the company not just about the industry. CONCLUSION (¼-½ page) State what actions you think the company should take to become or remain financially strong. The paper should end with a statement about whether you would buy, hold or sell your stock in this company. BIBLIOGRAPHY All sources used should be referenced on the bibliography and throughout the paper.

Corporate Report Assignment Due April 17 Your final paper should include: -5 pages double-spaced narrative. Papers over 5 pages will receive point deduction. -Additional Pages: -Graph of stock performance 3 year price history of company (with article marked), S&P 500, and a benchmark company -Bibliography. But you still need to cite sources in the body of your paper. -Ratio Worksheets – fully completed. You will attach the same ratios that were graded; any corrections that were indicated in the initial grading should be made. -Headings and page numbers -Labels for the ratios (example: times, %, days) Format of Paper: COMPANY BACKGROUND (½-1 page) Include information like founding date, headquarters location, product or service provided, date when first traded in public markets, market on which it trades, and any other information that seems important for understanding the company. FINANCIAL ANALYSIS (2-3 pages) Discuss at least 8 ratios from the Ratio Worksheet that you feel explain the trends/changes within the company over the time period. You will need to choose at least one ratio from each of the overall categories (i.e. one from asset utilization, one from liquidity, etc.) Discuss all of the following for the ratios chosen: -Has it improved, deteriorated or stayed the same over the last 3 years? Do not use the words increasing/decreasing or higher/lower. Instead use better/worse or improving/deteriorating. Explain whether the change in the ratio was a good thing or a bad thing. -What is the reason behind the changes in the ratio? Not just what part of the ratio changed, but what was happening with the company that could have affected the ratio? If you can not find specific news, what do you think was affecting the ratio? -How does it compare to the industry? At least one ratio from each category should be discussed. As you write your paper think about (These were top reasons I docked points in the past): What are the ratios? This is a finance class give me numbers What does the ratio mean or measure? Discuss components (assets increasing but not as much as_____) Discuss company specific things that might impact the component Compare to industry or benchmark After talking about ratios in a specific category, state how the company is doing in that category of ratios. For example: Liquidity ratios measure the firm’s ability to meet short-term obligations. Are you confident your company can meet their short term obligations? Overall discussion of the company’s performance based upon the ratio analysis. Although you don’t have to tell me every number you looked at you should include plenty of numbers in your paper. STOCK GRAPH (1-2 pages) Analyze your company’s stock performance over the last 3 years. Comment on any patterns you notice for your company and how it moves with the S&P500. When and what was the high price/low price? Does this make sense with what you see overall in your financial analysis? Discuss if the Beta of your company makes sense with what you see on the graph (and your financial analysis.) If your company is too new that no beta has been calculated, you will have to estimate what you believe the beta would be based on the performance. What was the price trend throughout the semester? Why did it move this way? Discuss at least one news event found in an article from a business publication or journal (i.e. Wall Street Journal, Business Week, or any article from library website) that occurred in the 3 year time period you are evaluating. Summarize the article (more than one sentence) and tell me whether you thought the stock price would increase or decrease when investors heard this news; and then tell me what actually happened. Mark the date of the article on your graph. The news event should be about the company not just about the industry. CONCLUSION (¼-½ page) State what actions you think the company should take to become or remain financially strong. The paper should end with a statement about whether you would buy, hold or sell your stock in this company. BIBLIOGRAPHY All sources used should be referenced on the bibliography and throughout the paper.

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In this circuit, V = 10 volts, R = 3,000 ohms, and C = 50 x 10-6 farads. The circuit has a time constant t, which depends on the resistance, R, and the capacitance, C, as t = R x C = 0.15 second. 1. Use a for loop. 2. Use the math library function exp(x) to compute ex. You will need to include the system header file math.h. 3. On Unix you will need –lm in your command line to tell the Linker to search the math library. 4. Use macro definition for all the constants. 5. Format the output so the output looks like the following. The time and voltage should display two digits after the decimal point.

In this circuit, V = 10 volts, R = 3,000 ohms, and C = 50 x 10-6 farads. The circuit has a time constant t, which depends on the resistance, R, and the capacitance, C, as t = R x C = 0.15 second. 1. Use a for loop. 2. Use the math library function exp(x) to compute ex. You will need to include the system header file math.h. 3. On Unix you will need –lm in your command line to tell the Linker to search the math library. 4. Use macro definition for all the constants. 5. Format the output so the output looks like the following. The time and voltage should display two digits after the decimal point.

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Read this article and answer this question in 2 pages : Answers should be from the below article only. What is the difference between “standards-based” and “standards-embedded” curriculum? what are the curricular implications of this difference? Article: In 2007, at the dawn of 21st century in education, it is impossible to talk about teaching, curriculum, schools, or education without discussing standards . standards-based v. standards-embedded curriculum We are in an age of accountability where our success as educators is determined by individual and group mastery of specific standards dem- onstrated by standardized test per- formance. Even before No Child Left Behind (NCLB), standards and measures were used to determine if schools and students were success- ful (McClure, 2005). But, NCLB has increased the pace, intensity, and high stakes of this trend. Gifted and talented students and their teach- ers are significantly impacted by these local or state proficiency stan- dards and grade-level assessments (VanTassel-Baska & Stambaugh, 2006). This article explores how to use these standards in the develop- ment of high-quality curriculum for gifted students. NCLB, High-Stakes State Testing, and Standards- Based Instruction There are a few potentially positive outcomes of this evolution to public accountability. All stakeholders have had to ask themselves, “Are students learning? If so, what are they learning and how do we know?” In cases where we have been allowed to thoughtfully evaluate curriculum and instruction, we have also asked, “What’s worth learning?” “When’s the best time to learn it?” and “Who needs to learn it?” Even though state achievement tests are only a single measure, citizens are now offered a yardstick, albeit a nar- row one, for comparing communities, schools, and in some cases, teachers. Some testing reports allow teachers to identify for parents what their chil- dren can do and what they can not do. Testing also has focused attention on the not-so-new observations that pov- erty, discrimination and prejudices, and language proficiency impacts learning. With enough ceiling (e.g., above-grade-level assessments), even gifted students’ actual achievement and readiness levels can be identi- fied and provide a starting point for appropriately differentiated instruc- tion (Tomlinson, 2001). Unfortunately, as a veteran teacher for more than three decades and as a teacher-educator, my recent observa- tions of and conversations with class- room and gifted teachers have usually revealed negative outcomes. For gifted children, their actual achievement level is often unrecognized by teachers because both the tests and the reporting of the results rarely reach above the student’s grade-level placement. Assessments also focus on a huge number of state stan- dards for a given school year that cre- ate “overload” (Tomlinson & McTighe, 2006) and have a devastating impact on the development and implementation of rich and relevant curriculum and instruction. In too many scenarios, I see teachers teach- ing directly to the test. And, in the worst cases, some teachers actually teach The Test. In those cases, The Test itself becomes the curriculum. Consistently I hear, “Oh, I used to teach a great unit on ________ but I can’t do it any- more because I have to teach the standards.” Or, “I have to teach my favorite units in April and May after testing.” If the outcomes can’t be boiled down to simple “I can . . .” state- ments that can be posted on a school’s walls, then teachers seem to omit poten- tially meaningful learning opportunities from the school year. In many cases, real education and learning are being trivial- ized. We seem to have lost sight of the more significant purpose of teaching and learning: individual growth and develop- ment. We also have surrendered much of the joy of learning, as the incidentals, the tangents, the “bird walks” are cut short or elimi- nated because teachers hear the con- stant ticking clock of the countdown to the state test and feel the pressure of the way-too-many standards that have to be covered in a mere 180 school days. The accountability movement has pushed us away from seeing the whole child: “Students are not machines, as the standards movement suggests; they are volatile, complicated, and paradoxical” (Cookson, 2001, p. 42). How does this impact gifted chil- dren? In many heterogeneous class- rooms, teachers have retreated to traditional subject delineations and traditional instruction in an effort to ensure direct standards-based instruc- tion even though “no solid basis exists in the research literature for the ways we currently develop, place, and align educational standards in school cur- ricula” (Zenger & Zenger, 2002, p. 212). Grade-level standards are often particularly inappropriate for the gifted and talented whose pace of learning, achievement levels, and depth of knowledge are significantly beyond their chronological peers. A broad-based, thematically rich, and challenging curriculum is the heart of education for the gifted. Virgil Ward, one of the earliest voices for a differen- tial education for the gifted, said, “It is insufficient to consider the curriculum for the gifted in terms of traditional subjects and instructional processes” (Ward, 1980, p. 5). VanTassel-Baska Standards-Based v. Standards-Embedded Curriculum gifted child today 45 Standards-Based v. Standards-Embedded Curriculum and Stambaugh (2006) described three dimensions of successful curriculum for gifted students: content mastery, pro- cess and product, and epistemological concept, “understanding and appre- ciating systems of knowledge rather than individual elements of those systems” (p. 9). Overemphasis on testing and grade-level standards limits all three and therefore limits learning for gifted students. Hirsch (2001) concluded that “broad gen- eral knowledge is the best entrée to deep knowledge” (p. 23) and that it is highly correlated with general ability to learn. He continued, “the best way to learn a subject is to learn its gen- eral principles and to study an ample number of diverse examples that illustrate those principles” (Hirsch, 2001, p. 23). Principle-based learn- ing applies to both gifted and general education children. In order to meet the needs of gifted and general education students, cur- riculum should be differentiated in ways that are relevant and engaging. Curriculum content, processes, and products should provide challenge, depth, and complexity, offering multiple opportunities for problem solving, creativity, and exploration. In specific content areas, the cur- riculum should reflect the elegance and sophistication unique to the discipline. Even with this expanded view of curriculum in mind, we still must find ways to address the current reality of state standards and assess- ments. Standards-Embedded Curriculum How can educators address this chal- lenge? As in most things, a change of perspective can be helpful. Standards- based curriculum as described above should be replaced with standards- embedded curriculum. Standards- embedded curriculum begins with broad questions and topics, either discipline specific or interdisciplinary. Once teachers have given thoughtful consideration to relevant, engaging, and important content and the con- nections that support meaning-making (Jensen, 1998), they next select stan- dards that are relevant to this content and to summative assessments. This process is supported by the backward planning advocated in Understanding by Design by Wiggins and McTighe (2005) and its predecessors, as well as current thinkers in other fields, such as Covey (Tomlinson & McTighe, 2006). It is a critical component of differenti- ating instruction for advanced learners (Tomlinson, 2001) and a significant factor in the Core Parallel in the Parallel Curriculum Model (Tomlinson et al., 2002). Teachers choose from standards in multiple disciplines at both above and below grade level depending on the needs of the students and the classroom or program structure. Preassessment data and the results of prior instruc- tion also inform this process of embed- ding appropriate standards. For gifted students, this formative assessment will result in “more advanced curricula available at younger ages, ensuring that all levels of the standards are traversed in the process” (VanTassel-Baska & Little, 2003, p. 3). Once the essential questions, key content, and relevant standards are selected and sequenced, they are embedded into a coherent unit design and instructional decisions (grouping, pacing, instructional methodology) can be made. For gifted students, this includes the identification of appropri- ate resources, often including advanced texts, mentors, and independent research, as appropriate to the child’s developmental level and interest. Applying Standards- Embedded Curriculum What does this look like in practice? In reading the possible class- room applications below, consider these three Ohio Academic Content Standards for third grade: 1. Math: “Read thermometers in both Fahrenheit and Celsius scales” (“Academic Content Standards: K–12 Mathematics,” n.d., p. 71). 2. Social Studies: “Compare some of the cultural practices and products of various groups of people who have lived in the local community including artistic expression, religion, language, and food. Compare the cultural practices and products of the local community with those of other communities in Ohio, the United States, and countries of the world” (Academic Content Standards: K–12 Social Studies, n.d., p. 122). 3. Life Science: “Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time” (Academic Content Standards: K–12 Science, n.d., p. 57). When students are fortunate to have a teacher who is dedicated to helping all of them make good use of their time, the gifted may have a preassessment opportunity where they can demonstrate their familiarity with the content and potential mastery of a standard at their grade level. Students who pass may get to read by them- selves for the brief period while the rest of the class works on the single outcome. Sometimes more experienced teachers will create opportunities for gifted and advanced students Standards-Based v. Standards-Embedded Curriculum to work on a standard in the same domain or strand at the next higher grade level (i.e., accelerate through the standards). For example, a stu- dent might be able to work on a Life Science standard for fourth grade that progresses to other communities such as ecosystems. These above-grade-level standards can provide rich material for differentiation, advanced problem solving, and more in-depth curriculum integration. In another classroom scenario, a teacher may focus on the math stan- dard above, identifying the standard number on his lesson plan. He creates or collects paper thermometers, some showing measurement in Celsius and some in Fahrenheit. He also has some real thermometers. He demonstrates thermometer use with boiling water and with freezing water and reads the different temperatures. Students complete a worksheet that has them read thermometers in Celsius and Fahrenheit. The more advanced students may learn how to convert between the two scales. Students then practice with several questions on the topic that are similar in structure and content to those that have been on past proficiency tests. They are coached in how to answer them so that the stan- dard, instruction, formative assess- ment, and summative assessment are all aligned. Then, each student writes a statement that says, “I can read a thermometer using either Celsius or Fahrenheit scales.” Both of these examples describe a standards-based environment, where the starting point is the standard. Direct instruction to that standard is followed by an observable student behavior that demonstrates specific mastery of that single standard. The standard becomes both the start- ing point and the ending point of the curriculum. Education, rather than opening up a student’s mind, becomes a series of closed links in a chain. Whereas the above lessons may be differentiated to some extent, they have no context; they may relate only to the next standard on the list, such as, “Telling time to the nearest minute and finding elapsed time using a cal- endar or a clock.” How would a “standards-embed- ded” model of curriculum design be different? It would begin with the development of an essential ques- tion such as, “Who or what lived here before me? How were they different from me? How were they the same? How do we know?” These questions might be more relevant to our con- temporary highly mobile students. It would involve place and time. Using this intriguing line of inquiry, students might work on the social studies stan- dard as part of the study of their home- town, their school, or even their house or apartment. Because where people live and what they do is influenced by the weather, students could look into weather patterns of their area and learn how to measure temperature using a Fahrenheit scale so they could see if it is similar now to what it was a century ago. Skipping ahead to consideration of the social studies standard, students could then choose another country, preferably one that uses Celsius, and do the same investigation of fossils, communities, and the like. Students could complete a weather comparison, looking at the temperature in Celsius as people in other parts of the world, such as those in Canada, do. Thus, learning is contextualized and connected, dem- onstrating both depth and complexity. This approach takes a lot more work and time. It is a sophisticated integrated view of curriculum devel- opment and involves in-depth knowl- edge of the content areas, as well as an understanding of the scope and sequence of the standards in each dis- cipline. Teachers who develop vital single-discipline units, as well as inter- disciplinary teaching units, begin with a central topic surrounded by subtopics and connections to other areas. Then they connect important terms, facts, or concepts to the subtopics. Next, the skilled teacher/curriculum devel- oper embeds relevant, multileveled standards and objectives appropriate to a given student or group of stu- dents into the unit. Finally, teachers select the instructional strategies and develop student assessments. These assessments include, but are not lim- ited to, the types of questions asked on standardized and state assessments. Comparing Standards- Based and Standards- Embedded Curriculum Design Following is an articulation of the differences between standards-based and standards-embedded curriculum design. (See Figure 1.) 1. The starting point. Standards- based curriculum begins with the grade-level standard and the underlying assumption that every student needs to master that stan- dard at that moment in time. In standards-embedded curriculum, the multifaceted essential ques- tion and students’ needs are the starting points. 2. Preassessment. In standards- based curriculum and teaching, if a preassessment is provided, it cov- ers a single standard or two. In a standards-embedded curriculum, preassessment includes a broader range of grade-level and advanced standards, as well as students’ knowledge of surrounding content such as background experiences with the subject, relevant skills (such as reading and writing), and continued on page ?? even learning style or interests. gifted child today 47 Standards-Based v. Standards-Embedded Curriculum Standards Based Standards Embedded Starting Points The grade-level standard. Whole class’ general skill level Essential questions and content relevant to individual students and groups. Preassessment Targeted to a single grade-level standard. Short-cycle assessments. Background knowledge. Multiple grade-level standards from multiple areas connected by the theme of the unit. Includes annual learning style and interest inventories. Acceleration/ Enrichment To next grade-level standard in the same strand. To above-grade-level standards, as well as into broader thematically connected content. Language Arts Divided into individual skills. Reading and writing skills often separated from real-world relevant contexts. The language arts are embedded in all units and themes and connected to differentiated processes and products across all content areas. Instruction Lesson planning begins with the standard as the objective. Sequential direct instruction progresses through the standards in each content area separately. Strategies are selected to introduce, practice, and demonstrate mastery of all grade-level standards in all content areas in one school year. Lesson planning begins with essential questions, topics, and significant themes. Integrated instruction is designed around connections among content areas and embeds all relevant standards. Assessment Format modeled after the state test. Variety of assessments including questions similar to the state test format. Teacher Role Monitor of standards mastery. Time manager. Facilitator of instructional design and student engagement with learning, as well as assessor of achievement. Student Self- Esteem “I can . . .” statements. Star Charts. Passing “the test.” Completed projects/products. Making personal connections to learning and the theme/topic. Figure 1. Standards based v. standards-embedded instruction and gifted students. and the potential political outcry of “stepping on the toes” of the next grade’s teacher. Few classroom teachers have been provided with the in-depth professional develop- ment and understanding of curric- ulum compacting that would allow them to implement this effectively. In standards-embedded curricu- lum, enrichment and extensions of learning are more possible and more interesting because ideas, top- ics, and questions lend themselves more easily to depth and complex- ity than isolated skills. 4. Language arts. In standards- based classrooms, the language arts have been redivided into sepa- rate skills, with reading separated from writing, and writing sepa- rated from grammar. To many concrete thinkers, whole-language approaches seem antithetical to teaching “to the standards.” In a standards-embedded classroom, integrated language arts skills (reading, writing, listening, speak- ing, presenting, and even pho- nics) are embedded into the study of every unit. Especially for the gifted, the communication and language arts are essential, regard- less of domain-specific talents (Ward, 1980) and should be com- ponents of all curriculum because they are the underpinnings of scholarship in all areas. 5. Instruction. A standards-based classroom lends itself to direct instruction and sequential pro- gression from one standard to the next. A standards-embedded class- room requires a variety of more open-ended instructional strate- gies and materials that extend and diversify learning rather than focus it narrowly. Creativity and differ- entiation in instruction and stu- dent performance are supported more effectively in a standards- embedded approach. 6. Assessment. A standards-based classroom uses targeted assess- ments focused on the structure and content of questions on the externally imposed standardized test (i.e., proficiency tests). A stan- dards-embedded classroom lends itself to greater use of authentic assessment and differentiated 3. Acceleration/Enrichment. In a standards-based curriculum, the narrow definition of the learning outcome (a test item) often makes acceleration or curriculum compact- ing the only path for differentiating instruction for gifted, talented, and/ or advanced learners. This rarely happens, however, because of lack of materials, knowledge, o

Read this article and answer this question in 2 pages : Answers should be from the below article only. What is the difference between “standards-based” and “standards-embedded” curriculum? what are the curricular implications of this difference? Article: In 2007, at the dawn of 21st century in education, it is impossible to talk about teaching, curriculum, schools, or education without discussing standards . standards-based v. standards-embedded curriculum We are in an age of accountability where our success as educators is determined by individual and group mastery of specific standards dem- onstrated by standardized test per- formance. Even before No Child Left Behind (NCLB), standards and measures were used to determine if schools and students were success- ful (McClure, 2005). But, NCLB has increased the pace, intensity, and high stakes of this trend. Gifted and talented students and their teach- ers are significantly impacted by these local or state proficiency stan- dards and grade-level assessments (VanTassel-Baska & Stambaugh, 2006). This article explores how to use these standards in the develop- ment of high-quality curriculum for gifted students. NCLB, High-Stakes State Testing, and Standards- Based Instruction There are a few potentially positive outcomes of this evolution to public accountability. All stakeholders have had to ask themselves, “Are students learning? If so, what are they learning and how do we know?” In cases where we have been allowed to thoughtfully evaluate curriculum and instruction, we have also asked, “What’s worth learning?” “When’s the best time to learn it?” and “Who needs to learn it?” Even though state achievement tests are only a single measure, citizens are now offered a yardstick, albeit a nar- row one, for comparing communities, schools, and in some cases, teachers. Some testing reports allow teachers to identify for parents what their chil- dren can do and what they can not do. Testing also has focused attention on the not-so-new observations that pov- erty, discrimination and prejudices, and language proficiency impacts learning. With enough ceiling (e.g., above-grade-level assessments), even gifted students’ actual achievement and readiness levels can be identi- fied and provide a starting point for appropriately differentiated instruc- tion (Tomlinson, 2001). Unfortunately, as a veteran teacher for more than three decades and as a teacher-educator, my recent observa- tions of and conversations with class- room and gifted teachers have usually revealed negative outcomes. For gifted children, their actual achievement level is often unrecognized by teachers because both the tests and the reporting of the results rarely reach above the student’s grade-level placement. Assessments also focus on a huge number of state stan- dards for a given school year that cre- ate “overload” (Tomlinson & McTighe, 2006) and have a devastating impact on the development and implementation of rich and relevant curriculum and instruction. In too many scenarios, I see teachers teach- ing directly to the test. And, in the worst cases, some teachers actually teach The Test. In those cases, The Test itself becomes the curriculum. Consistently I hear, “Oh, I used to teach a great unit on ________ but I can’t do it any- more because I have to teach the standards.” Or, “I have to teach my favorite units in April and May after testing.” If the outcomes can’t be boiled down to simple “I can . . .” state- ments that can be posted on a school’s walls, then teachers seem to omit poten- tially meaningful learning opportunities from the school year. In many cases, real education and learning are being trivial- ized. We seem to have lost sight of the more significant purpose of teaching and learning: individual growth and develop- ment. We also have surrendered much of the joy of learning, as the incidentals, the tangents, the “bird walks” are cut short or elimi- nated because teachers hear the con- stant ticking clock of the countdown to the state test and feel the pressure of the way-too-many standards that have to be covered in a mere 180 school days. The accountability movement has pushed us away from seeing the whole child: “Students are not machines, as the standards movement suggests; they are volatile, complicated, and paradoxical” (Cookson, 2001, p. 42). How does this impact gifted chil- dren? In many heterogeneous class- rooms, teachers have retreated to traditional subject delineations and traditional instruction in an effort to ensure direct standards-based instruc- tion even though “no solid basis exists in the research literature for the ways we currently develop, place, and align educational standards in school cur- ricula” (Zenger & Zenger, 2002, p. 212). Grade-level standards are often particularly inappropriate for the gifted and talented whose pace of learning, achievement levels, and depth of knowledge are significantly beyond their chronological peers. A broad-based, thematically rich, and challenging curriculum is the heart of education for the gifted. Virgil Ward, one of the earliest voices for a differen- tial education for the gifted, said, “It is insufficient to consider the curriculum for the gifted in terms of traditional subjects and instructional processes” (Ward, 1980, p. 5). VanTassel-Baska Standards-Based v. Standards-Embedded Curriculum gifted child today 45 Standards-Based v. Standards-Embedded Curriculum and Stambaugh (2006) described three dimensions of successful curriculum for gifted students: content mastery, pro- cess and product, and epistemological concept, “understanding and appre- ciating systems of knowledge rather than individual elements of those systems” (p. 9). Overemphasis on testing and grade-level standards limits all three and therefore limits learning for gifted students. Hirsch (2001) concluded that “broad gen- eral knowledge is the best entrée to deep knowledge” (p. 23) and that it is highly correlated with general ability to learn. He continued, “the best way to learn a subject is to learn its gen- eral principles and to study an ample number of diverse examples that illustrate those principles” (Hirsch, 2001, p. 23). Principle-based learn- ing applies to both gifted and general education children. In order to meet the needs of gifted and general education students, cur- riculum should be differentiated in ways that are relevant and engaging. Curriculum content, processes, and products should provide challenge, depth, and complexity, offering multiple opportunities for problem solving, creativity, and exploration. In specific content areas, the cur- riculum should reflect the elegance and sophistication unique to the discipline. Even with this expanded view of curriculum in mind, we still must find ways to address the current reality of state standards and assess- ments. Standards-Embedded Curriculum How can educators address this chal- lenge? As in most things, a change of perspective can be helpful. Standards- based curriculum as described above should be replaced with standards- embedded curriculum. Standards- embedded curriculum begins with broad questions and topics, either discipline specific or interdisciplinary. Once teachers have given thoughtful consideration to relevant, engaging, and important content and the con- nections that support meaning-making (Jensen, 1998), they next select stan- dards that are relevant to this content and to summative assessments. This process is supported by the backward planning advocated in Understanding by Design by Wiggins and McTighe (2005) and its predecessors, as well as current thinkers in other fields, such as Covey (Tomlinson & McTighe, 2006). It is a critical component of differenti- ating instruction for advanced learners (Tomlinson, 2001) and a significant factor in the Core Parallel in the Parallel Curriculum Model (Tomlinson et al., 2002). Teachers choose from standards in multiple disciplines at both above and below grade level depending on the needs of the students and the classroom or program structure. Preassessment data and the results of prior instruc- tion also inform this process of embed- ding appropriate standards. For gifted students, this formative assessment will result in “more advanced curricula available at younger ages, ensuring that all levels of the standards are traversed in the process” (VanTassel-Baska & Little, 2003, p. 3). Once the essential questions, key content, and relevant standards are selected and sequenced, they are embedded into a coherent unit design and instructional decisions (grouping, pacing, instructional methodology) can be made. For gifted students, this includes the identification of appropri- ate resources, often including advanced texts, mentors, and independent research, as appropriate to the child’s developmental level and interest. Applying Standards- Embedded Curriculum What does this look like in practice? In reading the possible class- room applications below, consider these three Ohio Academic Content Standards for third grade: 1. Math: “Read thermometers in both Fahrenheit and Celsius scales” (“Academic Content Standards: K–12 Mathematics,” n.d., p. 71). 2. Social Studies: “Compare some of the cultural practices and products of various groups of people who have lived in the local community including artistic expression, religion, language, and food. Compare the cultural practices and products of the local community with those of other communities in Ohio, the United States, and countries of the world” (Academic Content Standards: K–12 Social Studies, n.d., p. 122). 3. Life Science: “Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time” (Academic Content Standards: K–12 Science, n.d., p. 57). When students are fortunate to have a teacher who is dedicated to helping all of them make good use of their time, the gifted may have a preassessment opportunity where they can demonstrate their familiarity with the content and potential mastery of a standard at their grade level. Students who pass may get to read by them- selves for the brief period while the rest of the class works on the single outcome. Sometimes more experienced teachers will create opportunities for gifted and advanced students Standards-Based v. Standards-Embedded Curriculum to work on a standard in the same domain or strand at the next higher grade level (i.e., accelerate through the standards). For example, a stu- dent might be able to work on a Life Science standard for fourth grade that progresses to other communities such as ecosystems. These above-grade-level standards can provide rich material for differentiation, advanced problem solving, and more in-depth curriculum integration. In another classroom scenario, a teacher may focus on the math stan- dard above, identifying the standard number on his lesson plan. He creates or collects paper thermometers, some showing measurement in Celsius and some in Fahrenheit. He also has some real thermometers. He demonstrates thermometer use with boiling water and with freezing water and reads the different temperatures. Students complete a worksheet that has them read thermometers in Celsius and Fahrenheit. The more advanced students may learn how to convert between the two scales. Students then practice with several questions on the topic that are similar in structure and content to those that have been on past proficiency tests. They are coached in how to answer them so that the stan- dard, instruction, formative assess- ment, and summative assessment are all aligned. Then, each student writes a statement that says, “I can read a thermometer using either Celsius or Fahrenheit scales.” Both of these examples describe a standards-based environment, where the starting point is the standard. Direct instruction to that standard is followed by an observable student behavior that demonstrates specific mastery of that single standard. The standard becomes both the start- ing point and the ending point of the curriculum. Education, rather than opening up a student’s mind, becomes a series of closed links in a chain. Whereas the above lessons may be differentiated to some extent, they have no context; they may relate only to the next standard on the list, such as, “Telling time to the nearest minute and finding elapsed time using a cal- endar or a clock.” How would a “standards-embed- ded” model of curriculum design be different? It would begin with the development of an essential ques- tion such as, “Who or what lived here before me? How were they different from me? How were they the same? How do we know?” These questions might be more relevant to our con- temporary highly mobile students. It would involve place and time. Using this intriguing line of inquiry, students might work on the social studies stan- dard as part of the study of their home- town, their school, or even their house or apartment. Because where people live and what they do is influenced by the weather, students could look into weather patterns of their area and learn how to measure temperature using a Fahrenheit scale so they could see if it is similar now to what it was a century ago. Skipping ahead to consideration of the social studies standard, students could then choose another country, preferably one that uses Celsius, and do the same investigation of fossils, communities, and the like. Students could complete a weather comparison, looking at the temperature in Celsius as people in other parts of the world, such as those in Canada, do. Thus, learning is contextualized and connected, dem- onstrating both depth and complexity. This approach takes a lot more work and time. It is a sophisticated integrated view of curriculum devel- opment and involves in-depth knowl- edge of the content areas, as well as an understanding of the scope and sequence of the standards in each dis- cipline. Teachers who develop vital single-discipline units, as well as inter- disciplinary teaching units, begin with a central topic surrounded by subtopics and connections to other areas. Then they connect important terms, facts, or concepts to the subtopics. Next, the skilled teacher/curriculum devel- oper embeds relevant, multileveled standards and objectives appropriate to a given student or group of stu- dents into the unit. Finally, teachers select the instructional strategies and develop student assessments. These assessments include, but are not lim- ited to, the types of questions asked on standardized and state assessments. Comparing Standards- Based and Standards- Embedded Curriculum Design Following is an articulation of the differences between standards-based and standards-embedded curriculum design. (See Figure 1.) 1. The starting point. Standards- based curriculum begins with the grade-level standard and the underlying assumption that every student needs to master that stan- dard at that moment in time. In standards-embedded curriculum, the multifaceted essential ques- tion and students’ needs are the starting points. 2. Preassessment. In standards- based curriculum and teaching, if a preassessment is provided, it cov- ers a single standard or two. In a standards-embedded curriculum, preassessment includes a broader range of grade-level and advanced standards, as well as students’ knowledge of surrounding content such as background experiences with the subject, relevant skills (such as reading and writing), and continued on page ?? even learning style or interests. gifted child today 47 Standards-Based v. Standards-Embedded Curriculum Standards Based Standards Embedded Starting Points The grade-level standard. Whole class’ general skill level Essential questions and content relevant to individual students and groups. Preassessment Targeted to a single grade-level standard. Short-cycle assessments. Background knowledge. Multiple grade-level standards from multiple areas connected by the theme of the unit. Includes annual learning style and interest inventories. Acceleration/ Enrichment To next grade-level standard in the same strand. To above-grade-level standards, as well as into broader thematically connected content. Language Arts Divided into individual skills. Reading and writing skills often separated from real-world relevant contexts. The language arts are embedded in all units and themes and connected to differentiated processes and products across all content areas. Instruction Lesson planning begins with the standard as the objective. Sequential direct instruction progresses through the standards in each content area separately. Strategies are selected to introduce, practice, and demonstrate mastery of all grade-level standards in all content areas in one school year. Lesson planning begins with essential questions, topics, and significant themes. Integrated instruction is designed around connections among content areas and embeds all relevant standards. Assessment Format modeled after the state test. Variety of assessments including questions similar to the state test format. Teacher Role Monitor of standards mastery. Time manager. Facilitator of instructional design and student engagement with learning, as well as assessor of achievement. Student Self- Esteem “I can . . .” statements. Star Charts. Passing “the test.” Completed projects/products. Making personal connections to learning and the theme/topic. Figure 1. Standards based v. standards-embedded instruction and gifted students. and the potential political outcry of “stepping on the toes” of the next grade’s teacher. Few classroom teachers have been provided with the in-depth professional develop- ment and understanding of curric- ulum compacting that would allow them to implement this effectively. In standards-embedded curricu- lum, enrichment and extensions of learning are more possible and more interesting because ideas, top- ics, and questions lend themselves more easily to depth and complex- ity than isolated skills. 4. Language arts. In standards- based classrooms, the language arts have been redivided into sepa- rate skills, with reading separated from writing, and writing sepa- rated from grammar. To many concrete thinkers, whole-language approaches seem antithetical to teaching “to the standards.” In a standards-embedded classroom, integrated language arts skills (reading, writing, listening, speak- ing, presenting, and even pho- nics) are embedded into the study of every unit. Especially for the gifted, the communication and language arts are essential, regard- less of domain-specific talents (Ward, 1980) and should be com- ponents of all curriculum because they are the underpinnings of scholarship in all areas. 5. Instruction. A standards-based classroom lends itself to direct instruction and sequential pro- gression from one standard to the next. A standards-embedded class- room requires a variety of more open-ended instructional strate- gies and materials that extend and diversify learning rather than focus it narrowly. Creativity and differ- entiation in instruction and stu- dent performance are supported more effectively in a standards- embedded approach. 6. Assessment. A standards-based classroom uses targeted assess- ments focused on the structure and content of questions on the externally imposed standardized test (i.e., proficiency tests). A stan- dards-embedded classroom lends itself to greater use of authentic assessment and differentiated 3. Acceleration/Enrichment. In a standards-based curriculum, the narrow definition of the learning outcome (a test item) often makes acceleration or curriculum compact- ing the only path for differentiating instruction for gifted, talented, and/ or advanced learners. This rarely happens, however, because of lack of materials, knowledge, o

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AUCS 340: Ethics in the Profession Written Video Presentation Response Paper As a component of this course you will have the opportunity to view the movie “My Sister’s Keeper” (2009) starring Cameron Diaz, Jason Patric and Abigail Breslin. This movie is an adaptation of the book of the same title written by Jodi Picoult. Your answers are to be based on the movie adaptation of the book. While this movie offers a profound family story it also reflects upon issues related to current technological advancements in medicine and it will also offer you the opportunity to identify and respond to some of ethical issues represented in the movie. After viewing this movie, respond to the following questions. Your answers should be insightful and reflective of the topics researched for class, in regards to the ethical treatment to be afforded all citizens. 1. Identify at least two ethical issues/situations portrayed in the movie. These issues must be separate from the issue of stem cell research which will be addressed in questions later in this assignment. 2. Discuss a solution or solutions to each of the ethical issues that you identified in question number one. If multiple solutions are offered, identify your solutions as to first preference, second preference and so on until concluded. 3. Are your solutions feasible? What cost would it take to implement your solutions: taxes, wholesale system changes, society as a whole? 4. This movie incorporates the topic of stem cell usage for the treatment of medical conditions. Discuss the difference between the acquisition of fetal stem cells and adult stem cells. List ethical arguments both for and against the concept of expanding stem cell research to have a more active role in the development of treatment options for patients. 5. List at least five medical conditions that have the potential to be treated with stem cells. 6. Discuss the attitude of former President George W. Bush and current President Barack Obama in their philosophical approach to the issue of stem cell research. (Do they accept or reject the idea of stem cell research? Is there legislation that supports their views?) 7. From your previous assignment on the administration of healthcare in the United States you should have a general view of some of the problems facing the distribution of healthcare services in the United States. Research the changes to the health care system as proposed by President Barack Obama, and passed into legislation as the Patient Protection and Affordable Care Act, and outline/list these changes for healthcare reform in the United States. What are the financial implications of this plan? What portions of this plan do you find feasible to solving the problem of inadequate healthcare coverage for all Americans? What portions of this plan do you find unacceptable? 8. Overall, do you feel that these proposed changes will benefit or cause harm to the distribution of healthcare in the United States? Explain the rationale behind your answer. 9. Discuss problems in implication of the Affordable Care Act (ACA) that have occurred since October 2013. Have theses issues been resolved? 10. To date, how many people have been enrolled in the Affordable Care Act? Is this number above expectations, below expectations or at the level of expectation for enrollment at this point in time? 11. How will future enrollment in Medicaid be affected by the passage of the Affordable Care Act? This assignment is due on the date posted in the syllabus. Grading: Content of responses: thought provoking, rationale defended = 70% of grade Correct use of sentence structure, grammar and spelling, stapled for presentation = 20% of grade Appropriate use of citations and references = 10% of grade (No www.Wikipedia.com) It is expected that the length of the computer generated responses to these questions will be presented in at least three – four pages of text. Use 12 font and double spacing for your responses. Format: you may either respond to the questions as a running essay or use the questions as a header for each individual answer.

AUCS 340: Ethics in the Profession Written Video Presentation Response Paper As a component of this course you will have the opportunity to view the movie “My Sister’s Keeper” (2009) starring Cameron Diaz, Jason Patric and Abigail Breslin. This movie is an adaptation of the book of the same title written by Jodi Picoult. Your answers are to be based on the movie adaptation of the book. While this movie offers a profound family story it also reflects upon issues related to current technological advancements in medicine and it will also offer you the opportunity to identify and respond to some of ethical issues represented in the movie. After viewing this movie, respond to the following questions. Your answers should be insightful and reflective of the topics researched for class, in regards to the ethical treatment to be afforded all citizens. 1. Identify at least two ethical issues/situations portrayed in the movie. These issues must be separate from the issue of stem cell research which will be addressed in questions later in this assignment. 2. Discuss a solution or solutions to each of the ethical issues that you identified in question number one. If multiple solutions are offered, identify your solutions as to first preference, second preference and so on until concluded. 3. Are your solutions feasible? What cost would it take to implement your solutions: taxes, wholesale system changes, society as a whole? 4. This movie incorporates the topic of stem cell usage for the treatment of medical conditions. Discuss the difference between the acquisition of fetal stem cells and adult stem cells. List ethical arguments both for and against the concept of expanding stem cell research to have a more active role in the development of treatment options for patients. 5. List at least five medical conditions that have the potential to be treated with stem cells. 6. Discuss the attitude of former President George W. Bush and current President Barack Obama in their philosophical approach to the issue of stem cell research. (Do they accept or reject the idea of stem cell research? Is there legislation that supports their views?) 7. From your previous assignment on the administration of healthcare in the United States you should have a general view of some of the problems facing the distribution of healthcare services in the United States. Research the changes to the health care system as proposed by President Barack Obama, and passed into legislation as the Patient Protection and Affordable Care Act, and outline/list these changes for healthcare reform in the United States. What are the financial implications of this plan? What portions of this plan do you find feasible to solving the problem of inadequate healthcare coverage for all Americans? What portions of this plan do you find unacceptable? 8. Overall, do you feel that these proposed changes will benefit or cause harm to the distribution of healthcare in the United States? Explain the rationale behind your answer. 9. Discuss problems in implication of the Affordable Care Act (ACA) that have occurred since October 2013. Have theses issues been resolved? 10. To date, how many people have been enrolled in the Affordable Care Act? Is this number above expectations, below expectations or at the level of expectation for enrollment at this point in time? 11. How will future enrollment in Medicaid be affected by the passage of the Affordable Care Act? This assignment is due on the date posted in the syllabus. Grading: Content of responses: thought provoking, rationale defended = 70% of grade Correct use of sentence structure, grammar and spelling, stapled for presentation = 20% of grade Appropriate use of citations and references = 10% of grade (No www.Wikipedia.com) It is expected that the length of the computer generated responses to these questions will be presented in at least three – four pages of text. Use 12 font and double spacing for your responses. Format: you may either respond to the questions as a running essay or use the questions as a header for each individual answer.

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BusCom 201 – Section 009 Writing Assignment 2 – Information Request Response Letter Draft Due 6 p.m., Monday, February 24, 2014 (2 copies – 2 copies – 2 copies) Final Due 6 p.m., Monday, March 3, 2014 (1 copy) __________________________________________________________________________ Learning Objectives When completing this assignment, students will be able to  employ the deductive sequence to respond favorably to an information request  adapt the message to the receiver by using the “you attitude”  format a letter Background Keene Enterprises, Inc. (KEI) is a small business employing approximately 250 people. It is headquartered at 2456 Prosperity Lane, Boise, ID 83706. The type of business is as follows:  Team 1: Sporting goods store chain (retail)  Team 2: Accounting firm (office)  Team 3: Commercial construction (building)  Team 4: Restaurant chain (service)  Team 5: Electronics production (manufacturing) You are KEI’s Chief Sustainability Officer (CSO). Jim Meyers is a sophomore at BSU. He has completed most of his required basic courses and is trying to decide on a career. He is particularly interested in the field of sustainability and has contacted you for advice on the following topics:  What does a CSO do?  What kind of education is recommended?  What is the outlook for employment as a CSO?  What salary can a CSO expect to earn? Jim’s address is 850 Bluebonnet Court, Eagle, ID 83616. Assignment Write a letter to Jim responding favorably to his request for information. Research and provide concrete information. Include a subject line. Highlight specific answers to his questions in a bullet list using an articulate, concise writing style. Remember to show sincere interest in Jim and his request and reader benefit. Offer to follow up and make it easy for him to do so. Format Follow the standard letter format handed out in class (also available in Course Documents, Resources folder in Blackboard). Create a professional letterhead for Keene Enterprises, Inc. Remember to sign your letter. Grading Rubric On reverse.

BusCom 201 – Section 009 Writing Assignment 2 – Information Request Response Letter Draft Due 6 p.m., Monday, February 24, 2014 (2 copies – 2 copies – 2 copies) Final Due 6 p.m., Monday, March 3, 2014 (1 copy) __________________________________________________________________________ Learning Objectives When completing this assignment, students will be able to  employ the deductive sequence to respond favorably to an information request  adapt the message to the receiver by using the “you attitude”  format a letter Background Keene Enterprises, Inc. (KEI) is a small business employing approximately 250 people. It is headquartered at 2456 Prosperity Lane, Boise, ID 83706. The type of business is as follows:  Team 1: Sporting goods store chain (retail)  Team 2: Accounting firm (office)  Team 3: Commercial construction (building)  Team 4: Restaurant chain (service)  Team 5: Electronics production (manufacturing) You are KEI’s Chief Sustainability Officer (CSO). Jim Meyers is a sophomore at BSU. He has completed most of his required basic courses and is trying to decide on a career. He is particularly interested in the field of sustainability and has contacted you for advice on the following topics:  What does a CSO do?  What kind of education is recommended?  What is the outlook for employment as a CSO?  What salary can a CSO expect to earn? Jim’s address is 850 Bluebonnet Court, Eagle, ID 83616. Assignment Write a letter to Jim responding favorably to his request for information. Research and provide concrete information. Include a subject line. Highlight specific answers to his questions in a bullet list using an articulate, concise writing style. Remember to show sincere interest in Jim and his request and reader benefit. Offer to follow up and make it easy for him to do so. Format Follow the standard letter format handed out in class (also available in Course Documents, Resources folder in Blackboard). Create a professional letterhead for Keene Enterprises, Inc. Remember to sign your letter. Grading Rubric On reverse.

Keene Enterprises, Inc. 2456 Prosperity Lane Boise, ID 83706 www.keene.enterprises.com … Read More...