The City by Constantine Cavafy (1894) and Evening by Constantine Cavafy (1917)

Analysis the poems below

The City by Constantine Cavafy (1894)

Evening by Constantine Cavafy (1917)

1. Begin with a Literature Opener (text name, author, date of publication)
2. Write in paragraph form and be sure that you answer the following questions in your analysis:
a. who is the speaker? what do you know about him or her?
b. what is the occasion of the poem? what event prompts the speaker to speak?
c. what is the subject of the poem? what is happening?
d. what is the purpose of the poem? what was the poem written?
e. what do you notice about the structure of the poem? rhythm, rhyme, stanzas, etc.
f. what is the theme of the poem? (give examples lines/examples from the text) what is the poet pointing out about people, society, or life? state the theme succinctly
g. what is the tone of the poem? what is the speaker’s attitude toward the subject of the poem?

APA Format use subheaders

Analyze poems

ou are going to analyze the poems below.

Read both Poems

“The Second Coming,” William Butler Yeats
“The Love Song of J. Alfred Prufrock” by T.S. Eliot

1. Write a clear introduction on the work, indicating the title and author. Follow the introduction with a precise thesis statement that tells the reader “the point” of the paper.

2. Write a strong conclusion statement that surmises both poems: It should re-state the thesis in different words.

Analyzing Core Curriculum

Use the Ten Curriculum Components from Chapter 3 of Wiggins & McTighe (2007) to redesign your selected curriculum (Core Curriculum).

Please note that are not required to include all curriculum materials (e.g., curriculum maps, rubrics)

You must include a discussion of each of the Ten Curriculum Components as they apply to your selected curriculum (Core Curriculum).

Essentially, you are analyzing your curriculum by evaluating and discussing the extent to which it does not include each of the Ten Curricular Components. Be sure to utilize proper APA formatting for your paper and citations.

Assignment Expectations
The paper should:
• Be between 3-pages long.
• Indicate that you have a good understanding of the required background reading.
• Have an appropriate introduction and conclusion.
• Have a clear and coherent structure.
• Indicate that you have the ability to apply your understanding of the required background reading to answer the above questions.
• Use APA formatting (STRONG INTRODUCTION, SUBHEADERS AND CONCLUSION)
.
MAED Case Grading Rubric
Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.
Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).
Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date.

Required Reading

Denton, J., Kleist, V. F., Surendra, N. (2005) Curriculum and course design: A new approach using quality function deployment. Journal of Education for Business, 81(2), 111-117.

Harden, R. N., & Stamper, M. What is a spiral curriculum? Medical Teacher, 21(2),141-143.

Hlebowitsh, P. (n.d.). Ralph W. Tyler (1902-1994) Contribution to testing and curriculum development, advisory role. Retrieved from http://education.stateuniversity.com/pages/2517/Tyler-Ralph-W-1902-1994.html

Pemberton, J. B., Rademacher, J. A., Tyler-Wood, T., Cerijo, M. V. P. (2006) Aligning assessments with state curriculum standards and teaching strategies. Intervention in School and Clinic, 41(5), 283-289.

Tyler, R. (1976). Two new emphases in curriculum development. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197610_tyler.pdf

Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago Press. Retrieved from http://blogs.ubc.ca/ewayne/files/2009/02/tyler_001.pdf

Tomlinson, C. A. (2005). Quality curriculum and instruction for highly able students. Theory into Practice, 44(2).

Part I, Chapter 3: How Should Curriculum Be Re-Formed

Part II, Chapter 8: How Should Backward Design Apply to School Reform?

Wiggins, G., and McTighe, J. (2007). Schooling by design. Alexandria, VA: ASCD.

Concepts of Bruner’s Spiral Curriculum

Assignment
Write a 3 -page paper that discusses your response to the following topics
.
• Analyze the main concepts of Bruner’s spiral curriculum. Provide examples in your discussion.
• Analyze Tyler’s contributions to curriculum, the educator’s four main principles, and explain each principle with an example.
• What is the relationship between Bruner’s and Tyler’s work? Compare and contrast their approaches to curriculum.
Assignment Expectations
The paper should:
• Be 3- pages long.
• Indicate that you have a good understanding of the required background reading.
• Have an appropriate introduction and conclusion.
• Have a clear and coherent structure.
• Indicate that you have the ability to apply your understanding of the required background reading to answer the above questions.
• Use APA formatting (Strong Introduction, subheaders and conclusion).
MAED Case Grading Rubric
Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.
Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).
Timeliness (5 points): Assignment submitted on time or collaborated with professor for an approved extension before the module due date.
Required Reading
Denton, J., Kleist, V. F., Surendra, N. (2005) Curriculum and course design: A new approach using quality function deployment. Journal of Education for Business, 81(2), 111-117.
Harden, R. N., & Stamper, M. What is a spiral curriculum? Medical Teacher, 21(2),141-143.
Hlebowitsh, P. (n.d.). Ralph W. Tyler (1902-1994) Contribution to testing and curriculum development, advisory role. Retrieved from http://education.stateuniversity.com/pages/2517/Tyler-Ralph-W-1902-1994.html
Pemberton, J. B., Rademacher, J. A., Tyler-Wood, T., Cerijo, M. V. P. (2006) Aligning assessments with state curriculum standards and teaching strategies. Intervention in School and Clinic, 41(5), 283-289.
Tyler, R. (1976). Two new emphases in curriculum development. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197610_tyler.pdf
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago Press. Retrieved from http://blogs.ubc.ca/ewayne/files/2009/02/tyler_001.pdf
Tomlinson, C. A. (2005). Quality curriculum and instruction for highly able students. Theory into Practice, 44(2).

Theorist of Adult Education

Write a 4-page paper where you address the following points:
• Identify a theorist of Adult Education from the background material as well as from your own search. Name the theory and define its main features.
• Present the history of how this theory developed, and discuss the theorist’s main ideas and concepts (including citations).
• Discuss how the ideas and concepts are or can be applied in curriculum development. You may use the literature for examples or examples from actual curriculum materials to illustrate the applications.
• Evaluate whether this theory works well. If not, why? If so, how? Under what conditions?

Assignment Expectations

Length: This assignment should be at least 4 pages not counting the title page and references.

References: At least four references should be included from academic sources (e.g., peer-reviewed journal articles). Required readings are included. Quoted material should not exceed 20% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. When material is copied verbatim from external sources, it MUST be enclosed in quotes. The references should be cited within the text and also listed at the end of the assignment in the References section (in APA format).

Organization: Subheadings should be used to organize your paper according to question.

Format: APA format is required (Strong Introduction and Conclusion).

Grammar and Spelling: While no points are deducted, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.

The following items will be assessed in particular:

• Relevance (e.g., all content is connected to the question).
• Precision (e.g., specific question is addressed. Statements, facts, and statistics are specific and accurate).
• Depth of discussion (e.g., present and integrate points that lead to deeper issues).
• Breadth (e.g., multiple perspectives and references, multiple issues and factors considered).
• Evidence (e.g., points are well-supported with facts, statistics and references).
• Logic (e.g., presented discussion makes sense, conclusions are logically supported by premises, statements, or factual information).
• Clarity (e.g., writing is concise, understandable, and contains sufficient detail or examples).
• Objectivity (e.g., avoid use of first person and subjective bias).

Module 1 – Background
CURRICULUM HISTORY AND THEORY
Required Reading
Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s experiential learning cycle for laboratory education. Journal of Engineering Education, 98(3), 283-294.
Hiemstra, R. (1995). An annotated chronology of landmarks in the history and development of adult education with particular reference to the U.S.A. Retrieved from: http://roghiemstra.com/historychron.htm
Kolb’s learning styles and experiential learning models (2011). Retrieved from http://www.nwlink.com/~donclark/hrd/styles/kolb.html
Rowland, M. (2010). Curriculum development for adult learners in the global community. Adult Learning. Arlington: 21(1), 42.
Tsao, M., Takahashi,K., Olusesi, J. and Jain, S. (2008). Transformative learning, University of Georgia. Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Transformative_Learning

Curriculum Development in Adult Education

1) Identify an issue within curriculum development for adult education

2) Prepare an academic paper addressing the issue within the realm of curriculum development within adult education.

3) Write a summary/overview of the issue identifying and further describing the topic to be addressed, along with subsequent sub-topics/details on the identified issue.

preparing an overview of the topic you wish to pursue for this course component. This overview should be 2 pages in length – identifying and further describing the project or topic to be addressed, along with subsequent sub-topics/details on the identified issue.

Be sure to review and refine your work in accordance with the following expectations:

• Do you identify a pertinent topic or relevant project to take on relevant to curriculum development in adult education?
• Do you provide a detailed summary of the manner in which the selected topic or project focus will be addressed via a paper or project?
• Do you address the above items in a manner reflective of graduate writing and research skills?
Be sure to utilize APA format.

Required Reading

Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb’s experiential learning cycle for laboratory education. Journal of Engineering Education, 98(3), 283-294.
Hiemstra, R. (1995). An annotated chronology of landmarks in the history and development of adult education with particular reference to the U.S.A. Retrieved from: http://roghiemstra.com/historychron.htm
Kolb’s learning styles and experiential learning models (2011). Retrieved from http://www.nwlink.com/~donclark/hrd/styles/kolb.html
Rowland, M. (2010). Curriculum development for adult learners in the global community. Adult Learning. Arlington: 21(1), 42.
Tsao, M., Takahashi,K., Olusesi, J. and Jain, S. (2008). Transformative learning, University of Georgia. Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Transformative_Learning

Write a 3- page paper that analyzes core curriculum

Write a 3- page paper that analyzes core curriculum by explaining the role that the district played in the curriculum. Consider the extent to which this curriculum is standardized across the district. Support all points you make with material from the background readings or other relevant sources. Be sure to utilize proper APA formatting for your paper and citations (Strong Introduction, subheaders and conclusion.
SLP Assignment Expectations
MAED SLP Grading Rubric
Assignment-Driven Criteria (10 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking (6 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.
Scholarly Writing (3 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of References and Assignment Organization (3 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).
Required Reading
Farmer, D. (1996). Curriculum differentiation. Retrieved May 20, 2016, from: http://austega.com/gifted/16-gifted/articles/37-curriculum-differentiation.html
National Association for Gifted Children (2008). Position Statement: The Role of Assessments in the Identification of Gifted Students. Retrieved from http://www.nagc.org/sites/default/files/Position%20Statement/Assessment%20Position%20Statement.pdf
Hall, T., Vue, G., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved May 20, 2016, from http://aem.cast.org/about/publications/2003/ncac-differentiated-instruction-udl.html
Rous, B., McCormick, K., Gooden, C., Towne, K. (2007) Kentucky’s early childhood continuous assessment and accountability system: Local Decisions and State Supports. Topics in Early Childhood Special Education, 27(1), 19-33. .
Stamp, N., O’Brien, T. (2005) GK-12 Partnership: A Model to Advance Change in Science Education. Bioscience, 55(1), 70 -77

In this assignment you will select a curriculum that you will analyze and improve

In this assignment you will select a curriculum that you will analyze and improve. Write a 3 -page paper that tells the story of this curriculum.
Your paper should:
• Introduce/describe the curriculum you have chosen (be sure to include a discussion of the curriculum’s components).
• Explain the underlying philosophy and history of this curriculum.
• Identify potential strengths and weaknesses of this curriculum.
Be sure to utilize proper APA formatting for your paper and citations (Strong Introduction, subheaders and conclusion).
SLP Assignment Expectations
MAED SLP Grading Rubric
Assignment-Driven Criteria (10 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking (6 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.
Scholarly Writing (3 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of References and Assignment Organization (3 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).

What is curriculum?

Write a 2-page paper that responds to the following question: What is curriculum? Include a discussion of the components of curriculum and the types of curriculum.
Assignment Expectations
Support all points you make with material from the background readings. Be sure to utilize proper APA formatting for your paper and citations (Strong Introduction, subheaders and conclusion).
MAED Case Grading Rubric
Assignment-Driven Criteria (23 points): Demonstrates mastery covering all key elements of the assignment in a substantive way.
Critical Thinking (9 points): Demonstrates mastery conceptualizing the problem. Viewpoints and assumptions of experts are analyzed, synthesized, and evaluated. Conclusions are logically presented with appropriate rationale.
Scholarly Writing (4 points): Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
Quality of References and Assignment Organization (6 points): Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
Citing Sources (3 points): Demonstrates mastery using in-text citations of sources and properly format full source information in the reference list (bibliography).
Required Reading
Glathorn, A. A., Carr, J. F., and Harris, D. E. (2001). Curriculum handbook: Thinking about curriculum. Retrieved from http://www.ascd.org/publications/curriculum-handbook/398/chapters/Thinking-About-Curriculum.aspx.
Chapter 7: Historical Foundations of Curriculum
Chapter 8: Social, Cultural, and Intellectual Foundations of Curriculum
Hewitt, T.W. (2006). Understanding and shaping curriculum: What we teach and why. Thousand Oaks, CA: Sage Publications.
Chapter 1: A New Essential Curriculum for a New Time
Chapter 2: Upgrading the Curriculum: 21st Century Assessment Types and Skills
Chapter 13: It Takes Some Getting Used To: Rethinking Curriculum for the 21st Century
Jacobs, H.H. (2010) (Ed.). Curriculum 21: Essential education for a changing world. Alexandria, VA: ACSD.
Chapter 3: A Guaranteed and Viable Curriculum
Chapter 11: Classroom Curriculum Design
Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ACSD.
Chapter 3: Curriculum Determination
Popham, J. (2009). Instruction that measures up. Alexandria, VA: ASCD.
Chapter 10: Doing Curriculum for Improved Achievement in Norwalk, CT
Squires, D.A. (2014) (Ed.). Curriculum: District stories of a path to improved achievement. Hauppauge, NY: Nova Science Publishers.
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press. Retrieved from http://blogs.ubc.ca/ewayne/files/2009/02/tyler_001.pdf

Interpersonal Conflict and Resolution Strategies

Part I: Assignment Overview
When and where to begin?

We have stated time and again, that conflict is inevitable, and that it derails us off the tracks of our normal personal and business lives, causing great emotional strife and financial costs.

If this is true, than it may be imperative that we should ALL be knowledgeable of the sources of conflict, and of the conflict management approaches, methods and techniques.

Part I

Please read Leung, A. S. M. (2008). Interpersonal conflict and resolution strategies; An examination of Hong Kong employees. Team Performance Management. Bradford: 2008. Vol. 14, Iss. 3/4; p. 165.

After carefully reading through the required reading below and this article, please answer (2 pages), the following questions:

1. What are the sources and types of conflict that are most salient in the work place?
2. Can the Chinese setting be generalized to our workplace environments?
3. What possible management resolution remedies would you recommend for the work place?

Part 1: Assignment Expectations

1. Please focus on the generalizability of the sources of conflict to other environments.
2. In addressing question #3 above – present an in-depth example for a possible resolution method.

Part II: Assignment Overview

The Organization and Conflict
Organizations have developed structured models to facilitate decision-making, for nearly all aspects and functions, pertaining to the business world. It was only a matter of time, before organizations would continue this trend and develop a structured model for dealing with conflict.

The basis of a good model, is that it takes into consideration the major factors and players affecting the subject of the model.

The following article (below), presents an overview of the sources and conflict resolution strategies, within an organization.

Part II Assignment

Please read – Guttman, H.M. (2009). Conflict Management as a Core Competency for HR Professionals. People and Strategy. New York: 2009. Vol. 32, Iss. 1; p. 32.

Abstract (Summary): Conflict can be devastating in business as well. It can destroy morale, polarize co-workers and divert precious energy from meeting business goals. A University of North Carolina survey of 1,400 workers found that more than half had lost time at work due to conflicts with colleagues. And 22% said conflict had reduced their productivity. Whether workplace conflict works for or against an organization, shores it up or undermines its foundation, depends on how that conflict is managed. While conflict within organizations is becoming increasingly prevalent and more and more of a disadvantage, some organizations and their teams have learned to effectively manage conflict. For HR to make a real contribution to team success, HR professionals need to possess the skills needed in a high-performance environment. Apart from transferring conflict management skills—influencing, active listening, assertion and depersonalizing issues—they need to role-model them in their own interactions throughout the organization.

After carefully reading through the required reading and this article, please answer (2 pages), the following questions:

1. How does the Author characterize the sources of conflict within an organization?
2. Is conflict resolution only within the jurisdiction of the HR people? Explain.
3. Is it important or necessary in an organization, to understand these sources of conflict, as we have an autocratic structure that can impose a resolution?

Part II: Assignment Expectations

1. Identify each source clearly and explain how it affects the organization.
2. In response to Question 3, I would like to see you implement critical thing in your assessment.

Required Reading

1. Shachar, M. (2011). Conflict Resolution Management (CRM). Text Book. Chapter 1 and 2.

2. Power Point Presentation: Foundations of Conflict Resolution: Module 1

3. Leung, A. S. M. (2008). Interpersonal conflict and resolution strategies; An examination of Hong Kong employees. Team Performance Management. Bradford: 2008. Vol. 14, Iss. 3/4; p. 165

4. Guttman, H.M. (2009). Conflict Management as a Core Competency for HR Professionals. People and Strategy. New York: 2009. Vol. 32, Iss. 1; p. 32.