Tag: Essay

The difference between BICS and CALP is that BICS is Basic Interpersonal Communicative Skills while CALP is Cognitive Academic Language Proficiency. BICS is described as a development of conservational fluency, while CALP is described as the use of language that is used in decontextualized academic situations.
According to Baker, BICS deals more with actions with the eyes and hands and provides instant feedback. CALP is supposed to occur in context-reduced academic situations. There are different situations that deal with the BICS/CALP matrix with the learners that use external clues, which include facial gestures and pictorial representations, but the learner also relies on linguistic clues or the knowledge of language and test.
This also explains the reason why bilingual learners achieve different levels of academic linguistics compared to monolingual English speakers.

BICS refers to basic interpersonal communicative skills which are needed for social interactions. This could be used simply when chatting with a friend and generally refers to face to face communication. CALP on the other hand is cognitive academic language. It is proficient language and refers to more formal learning. While both of these play an important role in language development, the main difference between the two is one is social and one is academic. Separating these helps to teach ELL. Once an ELL student has moved beyond BICS this helps to know they are ready for CALP. CALP takes more knowledge and patience from both the learner and the educators. Comment as you see fit. Min 50 words or more

Teaching capability statement
Write approximately 500 words about your motivation and suitability for teaching.
Consider the following in your response:
who or what has inspired you to become a teacher?
why is teaching a good career choice?
why are you interested in teaching young children/young people?
what subjects are you interested in teaching and why?
what does being a good teacher mean?
what skills and abilities do you have that will make you a good teacher?
Write approximately 500 words about your involvement in learning and/or leadership activities that demonstrate qualities such as:
commitment to learning
conscientiousness
resilience
interpersonal and communication skills
organisation and planning skills.
It’s a good idea to use specific examples wherever possible. You could talk about experiences drawn from your schooling, work, or any volunteering or community work you may have done.
School experience:
co-curricular participation (e.g. arts, sports, debating, social justice)
projects (e.g. curriculum projects, science fairs)
leadership experiences (e.g. student leadership positions, arts, sports)
support of other learners (e.g. peer mentoring, coaching, buddy programs).
Work experience:
employment history and roles
employment involving children or young people
work-based training undertaken
work-based training provided.
Volunteer and community experience:
volunteer or community experience (e.g. community groups, parish/church groups, cadets, life saving, fundraising, clubs)
community learning and training experiences (e.g. guides, scouts, Duke of Edinburgh, St Johns).
Other life experience:
personal talents and abilities
any special interests
elite performance (e.g. athletic, creative arts, other areas).
Disadvantages you have overcome:
social, cultural or economic
geographical – remote and rural
personal and health.
You should also consider the following to help frame your response:
what learning activities have you been engaged in?
what leadership activities have you undertaken?
what activities of personal interest are you involved in, how long have you participated, and how are you involved?
what tasks or events have I planned and/or organised?
how have I shown that I can work with others?
what do I do to overcome obstacles, challenges or problems?

Select either BICS (1-3 years) or CALP (5-8 years). Write 1-3 sentences that describes a learning strategy that you could use in class to meet the needs of your ELL students who are at this skill level.

The Case
Denise Gogetter, RN, MSN, has been at City Medical Center (CMC) for two years as the Assistant Vice President of Nursing (AVP). She is a hard working, bright, articulate nurse who has contributed many creative ideas for providing excellent quality of care at CMC. Recently, however, she has gone from a pleasant, easy-to-work-with coworker to a cranky one. She used to bubble with enthusiasm about her job and the opportunities it afforded her. Denise made no secret of the fact that she wanted to advance within the organization.
Today she comes up to you in the cafeteria and says, “If I have to work for Rose Durham one more week, I’ll scream.”
You’re more than a coworker, you’re Denise’s friend, and you are the AVP to the CFO. You are alarmed by her tone of voice and suggest you go out after work to discuss the matter. Over coffee and dessert, Denise confides that when she was hired, she was promised a promotion at the end of 2 years. As soon as Rose retired, she was supposed to be the VP of Nursing. However, today HR informed Denise the promotion was not a promise, merely a possibility mentioned to her during recruitment. Rose, like many others, had been hard-hit by the recession and was not in a financial position to retire. She decided to put off her retirement to age 70, instead of 65. And Rose wasn’t interested in taking a cut in pay and stepping down from her role. Denise has no interest in remaining as an AVP. She’s ready to be promoted NOW.
While you understand Denise’s frustration, you wonder to yourself how such a major misunderstanding could have occurred. Denise took copious notes at every meeting. The recruiter, who was an independent headhunter, put nothing in writing except for e-mails setting up interview days and times. Denise shows you the letter from HR. It is a standard letter with salary, start date, and benefits package. The letter includes nothing about opportunities for advancement, nothing about promotions, and nothing about older nurses retiring to make way for younger nurses.
Essay Instructions
In a one to two page essay, using the format for a Case Study (page 11 of the syllabus), address the questions below in your answer.
Analysis Questions
1. What are the facts of this case?
2. What are three factors contributing to this dilemma?
3. What are the top three management issues in this case?
4. Who should be responsible for addressing these organizational issues?
5. Headhunters earn commissions on finding candidates for jobs. If the employee stays for a year or more, the headhunter often gets to keep a large amount of money. Do you think the headhunter made promises she couldn’t keep? Or, do you think Denise heard what she wanted to hear?
6. Do you think Denise should have wondered if the headhunter’s promises were too good to be true? Should she have insisted on getting those statements in writing?
Your Recommendation(s)
7. At this point in time, what, if anything, can Denise do? What choices does she have? Provide your reflections and personal opinions as well as your recommendations and rationale for addressing this problem.
ADDITIONAL RESOURCES
Borkowski, N. (2011).
Organizational behavior in health care
(2nd ed.). Sudbury, MA: Jones and Bartlett.
Buchbinder, S. B., & Shanks, N. H. (Eds.). (2016).
Introduction to health care management
(3nd ed.). Burlington, MA: Jones & Bartlett.
De Milt, D., Fitzpatrick, J., & McNulty, S. (2011). Nurse practitioners’ job satisfaction and intent to leave current positions, the nursing profession, and the nurse practitioner role as a direct care provider.
Journal of the American Academy of Nurse Practitioners, 23
(1), 42–50.
Feldman, L. (2010). Report: New workforce models needed to adapt to changing environment.
H&HN: Hospitals & Health Networks, 84
(3), 12.
Morrison, E. E. (2011).
Ethics in health administration: A practical approach for decision makers
(2nd ed.). Sudbury, MA: Jones and Bartlett.
Palumbo, M., McIntosh, B., Rambur, B., & Naud, S. (2009). Retaining an aging nurse workforce: Perceptions of human resource practices.
Nursing Economics, 27
(4), 221.
Patterson, K., Grenny, J., McMillan, R. & Switzler, A. (2004).
Crucial confrontations
. New York, NY: McGraw-Hill.
Patterson, K., Grenny, J., McMillan, R. & Switzler, A. (2011).
Crucial conversations: Tools for talking when stakes are high
. New York, NY: McGraw-Hill.
Two-thirds of managers report economy has affected staffing. (2011).
OR Manager, 27
(9), 1–10.
Rubric
Case Study Rubric
Case Study Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
10.0 pts
This criterion is linked to a Learning OutcomeContent
20.0 pts
This criterion is linked to a Learning OutcomeParagraph Organization
20.0 pts
This criterion is linked to a Learning OutcomeWriting Style
10.0 pts
This criterion is linked to a Learning OutcomeWriting Mechanics
10.0 pts
This criterion is linked to a Learning OutcomeAPA
10.0 pts
Total Points: 80.0
Attachments:
5557079_1_IntroductiontoHealthCareManagement.pdf

Based on your informal reflections throughout the term, you will explore your ability to develop effective partnerships with others , including establishing relationships and collaborative learning. In a 2000 word essay, reflect on your group partnership throughout the term. In your essay, you will need to focus on:
The group process in establishing and maintaining relationships throughout the term
The effectiveness and experience of collaborative learning within the group
The relevance of this experience in undertaking community-based public health actions and evaluations.
A minimum of two appropriately cited references is required.

Create a presentation to share with parents regarding the development of language and literacy in children.
Your presentation should include ways that parents can support children in this aspect of development.
This may be in the form of a slide show, a pamphlet or a video.
In a separate 1000-word document you need to provide your evidence and reasons for selecting your information including references, referring to the Early Years Learning Framework and other recommended reading.
Attachments:
5553995_1_Chapter-7-Irving-and-Carter-1-9.pdf
5553995_2_Chapter-7-Irving-and-Carter-10-19.pdf
5553995_3_Chapter-7-Irving-and-Carter-20-29.pdf
5553995_4_EDEC-111-Topic-1.pptx
5553995_5_Home-literacy-environment-checklist.pdf

Do you think it would be diffcult to work with students at both the BICS and CALP level in one class setting? Min 35 words or more

SCENARIO
During their summer break, a group of twenty students from a prestigious British high school went on a week-long tour of Italy, accompanied by their Art History teacher. They visited a number of cities—Venice, Florence, Rome—admiring artworks in museums, visiting churches and monuments, and enjoying gelatos and iced coffees in their free time.
One day, the students went to see Santa Maria del Fiore, the cathedral in Florence. As they were waiting in line to enter the cathedral, they were approached by street sellers offering selfie sticks, “I
Taking advantage of a moment when the teacher was admiring the stained-glass windows inside, five of the students borrowed a marker and also wrote on the cathedral wall: “XXX Grammar School, August 5, 2017.” Unfortunately for them, the teacher found out almost right away, and she was not exactly thrilled. She rounded up the class, and asked who had made graffiti on the monument; the five culprits quickly confessed. Angry and embarrassed, the teacher dragged them to the cathedral museum offices, where she tried to explain the situation to one of the employees. Luckily, the museum director was on site, and after some back and forth the teacher was directed to his office, where she again explained what had happened.
“We are terribly sorry, sir; the kids would like to apologise to you in person, and they will personally clean up the graffiti they made. We will be back first thing tomorrow morning with sponges and bleach, and they will scrub it all away, I promise.”
“Signora,” the director replied, “don’t worry about it. They are kids, these things happen! There’s no need for you to come back tomorrow to clean up!”
“Sir, I insist, I am really sorry about this, and it is important that the kids learn a lesson here.”
“Signora, believe me, it’s ok. Please don’t worry about it.”
“Sir, please, let me bring the kids back to apologise to you in person, and also wipe out the graffiti. They even wrote the name of the school! This is not the kind of behaviour that we condone at XXX Grammar!”
“Signora, please, it’s fine, it was just kids’ play! Besides, you cannot just use bleach on the walls of the cathedral. This is century-old marble, it needs to be handled by specialised personnel with the appropriate techniques, you can’t just scrub it with a cleaning product from the supermarket.”
“I understand; well, if that is the case, we are willing to pay for the specialised technicians to do the cleaning. It is our responsibility to do that. Just let me know who I can contact and how can I pay for this.”
“Madam, it’s not necessary, these things are very expensive, your graffiti will get wiped the next time we do an overall cleaning of the cathedral walls.”
“And when will that be?”
“Ah, well, we are not sure… there is talk of some European funds coming for this, but I cannot give you an exact date now, these things take a long time. It could be next year or it could be ten years from now, it really depends.”
“But surely there must be a way to do it sooner than that? As I said, we are willing to pay whatever there is to pay!”
“Madam, really, you are getting worked up about nothing; they are kids, these things happen, please don’t worry about it!”
The conversation continued like this for some time. Both parties were getting increasingly frustrated.
QUESTION:analyse
the situation and explain how different norms of politeness/impoliteness are involved.Where did the tension arise from?

Part 1: Read chapters 1 and 2 from John Hick’s
Evil and the God of Love
and chapter 1 of Brian Davies’
The Reality of God and the Problem of Evil.
These chapters survey the ideas known as “the problem of evil” and “theodicy” each aimed at determining whether belief in a good God is possible in the face of the pain and suffering inherent in existence. It will orient you to the issues and give you a sense of the possible directions you could explore in your paper.
Part 2: In 500 words, provide an explanation of “the problem of evil” and “theodicy” according to the readings. This is a broad summary and should not attempt to summarize in detail everything you have read. This should include both a description in your own words as well as the use of relevant quotations from the chapters. I want to be confident that you can briefly and coherently identify the issue we will focus on for much of the second half of the course. Additionally, explain what issue concerning the problem of evil interests you the most. This should reflect something specific that you might like to focus on in your final paper.
NOTE: USE THE FILES I ATTACHED AS A REFERENCE!!
Attachments:
5560109_1_John-Hick.pdf
5560109_2_Brian-Davies.pdf