The College & Career Readiness Counseling Unit Plan write-up will have 9 sections: I. Profile of students a. Grade levelchosen b. Studentscareer development needs at this grade level c. Questions you would ask teachers to collaborate regarding students needs at this grade level d. How unit plan will contribute to positive learning outcomes II. Rationale for Career Counseling Unit: What is the purpose and need for unit? III. Unit Overview a. Give brief overview of unit b. How can you link this lesson to previous instruction (either previous counseling curriculum or previous academic curriculum)? c. How can you implement this unit in a cross-disciplinary fashion? Discuss the best fit for integrating this unit with academic instruction (e.g. integrating a talk on post secondary planning with an economics lesson) (FPEC 8.3; InTASC 7h.k) IV. Unit Goals & Summary of Unit a. Summarize unit plansb.Outline overall goals of entire unit V. Specific lesson plans (minimum of three lessons)- Each lesson must include: a. Specific goals and objectives that are developmentally appropriate b. Align each lesson with Floridas Standards (FEAP a.1.a; FPEC 1.2, 1.6; InTASC 4n.k, 5o, 6r.d, 7a.p, 7g.k) 1. See https://www.cpalms.org/Standards/FLStandardSearch.aspx 2. Include the Standards code plus the subject area and title of the standard (e.g. FL Standard X: LACC.1112.RL.1.1- Language Arts- Key Ideas and Details) c. Align each lesson with at least one of ASCAs mindsets and behavior (https://schoolcounselor.org/asca/media/asca/home/MindsetsBehaviors.pdf) d. Align each lesson with one of the NOSCA Components for College and Career Readiness Counseling (https://nosca.collegeboard.org/eight-components) e. Specific activities that will be presented in the classroom (include worksheets, visualaids,etc. as needed in the write-up) f. List materials needed to conduct this lesson plan. Include worksheets, websites (details on passwords if needed), books,articles,etc. (FPEC 1.6) g. List new vocabulary students will be learning to master the content/skills. Explain how students will apply new vocabulary in the lessons. (FPEC 8.2; InTASC 4h.p, 4l.k, 4r.d) h. Each lesson includes an informal, formative assessment to monitor learning. (FEAP a.1.d; FPEC 1.1, 4.1; InTASC 6a.p, 6i.k, 6k.k, 7d.k, 7l.k) I. Include one pre-test/post-test (summative assessment) for the Career & College Readiness Counseling Unit Plan. j. Other than the pre-test/post-test assessment data, what other data will you collect to demonstrate whether or not this unit plan is effective? Consider outcome/results data (see ASCA model achievement,achievement-related, or standards/competency data). VI. Additional details about lesson plans a. Explain how you sequenced lessons to ensure coherence and consideration of prior knowledge. A diagram or graphic should be included to demonstrate sequence of lessons and alignment of concepts. (FEAP a.1.b; FPEC 1.8; InTASC 2c.p, 7c.p) b. Explain how you designed instruction for students to achieve mastery. A. Include a remediation plan for students who are not successful B. Include a statement regarding how your planning can help improve studentscareer development planning in the short term and long term. c. Describe how you chose a text and/or other counseling materials to support the FL Standards, ASCA mindsets/behaviors,and NOSCA components for the students. Make sure to highlight that the materials are on the students reading leveland highlight that you discussed the selection of these materials with other educational professionals. d. Describe how your lessons will require students to demonstrate at least four applicable skills and competencies as outlined in the standards listed below (FEAP a.1.c; FPEC 1.3; InTASC 7b.p, 7i.k, 7j.k, 7q.d) A. Refer to the Florida Standards,ASCA mindsets/behaviors,and NOSCA components B. Provide a matrix and aligns skills and competencies to the lesson objectives (FEAP a.1.f; FPEC 1.3; InTASC 2a.p) Alignment Matrix Format (This can be in a chart formation with the a,b,c below) a. Lesson/Unit Objective b. Standard/Competency/Component c. Assessment Activity e. Describe how you will accommodate ESOL and ESE students. Consider learning strategies, resources,and technological tools. (FPEC 7.2; InTASC 2e.p, 2i.k, 2o.d, 7k.k, 7n.d). Use resources from the Iris website if you need assistance: https://iris.peabody.vanderbilt.edu/iris-resource-locator/ VII. Plans for implementing this Career Counseling Unit a.How could you use data to evaluate learning outcomes? Consider data from the pretest/post test but also from other data sources. b.How could you collaborate with colleagues to adjust planning and improve the effectiveness of these lessons? (FEAP a.1.e; FPEC 5.3; InTASC 7d.k, 7e.k, 7f.p, 7m.k, 7o.d) c.What problems could occur during instruction? How could you effectively deal with these problems? d.What resources would be helpful in the implementation of this plan? e.How can you implement this plan in a way to promote student employability and lifelong learning? VIII.Reflection a.How has developing this unit plan increased your knowledge of the planning process? b.How do you plan to use this experience to help you develop future lesson plans? c.How will you meet the needs of students even if they are at different stages of decision-making in terms of their career development? (e.g. some of them have already job shadowed and have a mentor, while others have not even considered potential careers) IX. Resources (APA Style)
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Here is the source: (https://iris.peabody.vanderbilt.edu/cou2/). 1.Click on the link to the IRIS STAR Legacy Module- School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings (https://iris.peabody.vanderbilt.edu/cou2/). This module will help you to understand the challenges schoolcounselors face in meeting the wide range of ability levels and instructional needs of their students. 2.Next, view the module by first clicking on the Challenge icon. Watch the video about Sandra Montes and read the movie transcript. 3.Click Next on the bottom of the page and reflect on the following three questions: a.What is the transition planning process for students with disabilities? b.What is the schoolcounselor’s responsibility in the transition planning process? c.How can schoolcounselors further promote successful transition planning? 4.Click on the bottom of the page to go to the Perspectives & Resources section of the module. Click on Pages 1-14 and review their content. Pay particular attention to Page 3- Transition Planning. 5.Once you have completed the Perspective & Resources portion of the module,click on Next (located at the bottom of the page) to proceed to the Assessment portion of the module. Answer the five questions provided. Self-check your answers by referring back to the information provided in the Perspective & Resources pages. 6.To wrap up, reflect on the same questions you answered in the Initial Thought section and compare these latest answers to the answers you gave at the beginning of the module. How different are your answers? 7.Using this module and other sources from Canvas, please write a 3-4-page position paper that covers the following information: a.Identify multiple activities relevant to each of the four stages of career development (i.e., awareness,exploration, preparation,and placement). b.Identify and discuss four essential domains of transition planning (e.g., personal-social, general community functioning,employment, leisure-recreational) for students with disabilities. c.Explain at least three ways to use student and family feedback to assist with the transition process and to develop post-school/post secondary outcomes. d.Identify more than two resources and more than two strategies for assisting students with transitioning to a variety of environments (e.g.,college, technical school, military, work).
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Candidates will reflect on this experience to make plans for improving their CCR counseling work.To acquire this knowledge and understanding, the project and narrative will be comprised of four sections. In your paper, use headers and sub-headers to keep your paper organized. The headers should use the following 4-prong structure:1.Resources: a)Review the following websites: i)https://www.collegeboard.org/ ii)https://www.act.org/profile iii)https://www.careeronestop.org/StudentsandCareerAdvisors/StudentsandCareer Advisors.aspx iv)https://flchoices.org v)https://www.financialaidtoolkit.ed.gov/tk/resources.jsp b)Write about your findings of the websites and how you can use them in your work as a school counselor: i)What was helpful and/or difficult to understand and/or locate; ii)How you could use each website in your work with students. Consider implementing information from these websites in individual counseling, small group counseling,classroom lessons/activities, parent workshops, or other counseling-related activities.2.Assessment: Prior to writing this section you need to meet with a 6th-12th grade student to administer at least two college or career assessments. Keep in mind that you may need to meet with the student more than once, once to describe how to take the assessment and once to go over the results. You should choose two assessments from one or more of the above websites. Make sure you choose a developmentally-appropriate assessment that the student will understand. After the student completes the assessment, process the results with him/her. Talking points should include: (1) does the student agree with the results; (2) process their interest areas, values, or skills highlighted in the assessments; (3) discuss how the results relate to their schoolwork (e.g., if a career highlighted was being a physician, do they enjoy science and are they good at it?); (4) discuss potentialcareer and postsecondary plans. Make sure you thoroughly read Ch. 4 of the Curry text prior to completing the assessment meeting(s). In your write-up, focus on: i)Describe the student (use a pseudonym). Include grade level, general family background,and general academic history if possible (this is not required but will help you understand the students background; for example, is she an A/B student, has she been retained, is she in ESE/ELL, does she have any behavioral concerns,etc.). ii)List the assessments used with the student and reflect on how the administration of the assessment was accomplished. Do you think you effectively explained how to take the online assessment? iii)Reflect on your experience with processing the assessment results with the student. Highlight at least the 4 the talking points above and discuss what you did well and what you plan to do more effectively next time.3.Theory: Use one (or more if applicable) of the theories you learned about,and assess the career development of the student. Identify which theory you used and describe how this theory applies to the student.4.Planning:As a way to identify appropriate activities for promoting students college readiness, describe recommendations for future activities that would facilitate this students progression in school and become college and career ready. Your activities need to be relevant to this particular student so you will want to describe the activity and the rationale for how these activities correlate to your students interest, skills,aptitudes, values.
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Research Paper – Customer Service related Picking up from your outline submitted in earlier weeks, prepare a final research paper on the topic you choose. The paper should be 2500 words in length and include a cover page and Reference list.

briefly explain the. difference between type 1, type 2, and type 3 scientific evidence and provide an example of all 3 consistent with a policy issue you are trying to gain support for.

Find a peer reviewed article from the library regarding customer service. Read and review the article and explain if the author had any errors in reasoning or issues with insufficient evidence. Did you detect any bias that the author had? Compare your findings to anything that you have seen regarding this in the media, at work or in your life. Use examples to support your position.

at least find 4 picture and source to strengthen what you will write on this paper.another requirement post on files for you to look at.Here are a few additional questions and ideas for you to explore as you construct the paperWhere do your assumptions about dress come from?What do we mean by communication?To what extent can dress supplant language? How accurate and meaningful is it?Here are some book that you can read to help you write this paper:Evenson, Sandra Lee. “Dress and Identity.” Berg Encyclopedia of World Dressand Fashion: Global Perspectives. Ed. Joanne B. Eicher and Phyllis G. Tortora. Oxford: Berg, 2010. 52–58. Bloomsbury Fashion Central. Web. 25 Sep. 2017. (http://dx.doi.org/10.2752/BEWDF/EDch10007)).”Dress, Language and Communication.”The Clothed Body. Calefato, Patrizia. Oxford: Berg, 2004. 5–14. Dress, Body, Culture. Bloomsbury Fashion Central. Web. 12 Oct. 2017. (http://dx.doi.org/10.2752/9780857854049/CLOTHBOD0004).O’Neal, Gwendolyn S. “The Power of Style: On Rejection of the Accepted.” ppearance and Power. Ed. Kim K.P. Johnson and Sharron J. Lennon. Oxford: Bloomsbury Academic, 1999. 127–140. Dress, Body, Culture. Bloomsbury Fashion Central. Web. 12 Oct. 2017. (https://www.bloomsburyfashioncentral.com/products/berg-fashion-library/book/appearance-and-power/the-power-of-style-on-rejection-of-the-accedpted).Read the excerpt on Daphne Guiness, with particular attention to her own commentary about the clothing she wore then view the exhibit. https://0-www-bloomsburyfashioncentral-com.library2.pima.edu/products/berg-fashion-library/exhibition/daphne-guinness

Referencing the book “Hesiod: Works and Days and Theogony (Hackett, 1993)” Answer the attached research question: What are the truth-claims of myth, as Hesiod presents it? 750 Words is possible!

1. Define social solidarity. Explain Durkheims two types of social solidarity. Give an example for each type of social solidarity. Please remember to explain why your example supports each type of social solidarity. 2. How did Durkheim explain the roots of suicide? Explain Durkheims four types of suicide. Give an example for each type of suicide. Please remember to explain why your example supports each type of suicide.

Deliverable 2 – Identify Overall Scope and Analyze Unexpected Events Competency Analyze project management processes, scope, and the project management life cycle within a range of projects. Scenario Information You are assuming the role of the project manager for a company called Super Packs to provide a new backpack product with a built-in refrigeration pouch and radio module. Your customer for this project is the U.S. Army, Ground Forces and Special Operations. As the project manager for your team, you will be submitting to your manager a project management report. Instructions Part I – Project Scope Document You will take on the role of Project Manager. As such, you will determine the project scope and project schedule for SuperPacks. This task has two parts. In the FIRST part, you will use the Project Scope Document Template to develop your project scope document. In the SECOND part, you will use Tab 2 of the Project Schedule Template to develop your project schedule and include it with your written analysis. Tab 2 will provide you with the unexpected events information needed to complete your analysis. Develop the project scope document to include the following information: Project description Project assumptions Project goals Project constraints (if any) Project limitations Project milestones Project risks (initial assessment) The Project Scope needs to be developed prior to any analysis of unexpected events. Part 2 – Analysis of Unexpected Events In this second part of your task as Project Manager, provide an analysis of unexpected events to your management using the Project Schedule Template (the unexpected events are located in Tab 2 of the document). In your analysis, you should discuss the following: Four areas affected by these unexpected events. Three of the areas of the project affected by the events should include changes to the budget, human capital, and impact to schedule. Identify one additional area affected by these events.
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