Explain why the trait of introversion-extraversion keeps surfacing in some of these theories (first seen in Jung’s theory, then in the Big Five theory, and now in Eysenck’s theory).

 

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Discussion: Academic Values and Professional Ethics – A Comparison

The first sentence of the Preamble to the Code of Ethics of the National Association of Social Workers states that “the primary mission of the social work profession is to enhance human well-being and help meet the basic human needs of all people…” (NASW, 2008). This statement very much aligns with the Walden University mission that as an institution “…provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change” (Walden University, 2013). Social workers are often called change agents as they address the needs of marginalized and oppressed groups, by enacting change on many different levels. How might Walden University’s mission and vision compliment the social work code of ethics? How might you be able to meld the two together to become your own social change agent?

For this Discussion, review this week’s Resources. Consider the similarities between the NASW’s social work core values and Walden’s mission and vision. Then select either the Pedro case or the Debra case and identify a potential ethical dilemma from the case you selected. Consider the decision you might make in response to that dilemma and reflect on how the Walden Mission and Vision as well as the NASW ethical standards might influence your decision. Finally think about how the mission and vision and values might inform your role as a social change agent.

Post by Day 4 an explanation of the similarities between social work core values and the Walden Mission and Vision. Describe the potential ethical dilemma you identified from the course-specific case study you selected. Then explain the decision you might make in response to that ethical dilemma. Include an explanation of how the Walden Mission and Vision and the principles you selected from the NASW ethical standards influenced your decision. Finally, explain how the mission, vision, and values might inform your role as a social change agent.

 

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This Week: Submit Draft of an Abbreviated Qualitative Research Plan

You will apply qualitative research methods this week when you develop a qualitative research plan that seeks to answer your research problem and research question.

To prepare for this Application, first focus on the following instructions : Review Chapter 9 in the course text, Research Design, the “Trustworthiness” handout, and “Qualitative Methods: Examples” from the Course DVD Research Theory, Design, and Methods.
Consult Table 9.1 (p. 174) in the course text, Research Methods to guide you in polishing your abbreviated qualitative research plan.
Draft an introduction for your abbreviated research plan.

Next, ask yourself the following questions: What are your research questions? To what extent can you test them? How would you justify the viability of your questions?
Why would this design be the most appropriate for answering the research questions? Conversely, why would quantitative and mixed methods not be appropriate?
What approach would you select for this study (ethnography, grounded theory, case study, phenomenology, narrative)? Why is that approach the most appropriate one for answering the research questions?
What theoretical framework or perspective would you use?
What would be your role as the researcher?
What is your target population? How would you identify and recruit participants? What factors would contribute to determining appropriate sample size? You will not need to calculate sample size for this assignment.
If appropriate for your plan, what instruments might you need?
What data collection procedures might you use? Why would those be the most appropriate methods to use? How would that data help to answer your research question(s)?
How would you ensure quality and reliability of data?
What are threats to validity? How might you mitigate them?
How might you analyze the data?
What are the ethical considerations related to the plan?

The assignment: Craft a 2- to 3-page paper in which you Provide an introduction.
Provide a purpose statement.
Provide viable research questions. Generate a written research plan that addresses the above questions.

This week in the optional Workshop Discussion, consider posting the following information for feedback from your colleagues:

 

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Creating a UDL Instructional Plan

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, you develop a lesson plan that incorporates UDL and effectively leverages educational technologies in the classroom. Specifically, using the Cast UDL Lesson Builder (2011) website (see instructions below on how to access this website), you will create a lesson in either English/language arts (ELA) or mathematics that includes the components listed in the content expectations, below. 

Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page and, if needed, contact the instructor for further clarifications using the “Ask Your Instructor” discussion forum.

There are two parts to this assignment: Part I is an actual instructional plan and Part II is a final summary. 

To prepare for Part I, you must first log onto the CAST UDL Lesson Builder (2011) website. Create a free account. Next, click on “Create, Save & Edit My Own UDL Lesson Plans” and begin constructing single lesson for a specific grade level focusing on either reading/language arts or math only. Each respective portion of the plan is inserted by selecting “Edit” and are detailed below in the Part I Content Expectations. For more information on each part of the lesson plan, click on the “More Information” button located in the lesson plan builder. 
Note: Not all parts of the lesson plan will be used. Read the Content Instructions below to ensure you complete each component that is required. 

Content Instructions
Lesson Overview (1 point): Include the title, author, subject, grade level(s), and duration of the lesson. (Lesson should be 30 to 90 minutes long, depending on your population.) 

  Lesson Description for the Day (0.5 point): Include a brief description of the essential learning to be experienced by students and practiced during the lesson. Include the approximate duration of the lesson (30 to 90 minutes total). 

  State Standard/s (1 point): Include the state grade-level standard this lesson aligns with. Include the whole standard rather than just its label (see Instructor Guidance for an example). You may use a standard from the Common Core State Standards or your own state standards.

  Lesson Goals (1 point): Also known as the lesson objectives. Construct one to two content-specific objectives for lesson. The objectives should be written in student terms and contain a single, observable, and measurable verb indicating the skill in students will be assessed for during instruction.

  Teaching Methods: 
Describe the anticipatory set (1 point) Address how you will introduce and model new knowledge (1 point) Describe the guided practice (1 point) Describe the independent practice (1 point) Wrap-Up (Closing) (1 point): Explain how you will close the lesson and in what manner students will debrief from the learning experience. Assessment (1.5 points): Describe what you will assess during the lesson (formative assessment) as described in either or both the guided practice and/or independent practice stages of the lesson. 

  Save your instructional plan as a doc. file and upload it along with Part II to the classroom for evaluation. 

Written Communication Instructions
Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Part Two – Analysis/Summary Content Instructions
Reflection (3 points): In a separate two-to-three page Word document, include a reflection in which you address the following questions: 
How does your lesson serve as motivation for learners? 
How does your lesson stimulate critical thinking in your students?
How does the lesson model a non-threatening environment providing differentiated learning opportunities without isolating students?

Written Communication Instructions

  Length Requirement (0.5 point): Two to three pages not including the title and references pages. 

  Syntax and Mechanics (0.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

  Source Requirement (0.5 points): Utilize at least two scholarly resources and the Edyburn (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

  APA Formatting (1 point): Use APA formatting consistently throughout the assignment. Refer to the Ashford University Writing Center for assistance with APA style and formatting or your copy of the APA Style Manual.

 

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Emotional disabilities may inhibit one’s ability to manage emotions.  This inability to cope with feelings may adversely affect one’s daily life. Children with emotional disabilities often also experience problems with learning.

For this worksheet, please write a short paragraph on EACH of the questions below: Choose one emotional disability from only the listed (e.g., bipolar disorder, ADHD, eating disorders, oppositional defiant disorder, depression, recent exposure to violence or disaster, or conduct disorder) , and describe the characteristics of the disability Describe the treatment for the disability. What issues do you think might arise in a school setting for a child with this disability? How might a school professional help the student cope with this emotional disability in the school setting?

 

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