Field experience d: responding to the needs assessment data


Allocate at least 5 hours to complete this field experience, examining and working with your field experience students, identifying their unique literacy and learning needs.

Utilizing the needs assessment data you collected for the student from your field experience classroom in Topic 6, consult with your 1st grade class mentor teacher to create or modify an English Language Arts lesson or mini-lesson that you can teach to a whole group, small group, or to the individual student. The lesson should be focused on the learning needs uncovered in the needs assessment.

After the lesson, debrief with your mentor teacher about the teaching experience, and the progress of the student as a result of the instruction. Spend the remainder of your field experience hours observing your teacher or another language arts teacher in your school, looking for evidence of summative and formative assessment. 

Write a 250-500 word summary of the lesson, your teaching experience, and the feedback your mentor gave you, and how you plan to apply what you learned to your future professional practice.

APA format is not required, but solid academic writing is expected.

In this assessment, you are asked to conduct a financial analysis of

 In this assessment, you are asked to conduct a financial analysis of a listed European telecom company, Vodafone Group plc, at its financial year-end (31 March 2018). Task 1: Finding financial information (33 marks) You are required to find the appropriate financial information in Vodafone’s financial statements and calculate the following ratios for the financial years 2017 to 2018: 1. return on capital employed 2. return on sales 3. asset utilisation ratio 4. gross profit margin 5. current ratio and quick ratio 6. gearing 7. interest cover 8. stock days 9. current trade receivables days* 10. current trade payables days* 11. return on equity. 12. Common Size 13. Cash Flow Statement 14. Du-pont analysis Show all steps needed to calculate your results, including ratio definition and input values. Task 2: Financial analysis (67 marks) [no more than 2,000 words] Conduct a financial analysis of Vodafone using the ratios calculated in Task 1 and the additional financial information provided in the assessment resources area for Vodafone, Deutsche Telekom (one of Vodafone’s main competitors). Describe what you observe about Vodafone’s performance as well as the performance of its competitors. Explain possible causes for differences in performance and discuss implications for Vodafone. In your analysis, you should also discuss whether, according to their financial performance, Vodafone should be concerned about Deutsche Telekom. Your analysis should not be longer than 2,000 words, excluding bibliography. If you use information that is not included in the financial statements but elsewhere in the company’s annual report (e.g., notes) or in external sources, please cite the exact location and source of this information. Guidelines for Mid-term Assessment In your answer, you should particularly refer to Vodafone’s group financial statements for the financial year 2018. The notes to these statements will also be relevant. You should be able to answer this question relying on the financial information provided in Vodafone’s annual reports. This is a real company so you may want to look at the company’s website or those of its competitors, but this is not required. If you make any assumptions, explain them as briefly as you can. Before answering this question, review the financial analysis and ratios studied in the course. You may wish to refer to Sessions 1 to 6. Then make a list of the individual data items that you will need to locate. If that information comes from sources other than Vodafone’s financial statements, you should provide details of these additional sources and your reasons for using them. *Note: it is suggested that you use current trade receivables and current trade payables to calculate trade receivables days and trade payables days ratios – see notes in Vodafone’s annual reports rather than trade and ‘other’ receivables, and trade and ‘other’ payables to be able to compare like with like. This assessment is not just testing your ability to calculate the different ratios; it is also assessing your understanding of how to source relevant financial information and make considered decisions about whether and how to deploy it. This is reflected in the following allocation of marks for this question: · 33 marks for the calculations · 57 marks for the analysis of the financial performance of Vodafone, and Deutsche Telekom · 10 marks to discuss whether Vodafone should be concerned about Deutsche Telekom and its other competitors. Remember to show all your calculations in detail. Tables should be included within the body of the analysis. We recommend you also submit a spreadsheet showing your calculations, as this will help your tutor to give feedback on your calculations. Format of the Report: Complete report of not more than 2000 words should be MS Word. MS Excel analysis should be appended as a reference document or as an appendix in Word, but please note Excel is to see the accuracy of analysis but will not be marked. References: Vodafone Annual Report 2018: DT Annual Report:

Strategic problem-solving assessment | Education homework help


I. The memo – (Prior to starting this you need to read the Resource Packet. In the Resource Packet, the superintendent shares a letter of concern and you are provided a lot of other data regarding the campus. The directives in this assignment are related to the issues found in the Resource Packet.) Here are the instructions:

a. You are to prepare a four-paragraph memo to address the directives from the superintendent outlined in the instructions for this week’s activity. These directives are concerning the program issues shared in the resource packet. This week’s directives include:

* Share a new vision statement for the Agricultural Science Program (found in the resource packet). It should be aligned with the following campus vision statement – “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”. 

* Describe in detail to the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program

* Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement. 

b. You must use the building blocks identified in the instructions as the base for each paragraph of the memo. Here is the focus of each paragraph based on the building blocks –

*Paragraph one – modeled a collaborative approach

*Paragraph two – established expectations and built relationships

*Paragraph three – defined roles and shared responsibilities

*Paragraph four – aligned strategic priorities

Consider these options

Paragraph one – Modeled a collaborative approach

* How would you model a collaborative approach?

Some options – interviews, focus group meetings, community meeting, small group meetings and many other options.

Paragraph two – Established expectations and built relationships

* How would you establish expectations and build relationships?

Some options – a good place to share a program vision statement – include development, articulation, implementation, and stewardship – this activity can build relationships and buy-in.

Paragraph 3 – Defined Roles and shared responsibilities

Some options – share who was involved. How were the stakeholders involved? How were decisions made? What norms and expectations were adopted? Who will be involved in the next steps? Who is leading the effort? What role do parents, students, teachers, admin play?

Paragraph 4 – aligned strategic priorities

Some options – what issues need to be addressed? Do any issues really stick out? When will a needs assessment be conducted? What activities will be used? What is a timeline? Who would be involved in the continued improvement activities? What issues need to be discussed first? When will measurable goals be developed? What resources or information from the packet did you use? What additional information is needed?


II. The Documentation – (You are allowed up to two pages of documentation.)

Possible examples —–A word chart with the new vision – meeting agendas – letters from committee members – memos asking leaders for additional information – newspaper article – a timeline, minutes from meetings….and MANY other creative options.

Remember—-the documentation can assist with demonstrating you met the directives of the superintendent. I suggest documentation to support all three of them. Here they are again – 

* Share a new vision statement for the Agricultural Science Program (found in the resource packet). It should be aligned with the following campus vision statement – “IN COLLABORATION WITH OUR SCHOOL COMMUNITY, WE TEACH ALL THE STUDENTS OF ALL THE PEOPLE DOING OUR BEST TO REACH EVERY STUDENT EVERY DAY”. 

* Describe in detail to the superintendent the specific steps taken to develop, articulate, implement and steward a new vision statement for the identified program

* Share who was involved, sample activities conducted, how progress toward establishing the programs vision will be tracked, and how the program’s vision is aligned to the campus vision statement. 

IDEA – try using PowerPoint slide for your documentation. You could create a “notes” slide that would allow you to post three documents on one page with written notes beside them. You may use other types of software also.

III. Reflection 

This submission requires an Activity Reflection. Answers to the following questions are required in the reflection: (BE BRIEF- Use no less than 3 and no more than 5 sentences to answer each question in the reflection. The questions were structured for you to advocate for points in the rubric):

* How does this response make sense?

* Describe how the response fits with the established criteria and models the elements found in the building blocks?

* What issues did the response address?

* In what other way could this issue be addressed and prove equally or more successful?

Project 3: government mobile apps security assessment & strategy


Government Mobile Apps Security Assessment & Strategy

Project 3: Government Mobile Apps Security Assessment & Strategy

For this research report you will research and then present your findings about cybersecurity issues specific to mobile applications. You will also provide a set of recommendations for best practices (your “strategy”) for security architectures and designs for mobile apps.

Mobile applications are important because they allow citizens and other stakeholders to access information and services through the federal government’s digital government initiatives. For more information about requirements to provide mobile friendly websites and mobile apps see this blog posting from CIO.GOV and the text of the Connected Government Act Public Law 115-114 

Note: this assignment requires inclusion of diagrams or graphics which help to explain the information provided in your analysis and strategy. You are not required to create these on your own. Instead, you should look for useful graphics / diagrams in the readings and use those to support your work. You must cite the source for each piece of artwork used in your project. Put a figure caption under the diagram or chart and then place the in-text citation at the end of the caption. See the example at the end of this file.


1.       Review the Weekly readings.

2.       Review recent changes in US Laws regarding the requirement for mobile friendly government websites.




3.       Research the “best” of federal mobile apps to see examples of the type of apps that other agencies have created in the past.

a.       19 of the Coolest Government Mobile Apps

b.      10 Most Entertaining Government Mobile Apps

c.       3 Innovative Ways Agencies are Leveraging Mobile Apps

4.       Research the federal government’s perspective on mobile app security architectures and design recommendations. Here are three sources to help you get started:

a.       App Developers: Start with Security  

b.      Mobile Security Reference Architecture

c.       How to build a secure mobile app: 10 tips

5.       Research industry recommendations for mobile app security. Begin with the following sources:

a.        OWASP Mobile Security Project

b.      Top 10 Mobile Risks (click on tab)

c.       Mobile app security: Always keep the back door locked  

6.       Find five or more best practice recommendations for ensuring the security of mobile apps. These recommendations must include security for the platform (mobile device), the data on the device, and the transmission path between the device and the mobile application server. Your focus should be upon recommendations which can be implemented as part of a strategy for reducing risk.


Write a five to seven page report in which you summarize your research and present your “best practices” based strategy for reducing risk and ensuring security for government provided mobile apps and their users. You should focus upon clarity and conciseness more than length when determining what content to include in your paper. At a minimum, your report must include the following:

1.       An introduction or overview of mobile apps for digital government. Your overview should include discussion of the Connected Government Act, examples of mobile apps which are recognized as being innovative, and “best of category” applications for delivering government information and services to mobile devices. This introduction should be suitable for an executive audience.

2.       A separate section in which you discuss the federal government’s requirements and recommendations for mobile app security architectures and the associated design recommendations. This section should be written for non-technical managers; you will need to translate from tech-speak to manager-speak. Diagrams and pictures may be useful but, remember to include the appropriate in-text citations for the source (append to the figure caption).

3.       A separate section in which you discuss industry’s recommendations for security architectures and risk reduction for mobile app security.

4.       A section in which you present 5 or more best practice recommendations for building security into mobile applications used to deliver government information and services. These recommendations should be presented as a strategy for reducing risk.

5.       A separate section in which you summarize your research and recommendations.

Submit For Grading

Submit your work in MS Word format (.docx or .doc file) using the Project 3 Assignment in your assignment folder. (Attach the file.)

Additional Information

1.       Consult the grading rubric for specific content and formatting requirements for this assignment.

2.       Your 5 to 7 page research report should be professional in appearance with consistent use of fonts, font sizes, margins, etc. You should use headings and page breaks to organize your paper.

3.       Your paper should use standard terms and definitions for cybersecurity.

4.       The CSIA program recommends that you follow standard APA formatting since this will give you a document that meets the “professional appearance” requirements. APA formatting guidelines and examples are found under Course Resources > APA Resources. An APA template file (MS Word format) has also been provided for your use CSIA_Basic_Paper_Template(APA_6ed,DEC2018).docx.  

5.       You must include a cover page with the assignment title, your name, and the due date. Your reference list must be on a separate page at the end of your file. These pages do not count towards the assignment’s page count. 

6.       You are expected to write grammatically correct English in every assignment that you submit for grading. Do not turn in any work without (a) using spell check, (b) using grammar check, (c) verifying that your punctuation is correct and (d) reviewing your work for correct word usage and correctly structured sentences and paragraphs. 

7.       Credit your sources using in-text citations and reference list entries. Both your citations and your reference list entries must follow a consistent citation style (APA, MLA, etc.).

Example Diagram with Citation and Reference List Entry

Figure 1. Enterprise Core Services (Adapted from Figure 1 in CIO Council, 2013, p. 5)

Federal CIO Council & Department of Homeland Security. (2013). Mobile security reference architecture. Retrieved from‌uploads/sites/‌1151/‌downloads/‌2013/05/Mobile-Security-Reference-Architecture.pdf

benchmark – summative course assessment


For this benchmark assignment, you will complete a summative course assessment consisting of one essay question based on a case study.

Consider the following scenario:

Several students in your fifth grade class are disengaged during math instruction and discussions. One student has a Section 504 plan and receives accommodations for his ADHD (Attention Deficit Hyperactivity Disorder), one student has dyslexia and is on an IEP (Individualized Education Program) and receives special education services and supports for a Specific Learning Disability(SLD), one student has an IEP for visual impairment, and one student is an English Language Learner (ELL), preventing their understanding of instructional material.

Citing major concepts, principles, and theories, write a 750-1,000 word essay in which you describe instructional strategies along with the differentiation you would implement that would encourage them to participate and develop more confidence in their abilities.

In your essay, include:

  • Strategies that support engagement in the class as a whole, the role of language, and readiness of learning, based on the theories learned in class.
  • How you would modify instruction by applying the concepts and theories related to development (cognitive, linguistic, social, emotional, and physical).
  • How you will create developmentally appropriate instruction that takes into consideration the students’ strengths, differences, interests, and needs.
  • Strategies that can be implemented for motivation and acquisition of knowledge.
  • Strategies to provide equitable access for all students to appropriate digital tools and resources.

Support your findings with a minimum of 3-5 scholarly resources.

Clinical field experience a: literacy assessment and framework | methods and strategies for teaching english language arts


Allocate at least 3 hours in the field to complete this field experience.

Part 1: Observation and Collaboration

Observe a grade K-3 certified general education classroom during English Language Arts instruction and then interview and collaborate with your mentor teacher about literacy assessment and developing a successful literacy framework.

Take notes during your interview and with your mentor teacher discuss the following:

  1. Which literacy assessments have proved to be successful in identifying student needs? How were these assessments chosen?
  2. What data collection methods are used to track and monitor student progress?
  3. How does assessment data drive curriculum and the literacy framework?
  4. What steps are taken to develop a literacy framework that meets the needs of all students?
  5. What does a comprehensive literacy framework include?
  6. What technology tools are used to focus on continuous and effective data?
  7. How is data information shared with students and students’ families?
  8. What does a typical literacy block of instruction include?
  9. How are the cognitive, emotional, social, and developmental needs of students factored into instruction choices?
  10. What steps are taken to monitor and adjust curriculum based on student needs
  11. What technology tools are utilized in the classroom to reinforce and develop literacy curricular concepts outlined in the literacy framework?

Ask additional and follow-up questions as appropriate.

With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Obtain from your mentor teacher the unit and standards the class is currently learning, in order to prepare for future clinical field experience assignments.

Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment.

Part 2: Reflection

In 250-500 words, summarize and reflect upon your observations of literacy instruction and assessment, explaining how you will use your findings in your future professional practice. Include a summary of interview and discussion with mentor teacher detailing literacy in the classroom and how it is instructed, assessed, and developed to meet the diverse needs of students.

Submit a summary of the interview/discussion and reflection as one deliverable.

Preparing for assessment lesson plan


Select a secondary grade level and content area. Identify a  corresponding state standard from your state and create a lesson plan  using the “COE Lesson Plan Template.” Be sure to include:

  1. Lesson summary including state standard.
  2. Outline of    the classroom and student factors, including grade level and  content.
  3. Two learning objectives.
  4. Instructional    activities that correlate to the objectives.
  5. A description    of the type of assessment you will use and why.
  6. A    pre-assessment method.
  7. Prior knowledge necessary.

Additionally, write a 500-750 word reflection on the lesson plan  that you created, justifying your decisions regarding the planning,  instructional opportunities, and assessment types used. Reflect mainly  on the process of preparing/choosing assessments and providing  accommodations. Explain how the plan is designed to meet the needs of  students at varying levels of intellectual, social, emotional, and  physical development.

Cite and reference 2-3 scholarly articles.

Submit the lesson plan and the reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA  Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning  the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

Assessment plan | ECE 657 Assessment to Support Young Children and Families | Ashford University


Assessment Plan

As early childhood educators, it is our job to ensure that students are learning and developing at an appropriate rate. As we have learned throughout this course, using developmentally appropriate assessment is one of the most efficient ways to be able to ensure that this happens. While it is our responsibility to understand the assessment process and the various strategies, tools, and procedures that are used with young children, the families of the children we work with may not always understand why we are doing what we are doing when it comes to assessment. As the director of an NAEYC-accredited preschool, you have decided to develop a comprehensive strengths-based and family-centered assessment plan where families are included each and every step of the way.

For this assignment you can choose to create your assessment plan in many formats. You could develop a handbook using Word, create a PowerPoint Presentation, or even create an assessment website using a tool such as Weebly. Regardless of which format you choose, your strengths-based and family-centered assessment plan must include the following sections:


  • Describe your center or school’s philosophy of assessment. Your philosophy must be supported by scholarly or credible sources.

Goals, Benefits, and Uses of Assessment:

  • Explain the purpose of assessment. Refer back to your first Week One discussion to assist with this.
  • Discuss the assessment cycle. Refer back to your second Week One discussion to assist with this.
  • Describe the principles of assessment that will guide the use of assessment in your center. Refer back to your second Week One discussion to assist with this.

Types of Assessments: For each of the types of assessment listed below, you will need to define the assessment, provide a rationale for using this type of assessment, share an example, and explain at least one way you use the information from this assessment to inform your instruction.

  • Observations. (Refer back to your work from Week Three to assist with this.)
  • Checklists, rating scales, rubrics. (Refer back to your Week Four discussion to assist with this.)
  • Teacher-designed assessments. (Refer back to your Week Four assignment to assist with this.)
  • Performance-based assessments. (Refer back to your Week Five discussion to assist with this.)
  • Standardized assessments. (Refer back to your work in Week Two to assist with this.)
  • Portfolios. (Refer back to your Week Five assignment to assist with this.)

Using Assessments to Inform Instruction:

  • Analyze how the assessments you are using meet ethical standards
  • Examine how you use these assessments to make decisions; include specific examples
  • Discuss how you will use assessments to help ensure students are meeting their goals on their IEPs and/or IFSPs.

Assessment Partnerships with Families:

  • Explain how your school will develop an assessment partnership with families. Include specific strategies for involving families and communities in their children’s learning and development. (Refer back to your Week Six discussion to assist with this.)
  • Discuss, using specific examples, how you will use parent conferences to communicate about assessments. (Refer back to your Week Three assignment to assist with this.)
  • Explain how diverse families and community characteristics will be taken into consideration when communicating about assessments.
  • Share at least two professional organizations or assessment based resources you can provide families with to help them better understand the use of assessments.