You  are asked to respond briefly to two issues.  First, look at Figure 1 in the Booklet (p. 13). Note: I presented and discussed this figure in Classroom Session 1.  The figure contrasts achievement and leisure with content variables for each, e.g. obligation, orientation to time.  Choose two of the content variables in achievement, and indicate how they are not supported in leisure.  Example: You would not call an activity leisure if you felt forced to do it.  I ask you to comment on how the variables make people “feel” about leisure.  Note that you can misrepresent how you feel about achievement. e.g. You can act happy or motivated when you are not.  You know-“Put on a Happy Face.”  You would not fake your leisure.  The variables can illustrate the reason for your answer. e.g. If your participation is based on choice….., If you are not worried about a deadline…., If you can develop your own ritual…..

In the second part of the assignment, you are asked to comment on the use of degree.  If you tell me that you can make leisure into work or work into leisure, you will lose points.  The experiences originate differently.  We are capable of changing experiences by degree.  This means that they are dynamic and subject to modification (versus fixed).  In other words, just because you go to the zoo doesn’t mean you like it.  Just because you are at a party, doesn’t mean you are enjoying it.  One experience originates with choice.  The other experience originates with obligation.  Note that you can use each or all of the variables to change the experience. e.g. In the context of achievement (work), I can give myself or my employees more choices to make a task seem less like work.  In the context of leisure, I can allot myself more time (enough time) in order to get more enjoyment out of an activity.  This is called changing an experience by degree.  The concept of degree can make it difficult to understand what leisure-based behavior is because it is possible to make a leisure activity feel like work, e.g. People may be asked to do something in leisure they do not want to do. In golf, people are often grouped with people they do not know or like.  They are choosing to play (be at leisure), but the experience is diminished by degree.  When people goof off at work, it may look like leisure. It is work changed by degree.  Would they be at the office if they did not have a bill to pay?  What I want you to remember is to use the origin of the behavior to determine the label.

6 sentences or more

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Submit a six to eight-page paper (not including the title and reference pages) on one of the major topics listed below. Incorporate at least two related scholarly sources:

1. Linear and integer programming modeling
2. Network modeling
3. Project scheduling modeling
4. Time series forecasting
5. Inventory
6. Queuing modeling
7. Simulation modeling

 

The paper must (a) identify the main issues in the chosen area, (b) apply and reference new learning to the chosen area, (c) build upon class activities or incidents that facilitated learning and understanding, and (d) present specific current and/or future applications and relevance to the workplace. The emphasis of the paper should be on modeling application, outcomes, and new learning.

Writing the Final Paper

The Final Paper:

•   Must be six to eight double-spaced pages in length and formatted according to APA style as outlined in the approved APA style guide.
•   Must include a cover page that includes:

– Title of paper

– Student’s name

– Course name and number

– Instructor’s name

– Date submitted

•  Must include an introductory paragraph with a succinct thesis statement.
•  Must address the topic of the paper with critical thought.
•  Must conclude with a restatement of the thesis and a conclusion paragraph.
•  Must use at least two resources.
•  Must use APA style as outlined in the approved APA style guide to document all sources.
•  Must include, on the final page, a Reference Page that is completed according to APA style as outlined in the approved APA style guide.

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Part A-

Initial post: Address each of the following discussion points using one of the following technology tools to enhance your written response (Smore, Prezi, PowTown, Sliderocket, Present.me, or other presentation software). You may want to perfect your use of the same digital tool used during Week Four, or you might try a different digital tool to expand your skills! Utilizing technology in this discussion will further prepare you for the Final Project in Week Six. If you do not have direct classroom experience, you may respond to these questions based on your own understanding of what occurs in your own children’s school, or a professional or volunteer position you’ve held outside of a school setting.

In Chapter 8, Lopez sends a resounding message: “Assessment is not about you as a teacher; it is about your students” (p.97). He goes on to say that our reason for assessing students should be grounded in our commitment to use the information collected in a way that helps us generate greater success for our students.

• Share your perspective on Lopez’s quote and statement above. Describe how your mindset has changed or been validated.
• Consider the 4 questions Lopez lists under “Defending our Assessment Practices” (p.98). How might you use these questions in your current or anticipated practice? What value might it add to your practice by keeping these questions in mind?
• In what ways have you succeeded/failed to make students your partner in assessment?

Part B-

In chapter nine, Lopez suggests that for data-driven decisions to be made, school leaders must make data easily accessible as well as openly shared. Consider this as you respond to the discussion.

Initial Post: Address each of the discussion points beginning with a description of any classroom and/or assessment experience you may have. If you do not have direct classroom experience, you may respond to these questions based on your own understanding of what occurs in your own children’s school, or a professional or volunteer position you’ve held outside of a school setting.

• What are the common reasons why staff members keep their data private from each other? In what ways might you break down these barriers?
• For those with classroom and assessment experience, describe how easily accessible, openly shared, and deliberately arranged are your data today?
• For those without such experience, discuss the importance of the 3 pillars of data management and how you intend to apply this to your anticipated practice.
• What will you do to make your system for data management exceptional?

Part C-

Assessment MattersAs a teacher, you need to have solid knowledge of formative and summative assessment and how each can help you ensure students are mastering key contents and skill. You also need to be able to take the information gleaned from assessments and make decisions that support the learning of all your students. This week, you will build on your previous assignment from last week and integrate the knowledge from your research and the readings.

Watch the following videos:

1. Rick Wormeli: Formative and Summative Assessment
2. TEDxSoCal – Dr. Brian Stecher – Cultivating Thriving Schools

Both videos examine the role of accountability and how they can and do impact our work in schools. Brian Stecher specifically discusses three indicators that drive everything that happens in schools, while Rick Wormeli outlines how different types of knowledge are assessed.

In this assignment, please address the following topics and questions:

1. Analyze the roles of assessment and evaluation in school improvement and in measuring educational quality.
   
   
2. Examine and explain your perspectives on the roles and trends related to assessment in education.
   
   
3. Evaluate the value of both types of assessment and, specifically, the role you see assessment playing in your classroom.
   
   
4. Evaluate the roles of both formative and summative assessment in the classroom. How does each form of assessment support learning? In what ways can the teacher use the data from assessments to influence learning in the classroom?
   
   
5. Review your work from your Week Four Assignment and provide specific details of what you see as the next step in developing an assessment for the Common Core State Standard you identified in the activity you presented.
   

Please support your claims and assertions with the literature, using the course textbook, the videos, and resources for this week, ss well as at least one other peer-reviewed article from. You must have three to five references total and use in-text citations throughout your paper. Please format your assignment, citations, and references in APA style. This assignment should be four to five pages in length, in addition to title and reference pages. Be sure to also save a copy of your assignment for your Final Project and for future professional development.

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Unit VI Project

This assignment consists of four parts. Please label each part of the assignment Part 1, Part 2, Part 3, and Part 4 in the document, and insert a page break after each part. Click here to see an example. The total assignment is worth 100 points. Please submit as one document.

Note: This assignment requires the use of MS Project or similar software. If you do not have MS Project or similar software, you may look for free or trial versions on the Internet.

Part 1: Develop an in-depth schedule for your initial project based on the Work Breakdown Structure you completed in Unit III. Please refer to the Integrated Project in Chapter 10 of the textbook on page 318 for more information. (40 points total)

Be sure to include:

1. An activity precedence diagram (10 points)

2. An activity duration table (10 points)

3. A network diagram and Gantt charts (20 points)

Part 2: Please complete Case Study 10.2, “Project Scheduling at Blanque Check Construction” on pages 315 and 316 in the textbook and respond to the questions for discussion. Please make sure that each question is answered thoroughly using a minimum of 200 words for each case study question. (10 points)

Part 3: Develop the network activity chart and identify the critical path for a project based on the information provided in the Gantt Chart Activity document. To access the Gantt chart activity document, click here. (25 points total)

1. Draw the activity network as a Gantt chart. (20 points)

2. What is the expected duration of the project? (5 points)

Part 4: Consider the project with the information provided in the Project Activity Network document. To access the Project Activity document, click here or on the link above. (25 points total)

1. Construct the project activity network using AON methodology and label each node. (15 points)

2. Identify the critical path and other paths through the network. (10 points)

Pinto, J. K. (2010). Project management: Achieving competitive advantage (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

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