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influence-of-Purpose-on-Curriculum

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Submit an initial substantive post of 250 words (about 1 page length) to question .Use headings for each main key point to clearly communicate to the reader the topic under discussion and leave no room for guessing. Your headings need to be Bold and aligned center-page.At least 2 References and in text citations should conform to the APA format(6th ed.)Typically, the discussion question for each week asks you to respond to several (2-4) key point (multidimensional question) and rarely is a one-dimensional question.Please use a heading for each major part of the main/initial post. For example your headers for the first week discussion #1 could be “Curriculum in my Own Words”, “Influence of Purpose on Curriculum”.Your headings should follow APA format such as be Bold and center page.

Discussion Question1:In three sentences define curriculum in your own words (no quotations or paraphrasing). Discuss the influence of the purpose of an educational encounter on the definition of curriculum.

All responses need to be supported by a minimum of 2 scholarlyresource (text or peer reviewed journal). In-text citation and reference must adhere to APA format (6th ed.).

Next response to the
posting below should be approximately 100 words (about 1/2 page length) and include 2 References and in text citations should conform to the APA format (6th ed).

Jurado’s Response 1

Curriculum in My Words

Curriculum is the information and material that is presented as a means to facilitate learning. It is content that is disseminated in a course and is a pathway for meeting goals and objectives. It guides our direction in which we educate and meet learning expectations.

Influence of Educational Encounter

Curriculum is developed to meet the needs of all learners in all cultures. Curriculum is a planned process that provides pathways to a favorable learning environment. Curriculum is designed to meet the benchmarks of education and aligns with the goals and objectives presented in a learning environment (Herrington, & Schneidereith, 2017). As the educator becomes comfortable and fluent with educational presentations the assessments help with meeting the goals. As the educator grows in the profession there will be opportunities to change and adapt to all arrays of learning. The educator will often find that the group of learners were not engaged or just may not have responded to that form of teaching and changes may be needed. The educators that are closed minded and not willing to make way for change will likely have issues meeting the goals and objectives.

When developing curriculum it is best that the material is presented to peers that are able to give feedback to the approach as well as the material that the educator is presenting (Al-Shdayfat, Hasna, Al-Smairan, Lewando-Hundt, & Shudayfat, 2016). Finding an approach that meets the needs of many different learners will allow for a positive outlook on both process and meeting of goals. The educator that acquires adaptive skills will have successful relationships and encounters with students.

Reference

Al-Shdayfat, N., Hasna, F., Al-Smairan, M., Lewando-Hundt, G., & Shuayfat, T. (2016). Importance of Integrating a cultural module in the community nursing curriculum. British Journal of Community Nursing, 21(1), 44-49.

Herrington, A., & Shhneidereith, T. (2017). Scaffolding and Sequencing Core COncepts to Develop a Simulation- Integrated . doi:Nursing Curriculum. Nurse Educator, 42(4), 204-207. doi:10.1097/NNE.0000000000000358.

Next response to the
posting below should be approximately 100 words (about 1/2 page length) and include 2 References and in text citations should conform to the APA format (6th ed).

Felicia ‘s Response 2

Definition of Curriculum

Curriculum is the development of courses or classes in which learners take to learn a desired process or subject in a educational facility or environment. The curriculum is developed to include various teaching strategies in order to develop the skills and knowledge of the learners to improve outcomes. It will involve learning experiences which can be incorporated into various education programs or classes.

Influence of Educational Encounter

The purpose of the influence of the educational encounter on the definition of the curriculum began with the beginning of education. Educators have developed curriculum based on the needs of their learners, making adjustments as needed to include information which is important. It is important as nursing education is influenced by the many changes to the profession, that as stated by Kantar & Alexander, (2012, p.444), “that instructional leaders are compelled to focus attention on educating nurses to be good decision makers and problem solvers, competent, information literate and safe in practice. It is important to develop nurses with skills to provide safe patient care, while addressing judgement as major curriculum outcome, and as stated by Kantar & Alexander, (2012), critical thinking skills are not well integrated in the content and assessment approaches of nursing curriculum are transferred through various models such as Tanner’s or Posner’s Models. According to Kantar and Alexander, (2012), Tanner’s Model is the role of knowledge and experience in nurses’ thinking practice which influence judgement, and Posner’s Model provides informed about curriculum’s dimensions. It is important for the educator to develop and decide on how to choose and design curriculum based on their learners style, skills, and knowledge, environment, and their desired outcomes. According to Simmonds, Foster, & Surek, (2009), developing a education curriculum is challenging and skills can be developing with teaching tools and continuing educational training to assist with support.

References

Kantar, L. & Alexander, R. (2012). Integration of clinical judgement in the nursing curriculum: Challenges and perspectives. Journal of Nursing Education. Vol. 51., pp. 444-453. DOI: 3928/01484834-20120615-03

Simmonds, K., Foster, AM., & Zurek, M. (2009). From the outside in: A unique model for stimulating curricula reform in nursing education. Journal of Nursing Education. Vol. 48., pp. 583-587. DOI: 10.3928/01484834-20090917-02

Please include references for each section not all on 1 page.

 
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Final-Project-Creating-a-Therapy-Group

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Final Project: Creating a Therapy Group

Throughout this course, you synthesize current research to create a therapy group you might be interested in facilitating as part of your Final Project. Consider what type of therapy group you might want to facilitate. Is it structured or not structured? Is there a theme? How long will the therapy group last? What else do you need to consider to effectively start the process of developing your therapy group? From there, begin thinking about why you are choosing this group. Is there a need for this therapy group? How would this therapy group form, and where would it meet?

For this Project, think about the type of therapy group you are interested in creating. Conduct research using the Walden Library and select articles that support the rationale for the development of your therapy group. Review the Final Project Instructions document.

The Assignment (3–4 pages)

  • Describe a type of therapy group that you are interested in facilitating
  • Describe the population and explain why this population might benefit from this therapy group
  • Explain the purpose of the therapy group
  • Explain the rationale for developing this therapy group
  • Research the Walden Library and select seven articles related to this type of therapy group and create an annotated bibliography

Support your Project with specific references to all resources used in its preparation. You are to provide a reference list for all resources, including those in the Learning Resources for this course.

 
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Lesson-Four-Exercise

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Lesson Four Exercise

This week we have been spending time looking at Susan Lori Parks play, Topdog Underdog. This Pulitzer prize winning play deals with the lives of Lincoln and Booth, two brothers living on the fringe of life, trying to survive, and showing us a lot about the state of street life in urban centers.

Parks play’s are always filled with terrific imagery, symbolism and metaphor. She is extremely adept at using literary allusions and connotations within her work to drive social connections, storytelling context and the thematic foundation for her plays in the worlds given circumstances that she creates.

The irony is that Parks would say that she does not employ these elements and that the play is simply about relationships. While every play is about relationships, one cannot ignore the rich use of symbolism and metaphor in her play’s

Now that you have read her play, spent time with the pod cast, interview and support material, I would like you to identify Three of these theatrical devices that the playwright uses in her play to move her story along and provide emotional and intellectual dramatic tension.

A few examples could be:

– The characters name, Booth and Lincoln

– What they do for work

– How they live

– Specific images, or literary allusions that they speak to

Part One:

Once you have identified your Three examples, explain why the image, symbol, metaphor, analogy or allusion is important to the play, the playwrights intention and how you react to it as a reader/audience member. How does the playwright use this to engage the story in a stronger way? What does the image, symbol, allusion or metaphor help to express in terms of Parks ideas about the play? Lastly, how does her play Topdog Underdog become more powerful when seen within these various literary lenses?

Part Two:

Please summarize in your own words what you believe to be the overriding themes, issues and idea that Parks is speaking to in this play. What do you feel or believe she wants the audience to react to, think or feel about when the play is finished? What was your own reaction when you finished the play?

Your paper should be a minimum of Two pages .

 
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