demonstrate yourknowledge

/in /by

This assignment is designed to provide an opportunity to demonstrate yourknowledge of the ergonomic assessment process. Specifically, you will beconducting an ergonomic assessment of a videotaped task and identifyingopportunities to improve the task using the concepts presented in your UnitIII–VII Lessons.

Click here toaccess the video. Please note that this video includes audio.   You are required to develop a three-page written report, which must includeeach of the following elements:

1.A task description must address the work environment, work layout, tools,and equipment.

2.Include identification of musculoskeletal disorder (MSD) risk factors (youmust include at least three riskfactors) with a brief description of therisk factors, and use one of the evaluation tools(e.g., rapid upper limb assessment [RULA],rapid entire body assessment [REBA], checklist,National Institute of Occupational Safety andHealth [NIOSH] lift equation) presentedin your Unit VII Lesson to evaluate the task. Acopy of your completed assessment tool must beincluded with your report.

3.Provide the potential for an MSD injury (quantification of risk). Note that, the exact weight of the logs and the total amount of time devoted to complete the task are unknown. If you have a need to use any information not provided, please make arbitrary choices, and provide the reason why this information might be important for the risk’s assessment.

4.A brief discussion of potential MSD injuries that could result fromexposure to the risk factors must beincluded.

5.Recommendations for controlling the risk factors associated with the taskusing the hierarchy of controls. Youmust include at least one of each of thecontrols—engineering control, administrativecontrol, and personal protective equipment(PPE).

You are encouraged to revisit the unit lesson for explanations of the tools,and below are copies of the tools and checklists. You may use one of theprovided checklists or research your own. You must include the completed toolwithin an appendix.

Lifting/Lowering Tasks  ◾Click here to access the Washington Industrial Safety and HealthAct (WISHA) Lifting Equation.  ◾Click here to access the NIOSH Lifting Equation.

Upper Body Posture  ◾Click here to access the Rapid Upper Limb Assessment tool.

Entire Body Posture  ◾Click here to access the Rapid Entire Body Assessment tool.  ◾Click here to access the Body Map Questionnaire.  ◾Click here to access the WISHA Caution Zone Checklist.  ◾Click here to access the WISHA Hazard Zone Checklist.

Pushing/Pulling: Snook Tables ◾Click here to access the Snook tables.

Hand-Arm Vibration  ◾Click here to access the Hand-Arm Vibration Calculator.

Your completed project must include a minimum of two outside sources, one ofwhich must be from the CSU Online Library. The three-page written report lengthrequirement excludes the title and references pages. You must also includeyour completed assessment tool in an appendix section of your report. You mayalso include graphics to illustrate your designrecommendations

SIOP Model

/in /by

Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.

After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.

The features for each component include:

  • Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
  • Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
  • Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
  • Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
  • Interaction:  Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.

Assignment Due Tomorrow

/in /by

Prior to beginning work on this assignment, read the A Model of Global Citizenship: Antecedents and Outcomes article ( http://web.b.ebscohost.com.proxy-library.ashford.edu/ehost/detail/detail?vid=0&sid=e4da32f0-f91d-4da1-bb1a-21afec6fa4ea%40sessionmgr103&bdata=JkF1dGhUeXBlPWlwLGNwaWQmY3VzdGlkPXM4ODU2ODk3JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=90137596&db=s3h ) and watch the Globalization at a Crossroads video ( https://fod.infobase.com/OnDemandEmbed.aspx?token=39350&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530 ). Go to the Ashford University Library and locate one additional source on global citizenship that will help support your viewpoint.

Reflect: Please take some time to reflect on how the concept of global citizenship has shaped your identity, and think about how being a global citizen has made you a better person in your community.

Write: Use the Week 1 Example Assignment GuidePreview the document when addressing the following prompts:

  • Describe and explain a clear distinction between “globalism” and “globalization” after viewing the video and reading the article.
  • Describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
  • Explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship after reading the article by Reysen and Katzarska-Miller.
  • Choose two of the six outcomes of global citizenship from the article (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).
    • Explain why those two outcomes are the most important in becoming a global citizen compared to the others.
  • Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
  • Identify two specific general education courses.
    • Explain how each course influenced you to become a global citizen.

The Importance of Becoming a Global Citizen

Week1 _Team assignment

/in /by

Throughout the course you will be working with improvements to the Bedford Campus and its satellite campus in Mayberry. The Bedford Campus with its 12 full-time employees and two classrooms has recently increased its online enrollment to 1500 students working asynchronously. The increase in student population has had a significant slowdown in the network connectivity in the classroom. Reports have stated that it can take up to twenty minutes, sometimes longer, to get connected to the online classroom or to get to the Internet.

Your team has been tasked with determining the root cause of this problem. The analysis should begin by taking a holistic view of the Bedford Campus network diagram to understand the topology. Then, progress through the OSI model to find the problem. Also, look for potential choke points that could cause a significant network slowdown. After locating the potential cause of the problem, design a network with a proposed solution.

Develop a 1-page network diagram using Microsoft® Visio®, or one of the free network diagramming programs you researched in Week One, of improvements that could be made to the current configuration, including wireless improvements to the network. Assumptions can be made in order to complete the diagram. The finished diagram should include the following:

  • Routers and Switches
  • Wireless Access Point solutions
  • VLAN solutions
  • Possible resolutions to potential choke points you have identified

Submit your diagram assignment.