In 500 word minimum, summarize and reflect on the process of creating a unit plan in English language arts. How does your unit plan help students successfully apply their developing skills to different situations, materials, and ideas? ( Must mention in the reflection components of the lesson plan I created – Please mention 2 activities mentioned above and how it helped children in developing skills such as comprehension , writing, speaking, listening, key details etc – has to be specific to my lesson unit so reading prior to writing is a must).
What challenges did you face when trying to meet the developmental needs of all students (catering to all levels – below, at level, or above)? 
How can family and community support the instruction and selected instructional strategies? (Please mention an letter of introduction of unit being sent home to family with at home activities that can be done with child to extend learning at home).
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Leaders are exposed to many different sources of ethics education and training. For instance, MBA and other academic programs often have a specific course or learning outcome devoted to ethical practice, organizations often require ethics training for all employees, especially leaders, and there are numerous ethical guidelines that exist that can help leaders avoid ethical violations. However, some leaders continue to commit ethical violations, which raises questions about the root causes of such behavior. As observed with Enron’s corporate leadership, known for one of the largest corporate bankruptcies in American history due to deceptive financial practices, the repercussions for unethical leadership may be irreparable

  Instructions
For this assignment, incorporate all of the work you have done for your EBP project in the course and write a grant proposal for The Daisy Foundation. (Note: you do not actually submit the application; rather, just complete the assignment for this course.) This grant proposal is similar to other grants that you might submit in the future.
Review the grant information: J. Patrick Barnes Grants: Grant Types.
Review the grant application form: Evidence-Based Practice Grant Application Form.
Include the following in your assignment: Purpose of the Project Background EBP Model (remember, you are using the IOWA model for this project) Proposed Change Outcomes Evaluation Plan Dissemination Plan (journal articles you would want to write in—refer to Week 15 for journal information) and rationale Appendices Informed Consent Template (from Week 7; you should have made revisions based on faculty feedback and submit the revised form for this assignment) Human Subjects Research Training Certificate (from Week 7 after you have made edits based on faculty feedback) Literature Matrix (from Week 9; you should have made revisions based on faculty feedback and submit the revised form for this assignment) Description of Tools and Instruments you plan to use for your EBP proposal (from Week 11; you should have made revisions based on faculty feedback and submit the revised form for this assignment) including aspects such as: name, author, number of questions, validity and reliability, and how it is administered (self, clinician, or researcher administered) References List
APA format is required in your Word document. Page length, excluding the title and references list, is between 10 and 12 pages.
Please refer to the Grading Rubric for details on how this activity will be graded
  Writing Assignment Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Writing Assignment Rubric – 100 PointsCriteriaExemplaryExceeds ExpectationsAdvancedMeets ExpectationsIntermediateNeeds ImprovementNoviceInadequateTotal PointsContent of PaperThe writer demonstrates a well-articulated understanding of the subject matter in a clear, complex, and informative manner. The paper content and theories are well developed and linked to the paper requirements and practical experience. The paper includes relevant material that fulfills all objectives of the paper.
Cites five or more references, using at least two new scholarly resources that were not provided in the course materials.
All instruction requirements noted.
30 pointsThe writer demonstrates an understanding of the subject matter, and components of the paper are accurately represented with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Course materials and scholarly resources support required concepts. The paper includes relevant material that fulfills all objectives of the paper.
Cites four references.
All instruction requirements noted.
26 pointsThe writer demonstrates a moderate understanding of the subject matter as evidenced by components of the paper being summarized with minimal application to evidence-based practice, theory, or role-development. Course content is present but missing depth and or development.
Cites three references.
Most instruction requirements are noted.
23 pointsAbsent application to evidence-based practice, theory, or role development. Use of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Content of paper is inaccurately portrayed or missing.
Cites two or fewer references.
Missing some instruction requirements.
20 points30Analysis and Synthesis of Paper Content and MeaningThrough critical analysis, the submitted paper provides an accurate, clear, concise, and complete presentation of the required content.
Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints.
All instruction requirements noted.
30 pointsPaper is complete, providing evidence of further synthesis of course content via scholarly resources.
Information is synthesized to help fulfill paper requirements. The content supports at least one viewpoint.
All instruction requirements noted.
26 pointsPaper lacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. The paper’s content may be confusing or unclear, and the summary may be incomplete.
Most instruction requirements are noted.
23 pointsSubmission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Missing some instruction requirements.
Submits assignment late.
20 points30Application of KnowledgeThe summary of the paper provides information validated via scholarly resources that offer a multidisciplinary approach.
The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application is provided.
All questions posed within the assignment are answered in a well-developed manner with citations for validation.
All instruction requirements noted.
30 pointsA summary of the paper’s content, findings, and knowledge gained from the assignment is presented.
Student indicates how the information will be used within their professional practice.
All instruction requirements noted.
26 pointsObjective criteria are not clearly used, allowing for a more superficial application of content between the assignment and the broader course content.
Student’s indication of how they will apply this new knowledge to their clinical practice is vague.
Most instruction requirements are noted.
23 pointsThe application of knowledge is significantly lacking.
Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice.
Missing several instruction requirements.
Submits assignment late.
20 points30OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 pointsOrganized content with an informative purpose statement and supportive content and summary statement. Argument content is developed with minimal issues in content flow.
4 pointsPoor organization, and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted.
3 pointsIllogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No purpose statement.
Submits assignment late.
2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).
Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
There are no spelling, punctuation, or word-usage errors
5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.
There are minimal to no grammar, punctuation, or word-usage errors.
4 pointsThree to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.
Multiple grammar, punctuation, or word usage errors.
3 pointsFive or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.
Grammar and punctuation are consistently incorrect. Spelling errors are numerous.
Submits assignment late.
2 points5Total Points100 

Assessment 1: Module Discussion Topic 1-2 Project ManagementCompetencies and Project Selection Methods (15%)To prepare for this discussion topic, read and explore your Learning Resources especially theproject management websites.Based on your current understanding of global project management, critically analyseparticular personal traits or competencies that are important for project managers topossess in order to be most effective?Briefly describe a project of which you are aware, either through personal experience,observation or from your own research. Explain the methods that could appropriately beused in project selection and their processes.Your assessment should contain 500 words of your initial post and 250 words of theresponding post.Output and Submission:Submit your completed assessment by the end of module 2 (Week 4) on Blackboard.Learning Resources:Government of Tasmania (n. d.). PM-902 Business Case (Small) Template & Guide. Retrievedfrom http://www.egovernment.tas.gov.au/__data/assets/word_doc/0013/15520/pmantemp-open-sml-proj-bus-case.docGhosh, S., Forrest, D., DiNetta, T., Wolfe, B., & Lambert, D. C. (2012). Enhance PMBOK bycomparing it with P2M, ICB, PRINCE2, APM and Scrum project management standards. PMWorld Today, 14(1), 1–77.Laureate Education (Producer). (2013a) The practice of project management [Video file].Baltimore, MD: Author.Learning and Academic Skills Unit. (2016). Academic Writing Guide. APA 6th ed. Sydney,Australia: Laureate Australia.Lloyd-Walker, B., & Walker, D. (2011). Authentic leadership for 21st century project delivery.International Journal of Project Management, 29(4), 383–395Müller, R., & Turner, R. (2010). Leadership competency profiles of successful projectmanagers. International Journal of Project Management, 28(5), 437–448Nauman, S., Khan, A. M., & Ehsan, N. (2010). Patterns of empowerment and leadership stylein project environment. International Journal of Project Management, 28(7), 638–649.Project Management Institute. (2013). A guide to the project management body ofknowledge (PMBOK guide) (5th ed.). Newtown Square, PA: PMI.Project Management Institute. (2017). A guide to the project management body ofknowledge (PMBOK guide) (6th ed.). Newtown Square, PA: PMI.