Evaluation Essay

I learned some important things from this course that I will allow to stick with me no matter my profession. Diversity is something I will always have to deal with regardless if it is race, gender, or gender orientation. Importantly this course has allowed me to grow as an individual and has shown me that it is okay to learn about other races and their background. Not only has it allowed me to be acceptable of everyone in fact, it has allowed me to be less judgmental amongst others.

The purpose of this report is to conduct a critical appraisal of a published article.

For this task you are required to determine the risk context associated with establishing a new business outlet, within the existing business structure. They will be required to review internal and external environment factors and liaise with all stakeholders to generate a list of risks.

On the very first day of the class, Introduction to the Black Experience, we learned that people are defined by their culture and geography. We are also defined by the gaze of others and our own gaze. This realization led me to contemplate what the “black experience” means to me. As a first generation Haitian-American woman at Wellesley College, it has become clearer to me how important the language and culture of parents has been in shaping my identity. I have also begun to think more critically about how my identity as a woman of color separates me from black brothers as well as my white peers at Wellesley.

To help foster growth and development, institutions are focusing on how to implement programs and services that encourage students to explore their own individuality. Student development advocates “are drawn to critical theories because they focus attention on underrepresented populations of students” (p. 1). Critical theory is an umbrella term for multiple disciplines including humanities, sociology, legal studies, and education. By accentuating individual circumstances, critical theories can be applied for a more intricate understanding of the student as whole, including factors like individual and social aspects that can affect development. By embracing a multitude of strategies, student affairs professionals focus on developing racial awareness by promoting and encouraging interaction between all races in anticipation of racial understanding (Ireland & Jones,

The chapter we read from Jim Crow to Affirmative Action and Back Again: A Critical Race Discussion of Racialized Rationales and Access to Higher Education, introduced me to the concept of Critical Race Theory (CRT). Essentially the concept hints at the idea that studying different topics through the context of race can radically change education. I believe this could be extremely important for students of color. Non--STEM classes are taught through a filtered white perspective. Eurocentric world history classes, for example, have a tendency to be extremely Eurocentric talk about ethnic people in regards to their interaction with whites. English and literature classes tend to be filled with “classics” mostly written by white men and, occasionally, white women. These classes usually make up the core curriculum both K-12 schools and universities.

So far in the course, the material that has sparked my interest the most were the concepts of privilege and oppression. Actually, I would not even say that it sparked my interest; I would say that I could compare my life with these two terms. I grew up on the East side of Detroit, in a neighborhood that looked down on people who did not attend schools in which they have. For example, I went to a predominantly all black private school not too far from my house. But my friends in my neighborhood honestly did not care whether it was a black or white school. They would make fun of me because I attended a private school. I believed that their interpretation of a private school was that the school was preparing us to into formal black Americans.

Team Read’s program evaluation completed by the independent evaluator Margo Jones took an overall look at Team Read based off of statistical analysis conducted in two different phases. These phases evaluated different scopes of Team Read, the readers the coaches and mentors. I Steven Wayock will critique this program evaluation based on the information at hand and will offer Team Read my insight to what this evaluation did properly and what this evaluation lacked based off my expertise.

An external evaluator was hired to conducting a formative evaluation on an employee assistance program at Gee Gaws R Us. The EAP program has been running for 1 ½ years. Before starting the evaluation the evaluator meet with key stakeholder such as, upper-level management, the human resources staff who oversee the program, EAP service providers, shift supervisors, and ‘rank-and-file’ employees. The evaluator collaborated with the stakeholder and together they develop the framework that guided the evaluation. After collecting data for several weeks through “interviews, questionnaires, and a review of program records and documents” (Morris, 1999, p. 584) the evaluator learns that employees were encouraged to give positive information in the evaluation by the human resource department.

The SELPS’s Evaluation and Promotion Committee has conducted its annual evaluation of Ms. Linda Ludwig for the period of January 1, 2015 to December 31, 2015. This annual evaluation covers only the period of her work as a term instructor for a sabbatical leave replacement during winter 2015 and as the SELPS Directory of Field Experiences during summer and fall 2015). This year is Ms. Ludwig’s third consecutive semester of fulltime employment at NMU.

The paper will examine and appraise a teaching session that I planned and implemented as a nursing student on a cardiology ward, in the form of a reflection what? So what? Now what? (Bortons, 1970). The aim of the teaching session is to provide up to date and relevant information to enable individuals to make an informed choices on there nutritional intake.

“Now We Can Begin” an essay by Crystal Eastman is a very powerful essay. Eastman makes the point know in her essay that an honest and true feminist no matter where she stands in the movement she will see to the woman’s fight with strength and courage and how it  matters in the future and as well as its difference in its approach for the workers fight for industrial freedom. Eastman state “In fighting for the right to vote most women have tried to be either non-committal or thoroughly respectable on every other subject. Now they can say what they are really after; and what they are after, in common with all the rest of the struggling world, is freedom”

To begin, a white woman named Erin Gruwell decides to take up teaching at Woodrow Wilson High School two years following the 1992 Los Angeles Riots. She arrives on the first day to find out that her class is full of “at-risk” high school students— some of which are just out of juvenile hall and have very poor grades. These are kids who have segregated themselves into racial groups so badly that they can’t even sit near each other in the same classroom or walk by each other without getting into fights.

With the continuous changes in healthcare, evaluation of students’ clinical knowledge and skills relies on the need for continuous evaluation. Evaluation is the process of using data to make judgements about students’ individual performance. Evaluation of clinical performance provides data from which educators use to judge the extent to which students have acquired specific learning outcomes (Billings & Halstead, 2016). With the use of best practice evaluation methods, clinical performance can be evaluated to ensure quality patient care. Educators face a challenging task when providing evaluation that is fair and reasonable. Tasked with evaluating students in the clinical setting, educators can evaluate how students integrate theory and apply it to real-life situations. Observations of performance in the clinical setting should focus on the outcomes to be met and competencies to be developed (Oermann & Gaberson, 2014). Developing a clinical evaluation tool to determine whether students can think critically, prioritize problems, and complete patient care procedures correctly is essential. There are a variety of evaluation methods to use in nursing education. Depending on the learning outcomes to be measured will determine which tool best evaluates the students’ performance. Clinical practice is an essential and highly significant component of nursing education. Education programs are obligated to respond to government requests for well-educated healthcare professionals.

Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.