kd discussion replies

Please reply to each discussion board

LW part 1

Good morning, Graduate Students. Welcome to Week 4!

*Important point – the discussion is not on bad advertising – it is on deceptive advertising per the law and product liability. Thus, promoting that a product is safe and does what the manufacturer warrants that it does.

Our focus this week is on liability for deception when it comes to products. For example, one of the cases in the chapter reading is about when Listerine marketed itself as preventing colds. In actuality, it did not help to prevent colds and the Federal Trade Commission ordered it to stop marketing itself that way to the public. Why?

Because consumers were buying it because they believed it would prevent colds and anytime you try to fool consumers into buying your product using false and misleading advertising – you have committed a violation of an EXPRESSED warranty to the public.

Be sure that your example answer for the discussion question meets the criteria and is not just an opinion or “bad taste” advertisement. See below from the chapter reading about expressed warranties:

An express warranty as provided in the Uniform Commercial Code (UCC) is an express promise (oral or written) by the seller as to the quality, abilities, or performance of a product. The seller need not use the words promise or guarantee to make an express warranty. A seller makes a warranty by displaying a sample or model or giving a description of the goods. Promises of how the goods will perform are also express warranties.

The Federal Trade Commission (FTC) is tasked with preventing “unfair and deceptive trade practices.” It regulates whenever the public is being deceived, regardless of any effects on competition. The FTC considers:

• Content and accuracy of an advertisement
• Performance claims of an advertisement
• Celebrity endorsements
• Bait and Switch tactics
• Product comparisons

A great website to see cases and find examples per the FTC – https://www.ftc.gov/enforcement/cases-proceedings

KD part 2

At the beginning of the school year I was able to participate in the new teachers orientation held by our district. I was excited and optimistic and looking forward to share/exchange new classroom ideas about the upcoming school year with other new teachers. The district planned a 3 day teacher conference that would get teachers prepared and pumped to start teaching. Some of the courses offered were trainings geared towards new teachers, grading, attendance, technology, dealing with stressful situations, planning and even a session on cultural diversity. The training sessions were fun and informative and they allowed each individual to offer input and make suggestions for improvement. As a learner, I was tasked with various things to take back to my home campus. One primary task as a new teacher we had was classroom management and to come up with fresh ideas to maintain a successful attentive class environment.

These sessions were not only fun but they were informational. We were able to offer vital input as well as get takeaways that we could unpack once we started our role in the classroom. The training allowed for new teachers who were nervous, to get feedback from veteran teachers on what to expect. The training also provided good ideas and proper methods of handling difficult situations that may arise in a classroom.An important takeaway that I will never forget was that they mentioned that we can be a master at knowing our content but if we do not know how to build relationships with students, teachers, parents and the community, that teaching may come difficult or not as interesting.

The overall new teacher event was memorable and exciting and the only thing that I would change for the next year is shorter sessions or allow people to write down their questions and address them in an email format at a later date. Some sessions were drawn out after everybody added their feedback and the information was getting overloaded and cumbersome. But a great event and I am looking forward to attend the next one.

KD Part 3

From the text, the content that I was most intrigued with was that of transformational learning. Adults learn differently and understanding that is important to facilitators. Transformational learning empowers adults to prioritize their life, their goals, their beliefs and perspectives. Why this is so important is that this is the core of understanding balance and since the training that is being designed is on balancing work and school as an adult learner, this content is what excited me most.

The content that I chose from the article this week for designing a work/school balance was that of self-directed learning. Self-directed learning empowers the student to be in the drivers seat more so than other learning disciplines. That is the goal in teaching the participants how to balance their time is that it is their time after all, they should be the driving force in how it is divided up. Self-directed learning is not a one session wonder style; it places the student in a “continuous learning mode.” Life changes, work changes, responsibilities and relationships evolve and fade so the learner is going to need to be adaptable and continue to learn and adjust which is why I believe this to be the best approach for a lesson on balancing work and school for adult learners.

Lesson Plan is attached in a PowerPoint.

Jill Poletis

KD part 4

The assumptions I would use to build a curriculum would be Context: Discerning the context, understanding the organization, resources available, people, what needs to be accomplished, excellent negotiation abilities, getting quality information, identifying power issues, and diversity.

Support: I would build a solid base of support to get buy-in support from students and staff. I would focus on learning and change to improve learning and the learning outcome.

Design instructional plans that have clear and understandable learning objectives that match the proposed outcomes, to make sure must learn content is included. I would use techniques that allow for scaffolding and play on the strengths of each learner.

Diversity and culture must be recognized and respected on many levels.

These choices reflect my strengths as a program planner because I want the best outcome for my students and them to retain the information and skills they are learning.

KD part 5

While comparing the Service-Learning and Interactive planning models,I concluded both similarities and differences.

Similarities

Both theoretical models emphasize the importance of relationship. Using a collaborative approach aids in understanding and planning effectively. Relationships include the continual negotiation of partner needs and interests within existing and newly created power structure (Sandmann, Kiely, & Grenier, 2009, p 24). This also requires effective communication with all parties. communication difficulties could negatively impact the development of a robust and sustainable service- learning partnership (Sandmann et al. p 29).

Differences

Service-learning approaches attended to the importance of context through student-centered, project- based outcomes, but failed to incorporate the process of negotiating different stakeholder needs, interests, and power (Sandmann, p 29). The interactive model allows planners to take into account the differences among cultures in the way these programs are planned (Caffarella & Daffron, 2013, p. 46).

Service-Learning also focuses interaction of stakeholders versus the planner perspective of the Interactive model. The stakeholders are considered partners in service-learning planning instead of using negotiations as interactive methods.

In devising my own planning program model, I would need to focus on adult education needs. As a future educator for adult learners, I think I must first assess their needs. For example, if most adult learners have apprehensions about class sizes or fears of not being heard in large class settings, I would need to plan for small, intimate setting for effective learning experiences. I think research is a great part of planning and would incorporate this tool in the future.

References:
Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners: a practical guide (3rd ed.).

Sandmann, L., Kiely, R., & Grenier, R. (2009). Program Planning: The Neglected Dimension of Service-Learning. Michigan Journal of Community Service

 

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