Critical Review of Kuttner Monetary Policies Assignment | Get Paper Help

Critical Review of Kuttner
Purpose
To allow students an opportunity to review the Federal Reserve’s (Fed) use of unconventional monetary policy in response to the Great Recession and to see how economists attempt to evaluate the ex post impact of the policy on the economy. The essays is intended to be complementary to the Cline essay on fiscal policy and is extra credit – see below.
Description
The review will be based on Kuttner (2018) and should include the following elements:
Describe one of the two major policy employed by the Fed: quantitative easing or forward guidance. Discuss the how the Fed formulated and then executed the policy and how it differs from the Fed’s conventional or traditional policy tools.
Explain the mechanism of how the policy was intended to impact the economy
Through what channels in the economy was the policy expected to work?
Present Kuttner’s evaluation of the policy: Kuttner reviews several studies that attempt to quantify the policy’s impact – this is rather technical and beyond the scope of this essay. Rather focus on his conclusions.
The written portion of the essay should be four to six pages long (typed, double spaced using normally sized fonts and margins). Your paper should begin with a cover page with your name, the title and date and a reference page.
I encourage you to include any appropriate figures – diagrams, charts or graphs of data – these does not count toward the page-minimum. I also would suggest using the equation editor in Word or some other software to present the equations. Please see me if you need help with the former.
Use Mankiw to support your discussion and analysis of the working paper.1 Cite Mankiw and Cline by using end-of-sentence citations, e.g. Mankiw (p. xx) or Kuttner (p. xx)
Due

Diversity Proficiencies and Indicators
Awareness of Self: The candidate demonstrates self-awareness of social identities, cultural
influences, biases, and prejudices that influence his/her professional practice.
 The candidate demonstrates awareness of the impact culture, gender, language abilities, and
socio-economic status have on one’s ability to be an effective educator.
 The candidate articulates potential biases (e.g., prejudices and stereotypes) based on his/her own
experiences and societal inequalities.
 The candidate articulates the impact societal inequalities may have on his/her relationships with
students, colleagues, and families.
Understanding the Learner: The candidate demonstrates awareness of students’ prior learning,
culture, family, and community values to improve teaching and learning.
 The candidate demonstrates an understanding of students’ families, cultures, and communities and
uses this information as a basis for connecting instruction to students’ experiences.
 The candidate demonstrates an understanding of how students learn and develop and provides a
variety of learning opportunities adapted to the needs of diverse learners that support intellectual,
social, and personal development.
Learning Environment: The candidate creates a learning environment that affirms individual
differences, supports the diverse learning needs of all students, and makes learning experiences
meaningful and culturally relevant.
 The candidate creates learning experiences that make the content meaningful and culturally
relevant for all students.
 The candidate creates a learning environment where students learn about, understand, respect,
and value individual differences.
 The candidate uses verbal and nonverbal communication skills that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspectives of students and their
families.
 The candidate creates a positive learning environment that upholds the belief that all students can
learn.
Planning, Instruction, and Assessment: The candidate designs, delivers, and/or facilitates
instruction and assessments that meet the diverse learning needs of all students.
 The candidate develops instructional content that is adapted to individual needs and supports,
including the use of technology, to support students’ intellectual, social, emotional, and personal
development.
 The candidate incorporates cultural diversity, students’ prior learning experiences, and the
community context in instructional planning to improve teaching and student learning.
 The candidate considers performance data to select and use teaching strategies that are sensitive
to the diverse learning needs of all students.
 The candidate designs instruction and selects assessments appropriate to individual and group
needs to minimize bias.
3
Professional Practice: The candidate works collaboratively with others to create equitable and
inclusive practices that lead to positive social change.
 The candidate demonstrates effective reflection strategies to meet the diverse learning needs of all
students.
 The candidate collaborates with colleagues, families, and community members in intercultural
contexts to meet the diverse learning needs of all students.
 The candidate advocates for positive social change by working collaboratively with others for
equity in educational practices.
 The candidate interprets and shares student assessment data with families using a culturally
sensitive approach.

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Diversity Proficiencies Major Assessment
As local, state, national, and global communities continue to reflect increasing diversity, it is essential for effective leaders of learning to routinely assure active and effective responsiveness to the diverse needs represented. In this program, active and effective responsiveness often takes the form of individuals pursuing constructive action to change ideas and attitudes through leadership, advocacy, policy and/or law. To assist you in this process, Walden University created diversity proficiencies to reflect upon while moving through your program. The Major Assessment is met by your ability to successfully demonstrate the connection of your learning in this course to each of the Walden Diversity Proficiencies, as well as Walden’s mission of social change and the Council for Exceptional Children Advanced Role Content Standards.
To prepare:
• Review the Walden Diversity Proficiencies, Walden’s Mission statement in regards to social change, and the CEC Special Education Specialist Advanced Preparation Standards
• Consult and Reflect on all of the resources presented in all of the course modules—you will need to use these as resources to complete your work
• Consult and Reflect on the outside resources (e.g., peer reviewed journal articles) that you found and integrated into your work to illustrate and support your discussion posts and your assignments—you will need to use these as resources to complete your work
• Reflect on the key sentence found in the opening paragraph:
o In this program, active and effective responsiveness often takes the form of individuals pursuing constructive action to change ideas and attitudes through leadership, advocacy, policy and/or law.
• Reflect on the training needs of staff working within educational settings regarding diversity and social change issues.
• Ask yourself the following question: How have all of these elements and the concepts presented throughout the course impacted my learning in order for me to support the creation of educational opportunities that are adapted to diverse learners and remove barriers that inhibit learning for students with diverse learning needs?
Walden University Diversity Proficiencies
Reflect on how each of the proficiencies is relevant to the role of a special education leader and advocate of practices, policies, and laws promoting educational opportunities adapted to diverse learners and removing barriers that inhibit their learning. You must respond to each of the proficiencies in your paper.
Walden Diversity Proficiencies and Indicators
Awareness of Self: The candidate demonstrates self-awareness of social identities, cultural
influences, biases, and prejudices that influence his or her professional practice.
• The candidate demonstrates awareness of the impact culture, gender, language abilities, and socio-economic status have on one’s ability to be an effective educator.
• The candidate articulates potential biases (e.g., prejudices and stereotypes) based on his or her own
experiences and societal inequalities.
• The candidate articulates the impact societal inequalities may have on his or her relationships with students, colleagues, and families.
Understanding the Learner: The candidate demonstrates awareness of students’ prior learning,
culture, family, and community values to improve teaching and learning.
• The candidate demonstrates an understanding of students’ families, cultures, and communities and uses this information as a basis for connecting instruction to students’ experiences.
• The candidate demonstrates an understanding of how students learn and develop and provides a variety of learning opportunities adapted to the needs of diverse learners that support intellectual, social, and personal development.
Learning Environment: The candidate creates a learning environment that affirms individual
differences, supports the diverse learning needs of all students, and makes learning experiences
meaningful and culturally relevant.
• The candidate creates learning experiences that make the content meaningful and culturally relevant for all students.
• The candidate creates a learning environment where students learn about, understand, respect, and value individual differences.
• The candidate uses verbal and nonverbal communication skills that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives of students and their families.
• The candidate creates a positive learning environment that upholds the belief that all students can learn.
Planning, Instruction, and Assessment: The candidate designs, delivers, and/or facilitates
instruction and assessments that meet the diverse learning needs of all students.
• The candidate develops instructional content that is adapted to individual needs and supports, including the use of technology, to support students’ intellectual, social, emotional, and personal development.
• The candidate incorporates cultural diversity, students’ prior learning experiences, and the community context in instructional planning to improve teaching and student learning.
• The candidate considers performance data to select and use teaching strategies that are sensitive to the diverse learning needs of all students.
• The candidate designs instruction and selects assessments appropriate to individual and group needs to minimize bias.
Professional Practice: The candidate works collaboratively with others to create equitable and
inclusive practices that lead to positive social change.
• The candidate demonstrates effective reflection strategies to meet the diverse learning needs of all students.
• The candidate collaborates with colleagues, families, and community members in intercultural contexts to meet the diverse learning needs of all students.
• The candidate advocates for positive social change by working collaboratively with others for equity in educational practices.
• The candidate interprets and shares student assessment data with families using a culturally sensitive approach.
Council for Exceptional Children Special Education Specialist Advanced Preparation Standards
Review each of the following CEC Special Education Specialist Advanced Preparation Standards. Reflect on how each of the CEC Standards is relevant to the role of a special education leader and advocate of practices, policies, and laws promoting educational opportunities adapted to diverse learners and removing barriers that inhibit their learning. You must respond to each of the CEC Standards in your paper.
CEC Advanced Preparation Standard 5, Leadership and Policy:
5.0 Special education specialists provide leadership to formulate goals, set and meet high professional expectations, advocate for effective policies and evidence-based practices and create positive and productive work environments.
Key Elements
• 5.1 Special education specialists model respect for and ethical practice for all individuals and encourage challenging expectations for individuals with exceptionalities.
• 5.2 Special education specialists support and use linguistically and culturally responsive practices.
• 5.3 Special education specialists create and maintain collegial and productive work environments that respect and safeguard the rights of individuals with exceptionalities and their families.
• 5.4 Special education specialists advocate for policies and practices that improve programs, services, and outcomes for individuals with exceptionalities.
• 5.5 Special education specialists advocate for the allocation of appropriate resources for the preparation and professional development of all personnel who serve individuals with exceptionalities.
CEC Advanced Preparation Standard 6, Professional and Ethical Practice:
6.0 Special education specialists use foundational knowledge of the field and professional Ethical Principles and Practice Standards to inform special education practice, engage in lifelong learning, advance the profession, and perform leadership responsibilities to promote the success of professional colleagues and individuals with exceptionalities.
Key Elements
• 6.1 A comprehensive understanding of the history of special education, legal policies, ethical standards, and emerging issues informs special education specialist leadership.
• 6.2 Special education specialists model high professional expectations and ethical practice, and create supportive environments that safeguard the legal rights and improve outcomes for individuals with exceptionalities and their families.
• 6.3 Special education specialists model and promote respect for all individuals and facilitate ethical professional practice.
• 6.4 Special education specialists actively participate in professional development and learning communities to increase professional knowledge and expertise.
• 6.5 Special education specialists plan, present, and evaluate professional development focusing on effective and ethical practice at all organizational levels.
• 6.6 Special education specialists actively facilitate and participate in the preparation and induction of prospective special educators.
• 6.7 Special education specialists actively promote the advancement of the profession.
Format for the Diversity Proficiencies Major Assessment
Use the following format to address the Walden Diversity Proficiencies for your major assessment. It is critical that you use multiple reference citations from the modules as well as your own research. Please see the Diversity Proficiencies Major Assessment rubric for evaluation criteria.
Title Page
Section 1: Introduction (2–3 pages)
The candidate interprets how EACH of the following key course concepts support the creation of educational opportunities that are adapted to diverse learners and remove barriers that inhibit learning:
• Leadership
• Advocacy
• Policy
• Law
Use the learning resources to outline how the key each of the course concepts can be applied to promote learning and remove barriers for students with diverse backgrounds. Your reflection should include National and State elements as well as how you would apply this in your local setting (i.e. professional development). Use research to support and defend your responses.
Section 2: Diversity Professional Development (9–12 slides, plus title and reference slides inserted into the final MA paper)
In Section 2, you are assigned with the task to create a professional development presentation to inform the staff in your school building or district regarding how to meet the needs of learners from diverse backgrounds.
Using evidence based practices and course resources, create a PowerPoint presentation (a minimum of 3 or 4 slides on each topic) to inform your staff of ways to better meet the needs of diverse students specifically addressing each of the three following Walden Diversity Proficiencies:
• Understanding the Learner
• Learning Environment
• Planning, Instruction, and Assessment
Section 3: Diversity Self-Reflection (3–4 pages)
Write a self-reflection paper that addresses the final two Walden Diversity Proficiencies:
• Awareness of Self
• Professional Practice
Also, reference the Council for Exceptional Children (CEC) Standards, what you learned from the working with the Case Study, and Walden’s Mission and Vision Statement to help support your reflection.
• Reflection Component 1: Using the bulleted points on Walden’s Diversity Proficiencies, personally reflect on your knowledge and skills for the “Awareness of Self” and “Professional Practice” indicators. What are your strength areas, how have you grown,
and what do you hope to continue to learn more about? Cite at least two relevant, research-based reading or media element to support this component.
• Reflection Component 2: Connect your personal reflection, to course content (including the Case Study), CEC standards, and Walden’s mission for Social Change. Cite at least two relevant, research-based reading or media element to support each of these components.
Your final document for the Diversity Proficiencies Major Assessment must include the following:
• Title Page
• Section1: 2–3 pages
• Section 2: 9–12 slides inserted into the paper
• Section 3: 3–4 pages
• Reference pages
APA Template For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete assignments, especially the list of Course Paper Templates for APA scholarly writing.
By Day 7 of Week 11
Submit your Assignment. Important Note: For EdD and EdS students only, this is a Major Assessment. Before completing your Major Assessment download the Major Assessment rubric for guidance regarding how to prepare your assessment. The assessment instructions and rubric provide detailed information about what is needed to score at the Proficient or Advanced levels. All other students will have the rubric for this assignment provided to them by the Instructor.

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