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Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following: What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier? How can informal as well as formal assessment results factor into placement? What role do parents and teachers have in placement? What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs? How are changes among individual ELL proficiency levels over the course of the school year accounted for? How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms? What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language? Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources ...

Interview an ELL instructor from a Title I school about how
assessment is used for placement. You may interview one of the
instructors that you have observed during your observations for
this course. Inquire also about how placement is determined for
both special education and gifted ELLs. Your questions might
include (but should not be limited to) the following:
What are the indicators of exceptionality a classroom teacher
should look for when a student also has a language barrier?
How can informal as well as formal assessment results factor
into placement?
What role do parents and teachers have in placement?
What are some primary factors that are exhibited in
underachievement that may not necessarily signal special
education needs?
How are changes among individual ELL proficiency levels over
the course of the school year accounted for?
How are diagnostic, formative, and summative assessments
integrated for ELLs in mainstream classrooms?
What are the benefits of the SIOP protocol for native English
speakers as well as those for whom English is an additional
language?
Consolidate your findings in a 750-word essay, supporting your
findings with at least three current sources

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6/21/2020 Originality Report https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=6d3212a4-b0a4-44b2-afd8-56ae47ca2c6b&course_id=_… 1/5 %46 %5 SafeAssign Originality Report Summer 2020 - Emerging Threats & Countermeas (IT… • Final research paper/project/assignment %51Total Score: High risk Vikeshkumar Dipakkumar Desai Submission UUID: e2f632c2-fdcf-616b-51d7-5a4eb8187331 Total Number of Reports 1 Highest Match 51 % Document8.docx Average Match 51 % Submitted on 06/21/20 03:48 PM PDT Average Word Count 1,276 Highest: Document8.docx %51Attachment 1 Institutional database (5) Student paper Student paper Student paper Student paper Student paper Internet (3) lplanet hack-ed wikipedia Top sources (3) Excluded sources (0) View Originality Report - Old Design Word Count: 1,276 Document8.docx 1 3 4 2 5 7 6 8 1 Student paper 3 Student paper 4 Student paper Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES 1 Running head: DEFENSE-IN-DEPTH AND AWARENESS TECHNIQUES 4 Defense-in-Depth and Awareness Techniques Vikesh Desai University of Cumberlands Defense-in-Depth and Awareness Techniques Awareness is one of the essential aspects in most of the organization, which requires a high magnitude to address comprehensively in all sections. The depth in defense is more paramount to ensure that the organizations are comprehensively and effectively protect their system from the cyber- attack activities. The most crucial strategy to deploy is two strategic systems that enhance the high degree of security instead of implementing one security system. Various organizations have taken into account the defense in depth very crucial. Still, the organizations demanded to incorporate their awareness through the provision of comprehensive educations to the employees and the workers in the organizations concerning the vital measures that should be taken into account to curb security issues and develop holistic values taken into account. Most of the organizations are known not to take the awareness as pressing issues that demand high consideration for the process of protecting and enhancing the security to be tight. For any organization to protect their system from the cybercrime attack, they need to embrace situational awareness so that they can comprehensively develop strategic interventions that enable them to improve and assist in the detection of the up and coming threats as well as the 1 1 1 1 https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport?attemptId=6d3212a4-b0a4-44b2-afd8-56ae47ca2c6b&course_id=_116194_1&download=true&includeDeleted=true&print=true&force=true 6/21/2020 Originality Report https://ucumberlands.blackboard.com/webapps/mdb-sa-BB5a31b16bb2c48/originalityReport/ultra?attemptId=6d3212a4-b0a4-44b2-afd8-56ae47ca2c6b&course_id=_… 2/5 Source Matches (23) strengthens that countermeasures the cybercrime activities. To me.

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6.2 What protocols comprise TLS? 6.3 What is the difference between a TLS connection and a TLS session? 6.4 List and briefly define the parameters that define a TLS session state. 6.5 List and briefly define the parameters that define a TLS session connection. 6.6 What services are provided by the TLS Record Protocol? 6.7 What steps are involved in the TLS Record Protocol transmission? 6.8 What is the purpose of HTTPS? 6.9 For what applications is SSH useful? 6.10 List and briefly define the SSH protocols. .

6.2 What protocols comprise TLS6.3 What is the difference.docx

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6.2 What protocols comprise TLS? 6.3 What is the difference between a TLS connection and a TLS session? 6.4 List and briefly define the parameters that define a TLS session state. 6.5 List and briefly define the parameters that define a TLS session connection. 6.6 What services are provided by the TLS Record Protocol? 6.7 What steps are involved in the TLS Record Protocol transmission? 6.8 What is the purpose of HTTPS? 6.9 For what applications is SSH useful? 6.10 List and briefly define the SSH protocols. .

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5 An American in India What is my inheritance? To what am I an heir? To all that humanity has achieved during tens of thousands of years, to all that it has thought and felt and suffered and taken pleasure in, to its cries of triumph and its bitter agony of defeat, to that astonishing adventure of man which began so long ago and yet continues and beckons us. To all this and more in common with all men. But there is a special heritage for those of us of India, one more especially applicable. j awa h a r l a l n e h r u , The Discovery of India Before boarding the plane on my previous trip to India, when I was fif- teen, I asked my father if they had Frosted Flakes there. “I don’t think so,” he replied. Then how could I be expected to stay for six weeks? I was openly contemptuous of India during that family trip. Thumbs Up Cola didn’t taste at all like Coke, and the paper straw I sucked it through was too small to get a good gulp in. There was no shower in my grandmother’s home. Bathing was a primitive affair that 77Patel, E. (2007). Acts of faith : The story of an american muslim, the struggle for the soul of a generation. Retrieved from http://ebookcentral.proquest.com Created from southuniversity-ebooks on 2020-02-23 18:41:45. C op yr ig ht © 2 00 7. B ea co n P re ss . A ll rig ht s re se rv ed . consisted of putting water in a bucket and pouring it over yourself with a pitcher. The air conditioners made too much noise. The fans just blew the heat around. India was a land of filth, nuisance, and backwardness. In Bombay, where my extended family is based, I spent my days inside my aunt’s apartment reading Ayn Rand novels and outlining my college application essays. My cousins offered to take me out at night but soon got tired of my attitude. “Remember, tell them not to put ice in your drink,” Bathool told me at a juice bar on Chowpatty Beach, doing her best to protect my American stomach from a case of the runs. “What the hell is wrong with this place that you can’t even have the ice?” I responded. When we went touring in the north, through Agra and Jaipur, the only hour I didn’t complain was when we were at the Taj Mahal. My white friends at school had asked me to tell them what it was like; I paid attention so I could report back. The rest of the time, I cursed the searing heat; the sticky dirt; the stinking, heaving crush of brown bod- ies around me. I threw a tantrum when I discovered that we had been bumped from our original flight and would have to wait an extra two days before returning. “I just want to go home,” I whined like a five- year-old to my parents. And now I was going back to India. Six years separated the jour- neys. I was embarrassed by my behavior on my previous trip, but most of all I was angry at America. After all, it was America that had se- duced me into adopting its styles and its scorn, forced me to sacrifice my true heritage in a devil’s bargain for accepta.

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6 PEER RESPONSES DUE IN 24 HOURS.. EACH SET OF 2 HAS ITS OWN INSTRUCTIONS.. Guided Response: Review your classmates’ posts and choose two posts to respond to. If you choose a peer that selected the same student as you, address the following prompts: · Discuss how your plans are similar and how they differ. · Do you think you and your chosen peer have similar or different teaching styles? Explain. · Do you think you and your chosen peer could team teach? Explain. If you choose a peer that selected a different student than you, address the following prompts: · Share what you appreciated about their plan and suggest at least one additional way to build a relationship with that student. · Do you think you and your chosen peer have similar or different teaching styles? Explain. · Do you think you and your chosen peer could team teach? Explain. BRITTNEY’S POST: I would work to have a relationship with Olivia just like I would work to have a relationship with any one of my students. I would start every morning by asking her how she is as she comes through door, ask her at some point throughout the day how she is doing, and ask how everyone’s day went at the end of the day. I would also make a point on Mondays to ask everyone what they did over the weekend and Fridays what everyone’s plans are for the weekend. Talking about a child’s day and/or weekend is a great way to build a connection with my students, as well as making it clear that they can talk to me if they need to, and speaking to them with respect, not like they are below you. In addition, it would help to talk about your weekend plans and your day as well. I think each of my strategies will make a positive impact on building a relationship with my students because each one has everything to do with them learning to trust, talk to, and respect me as well. A few suggestions I would give Olivia’s parents to further build this bond is to suggest one on one time after school a couple times a week or a monthly recap with all the students. One on one time with Olivia would consist of Olivia being able to talk about whatever she wants with homework help and additional tutoring if needed. A monthly recap would consist of one hour a month where the student and their parents can come in for cookies and discuss anything they want. Such as, critiques on my teaching skills/methods, suggestions on material/activities, or just anything I can improve on as an educator. I think it is important to develop a relationship with every child because children do not want to learn from someone they do not like or who does not like them. Rita Pierson, who discusses how she, her parents, and maternal grandparents were educators and the value and importance of human connection. Pierson discusses how everyone is affected by a teacher or an adult at some point in their life. She then goes on to discuss how a teacher said “They don’t pay me to like the kids. They pay me to teach a lesson. The k.

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6 peer responses due in 18 hours Each set of 2 responses will have its own instructions.. Guided Response: Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why? My post: Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills ( Kaiser & Sklar Rasminsky, 2017 ). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved? References Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In Challenging behavior in young children: Understanding, preventing, and responding effectively (4th ed.). Pearson Education. Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting. School Social Work Journal , 35 (2), 72-93. BRITTNEY'S POST: What did you learn about your chosen strategy and what information surprised you? After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.

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ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...

ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH FORM 50 CÂU TRẮC NGHI...

Scopus Indexed Journals 2024 - ISCOPUS Publications

Scopus Indexed Journals 2024 - ISCOPUS Publications

Scopus Indexed Journals 2024 - ISCOPUS Publications

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

Spring gala 2024 photo slideshow - Celebrating School-Community Partnerships

Interview an ELL instructor from a Title I school about how assessme.docx

1. Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following: What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier? How can informal as well as formal assessment results factor into placement? What role do parents and teachers have in placement? What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs? How are changes among individual ELL proficiency levels over the course of the school year accounted for? How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms? What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language? Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources