The Vignette of MarusMarcus is a 10-year-old boy who has been stru.docx
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The Vignette of Marus Marcus is a 10-year-old boy who has been struggling at school. During the past year he has frequently been in fights with other students during recess. He argues with his teacher and sometimes refuses to follow her requests. He has also been in trouble for taking items belonging to other students such as lunch snacks, a sweatshirt left on the playground, and some loose change that was sitting on a desk. During class time, Marcus has difficulty following instructions and completing his work. He is easily distracted, does not pay attention to details, and frequently leaves his seat to interrupt the work of other students. Marcus is doing better at home. He spends the weekdays with his mother and two younger brothers whose ages are 5 and 7. He helps with many of the household chores his mother cannot attend to while she is at work full time. On the weekends, Marcus lives with his father, stepmother, his 11-year-old stepsister, and his 3-year-old half-sister. He describes his father and stepmother as being very strict, but he enjoys playing with two other boys his age who live in the neighborhood. Marcus' teacher has met with his parents on several occasions to discuss his poor academic progress. She has expressed concern with the level of his academic skills in writing and math, as well as with his ability to get along well with others. Both the teacher and school principal have recommended counseling for Marcus, and the parents' insurance plan will pay for 10 visits. Marcus' pediatrician has also suggested the possibility of medication. Based on the information presented, address the following questions: What mental disorder would you consider for Marcus? List the specific criteria from the DSM-5 that you believe Marcus meets, given the information you currently know about him. If Marcus does not meet all of the criteria needed for a diagnosis, what additional information would you need to gather? What score would you document for Marcus, if Marcus' family completed the parent- or guardian-rated Level 1 cross-cutting symptom measure? Include the specific information you included when coming up with this score. What other factors (such as school system, family constellation, or medical and health care system) would you need to include when formulating a diagnosis and treatment plan for Marcus? In what way is his family system either helping him to cope at school or exacerbating the problems Marcus is having? How would you explain Marcus' symptoms from a biological perspective? How would you explain his symptoms from a psychosocial perspective? .
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Response to Intervention (RTI) is widely used for determining ap.docx
Response to Intervention (RTI) is widely used for determining appropriate interventions for students who appear to be struggling with learning fundamental academic skills. RTI requires gathering and analyzing multiple forms of data, planning and implementing interventions, and assessing whether those interventions have helped the student.
A special educator must have the ability of using data to make appropriate decisions for students regarding reading interventions. Additionally, a skilled educator will use a child’s strengths and interests to help increase student engagement and success.
Review the following case scenario and complete the tasks:
Student: Marius
Age: 8
Grade: 3
Marius is a third grade student who transferred to Oakwood Elementary School late in the fall. His teacher, Mrs. Pfirman, has noticed that he seems to struggle with many independent reading assignments. When Mrs. Pfirman administered the mid-year universal screening measure, she was not surprised to see that Marius’ reading score was below the grade-level benchmark. Consequently, Mrs. Pfirman decided to begin Level 1 RTI by monitoring Marius’ reading performance once a week for seven weeks using measures to assess his decoding, phonemic awareness, and vocabulary skills. Marius’ mother indicates that he was on grade level prior to moving; however, records received from his previous school do not show this. In other subject areas, Marius excels. His math skills are above the benchmark for his grade level. His speaking skills and verbal vocabulary are also on or above grade level.
On the initial assessment, the Beginning Phonics Diagnostic Assessment, Marius scored perfectly on all consonants and uppercase letters. He was able to sound out all short vowel letter sounds, and all vowel-consonant (VC) and consonant-vowel-consonant (CVC) words with beginning and continuous sounds. However, he was unable to read four of the six words on the measure of CVC words beginning with stop sounds, and only read one of the words on the consonant-consonant-vowel-consonant (CCVC) words with beginning blends sub-test. He read no other words on the rest of the assessment correctly.
On the Acadience Reading third grade beginning of the year assessment, Marius scored intensive. His scores on this assessment for weeks 5, 6, and 7 were 22, 27, and 33. The benchmark that would be expected after the 7 weeks of interventions is 30 and the expected criteria is 1.6. In addition, Marius’ rate of growth was 1.4.
On a Peabody Picture Vocabulary Test, he scored in the 84th percentile, which is well above average.
Marius is extremely interested in dinosaurs, Minecraft, and science. He has two dogs that he is extremely fond of and shares stories about these dogs in school. He is sometimes off task, pretending to be a dinosaur or a character from Minecraft. He knows just about every dinosaur by name, geographical region found and era. He knows what they all eat, how they lived, and when they wer.
Part of a special educator’s responsibilities include understand
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two part-time jobs to make ends meet so they can eventually afford to move to an apartment nearby. Mom can speak and read English, but is often working during times when Mary is home from school. Mary speaks some English, but only reads and writes in Spanish. She is reading at the third grade level in Spa ...
Read and respond to at least two of your classmates. As a parent.docx
Read and respond to at least two of your classmates.
As a parent, how would you respond to your classmates, and why? Was there any information written you felt could be misinterpreted in your classmates’ posts? Was anything ambiguous? What would be your next step, as the parent?
Instructor Dawson
Collecting data is a great beginning, as it takes your emotional opinion out of the equation. However, the scenario already states that parent has not been responding to repeated efforts to contact them. Explain how you are going to share the data that you collected and your concerns about the student....
Itzel Wallace
As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below.
Frank Smith, a student in your seventh grade English class, has been creating quite a stir in your class lately. This is not his typical behavior. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship?
First step I would do is note all the information of my student’s change. When did I notice the behavior to change? How is it affecting hi performance academically and socially? After collecting the data is analyzing the situation and find all possible means to communicate with his parents. I am sure that the notes I give Frank are not getting to his parents and there is the possibility that he might be intervening the phone messages. As a teacher I would be very concern about my student. As a concern teacher my next step would have been to inform the vice principal about the situation. Informed her that my next step is to go to the student’s home and try to establish communication with his parents. Find out why they have not being able to return my calls or notes. I would ask a liaison or another teacher to assist me in case anything goes wrong.
For this case I would follow the guidelines of how to engage parents of “Positive Behavioral Interventions & Supports” (PBIS, 2013). I believe that it is the best step I can use help my student and communicate with the parents. “Families become recognized as important members of the school community, increasing the outcomes for all children” (Barrett, n.d.). Parents are more important they actually realized. The relationship between parent and teacher can make such a difference in the child’s performance. Constant communication and teamwork can help the student have a high self-esteem and motiv.
1. Thinking about what you personally have experienced with play (.docx
1. Thinking about what you personally have experienced with play (as a child, adult, teacher, parent, etc.), and what you have learned about play and culture in this module, what will you take with you in your work with children? For example, how will you use play with children in your center or classroom? How will you approach differences with parents about play?
2. Think about what you have learned about discipline and guidance. Answer the following question:
I use to think discipline was...
Now I know discipline is...
This most be answered in details and Facts. You do not need to site.
3. Most schools are not very high on any of the multicultural frameworks (in other words, not truly mc at the deepest and most meaningful levels). Most celebrate holidays (low level), may include diverse authors in English classes/readings (low level), or have activities like MC celebrations or dinners where families bring foods from their cultures (low level). None of these are truly mc-they do not deal with social justice, transformation, or equity issues on a meaningful level. Think about one of the schools you attended in elementary, middle or high school.
Choose one area/category/concept from any ONE of the frameworks discussed in this module, and tell how that specific school could have made their school more truly MC at one of these deeper levels. Think equity, transformation, and/or social justice as your guide here.
Do not name the school, but tell what level school is is (ele.middle, high) and make sure to include the vocabulary and concepts from the mod in explaining what area/category/concept you chose AND how your idea would make this school more MC on a deeper level. If you do not use the vocab and concepts from the mod, in your own words, (NO QUOTES or citations),
Please refer back to this Case Study reflections to answer question below. Please be sure to use examples.
Case Study 5:
This student is a five-year-old (kindergarten) girl. She was born in Pakistan, and has been in this country a very short while. Her parents speak English, but with heavy accents that make them difficult for you to understand. Her father was a lawyer in Pakistan, and left because of a political threat on his life. He now works as a clerk in a convenience store. Her older brother is in fifth grade, and students in his school often call him a terrorist. Her mother wears a head cover and does not socialize with other parents in the school. She is learning English quickly, but has never been in school, or with large groups of children, before, so she is unsure how to interact with the other students in your classroom.
You have spent a lot of time this semester getting to know your particular child, his/her family, and their culture(s).
For this final reflection, I want you to go back and reflect upon what YOU have learned from this entire exercise of learning and writing about your child, their family, and their cultures.
1. How has this experience (and ...
Causes_of_Absenteeism_among_Grades_V_and.docx
this are the thesis of grade 5 pupils entitled the causes of absenteeism among grade 5 and pupils of macaingalan elementary school
Case Study Directions Based on the information presented below,.docx
Case Study
Directions: Based on the information presented below, indicate what possible diagnoses should be considered, if any. Indicate how the assessment would proceed and what additional information would be necessary. Finally, discuss what type of intervention would be most effective using the empirical literature to support your choice. Your response should be approximately 250 words long, follow APA format, and include a diagnosis from the text as well as a treatment approach with scholarly sources to support your treatment for the selected diagnosis.
Jason is a fourteen-year-old boy who was recently arrested for vandalizing school property. He and two other students from the high school broke into the school after hours and vandalized the computer facilities by using the computers to access pornographic websites. The students then left the all the computers running on these sites and wrote profanities on the classroom white boards. Several iPads were missing.
Jason is the oldest of three siblings raised by their mother. They have very little contact with their father. Jason was an average student throughout elementary school. He had a C average and was required to attend summer school between 3rd and 4th grade to prevent repeating 3rd grade. At that time, his teacher had requested an intellectual assessment and there was no indication of a specific learning disability and indication of an IQ score between 94 and 107. As such, no further interventions were considered necessary.
Jason hit appropriate developmental milestones during his early years. He was always somewhat impulsive with regard to his behavior. Though not aggressive, he would have difficulty waiting his turn and would blurt out answers in class. Although he did not excel at academics, he was popular in sports and played both soccer and baseball. He had several good friends and also participated in extracurricular activities, including scouting and fundraising activities for the sports program.
His early years were uneventful with regard to disciplinary problems. However, when he turned 12, he was caught smoking cigarettes after soccer practice. He was grounded for two weeks. Later, at the age of thirteen, his mother noticed that money was missing from her purse and thought that she had smelled marijuana and alcohol on Jason but did not confront him at the time due to feeling overwhelmed with work and the flu. He also started staying out past his curfew and hanging out with several boys whom his mother did not know.
Case Study Rubric
Directions: This case study does not have a required page count. Correct spelling, grammar, and sentence structure is imperative. Students will be graded on thoroughness of content area, correct spelling, grammar, sentence structure, and correct use of APA.
Exceptional—Performance is outstanding; significantly above the usual expectations.
Proficient—Skills and standards are at the level of expectation.
Basic—Skills and standard.
Recommended
Response to Intervention (RTI) is widely used for determining ap.docx
Response to Intervention (RTI) is widely used for determining appropriate interventions for students who appear to be struggling with learning fundamental academic skills. RTI requires gathering and analyzing multiple forms of data, planning and implementing interventions, and assessing whether those interventions have helped the student.
A special educator must have the ability of using data to make appropriate decisions for students regarding reading interventions. Additionally, a skilled educator will use a child’s strengths and interests to help increase student engagement and success.
Review the following case scenario and complete the tasks:
Student: Marius
Age: 8
Grade: 3
Marius is a third grade student who transferred to Oakwood Elementary School late in the fall. His teacher, Mrs. Pfirman, has noticed that he seems to struggle with many independent reading assignments. When Mrs. Pfirman administered the mid-year universal screening measure, she was not surprised to see that Marius’ reading score was below the grade-level benchmark. Consequently, Mrs. Pfirman decided to begin Level 1 RTI by monitoring Marius’ reading performance once a week for seven weeks using measures to assess his decoding, phonemic awareness, and vocabulary skills. Marius’ mother indicates that he was on grade level prior to moving; however, records received from his previous school do not show this. In other subject areas, Marius excels. His math skills are above the benchmark for his grade level. His speaking skills and verbal vocabulary are also on or above grade level.
On the initial assessment, the Beginning Phonics Diagnostic Assessment, Marius scored perfectly on all consonants and uppercase letters. He was able to sound out all short vowel letter sounds, and all vowel-consonant (VC) and consonant-vowel-consonant (CVC) words with beginning and continuous sounds. However, he was unable to read four of the six words on the measure of CVC words beginning with stop sounds, and only read one of the words on the consonant-consonant-vowel-consonant (CCVC) words with beginning blends sub-test. He read no other words on the rest of the assessment correctly.
On the Acadience Reading third grade beginning of the year assessment, Marius scored intensive. His scores on this assessment for weeks 5, 6, and 7 were 22, 27, and 33. The benchmark that would be expected after the 7 weeks of interventions is 30 and the expected criteria is 1.6. In addition, Marius’ rate of growth was 1.4.
On a Peabody Picture Vocabulary Test, he scored in the 84th percentile, which is well above average.
Marius is extremely interested in dinosaurs, Minecraft, and science. He has two dogs that he is extremely fond of and shares stories about these dogs in school. He is sometimes off task, pretending to be a dinosaur or a character from Minecraft. He knows just about every dinosaur by name, geographical region found and era. He knows what they all eat, how they lived, and when they wer.
Part of a special educator’s responsibilities include understand
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two part-time jobs to make ends meet so they can eventually afford to move to an apartment nearby. Mom can speak and read English, but is often working during times when Mary is home from school. Mary speaks some English, but only reads and writes in Spanish. She is reading at the third grade level in Spa ...
Read and respond to at least two of your classmates. As a parent.docx
Read and respond to at least two of your classmates.
As a parent, how would you respond to your classmates, and why? Was there any information written you felt could be misinterpreted in your classmates’ posts? Was anything ambiguous? What would be your next step, as the parent?
Instructor Dawson
Collecting data is a great beginning, as it takes your emotional opinion out of the equation. However, the scenario already states that parent has not been responding to repeated efforts to contact them. Explain how you are going to share the data that you collected and your concerns about the student....
Itzel Wallace
As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below.
Frank Smith, a student in your seventh grade English class, has been creating quite a stir in your class lately. This is not his typical behavior. Usually he come into class, sits down, and starts his warm-up, but recently he’s been walking in five minutes late without a pass, bothering students on the way to his desk, and submitting incomplete work. You’ve asked him if there is anything he wants to talk about or if there is anything going on at home, to which he always replies, “Nope.” You have tried calling his mother several times and giving notes to Frank to take home, but she has not returned any of your messages. As Frank’s teacher, what is your next step to try to develop a parent/teacher relationship?
First step I would do is note all the information of my student’s change. When did I notice the behavior to change? How is it affecting hi performance academically and socially? After collecting the data is analyzing the situation and find all possible means to communicate with his parents. I am sure that the notes I give Frank are not getting to his parents and there is the possibility that he might be intervening the phone messages. As a teacher I would be very concern about my student. As a concern teacher my next step would have been to inform the vice principal about the situation. Informed her that my next step is to go to the student’s home and try to establish communication with his parents. Find out why they have not being able to return my calls or notes. I would ask a liaison or another teacher to assist me in case anything goes wrong.
For this case I would follow the guidelines of how to engage parents of “Positive Behavioral Interventions & Supports” (PBIS, 2013). I believe that it is the best step I can use help my student and communicate with the parents. “Families become recognized as important members of the school community, increasing the outcomes for all children” (Barrett, n.d.). Parents are more important they actually realized. The relationship between parent and teacher can make such a difference in the child’s performance. Constant communication and teamwork can help the student have a high self-esteem and motiv.
1. Thinking about what you personally have experienced with play (.docx
1. Thinking about what you personally have experienced with play (as a child, adult, teacher, parent, etc.), and what you have learned about play and culture in this module, what will you take with you in your work with children? For example, how will you use play with children in your center or classroom? How will you approach differences with parents about play?
2. Think about what you have learned about discipline and guidance. Answer the following question:
I use to think discipline was...
Now I know discipline is...
This most be answered in details and Facts. You do not need to site.
3. Most schools are not very high on any of the multicultural frameworks (in other words, not truly mc at the deepest and most meaningful levels). Most celebrate holidays (low level), may include diverse authors in English classes/readings (low level), or have activities like MC celebrations or dinners where families bring foods from their cultures (low level). None of these are truly mc-they do not deal with social justice, transformation, or equity issues on a meaningful level. Think about one of the schools you attended in elementary, middle or high school.
Choose one area/category/concept from any ONE of the frameworks discussed in this module, and tell how that specific school could have made their school more truly MC at one of these deeper levels. Think equity, transformation, and/or social justice as your guide here.
Do not name the school, but tell what level school is is (ele.middle, high) and make sure to include the vocabulary and concepts from the mod in explaining what area/category/concept you chose AND how your idea would make this school more MC on a deeper level. If you do not use the vocab and concepts from the mod, in your own words, (NO QUOTES or citations),
Please refer back to this Case Study reflections to answer question below. Please be sure to use examples.
Case Study 5:
This student is a five-year-old (kindergarten) girl. She was born in Pakistan, and has been in this country a very short while. Her parents speak English, but with heavy accents that make them difficult for you to understand. Her father was a lawyer in Pakistan, and left because of a political threat on his life. He now works as a clerk in a convenience store. Her older brother is in fifth grade, and students in his school often call him a terrorist. Her mother wears a head cover and does not socialize with other parents in the school. She is learning English quickly, but has never been in school, or with large groups of children, before, so she is unsure how to interact with the other students in your classroom.
You have spent a lot of time this semester getting to know your particular child, his/her family, and their culture(s).
For this final reflection, I want you to go back and reflect upon what YOU have learned from this entire exercise of learning and writing about your child, their family, and their cultures.
1. How has this experience (and ...
Causes_of_Absenteeism_among_Grades_V_and.docx
this are the thesis of grade 5 pupils entitled the causes of absenteeism among grade 5 and pupils of macaingalan elementary school
Case Study Directions Based on the information presented below,.docx
Case Study
Directions: Based on the information presented below, indicate what possible diagnoses should be considered, if any. Indicate how the assessment would proceed and what additional information would be necessary. Finally, discuss what type of intervention would be most effective using the empirical literature to support your choice. Your response should be approximately 250 words long, follow APA format, and include a diagnosis from the text as well as a treatment approach with scholarly sources to support your treatment for the selected diagnosis.
Jason is a fourteen-year-old boy who was recently arrested for vandalizing school property. He and two other students from the high school broke into the school after hours and vandalized the computer facilities by using the computers to access pornographic websites. The students then left the all the computers running on these sites and wrote profanities on the classroom white boards. Several iPads were missing.
Jason is the oldest of three siblings raised by their mother. They have very little contact with their father. Jason was an average student throughout elementary school. He had a C average and was required to attend summer school between 3rd and 4th grade to prevent repeating 3rd grade. At that time, his teacher had requested an intellectual assessment and there was no indication of a specific learning disability and indication of an IQ score between 94 and 107. As such, no further interventions were considered necessary.
Jason hit appropriate developmental milestones during his early years. He was always somewhat impulsive with regard to his behavior. Though not aggressive, he would have difficulty waiting his turn and would blurt out answers in class. Although he did not excel at academics, he was popular in sports and played both soccer and baseball. He had several good friends and also participated in extracurricular activities, including scouting and fundraising activities for the sports program.
His early years were uneventful with regard to disciplinary problems. However, when he turned 12, he was caught smoking cigarettes after soccer practice. He was grounded for two weeks. Later, at the age of thirteen, his mother noticed that money was missing from her purse and thought that she had smelled marijuana and alcohol on Jason but did not confront him at the time due to feeling overwhelmed with work and the flu. He also started staying out past his curfew and hanging out with several boys whom his mother did not know.
Case Study Rubric
Directions: This case study does not have a required page count. Correct spelling, grammar, and sentence structure is imperative. Students will be graded on thoroughness of content area, correct spelling, grammar, sentence structure, and correct use of APA.
Exceptional—Performance is outstanding; significantly above the usual expectations.
Proficient—Skills and standards are at the level of expectation.
Basic—Skills and standard.
STUDIESThe cases you are about to view all depict children aged .docx
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
Middle Childhood and Counseling Specializations
The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues.
For your initial post, choose one of the cases below and address the following in relation to that case:
Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization.
Identify any psychosocial conflicts that may be present and the transitions related to middle childhood that may be considered.
Choose one theory of personality development and explain how that theory helps you understand this student's behavior.
Describe specific ways of helping the student, family, or individual client from your professional perspective.
Tracy, 10-Year-Old Student
Tracy is a 10-year-old student who is heavily influenced by his parents regarding his academic activities. The pressure that he is receiving at home has caused him to withdraw from all pleasurable activities at school, including his passion for writing, arithmetic, and friends. He was once an A student but now is maintaining a C average. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. It is known that the family has had some major stressors last year that has resulted in Tracy's parents contemplating divorce.
Sonia, 9-Year-Old Student
Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia's parents are concerned for their daughter and are unable to ask for assistance because of a language barrier.
.
Respond in the following waysCompare the diagnosis you prov.docx
Respond
in the following ways:
Compare the diagnosis you provided and the process in which you reached the diagnosis with those of your colleague.
Explain how the Z codes (other conditions that may be a focus of clinical attention) that your colleague identified may influence the client’s upcoming treatment.
Domineque
My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
In the case of ADHD, I am not able to complete this as a diagnosis as I can only fit 6 of the 8 hyperactivity criteria. ADHD is then ruled out. In the event of ODD, Pablo does not deliberately annoy others or start arguments with his peers. He actually interacts well with this peers and is reported to be quite sociable. He also likes to be touched and/or held by his caregivers/parents. ODD is ruled out and therefore will be exploring neurodevelopmental disorders, such as Intellectual Developmental disorder and Autism Spectrum.
Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
F90.9 Other Specified Attention-Deficit/Hyperactivity Disorder, with insufficient inattention, and hyperactivity symptoms (he is still demonstrating hyperactivity in two settings, school & home)
Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
Z72.821 Inadequate sleep hygiene
Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
Torri
DSM-5 Full diagnosis of Pablo.
Morrison (2014) discusses the Roadmap for Diagnosis as building blocks of data. Informants is initial information gathered according to Morrison (2014) shedding light on possible presenting illness. Parents and teachers present Pablo’s problem characterized as; restlessness, remi ...
Marius is a third grade student who transferred to Oakwood Elementar.docx
Marius is a third grade student who transferred to Oakwood Elementary School late in the fall. His teacher, Mrs. Pfirman, has noticed that he seems to struggle with many independent reading assignments. When Mrs. Pfirman administered the mid-year universal screening measure, she was not surprised to see that Marius’ reading score was below the grade-level benchmark. Consequently, Mrs. Pfirman decided to begin Level 1 RTI by monitoring Marius’ reading performance once a week for seven weeks using measures to assess his decoding, phonemic awareness, and vocabulary skills. Marius’ mother indicates that he was on grade level prior to moving; however, records received from his previous school do not show this. In other subject areas, Marius excels. His math skills are above the benchmark for his grade level. His speaking skills and verbal vocabulary are also on or above grade level.
On the initial assessment, the Beginning Phonics Diagnostic Assessment, Marius scored perfectly on all consonants and uppercase letters. He was able to sound out all short vowel letter sounds, and all vowel-consonant (VC) and consonant-vowel-consonant (CVC) words with beginning and continuous sounds. However, he was unable to read four of the six words on the measure of CVC words beginning with stop sounds, and only read one of the words on the consonant-consonant-vowel-consonant (CCVC) words with beginning blends sub-test. He read no other words on the rest of the assessment correctly.
On the Acadience Reading third grade beginning of the year assessment, Marius scored intensive. His scores on this assessment for weeks 5, 6, and 7 were 22, 27, and 33. The benchmark that would be expected after the 7 weeks of interventions is 30 and the expected criteria is 1.6. In addition, Marius’ rate of growth was 1.4.
On a Peabody Picture Vocabulary Test, he scored in the 84th percentile, which is well above average.
Marius is extremely interested in dinosaurs, Minecraft, and science. He has two dogs that he is extremely fond of and shares stories about these dogs in school. He is sometimes off task, pretending to be a dinosaur or a character from Minecraft. He knows just about every dinosaur by name, geographical region found and era. He knows what they all eat, how they lived, and when they were killed. He has seen all of the Jurassic Park movies (according to his self-report anyway) and is eagerly hoping to one day bring the dinosaurs back using DNA like they do in the movies.
Marius is from a single parent home and appears to move frequently. His mother does have a good job, though, and he appears to have other strong family ties, including some visitations with his dad. Marius is from a bi-racial couple who never married and do not live together, although they maintain a good parenting relationship.
Compose a 500-750 word evaluation of Marius incorporating the following:
Determine whether Marius is responding adequately to Tier 1 instruction, rationalizing your respon.
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two .
Parent Orientation PowerPoint 2011-2012
Mrs. Maus, Veterans Elementary School, 3rd Grade, Parent Orientation PowerPoint 2011-2012 School Year
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
Running head Tomasito is Too Big to Hold Hands1Tomasi.docx
Running head :Tomasito is Too Big to Hold Hands
1
Tomasito is Too Big to Hold Hands
3
Tomasito is Too Big to Hold Hands
Name
Institution of Affiliation
Tomasito’s development has developed and greatly improved as a result of the time that he spends with his dad and Edward watching football. The supportive family has granted Tomasito a conducive environment where he is able to get what he wants and also have leisure to play Nintendo games with his friends. However, lack of an academic role model at home has negatively affected his masterly of mathematics unlike the other subjects. The misunderstanding with his mother after being embarrassed in school has however affected Tomasito’s moral and social development negatively.
Tomasito’s connection to his friends and his teachers motivates him to study as he feels appreciated and supported. The teachers’ compliments encourages Tomasito to take more homework which aids his understanding. Since he is noble and kind, his friends easily with him as they help each other in their classwork and leisure.
To optimize Tomasito’s mathematics performance, I would first highlight his weak areas and the areas he needs to improve on to boost his performance. I would also verify the challenges that Tomasito goes through at home when doing his assignments and math work and the help he might need to improve. On the parents, I would suggest that they allocate more time to Tomasito to help him in understanding the assignments and motivate him in working harder in mathematics.
The parents should learn the likes of the children and correct them soberly in case they go wrong. A definite communication channel should be created such that the parents can communicate their concerns as the children share their ideas with their parents. Communication bridges the gap between the involved parties and thus building a reciprocal relationship. Parents can send more time with their children and also consult from experts on how to get closer to their kids.
.
A5.escobar.kattya.contextos de los sujetos educativos y el aprendizaje humano
Family, school and work
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child B...
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child Behavior Problems
These are 19 questions for my international politics class. I need t.docx
These are 19 questions for my international politics class. I need the answers in less than 24h. I'm not paying more than $25. It has to be fully answered! Please, if you don't know politics don't even bother. Please, don't waste my time.
Thanks.
Here you go:
Fully answer each question with the question number on the attached, rule sheets. Please keep all pages together.
ALL QUESTIONS, INCLUDING “OPINION QUESTIONS” REQUIRE CONCLUSIONS BASED UPON FULLY ARTICULATED AND REASONED PREMISES, NOT JUST A SUMMARY OPINION ANSWER,
1. lf a terrorist group sets off a nuclear bomb in one American city which city do you think they will choose and why? Discuss fully.
2. Nuclear Terrorism
a. Is it in the interests of a foreign government to harbor/sanction a terrorist group in its territory that it KNOWS to be planning to detonate a nuclear bomb in one or more American cities? Yes or no and why?
b. Discuss any immediate and long term consequences of such a government’s decision to harbor such a terrorist group?
3. Discuss problems of international scope that can be or have been created by the current three non—signatories to the Nuclear Non Proliferation Treaty Of 1969, namely, India, Pakistan and Israel. Note: also address North Korea, which though it has signed the NPT is not in current compliance. Iran has signed the NPT though there are issues with the West.
4. Thanks to hydraulic fracturing, or
fracking
, the United States is now the world’s number one producer of natural gas though not of oil. Yet, the worldwide price of oil is always valued in US. dollars. Why is this so? What international consequences or for individual countries might exist if oil were NOT so pegged in US. dollars?
5. Twenty-one leaders of the Nazi regime were tried at Nuremburg immediately after World War II. They were tried under four counts agreed by the victorious allies: war crimes not justified by military necessity, crimes against humanity, crimes against peace and waging aggressive war. Eleven defendants were hanged; three were acquitted and seven were given prison sentences. All imprisoned defendants were released early, except Albert Speer and Rudolf Hess who had been imprisoned in England after 1940. Except for War Crimes trials held at The Hague after the Bosnian War of 1993, no war crimes trials have been held, no perpetrators of Nuremburg offenses have been tried, punished or even sought out by the NATO allies or otherwise by the international community. With all of the destructive and genocidal wars that have occurred since WWII and the villains who have perpetrated Nuremburg crimes, why have not more war crimes trials occurred? Are the Nuremburg offenses of any enduring value? Is there such a thing as meaningful international law in the Nuremburg trials?
6. The Ukraine situation
a. Who or which side in the conflict do you think started the conflict and why?
b. Leaving aside who or which side is responsible for starting the conflict, do you think the Weste.
These are discussion questions (4). Need short response to each o.docx
These are discussion questions (4). Need short response to each of questions.
Total page: 1
"Security Support Responsibilities" Please respond to the following:
1) Imagine you are the CIO of an organization. Construct an outline of four ongoing responsibilities that the digital forensics personnel must complete each week. Provide a possible scenario for how each responsibility may be performed to fulfill the forensics’ needs of an organization.
2) Compare the responsibilities you listed above with those of an IT security professional.
Give your opinion on how responsibilities of digital forensics personnel and IT security professional are similar and in which ways are they different.
"Functional Security Support Roles" Please respond to the following:
3) Identify three steps required for implementing a physical and environmental security program. Select one step that would be the most challenging to perform and one step that you believe is the most important for providing protection against information assets of an organization. Explain why you chose each step.
4) Suggest three security support competencies of a privacy professional that support the security strategy of an organization. Justify your suggestions.
.
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STUDIESThe cases you are about to view all depict children aged .docx
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
Middle Childhood and Counseling Specializations
The purpose of this discussion is to consider how different specializations within counseling might address issues of school-age development. Use the readings in this unit, along with the ones you found in your own independent research, to help you think through and write about these issues.
For your initial post, choose one of the cases below and address the following in relation to that case:
Identify the challenges that the student, family, or individual client may be experiencing, based on your specialization.
Identify any psychosocial conflicts that may be present and the transitions related to middle childhood that may be considered.
Choose one theory of personality development and explain how that theory helps you understand this student's behavior.
Describe specific ways of helping the student, family, or individual client from your professional perspective.
Tracy, 10-Year-Old Student
Tracy is a 10-year-old student who is heavily influenced by his parents regarding his academic activities. The pressure that he is receiving at home has caused him to withdraw from all pleasurable activities at school, including his passion for writing, arithmetic, and friends. He was once an A student but now is maintaining a C average. He has disengaged from regular activities and sits alone when he is not required to participate in group activities. It is known that the family has had some major stressors last year that has resulted in Tracy's parents contemplating divorce.
Sonia, 9-Year-Old Student
Sonia is 9 years old, and she reports feeling lonely all the time. She seems to be isolated from her peers and reports feeling different from everyone around her. She says that she does not like the feeling of being vulnerable and has a hard time opening up to others. She reports hating school and only wants to stay at home with her mother. She cries every morning when her mother gets her ready for school. She will also cry each time the teacher indicates that the next upcoming subject is math. Sonia's parents are concerned for their daughter and are unable to ask for assistance because of a language barrier.
.
Respond in the following waysCompare the diagnosis you prov.docx
Respond
in the following ways:
Compare the diagnosis you provided and the process in which you reached the diagnosis with those of your colleague.
Explain how the Z codes (other conditions that may be a focus of clinical attention) that your colleague identified may influence the client’s upcoming treatment.
Domineque
My four initial diagnosis are oppositional Defiance Disorder, Autism Spectrum Disorder, Attention Deficit Disorder and Intellectual Developmental Disorder. In order to diagnose and/or rule out, it is necessary to match the symptoms with the best fitting diagnosis.
In the case of ADHD, I am not able to complete this as a diagnosis as I can only fit 6 of the 8 hyperactivity criteria. ADHD is then ruled out. In the event of ODD, Pablo does not deliberately annoy others or start arguments with his peers. He actually interacts well with this peers and is reported to be quite sociable. He also likes to be touched and/or held by his caregivers/parents. ODD is ruled out and therefore will be exploring neurodevelopmental disorders, such as Intellectual Developmental disorder and Autism Spectrum.
Autism Spectrum disorder is characterized by ongoing deficits in social communication and social interactions. This does not apply to the case of Pablo as he is the opposite and is very interactive with his peers. Also, Pablo does not have a language and/or intellectual impairment. As for the consideration of Intellectual Developmental disorder, this can impact not only the intellectual piece but the adaptives (the ability to complete routine tasks as developmentally appropriate without cues) of an individual. In Pablo’s case, there are reports about his behaviors being “immature” and demonstrating difficulty in following routines and remembering instructions as given. This also reflects at school when he is not able to be still, follow instructions and/or complete the provided task at hand. Furthermore, there is to take in account for his age, he does not know certain information such his address or home phone number, and could not print his surname.
I would give a primary diagnosis of Intellectual Developmental Disorder, mild and looks as follows:
F70 Intellectual Disability, Mild
F90.9 Other Specified Attention-Deficit/Hyperactivity Disorder, with insufficient inattention, and hyperactivity symptoms (he is still demonstrating hyperactivity in two settings, school & home)
Z55.9 Academic or educational problem
Z65.8 Other problem related to psychosocial circumstances
Z72.821 Inadequate sleep hygiene
Z81.8 Family history of other mental and behavioral disorders (grandmother was diagnosed with depression)
Torri
DSM-5 Full diagnosis of Pablo.
Morrison (2014) discusses the Roadmap for Diagnosis as building blocks of data. Informants is initial information gathered according to Morrison (2014) shedding light on possible presenting illness. Parents and teachers present Pablo’s problem characterized as; restlessness, remi ...
Marius is a third grade student who transferred to Oakwood Elementar.docx
Marius is a third grade student who transferred to Oakwood Elementary School late in the fall. His teacher, Mrs. Pfirman, has noticed that he seems to struggle with many independent reading assignments. When Mrs. Pfirman administered the mid-year universal screening measure, she was not surprised to see that Marius’ reading score was below the grade-level benchmark. Consequently, Mrs. Pfirman decided to begin Level 1 RTI by monitoring Marius’ reading performance once a week for seven weeks using measures to assess his decoding, phonemic awareness, and vocabulary skills. Marius’ mother indicates that he was on grade level prior to moving; however, records received from his previous school do not show this. In other subject areas, Marius excels. His math skills are above the benchmark for his grade level. His speaking skills and verbal vocabulary are also on or above grade level.
On the initial assessment, the Beginning Phonics Diagnostic Assessment, Marius scored perfectly on all consonants and uppercase letters. He was able to sound out all short vowel letter sounds, and all vowel-consonant (VC) and consonant-vowel-consonant (CVC) words with beginning and continuous sounds. However, he was unable to read four of the six words on the measure of CVC words beginning with stop sounds, and only read one of the words on the consonant-consonant-vowel-consonant (CCVC) words with beginning blends sub-test. He read no other words on the rest of the assessment correctly.
On the Acadience Reading third grade beginning of the year assessment, Marius scored intensive. His scores on this assessment for weeks 5, 6, and 7 were 22, 27, and 33. The benchmark that would be expected after the 7 weeks of interventions is 30 and the expected criteria is 1.6. In addition, Marius’ rate of growth was 1.4.
On a Peabody Picture Vocabulary Test, he scored in the 84th percentile, which is well above average.
Marius is extremely interested in dinosaurs, Minecraft, and science. He has two dogs that he is extremely fond of and shares stories about these dogs in school. He is sometimes off task, pretending to be a dinosaur or a character from Minecraft. He knows just about every dinosaur by name, geographical region found and era. He knows what they all eat, how they lived, and when they were killed. He has seen all of the Jurassic Park movies (according to his self-report anyway) and is eagerly hoping to one day bring the dinosaurs back using DNA like they do in the movies.
Marius is from a single parent home and appears to move frequently. His mother does have a good job, though, and he appears to have other strong family ties, including some visitations with his dad. Marius is from a bi-racial couple who never married and do not live together, although they maintain a good parenting relationship.
Compose a 500-750 word evaluation of Marius incorporating the following:
Determine whether Marius is responding adequately to Tier 1 instruction, rationalizing your respon.
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability categories and how the characteristics affect typical development. When conducting observations and consulting with staff who work with students with disabilities, teachers must be able to articulate the differences in development and prescribe appropriate interventions. Understanding the effect of culture and language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each student. Provide a rationale for your identification choice that takes into consideration each student's developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards' kindergarten classroom at the beginning of the school year with great excitement! He showed great interest in learning and being in the classroom with other students. As the school year progressed, however, Tomas' excitement quickly turned into frustration. He struggled with recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground, kick, and cover her ears.
Austin, 5th
Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin longer to do things, and he has trouble remembering. He cannot always find the words he wants to use. Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th
Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working two .
Parent Orientation PowerPoint 2011-2012
Mrs. Maus, Veterans Elementary School, 3rd Grade, Parent Orientation PowerPoint 2011-2012 School Year
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood Disorders
Mood problems often constitute a primary reason why parents seek professional help for their children or adolescents. Most often, mood problems include irritability, sadness, or anger. A certain amount of moodiness and impulsivity is normal during childhood and adolescence; therefore, it makes it exceptionally difficult to diagnose children and adolescents with conditions such as clinical depression or bipolar disorders. One of the most challenging elements in counseling is objectively assessing whether a child or adolescent has a mood disorder. Cultural and family factors are one reason this is challenging. At times, these factors are directly the cause of the mood disorder or contribute to the stress or distress of children and adolescents. Therefore, it is important to use a systematic, objective, and dispassionate procedure for gathering data about children and adolescents when conducting assessments.
For this Discussion and subsequent Discussions, consider these questions: a) Where does the child’s or adolescent’s problem originate from, and b) Does the problem stem from the child or adolescent, or is it the family or other factors? By asking these questions, you can more accurately assess a child’s or adolescent’s problems and create evidence-based interventions to address the right problem effectively. Select a case study from the Child and Adolescent Counseling Cases: Mood Disorders and Self-harm document from this week’s resources and consider the child’s or adolescent’s presenting problem and where the presenting problem may originate. Conduct an Internet search or a Walden Library search and select one peer-reviewed article related to the interventions that might be used to address the child or adolescent in your case.
With these thoughts in mind:
Post a brief description of the presenting symptoms of the child or adolescent in the case study you selected. Then, explain one possible reason the child’s or adolescent’s problem exists and why. Finally, explain one evidence-based intervention you might use to address the child/adolescent in this case study and how it will be used. Be specific and support your response using the week’s resources and your research.
These are the Cases below choose one
Child and Adolescent Counseling Cases:
Mood Disorders and Self-Harm
Case 1
Salena is a 16-year-old Native American girl who is a sophomore at a local high school. Her mother, who accompanied her to the initial session, referred her for counseling. During the first session, you spent about 25 minutes with Salena and her mother and then about 25 minutes with Salena alone. While you are interviewing Salena along with her mother, you observe that they appear to have a reasonably good relationship. Her mother is worried about her and primarily attributes Salena’s symptoms to the fact they recently moved from the Indian reservation to a more urban area. She believes Salena is having trouble adjusting to the new sch ...
Running head Tomasito is Too Big to Hold Hands1Tomasi.docx
Running head :Tomasito is Too Big to Hold Hands
1
Tomasito is Too Big to Hold Hands
3
Tomasito is Too Big to Hold Hands
Name
Institution of Affiliation
Tomasito’s development has developed and greatly improved as a result of the time that he spends with his dad and Edward watching football. The supportive family has granted Tomasito a conducive environment where he is able to get what he wants and also have leisure to play Nintendo games with his friends. However, lack of an academic role model at home has negatively affected his masterly of mathematics unlike the other subjects. The misunderstanding with his mother after being embarrassed in school has however affected Tomasito’s moral and social development negatively.
Tomasito’s connection to his friends and his teachers motivates him to study as he feels appreciated and supported. The teachers’ compliments encourages Tomasito to take more homework which aids his understanding. Since he is noble and kind, his friends easily with him as they help each other in their classwork and leisure.
To optimize Tomasito’s mathematics performance, I would first highlight his weak areas and the areas he needs to improve on to boost his performance. I would also verify the challenges that Tomasito goes through at home when doing his assignments and math work and the help he might need to improve. On the parents, I would suggest that they allocate more time to Tomasito to help him in understanding the assignments and motivate him in working harder in mathematics.
The parents should learn the likes of the children and correct them soberly in case they go wrong. A definite communication channel should be created such that the parents can communicate their concerns as the children share their ideas with their parents. Communication bridges the gap between the involved parties and thus building a reciprocal relationship. Parents can send more time with their children and also consult from experts on how to get closer to their kids.
.
A5.escobar.kattya.contextos de los sujetos educativos y el aprendizaje humano
Family, school and work
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child B...
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child Behavior Problems
Similar to The Vignette of MarusMarcus is a 10-year-old boy who has been stru.docx (20)
STUDIESThe cases you are about to view all depict children aged .docx
STUDIESThe cases you are about to view all depict children aged .docx
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
Middle Childhood and Counseling SpecializationsThe purpose of th.docx
Respond in the following waysCompare the diagnosis you prov.docx
Respond in the following waysCompare the diagnosis you prov.docx
Marius is a third grade student who transferred to Oakwood Elementar.docx
Marius is a third grade student who transferred to Oakwood Elementar.docx
Benchmark - Summative Examination Part of a special educator’s r.docx
Benchmark - Summative Examination Part of a special educator’s r.docx
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2 Child, Family, and Community Relationships .docx
Assessing Mood DisordersMood problems often constitute a pri.docx
Assessing Mood DisordersMood problems often constitute a pri.docx
Running head Tomasito is Too Big to Hold Hands1Tomasi.docx
Running head Tomasito is Too Big to Hold Hands1Tomasi.docx
A5.escobar.kattya.contextos de los sujetos educativos y el aprendizaje humano
A5.escobar.kattya.contextos de los sujetos educativos y el aprendizaje humano
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2 Child, Family, and Community Relationships .docx
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child B...
Parental Sensitivity and Pro-social Behavior vs. Parent Hostility and Child B...
More from alisoncarleen
These are 19 questions for my international politics class. I need t.docx
These are 19 questions for my international politics class. I need the answers in less than 24h. I'm not paying more than $25. It has to be fully answered! Please, if you don't know politics don't even bother. Please, don't waste my time.
Thanks.
Here you go:
Fully answer each question with the question number on the attached, rule sheets. Please keep all pages together.
ALL QUESTIONS, INCLUDING “OPINION QUESTIONS” REQUIRE CONCLUSIONS BASED UPON FULLY ARTICULATED AND REASONED PREMISES, NOT JUST A SUMMARY OPINION ANSWER,
1. lf a terrorist group sets off a nuclear bomb in one American city which city do you think they will choose and why? Discuss fully.
2. Nuclear Terrorism
a. Is it in the interests of a foreign government to harbor/sanction a terrorist group in its territory that it KNOWS to be planning to detonate a nuclear bomb in one or more American cities? Yes or no and why?
b. Discuss any immediate and long term consequences of such a government’s decision to harbor such a terrorist group?
3. Discuss problems of international scope that can be or have been created by the current three non—signatories to the Nuclear Non Proliferation Treaty Of 1969, namely, India, Pakistan and Israel. Note: also address North Korea, which though it has signed the NPT is not in current compliance. Iran has signed the NPT though there are issues with the West.
4. Thanks to hydraulic fracturing, or
fracking
, the United States is now the world’s number one producer of natural gas though not of oil. Yet, the worldwide price of oil is always valued in US. dollars. Why is this so? What international consequences or for individual countries might exist if oil were NOT so pegged in US. dollars?
5. Twenty-one leaders of the Nazi regime were tried at Nuremburg immediately after World War II. They were tried under four counts agreed by the victorious allies: war crimes not justified by military necessity, crimes against humanity, crimes against peace and waging aggressive war. Eleven defendants were hanged; three were acquitted and seven were given prison sentences. All imprisoned defendants were released early, except Albert Speer and Rudolf Hess who had been imprisoned in England after 1940. Except for War Crimes trials held at The Hague after the Bosnian War of 1993, no war crimes trials have been held, no perpetrators of Nuremburg offenses have been tried, punished or even sought out by the NATO allies or otherwise by the international community. With all of the destructive and genocidal wars that have occurred since WWII and the villains who have perpetrated Nuremburg crimes, why have not more war crimes trials occurred? Are the Nuremburg offenses of any enduring value? Is there such a thing as meaningful international law in the Nuremburg trials?
6. The Ukraine situation
a. Who or which side in the conflict do you think started the conflict and why?
b. Leaving aside who or which side is responsible for starting the conflict, do you think the Weste.
These are discussion questions (4). Need short response to each o.docx
These are discussion questions (4). Need short response to each of questions.
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"Security Support Responsibilities" Please respond to the following:
1) Imagine you are the CIO of an organization. Construct an outline of four ongoing responsibilities that the digital forensics personnel must complete each week. Provide a possible scenario for how each responsibility may be performed to fulfill the forensics’ needs of an organization.
2) Compare the responsibilities you listed above with those of an IT security professional.
Give your opinion on how responsibilities of digital forensics personnel and IT security professional are similar and in which ways are they different.
"Functional Security Support Roles" Please respond to the following:
3) Identify three steps required for implementing a physical and environmental security program. Select one step that would be the most challenging to perform and one step that you believe is the most important for providing protection against information assets of an organization. Explain why you chose each step.
4) Suggest three security support competencies of a privacy professional that support the security strategy of an organization. Justify your suggestions.
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There is two assignments in Society and Technology and one assignmen.docx
There is two assignments in Society and Technology and one assignment in business communications. I am willing to pay $50.00 total. I have attached the assignments to this message. I also attached a piece that is included in part II of the business communication homework assignment that you will need to complete it.
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There has been a lot of concern over the Digital Divide. For your di.docx
There has been a lot of concern over the Digital Divide. For your discussion this week, address the following:
What are some of the problems caused by the Digital Divide?
What ideas or solutions do you propose for addressing this issue?
The explosive growth of smartphones may be a path that allows developing countries to move quickly into the digital age. What advantages would there be to supporting the growth of smartphone usage over computer usage in a developing country?
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There is a notably challenging requirement for all emergency manager.docx
There is a notably challenging requirement for all emergency managers and homeland security professionals at all levels and across all sectors—coordinating plans with all potential stakeholders. Prospective partners can range from one incident to the next, but plans and planners must accommodate the needs, interests, and capabilities of all potential contributors so as to create the most comprehensive and integrated plan, policy, or strategy. One might consider such coordination a matter of common sense, but this is often overlooked, at least in part, for various reasons.
Causes might stem from the actions—or lack thereof—of EM/HS team members, external partners, or both. Lethargy; lack of resources such as time, funding, or expertise; lack of interest on any stakeholder’s or planner’s part; lack of understanding the criticality of advance collaboration; or a simple failure to follow up with organizations and individuals upon whom an EM/HS may depend, may each play a part in explaining why collaboration is not fully accomplished. It can also be difficult for individuals at the planner level, or those inexperienced in incident response, to have the vision that is necessary to foresee an assortment of circumstances requiring relationships with agencies and people and their attendant special capabilities.
Stakeholders may include fire, police, emergency services, and community leadership. Providers of public services, including public utilities, school leadership and networks, city engineers, and others, are also probably key players to consult. However, threats, conditions, hazards, limitations, geography, climate, and many other factors also combine to create the need for tailored planning, which will probably require special relationships. In other words, there is no one-size-fits-all template to employ for identifying, developing and nurturing requisite partnerships.
Advance coordination—that is, developing relationships, sharing information, and understanding the various contributors’ capabilities before you need them for managing emergencies—is essential. Knowing what specific skills, resources, and capacities entities can bring to bear in preventing or responding to crises allows planners to incorporate these capabilities into strategies, plans, and exercises. This knowledge also aids leaders and resource managers in identifying gaps in capacity, which will need filling somehow. At the same time, once an incident occurs or seems immediately likely, the ability to contact vital participants to literally assemble and join the active response effort makes for an optimally efficient and effective endeavor.
What type of information is coordinated? Everything from listing points-of-contact and their current, tested contact information to knowing what special skills an organization or individual might have. For example, if the community believes that certain hazardous materials are a threat, say by accidental spill or if used in a weapon, the EM.
There are two things1. Let us use this thread to center a discus.docx
There are two things
1. Let us use this thread to center a discussion on the reading from David
Tyack
entitled "Constructing Difference." You can take the discussion in any direction, like the article's relevance to the present, elements of the work that resonate or clash with your opinion, current events that illustrate
Tyack
's thesis in modern contexts, etc, etc.
two paragraphs answer/
in APA style
2. The article by
Tyack
has made me reflect on the why behind some of the actions I took as a student growing up in the public education system. As a child, I was aware of what made a student "successful" which meant saying the pledge of allegiance every day, following the directions of the teacher, correctly regurgitating information on the tests and attaining an A. As I can recall, lessons in most of my classes were mostly rote and of only one perspective. Now that I am older and have 5 years of classroom teaching experience, I have had the opportunity to look at the reasons for why I was educated in the way I did. Understanding the context in which our educational system was purposed which was mainly to create patriotic students who would assimilate to an American culture. In the mid 20's during the WW1 era that there was a lot of pressure to maintain conformity due to the high stakes nature of war. In 1923, 35 states enacted laws that made E
nglish
the only language you can instruct in, in the U.S (
Tyack
, 1993).
Even the Ku Klux Klan in Oregon was trying to ensure all students attended public school (
Tyack
, 1993). This idea of conformity and rote learning was one of the leading reasons I was disenfranchised with school during my childhood even though I succeeded academically on paper. It wasn't until college that I really had professors that pushed me to analyze and look at events through different perspectives. It now makes sense that teaching students a rote conformist style of education is a tool mainly used for control. For example, in the article in mentioned how Mexicans would not want to engage in menial jobs if they were properly educated, because they realized they could accomplish much more. This idea led to schools tracking students based on their perception of their capabilities which meant students of color would thereby be placed in a lower track or lower achieving classes. We know the theories that used race and head size as a rationale to confirm intelligence were absolutely false and that intelligence is not based on race at all. Education has a negative connotation in my opinion largely due to some people in history using it as a tool to control or coerce people into thinking they are not capable because of the way they look. This sways far from the intended purpose of creating citizens that will be able to analyze and think critically in a variety of academic disciplines, so they can be contributing members to our democracy. Part of thinking critically is being able to empathize and see the world through the .
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There are two things: in bold
What is your philosophy of education? What are the theoretical underpinnings of that philosophy? What does your philosophy look like at the school site and in the classroom?
What are the theoretical underpinnings of that philosophy? What does your philosophy look like at the school site and in the classroom?
What does your philosophy look like at the school site and in the classroom?
At least one paragraph for each
questions
.
This is for Education class.
Feedback for below two peers
.
1.
I always remember my education in my public grade school as a very positive and safe environment. There is no doubt that the teachers played a big role in creating such an environment and they were always excited to be at work. Experiencing this type of education in my primary years inspired me to become this kind of teacher for my first graders. On the other hand, I remember that there came a point in about fourth grade where I began losing interest in school. Looking back I know that it was because I did not feel challenged. Because of this, I felt as though there were talents and strengths that I had that I was not able to fully develop and utilize. Because I lacked in motivation and yearning to challenge myself, I promised myself that I would be a teacher who challenged all of her students regardless of their backgrounds and abilities.
My philosophy of education is to hold all students to high standards and instill in them the confidence and motivation to reach those high standards. This takes a lot of trust on their end so it is also my philosophy to create an environment where students feel comfortable to explore new ways of learning, thinking, and expressing themselves.
Motivation theories have always stuck with me since motivation was something that I struggled with in school. Intrinsic motivation, self determination, and autonomy support (2010) are all theoretical underpinnings to my philosophy.
My school site prides itself on community. This year we implemented the “TRIBES” agreements school wide. It gives our community guidelines to follow and we are able to hold each other accountable. Following the Tribes agreements means that students must show mutual respect, not put each other down, listen attentively, try their personal best, and they are given the right to pass in community circles. These agreements not only apply to the students, but to our entire staff and parents as well. As a first grade teacher, it is something I am reminding my students of daily. I try to implement a community circle once a week. The most recent circle we did was an appreciation circle where we gave a compliment/ appreciation to the person to the right of us. It only takes about 15 minutes, but it is this kind of activity that creates an environment where students feel included and appreciated. Furthermore, it is in this type of classroom where students can find motivation to succeed in learning.
Reference.
There are two persons,First one he developed health and opened a .docx
There are two persons,
First one: he developed health and opened a lot of health centers in different places
second one: Interested in art and has a lot of achievements in the field of art
-------------------------------------------------- ------------------------------
Required: an argument essay about who is the hero between these two characters? Why
((Put first person is the hero))
The first body + second: make them about the importance of health and the importance of what he had done in the field of health.
Third body: make it about art as something beautiful and useful, but it does not help a lot of people.
-------------------------------------------------- ------------------------------
I do not want Outsourcing
I hope that you choose simple words easy to understand, because I am a novice person
I want today at 21:00.
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there are two Advertising pictures uploaded in the attachment. I wan.docx
there are two Advertising pictures uploaded in the attachment. I want you to pick on of them and write a thesis statement. After you write the thesis that you are going to use in the eassy but write it by itself so i can know what is the thesis. Then write 4 pages essay.
YOU CAN FIND ALL INSTRUCTION IN THE FILE THAT I UPLOADED.
thank you!
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There are three main questions.Each question MUST use progra.docx
There are three main questions.
Each question
MUST
use program' R ' (stastics program) or ' EXCEL ' to solve some questions
( eg. plotting scatters)
12 hours left until deadline (Until July 13th 2015, 17:00 EST (Newyork timezone))
The three questions will be provided as image file.
** You should solve question # 3.9, 3.10, and 3.14 through image files.
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There are three (3) articles for reading and comparison matrixoutli.docx
There are three (3) articles for reading and comparison matrix/outline for completion
Article 1 - Socialization of doctoral students to academic norms by Weidman & Stein (2003)
Article 2 - Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study by Baker and Lattuca (2010)
Article 3 - Critical thinking distance education and traditional education bt Visser, Visser & Schlosser (2003)
Please follow the instruction. Due: 08/31/2015
Thanks in advance
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There are stories of sacrifice, bondage and exodus, and survival in the wilderness that are an integral part of the Jewish tradition. Compare and contrast the plots of these stories with secular stories that you are aware of with similar themes.
In addition, discuss the significance of the secular stories for the intended audiences. What sorts of assumptions or biases might audiences who are not the target audiences draw from these stories (perhaps if they don’t identify with the main characters of the stories)
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There are multifaceted ethical issues relating to international inve.docx
There are multifaceted ethical issues relating to international investments. One aspect relates to human rights. Most Latin American governments have constitutions that mandate health care as a human right, yet some of these countries provide poor health care for the majority of their population.
During the 1980s, the general populace of these countries deteriorated, even though several Latin American countries developed strategies to reposition medical personnel and services to rural areas. Throughout this time, many international donors provided assistance; however they did so with imposed conditions. An example of this constrained assistance was the World Bank, which imposed restrictions that included privatization of health care, as well as required limitations on universal access.
Did the World Bank and other international donors act responsibly and ethically in constraining their humanitarian assistance? Who has the responsibility for the health care of the Latin American people? Is it a reasonable and socially responsible practice to offer international assistance in exchange for an opportunity to shape a country's political and/or social system? Why or why not?
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There are problems in the file.
10 hours left until deadline (Until July 20th 2015, 19:00 EST (Newyork timezone))
The two questions will be provided as image file.
** You should solve questions with explanations of answers.YOU WILL SOLVE Homework3!
For question one, i upload another file so that you can refer it to solve question #1. (file name: problem5 and you may have to refer problem 5 in that file to solve question #1 of Homework3. )
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There are many points of overlap between Frankenstein, The Isl.docx
There are many points of overlap between
Frankenstein
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The Island of Dr. Moreau
, and
Jurassic Park
in terms of theme (scientific experimentation, transgression, ethics, & hubris); plot; and moral caution. But in this last category, “moral caution” the narratives seem to create some grey area amid whether something can be done, should be, done, how it should be done, and what cautions should be employed. Please reflect on how
Jurassic Park
extends, confirms, and/or departs from the ethical concerns and “cautions” of the previous texts.
250 words
.
There are many different types of infrastructure attacks. These inc.docx
There are many different types of infrastructure attacks. These include, but are not limited to, malware, insertion, buffer overflow, etc. Examine the many different types of attacks and select the two that you believe are the easiest for success and why you consider these the easiest for success. Provide a rationale for your response. Include an explanation as to how the hacker tools are used.
.
There are many great research projects already using willing partici.docx
There are many great research projects already using willing participants, and modern technology to harness the help of citizen scientists like you. It is a great way for people to learn more about a subject that they are interested in while helping researchers gather important information.
Explore the following resources to learn more about Citizen Science:
Read the following article from the Kaplan Library. A copy of this article is in Doc Sharing as well:
Hand E. (2010). Citizen science: People power.
Nature, 466
(7307). 685.
Source:
NASA. (n.d.).
For citizen scientists
. Retrieved from
http://science.nasa.gov/citizen-scientists/
Source:
National Oceanic and Atmospheric Administration. (n.d.).
Be a citizen scientist
. Retrieved from
http://www.nws.noaa.gov/om/brochures/Citizen_Scientist.pdf
Source:
United States Geologic Survey. (2012).
Join citizens and scientists tracking the pulse of our planet.
Retrieved from
http://www.usgs.gov/blogs/features/usgs_top_story/join-citizens-and-scientists-tracking-the-pulse-of-our-planet/
Source:
U.S. Environmental Protection Agency. (n.d.).
Composting for facilities basics.
Retrieved from
http://www.epa.gov/adopt/
.
You can also do some research on your own to find other citizen science projects that are out there.
In your posts this unit answer the following questions:
What is “citizen science”?
What is the benefit of using citizens to help out with scientific research in this way?
What citizen science program(s) interests you the most? Please provide a specific link and information about your chosen citizen science program.
Would you be interested in giving any of the citizen science programs a try? Why, or why not?
200 words
.
There are many different theories as to why people commit crimes, su.docx
There are many different theories as to why people commit crimes, such as, self interest, social environment, opportunities, and wanting more power to name a few. What is your reasoning as to why people commit criminal acts? Ensure that you have
150 words for your initial post. MAKE SURE YOU SITE YOUR WORK
.
There are five essential principles of management. These include pla.docx
There are five essential principles of management. These include planning, organizing, directing, controlling, and leading. For this assignment you will conduct outside research of the topics of planning, organizing, directing, controlling, and leading.
You have been asked to give a presentation to a group of new managers in a health care setting. This presentation must cover each of the five principles discussed above. For each principle you will need to provide a real world example in which you or another leader has successfully performed the function and the impact that function had. You need to demonstrate in your presentation the value each principle has in the real word.
Requirements:
·
Your presentation should be in Microsoft PowerPoint
·
Be 10–12 slides in length (not including the cover slide or reference slide)
·
Include comprehensive speaker’s notes
·
Include appropriate graphics, images, and slide transitions
.
There are four general principles of effective intervention that hav.docx
There are four general principles of effective intervention that have become organizing concepts of community corrections. They have stimulated what has become known as the “what works” movement. Write a paper outlining the four general principles of the “what works” movement.
Thesis:
Your thesis (which is part of your first paragraph) should list the four principles of the effective intervention.
Body:
The body of your paper (your entire paper excluding the thesis and conclusion) should give a thoughtful analysis of the four general principles of effective intervention in a sequential order. Explain what the principles mean. Look for examples. Determine if the principles are effective. Explain why the principles either are, or are not, effective.
Conclusion:
The conclusion (which is part of the last paragraph) should, at the very least, restate the thesis.
The paper must be four pages in length (excluding title and reference pages) and formatted according to APA style. You must use at least three scholarly resources
.
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