App Recommendations25.0 App recommendations are innovative. .docx
•Download as DOCX, PDF•
0 likes•4 views
App Recommendations 25.0 App recommendations are innovative. ELA Activities 30.0 ELA activities selected proficiently align and demonstrate professional application of knowledge. Adapting Technologies 30.0 Description regarding how the technology tools can be adapted for students with speech and language disabilities is comprehensive and demonstrates professional application of knowledge. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0 The writer is clearly in command of standard, written academic English. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Total Percentage 100 ...
Report
Share
Report
Share
Recommended
Assistive Technology Device MatrixAssistive Technology D.docx
Assistive Technology Device Matrix
Assistive Technology Device
Potential Uses
Advantages
Disadvantages
Application to Language Impairments
Potential Implementation Issues
Low-Tech Assistive Technology
High Tech Assistive Technology
© 2019. Grand Canyon University. All Rights Reserved.
Low-Tech Assistive Technology
40.0
Template contains a comprehensive description of tools potential uses, advantages/disadvantages, application to language impairment, and potential implementation issues. Low-tech assistive technology tools are novel.
High-Tech Assistive Technology
40.0
Template contains a comprehensive description of tools potential uses, advantages/disadvantages, application to language impairment, and potential implementation issues. High-tech assistive technology tools are novel.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
The writer is clearly in command of standard, written academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
10.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
...
40.0 Summary of Field Experience Transition Assessments, Plans,.docx
40.0 %Summary of Field Experience ? Transition Assessments, Plans, Goals, Post-Secondary Transition
Summary of the field experience is insightfully details how the candidate observed and collaborated with a special education teacher regarding transition assessments, plans, goals, and post-secondary life. All five required questions and two additional questions are comprehensively addressed in the summary.
40.0 %Conclusions and Applications to Future Practice
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and extensively reflect growth and development as a professional.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
100 %Total Weightage
.
Unit 2 a.pdf unit 2 b.pdfsiop® lesson pla
This document contains a lesson plan template for the SIOP (Sheltered Instruction Observation Protocol) model. It includes sections for standards, theme, objectives, vocabulary, materials, motivation, presentation, practice and application, review and assessment, and extension. The bottom of the document provides grading criteria for key elements of the lesson plan, including alignment to standards, objectives, use of the SIOP model and SEI strategies, review and assessment, overall alignment and cohesiveness, appropriateness for the audience, originality, and mechanics of writing.
This is a Collaborative Learning Community assignment.Special ed.docx
This is a Collaborative Learning Community assignment.
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a digital presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
1. What are the advantages for students with and without disabilities?
2. What are the disadvantages for students with and without disabilities?
3. How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
LC- Education Environments Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
40.0 %Content
Not addressed.
Only 2 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
Only 3 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
All educational settings are discussed, but with not as much detail or one of the advantages, disadvantages, or creating success for students with disabilities is missing.
All educational settings are discussed thoroughly (inclusion, resource, self-contained, and online), with advantages, disadvantages for both disabled and non-disabled students, and ways to create success for students with disabilities.
30.0 %Presentation of Content
Not addressed.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.
The content is written clearly and concisely. Ideas universally progress and ...
Summary Student Disabilities and Impairments 15.0 Using info.docx
Summary: Student Disabilities and Impairments
15.0
Using information obtained from the field experience and outside research, summary comprehensively describes the types of student disabilities and impairments experienced in professional practice.
Summary: Effect of Language Impairment
15.0
Summary comprehensively discusses the effect of language impairment on social skills and academic skills using information obtained from the observations and collaboration with the teacher, as well as outside research.
Summary: Interventions
15.0
Summary comprehensively describes research-based instructional and classroom interventions to meet the needs of students in the classroom using information obtained during the observation and collaboration with the teacher, as well as outside research.
Summary: AAC and AT Systems
15.0
Summary comprehensively describes the types of AAC and AT systems used and how the teacher integrated technology with instruction using information obtained during the observation and collaboration with the teacher, as well as outside research.
Summary: Recommendations
15.0
Summary recommends high quality, practical resources for meeting the needs of students with language and speech disorders. Resources are described thoroughly and professionally.
Summary: Reflection
15.0
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and clearly reflect growth and development as a professional.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
The writer is clearly in command of standard, written academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
Language and Speech Disorder Matrix
Disability Category
Common Language Deficits
Intervention Strategies
Description
Intervention Strategies Rationale
At-Home Activity Recommendations
Learning Disabilities
Intellectual Disabilities
Autism
Auditory Impairments
Acquired Language Disorders
Resources
© 2019. Grand Canyon University. All Rights Reserved.
Matrix Content: Common Language Deficits
20.0
Common language deficits related to learning disabilities, intellectual disabilities, autism, auditory impairments, and acquired language disorders are described insightfully and comprehensively.
Matrix Content: Intervention Strategies-Description
20.0
Descriptions of intervention strategies related to learning disabilities, intellectual disabilities, autism, auditory impairments, and acquired language disorders are substantial and detailed.
Matrix Content: Intervention Strategies-Rationale
20.0
Rationale for intervention strategies related to learning disabilities, intellectual disabilities, autism, auditory i ...
Summary Recommendations 20.0 Summary comprehensively addresse.docx
Summary: Recommendations
20.0
Summary comprehensively addresses recommendations of AAC and AT communication systems and about high tech and low-tech assistive technology to facilitate communication and learning using information obtained during the observation and collaboration with the teacher.
Summary: Literacy Connection
20.0
Summary comprehensively describes the connection between listening, reading comprehension skills, semantics, and syntax.
Summary: Implementing AAC
20.0
Summary comprehensively describes how AAC is implemented and used to facilitate engagement during learning activities.
Summary: Collaborative Role
20.0
Summary comprehensively addresses the speech therapist’s collaborative role when working with special education teachers and general education teachers.
Conclusions and Applications to Future Practice
10.0
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and clearly reflect growth and development as a professional.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
The writer is clearly in command of standard, written academic English.
.
ENG 510 Module Nine Journal Guidelines and Rubric Ov.docx
ENG 510 Module Nine Journal Guidelines and Rubric
Overview: Journal activities in this course are private between you and the instructor. A course journal is generally made up of many individual assignments.
The journals in this course will help to prepare you for Final Project II, the creative writing tool kit. In this final project, you will select creative writing styles and
techniques that you believe will be most effective in both expressing your goals as a writer and reaching the audiences you plan to target in your work.
Prompt: In your journal assignment, identify two examples of figurative language from both the classic and contemporary work that you read this term. Then,
evaluate its effectiveness, contribution to each work’s style, tone, and meaning, finishing by explaining how you might use it in your own writing.
Specifically, the following critical elements must be addressed:
Discuss whether the authors’ use of figurative language is effective. Why or why not?
Examine how figurative language contributes to the overall style, tone, and meaning of the classic and the contemporary work.
Explain plan for weaving the use of figurative language in one’s own work.
Guidelines for Submission: Submit assignment as a Word document. Your journal should be no more than 300 words and any sources should be cited in MLA
format.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Authors’ Use Meets "Proficient" criteria and
provides exceptional detail in
discussing whether the
authors’ use of figurative
language is effective
Discusses whether the authors’
use of figurative language is
effective
Discusses whether the authors’
use of figurative language is
effective, but discussion is
unclear or lacks details
Does not discuss whether the
authors’ uses of figurative
language is effective
30
Figurative
Language
Meets "Proficient" criteria and
provides exceptional detail in
examining how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work, but
examination is unclear or lacks
details
Does not examine how
figurative language contributes
to the overall style, tone, and
meaning of the classic and the
contemporary work
30
Plan Meets "Proficient" criteria and
provides exceptional detail in
explaining plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work, but explanation is
unclear or lacks details
Does not explain plan for
weaving the u.
ENG 510 Module Nine Journal Guidelines and Rubric Ov.docx
ENG 510 Module Nine Journal Guidelines and Rubric
Overview: Journal activities in this course are private between you and the instructor. A course journal is generally made up of many individual assignments.
The journals in this course will help to prepare you for Final Project II, the creative writing tool kit. In this final project, you will select creative writing styles and
techniques that you believe will be most effective in both expressing your goals as a writer and reaching the audiences you plan to target in your work.
Prompt: In your journal assignment, identify two examples of figurative language from both the classic and contemporary work that you read this term. Then,
evaluate its effectiveness, contribution to each work’s style, tone, and meaning, finishing by explaining how you might use it in your own writing.
Specifically, the following critical elements must be addressed:
Discuss whether the authors’ use of figurative language is effective. Why or why not?
Examine how figurative language contributes to the overall style, tone, and meaning of the classic and the contemporary work.
Explain plan for weaving the use of figurative language in one’s own work.
Guidelines for Submission: Submit assignment as a Word document. Your journal should be no more than 300 words and any sources should be cited in MLA
format.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Authors’ Use Meets "Proficient" criteria and
provides exceptional detail in
discussing whether the
authors’ use of figurative
language is effective
Discusses whether the authors’
use of figurative language is
effective
Discusses whether the authors’
use of figurative language is
effective, but discussion is
unclear or lacks details
Does not discuss whether the
authors’ uses of figurative
language is effective
30
Figurative
Language
Meets "Proficient" criteria and
provides exceptional detail in
examining how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work, but
examination is unclear or lacks
details
Does not examine how
figurative language contributes
to the overall style, tone, and
meaning of the classic and the
contemporary work
30
Plan Meets "Proficient" criteria and
provides exceptional detail in
explaining plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work, but explanation is
unclear or lacks details
Does not explain plan for
weaving the u ...
Recommended
Assistive Technology Device MatrixAssistive Technology D.docx
Assistive Technology Device Matrix
Assistive Technology Device
Potential Uses
Advantages
Disadvantages
Application to Language Impairments
Potential Implementation Issues
Low-Tech Assistive Technology
High Tech Assistive Technology
© 2019. Grand Canyon University. All Rights Reserved.
Low-Tech Assistive Technology
40.0
Template contains a comprehensive description of tools potential uses, advantages/disadvantages, application to language impairment, and potential implementation issues. Low-tech assistive technology tools are novel.
High-Tech Assistive Technology
40.0
Template contains a comprehensive description of tools potential uses, advantages/disadvantages, application to language impairment, and potential implementation issues. High-tech assistive technology tools are novel.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
The writer is clearly in command of standard, written academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
10.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
...
40.0 Summary of Field Experience Transition Assessments, Plans,.docx
40.0 %Summary of Field Experience ? Transition Assessments, Plans, Goals, Post-Secondary Transition
Summary of the field experience is insightfully details how the candidate observed and collaborated with a special education teacher regarding transition assessments, plans, goals, and post-secondary life. All five required questions and two additional questions are comprehensively addressed in the summary.
40.0 %Conclusions and Applications to Future Practice
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and extensively reflect growth and development as a professional.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
100 %Total Weightage
.
Unit 2 a.pdf unit 2 b.pdfsiop® lesson pla
This document contains a lesson plan template for the SIOP (Sheltered Instruction Observation Protocol) model. It includes sections for standards, theme, objectives, vocabulary, materials, motivation, presentation, practice and application, review and assessment, and extension. The bottom of the document provides grading criteria for key elements of the lesson plan, including alignment to standards, objectives, use of the SIOP model and SEI strategies, review and assessment, overall alignment and cohesiveness, appropriateness for the audience, originality, and mechanics of writing.
This is a Collaborative Learning Community assignment.Special ed.docx
This is a Collaborative Learning Community assignment.
Special education professionals need to create, "safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions." (CEC Initial Preparation Standards with Elaborations, Element 2.1)
Create a digital presentation that addresses the following questions for the inclusive, resource, self-contained, and online environments:
1. What are the advantages for students with and without disabilities?
2. What are the disadvantages for students with and without disabilities?
3. How can you ensure students with disabilities can be successful in this type of classroom?
The presentation must include a title slide, a reference slide, and speaker’s notes that detail what you would be saying during the presentation.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
LC- Education Environments Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
40.0 %Content
Not addressed.
Only 2 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
Only 3 out of the 4 educational settings are discussed, or very minimal details are given to each, along with missing information from advantages, disadvantages, and ways to create success for students with disabilities.
All educational settings are discussed, but with not as much detail or one of the advantages, disadvantages, or creating success for students with disabilities is missing.
All educational settings are discussed thoroughly (inclusion, resource, self-contained, and online), with advantages, disadvantages for both disabled and non-disabled students, and ways to create success for students with disabilities.
30.0 %Presentation of Content
Not addressed.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.
The content is written clearly and concisely. Ideas universally progress and ...
Summary Student Disabilities and Impairments 15.0 Using info.docx
Summary: Student Disabilities and Impairments
15.0
Using information obtained from the field experience and outside research, summary comprehensively describes the types of student disabilities and impairments experienced in professional practice.
Summary: Effect of Language Impairment
15.0
Summary comprehensively discusses the effect of language impairment on social skills and academic skills using information obtained from the observations and collaboration with the teacher, as well as outside research.
Summary: Interventions
15.0
Summary comprehensively describes research-based instructional and classroom interventions to meet the needs of students in the classroom using information obtained during the observation and collaboration with the teacher, as well as outside research.
Summary: AAC and AT Systems
15.0
Summary comprehensively describes the types of AAC and AT systems used and how the teacher integrated technology with instruction using information obtained during the observation and collaboration with the teacher, as well as outside research.
Summary: Recommendations
15.0
Summary recommends high quality, practical resources for meeting the needs of students with language and speech disorders. Resources are described thoroughly and professionally.
Summary: Reflection
15.0
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and clearly reflect growth and development as a professional.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
The writer is clearly in command of standard, written academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
Language and Speech Disorder Matrix
Disability Category
Common Language Deficits
Intervention Strategies
Description
Intervention Strategies Rationale
At-Home Activity Recommendations
Learning Disabilities
Intellectual Disabilities
Autism
Auditory Impairments
Acquired Language Disorders
Resources
© 2019. Grand Canyon University. All Rights Reserved.
Matrix Content: Common Language Deficits
20.0
Common language deficits related to learning disabilities, intellectual disabilities, autism, auditory impairments, and acquired language disorders are described insightfully and comprehensively.
Matrix Content: Intervention Strategies-Description
20.0
Descriptions of intervention strategies related to learning disabilities, intellectual disabilities, autism, auditory impairments, and acquired language disorders are substantial and detailed.
Matrix Content: Intervention Strategies-Rationale
20.0
Rationale for intervention strategies related to learning disabilities, intellectual disabilities, autism, auditory i ...
Summary Recommendations 20.0 Summary comprehensively addresse.docx
Summary: Recommendations
20.0
Summary comprehensively addresses recommendations of AAC and AT communication systems and about high tech and low-tech assistive technology to facilitate communication and learning using information obtained during the observation and collaboration with the teacher.
Summary: Literacy Connection
20.0
Summary comprehensively describes the connection between listening, reading comprehension skills, semantics, and syntax.
Summary: Implementing AAC
20.0
Summary comprehensively describes how AAC is implemented and used to facilitate engagement during learning activities.
Summary: Collaborative Role
20.0
Summary comprehensively addresses the speech therapist’s collaborative role when working with special education teachers and general education teachers.
Conclusions and Applications to Future Practice
10.0
Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and clearly reflect growth and development as a professional.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
The writer is clearly in command of standard, written academic English.
.
ENG 510 Module Nine Journal Guidelines and Rubric Ov.docx
ENG 510 Module Nine Journal Guidelines and Rubric
Overview: Journal activities in this course are private between you and the instructor. A course journal is generally made up of many individual assignments.
The journals in this course will help to prepare you for Final Project II, the creative writing tool kit. In this final project, you will select creative writing styles and
techniques that you believe will be most effective in both expressing your goals as a writer and reaching the audiences you plan to target in your work.
Prompt: In your journal assignment, identify two examples of figurative language from both the classic and contemporary work that you read this term. Then,
evaluate its effectiveness, contribution to each work’s style, tone, and meaning, finishing by explaining how you might use it in your own writing.
Specifically, the following critical elements must be addressed:
Discuss whether the authors’ use of figurative language is effective. Why or why not?
Examine how figurative language contributes to the overall style, tone, and meaning of the classic and the contemporary work.
Explain plan for weaving the use of figurative language in one’s own work.
Guidelines for Submission: Submit assignment as a Word document. Your journal should be no more than 300 words and any sources should be cited in MLA
format.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Authors’ Use Meets "Proficient" criteria and
provides exceptional detail in
discussing whether the
authors’ use of figurative
language is effective
Discusses whether the authors’
use of figurative language is
effective
Discusses whether the authors’
use of figurative language is
effective, but discussion is
unclear or lacks details
Does not discuss whether the
authors’ uses of figurative
language is effective
30
Figurative
Language
Meets "Proficient" criteria and
provides exceptional detail in
examining how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work, but
examination is unclear or lacks
details
Does not examine how
figurative language contributes
to the overall style, tone, and
meaning of the classic and the
contemporary work
30
Plan Meets "Proficient" criteria and
provides exceptional detail in
explaining plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work, but explanation is
unclear or lacks details
Does not explain plan for
weaving the u.
ENG 510 Module Nine Journal Guidelines and Rubric Ov.docx
ENG 510 Module Nine Journal Guidelines and Rubric
Overview: Journal activities in this course are private between you and the instructor. A course journal is generally made up of many individual assignments.
The journals in this course will help to prepare you for Final Project II, the creative writing tool kit. In this final project, you will select creative writing styles and
techniques that you believe will be most effective in both expressing your goals as a writer and reaching the audiences you plan to target in your work.
Prompt: In your journal assignment, identify two examples of figurative language from both the classic and contemporary work that you read this term. Then,
evaluate its effectiveness, contribution to each work’s style, tone, and meaning, finishing by explaining how you might use it in your own writing.
Specifically, the following critical elements must be addressed:
Discuss whether the authors’ use of figurative language is effective. Why or why not?
Examine how figurative language contributes to the overall style, tone, and meaning of the classic and the contemporary work.
Explain plan for weaving the use of figurative language in one’s own work.
Guidelines for Submission: Submit assignment as a Word document. Your journal should be no more than 300 words and any sources should be cited in MLA
format.
Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value
Authors’ Use Meets "Proficient" criteria and
provides exceptional detail in
discussing whether the
authors’ use of figurative
language is effective
Discusses whether the authors’
use of figurative language is
effective
Discusses whether the authors’
use of figurative language is
effective, but discussion is
unclear or lacks details
Does not discuss whether the
authors’ uses of figurative
language is effective
30
Figurative
Language
Meets "Proficient" criteria and
provides exceptional detail in
examining how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work
Examines how figurative
language contributes to the
overall style, tone, and
meaning of the classic and the
contemporary work, but
examination is unclear or lacks
details
Does not examine how
figurative language contributes
to the overall style, tone, and
meaning of the classic and the
contemporary work
30
Plan Meets "Proficient" criteria and
provides exceptional detail in
explaining plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work
Explains plan for weaving the
use of figurative language in
own work, but explanation is
unclear or lacks details
Does not explain plan for
weaving the u ...
Infographic Content Reviewing Data 25.0 Infographic comprehen.docx
Infographic Content: Reviewing Data
25.0
Infographic comprehensively describes the process of reviewing existing data and determining the need to conduct further assessment to determine eligibility with clear professionalism.
Infographic Content: Assessment Methods
30.0
Infographic thoroughly and insightfully describes assessment methods, their purposes, and how data is used to make educational decisions related to eligibility or intervention for the following assessment types: norm-referenced, standardized testing; language sampling; dynamic assessment; criterion-referenced assessment; and intelligence testing.
Infographic Content: Rights and Responsibilities
25.0
Infographic comprehensively details the rights and responsibilities of individuals with disabilities, their families, and teachers with clear professionalism.
Research
5.0
Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
Visual Appeal
5.0
Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
The writer is clearly in command of standard, written academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
...
Specialized Terms 20.0 Definitions and examples of specialized.docx
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Summary of observations Classroom Environment 15.0 Summary th.docx
Summary of observations: Classroom Environment
15.0
Summary thoroughly describes classroom environment and explains in extensive detail how the strategies used by the teacher to create an environment conducive to group learning and communicate expectations.
Summary of observations: Behavior situations
15.0
Behavior situations observed during group learning, OR strategies to prevent behavior situations, were creatively described.
Interview: General Classroom Management
15.0
Interview summary insightfully describes teacher's experience in developing and executing a classroom management plan.
Interview: Group Learning
15.0
Interview summary provide compelling details of teacher's group learning strategies.
Application to Future Professional Practice
20.0
Conclusions and applications to future practice are innovative and specific.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
.
100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
5Target100.00100.0 Criteria15.0 History of Special Educ.docx
5
Target
100.00%
100.0 %Criteria
15.0 %History of Special Education
Presentation comprehensively and professionally describes a brief history of special Education before the 1970's and from the 1970's to present day, insightfully referencing appropriate judicial decisions.
15.0 %Court Cases
Presentation skillfully describes judicial decisions about parental rights and student educational rights in public charter or private schools.
25.0 %Legal Trend Resources
Presentation contains 3-4 meaningful, professional resources to stay up-to-date with current legal trends in special education.
15.0 %Presentation
Presentation is strong and clearly aligns to the COE Professional Dispositions of Learners.
10.0 %Outline Summary
Outline summary demonstrates higher-order thinking and thoroughly addresses all questions.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Outline is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
Oral language Development Lesson Plan Rubric45.0 Analys.docx
Oral language Development Lesson Plan Rubric:
45.0 % Analysis of Lesson Plans: Analysis skillfully and convincingly constructs thoroughness of the lesson plan components. It includes several distinctive supporting details.
35.0 % Oral Language Lesson Plan: The lesson plan skillfully and convincingly describes an oral language strategy, integrating standards. The lesson plan includes several distinctive supporting details.
15.0 % Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
5.0% Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
.
Implementing Universal and Inclusive Design for Online Learning Accessibility
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
Group assignment ucf 1310 he
This document outlines the requirements for a group assignment involving a written report and oral presentation on a social issue. It provides instructions on the structure and content of the written report, including an abstract, introduction, analysis, conclusion, and references section. Students must submit an 8-15 page written report and do a 25-30 minute group presentation. They will be assessed individually on their presentation skills and ability to answer questions, and as a group on the scope, planning, and evaluation of the project. Peer evaluations will also factor into individual grades. The assignment criteria emphasize a thorough understanding of the issue and high-quality analysis for a distinction grade.
Design Material for Technological Environments in EFL.pptx
Design material for teaching a second language
Clinical Field Experience D The Cultural Effect of Technology o
Clinical Field Experience D: The Cultural Effect of Technology on a School Campus
Technology use affects the culture of a school campus. As a leader, create a technology plan that aligns to the mission and vision of the school, while maintaining student achievement as the desired outcome. For this assignment, you will have the opportunity to observe and collect anecdotal data on technology use.
Allocate at least 2 hours in the field to support this field experience.
Informally walk through 5-10 classrooms and observe how technology is incorporated within the curriculum and instruction. Consider how the use of technology affects the culture of the classroom and school. Have a collaborative discussion with your principal mentor about your observations, and how he or she plans for the use of technology. Include the following in your discussion:
How is technology used in curriculum and instruction? Is the technology accessible for all? Does the technology promote participation in local, national, and global learning communities? Does it stimulate innovation, creativity, and digital age collaboration?
How does leadership create a vision and plan for the use of technology?
How are faculty and staff skills developed for using and integrating technology?
How do faculty and staff ensure the safe use of technology?
How does the use (or non-use) of technology affect the culture in individual classrooms and the school as a whole?
Use any remaining field experience hours to observe or assist the principal mentor.
After the field experience, complete a 500-750 word reflection on your observations and discussion. Incorporate the ISTE Standards for Education Leaders and describe how you will apply what you have learned to your future professional practice.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
...
Siop model-and-research-findings
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy development in English. Explicit instruction in the five components of reading is necessary but not sufficient for ELLs, who must also develop academic oral English proficiency.
Siop model-and-research-findings
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy in English as a second language. Explicit instruction in the five components of reading is necessary but not sufficient, and ELLs require additional academic language support.
Module6 assignment 2
This document outlines the requirements for Assignment 2 of the course CLM5064: Technology for Teaching and Learning. The assignment involves designing and developing an OpenCourseWare (OCW) in two parts. Part A requires students to design an OCW plan by selecting course units and outlining unit objectives, content, development methods, and pedagogical considerations. Part B involves developing the OCW content based on the design plan, including instructional materials using various tools for each unit and self-assessment materials, and organizing the content on an online platform. The document provides marking schemes to evaluate students' work on both the design plan and developed content.
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
Teaching Print Concepts Rubric:
70.0 %Content: The essay skillfully and convincingly describes the strategies for teaching print concepts. The rationale distinctively supports the strategy.
15.0 %Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
10.0 %Research Citations: In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
5.0 %Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning.
Journal for Specialists in Group Work
,
34
(3), 276–292.
Document:
Group Wiki Project Guidelines (PDF)
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”
Discussion: Task Groups
Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.
For this Discussion, read the Van Velsor (2009) article.
By Day 3
Post
your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?
.
LeamosEscribamos Completa el párrafo con las formas correctas de lo.docx
Leamos/Escribamos Completa el párrafo con las formas correctas de los verbos en paréntesis. Usa el pretérito o el imperfecto.
Yo __1__ (criarse) en el campo, pero mi familia __2__
(mudarse) a la ciudad cuando yo tenía doce años. Hablábamos
aymara en mi pueblo, y mi mamá no __3__ (expresarse) bien en
español. Mis hermanos y yo __4__ (comunicarse) sin problema
porque habíamos estudiado español en el colegio. Con dificultad
nosotros __5__ (acostumbrarse) al estilo de vida.Yo __6__
(preocuparse) por todo. No me __7__ (gustar) el ruido de los
carros. Pero poco a poco, nostros __8__ (asimilar) el modo de
ser de la gente de la cuidad.Yo __9__ (graduarse) de la
universidad hace poco, mi hermano mayor ahora es arquitecto, y
mi hermano menor __10__ (casarse) el mes pasado.
.
Leadership via vision is necessary for success. Discuss in detail .docx
Leadership via "vision" is necessary for success. Discuss in detail the qualities that a leader must exhibit in order to be considered visionary and, further, how these qualities may be learned and developed. Provide research and share insight on the determination of a specific leadership theory associated with leadership via vision. Cite your posting in proper APA format and ensure that your posting provides a minimum of 5 paragraphs.
.
Learning about Language by Observing and ListeningThe real.docx
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an acceptable form of lang.
Learning Accomplishment Profile-Diagnostic Spanish Language Edit.docx
Learning Accomplishment Profile-Diagnostic Spanish Language Edition
The Ages and Stages Questionnaires-Social Emotional (ASQ-SE)
Learning Accomplishment Profile-3 (LAP-3)
Mullen Scales of Early Learning
Purpose of the screening-what can an early childhood professional do with the results? What should happen next?
.
Learning about Language by Observing and ListeningThe real voy.docx
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an accepta.
LEARNING OUTCOMES1. Have knowledge and understanding of the pri.docx
LEARNING OUTCOMES:
1. Have knowledge and understanding of the principles of Constitutional and Administrative Law, and of the way in which these principles have developed.
2. Deal with issues relating to Constitutional and Administrative Law both systematically and creatively, recognising potential alternative conclusions for particular situations and providing supporting reasons for such conclusions.
3. Demonstrate self-direction and originality in tackling and solving problems relating to Constitutional and Administrative Law.
4. Research primary and secondary sources of Constitutional and Administrative Law.
5. Communicate thoughts and ideas in writing and/or orally, using the English language and legal terminology with care, clarity and accuracy.
6. Manage time effectively.
QUESTION:
A recently elected Government, concerned about rising gun crime by drug dealers, has introduced a Bill into Parliament to bring back the death penalty for any person convicted of causing death by the use of a firearm and which is also related to an illegal drug trade.
Human Rights UK (HRUK), part of a worldwide protest organisation called ‘Global Human Rights’ is opposed to the death penalty in any circumstances. HRUK has many thousands of members across the UK. The organisation is split into county groups and there is a thriving branch of over 1200 members in Penfield.
Sam Jones, the leader of the Penfield branch, has proposed a local demonstration against the Bill to take place on the 1
st
May 2014. The demonstration includes a march from the Town Hall in Penfield City Centre to the local War Memorial followed by speeches from senior members of the organisation.
The Chief Constable of Penfield Police, having been informed of the proposed protest is concerned about rumours that a small counter protest has been organised to disrupt the protest by a far right group opposed to human rights. He has issued a Notice to HRUK and Sam Jones under the Public Order Act 1986 which imposes the following conditions on the HRUK demonstration planned for 1
st
May 2014:-
Notice from the Chief Constable of Penfield Police:
1) any demonstration to be held by the HRUK between 1st March 2014 and 1
st
October 2014 should be held in Penfield Country Park, at least 25 miles from Penfield City Centre;
2) the maximum number of demonstrators shall be 25;
3) the maximum duration of the demonstration shall be 2 hours;
4) there should be no public speeches and;
5) that in the event of any counter demonstration or hostility shown towards HRUK members, the Penfield Police reserve the right to cancel the demonstration immediately
Advise, giving reasons, whether Sam Jones and/or HRUK can use the Human Rights Act 1998 to challenge the decision of the Chief Constable.
.
More Related Content
Similar to App Recommendations25.0 App recommendations are innovative. .docx
Infographic Content Reviewing Data 25.0 Infographic comprehen.docx
Infographic Content: Reviewing Data
25.0
Infographic comprehensively describes the process of reviewing existing data and determining the need to conduct further assessment to determine eligibility with clear professionalism.
Infographic Content: Assessment Methods
30.0
Infographic thoroughly and insightfully describes assessment methods, their purposes, and how data is used to make educational decisions related to eligibility or intervention for the following assessment types: norm-referenced, standardized testing; language sampling; dynamic assessment; criterion-referenced assessment; and intelligence testing.
Infographic Content: Rights and Responsibilities
25.0
Infographic comprehensively details the rights and responsibilities of individuals with disabilities, their families, and teachers with clear professionalism.
Research
5.0
Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
Visual Appeal
5.0
Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
The writer is clearly in command of standard, written academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
...
Specialized Terms 20.0 Definitions and examples of specialized.docx
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Summary of observations Classroom Environment 15.0 Summary th.docx
Summary of observations: Classroom Environment
15.0
Summary thoroughly describes classroom environment and explains in extensive detail how the strategies used by the teacher to create an environment conducive to group learning and communicate expectations.
Summary of observations: Behavior situations
15.0
Behavior situations observed during group learning, OR strategies to prevent behavior situations, were creatively described.
Interview: General Classroom Management
15.0
Interview summary insightfully describes teacher's experience in developing and executing a classroom management plan.
Interview: Group Learning
15.0
Interview summary provide compelling details of teacher's group learning strategies.
Application to Future Professional Practice
20.0
Conclusions and applications to future practice are innovative and specific.
Organization
10.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
.
100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx
100.0 %Criteria
30.0 %Flowchart Content
The flowchart skillfully depicts the two possible discipline paths following the manifestation determination. In addition, there are two comprehensively aligned IEP goals for each determination.
40.0 %Legal Issues Analysis
A compelling analysis is included regarding any legal issues raised by the change in Carrie's transportation, proficiently incorporating relevant statutes, regulations, and case decisions.
5.0 %Research
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
5.0 %Rationale Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Overall Flowchart Presentation
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
5Target100.00100.0 Criteria15.0 History of Special Educ.docx
5
Target
100.00%
100.0 %Criteria
15.0 %History of Special Education
Presentation comprehensively and professionally describes a brief history of special Education before the 1970's and from the 1970's to present day, insightfully referencing appropriate judicial decisions.
15.0 %Court Cases
Presentation skillfully describes judicial decisions about parental rights and student educational rights in public charter or private schools.
25.0 %Legal Trend Resources
Presentation contains 3-4 meaningful, professional resources to stay up-to-date with current legal trends in special education.
15.0 %Presentation
Presentation is strong and clearly aligns to the COE Professional Dispositions of Learners.
10.0 %Outline Summary
Outline summary demonstrates higher-order thinking and thoroughly addresses all questions.
10.0 %Organization
The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Outline is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage
.
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15
In Phase 2, your team will work together to develop a detailed description and implementation plan for the innovation you selected to pursue in Module 3. Each team member must research and describe a product development or management process, methodology, or model that could be utilized to implement the innovation. The group should select and use one of these models for developing its own implementation plan.
For this assignment, write a paper of 2,000-3,000 words that addresses the following:
Finalize the name and include a one- or two-sentence description of the innovation.
Describe the value the new product or service will provide to customers and describe the need it will meet.
Utilizing the model selected by the team, create the detailed implementation plan for the innovation. Make sure the plan accounts for contingencies/risks in the implementation process and includes realistic timeframe and budgeting considerations.
Use graphics such as organizational charts, process maps, and/or budget tables as appropriate to increase the readability and professional appeal of the plan.
Include in-text citations from at least six secondary sources. Each person on the team must contribute an article from the research that was completed on product development or management processes, methodologies, and/or models.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %
Content
40.0 %
Content Subject Knowledge: As a group, research and describe product or service tool, methodology, and model; select model; identify and explore product or service; create a description of product or service.
Paper content omits the requirements stated in the assignment criteria. Innovation idea is outlined poorly and lacks research.
Paper content omits some requirements stated in the assignment criteria. Innovation lacks supporting evidence and research.
Paper content is complete. All assignment requirements are met. Innovation is outlined and supported with research.
Paper content is comprehensive and accurate. All assignment criteria are met. Innovation is explained and supported with relevant research.
Paper content is thoughtfully evaluated and accurate. All assignment criteria are met. Innovation is explained, analyzed, and supported with timely research and ideas.
30.0 %
Content Comprehension
Content is incomplete or omits most of the requirements stated in the assignment criteria
Content is incomplete or omits some requirements stated in the assignment criteria.
Content is complete, but could use additional development with specific detail. Research is inadequate in relevance, quality, and/or timeliness.
Content is comprehensive and accurate, and definitions are clearly stated. Research is adequate, timely, and relevant, and addre.
Oral language Development Lesson Plan Rubric45.0 Analys.docx
Oral language Development Lesson Plan Rubric:
45.0 % Analysis of Lesson Plans: Analysis skillfully and convincingly constructs thoroughness of the lesson plan components. It includes several distinctive supporting details.
35.0 % Oral Language Lesson Plan: The lesson plan skillfully and convincingly describes an oral language strategy, integrating standards. The lesson plan includes several distinctive supporting details.
15.0 % Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
5.0% Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
.
Implementing Universal and Inclusive Design for Online Learning Accessibility
Accessibility is a critical component of any online learning content. With legal requirements stronger than ever, colleges and universities must find tangible ways to improve their web accessibility. This webinar will discuss how the principles of universal and inclusive design can be applied to the online learning environment, with a particular focus on the accessibility of course content and materials.
Howard Kramer, an Access Specialist at University of Colorado at Boulder, and Sheryl Burgstahler, the Director of Accessible Technology Services at the University of Washington, will explain what universal design is, the importance of incorporating universal design principles into online courses, and strategies for doing so.
This webinar will cover:
What is universal and inclusive design?
Strategies for implementing universal design
Best practices for the presentation of information and resources
Incorporating inclusiveness into a syllabus
Creating accessible documents and media
Providing information through multiple mediums
Resources and tools for incorporating inclusive design into the online environment
Group assignment ucf 1310 he
This document outlines the requirements for a group assignment involving a written report and oral presentation on a social issue. It provides instructions on the structure and content of the written report, including an abstract, introduction, analysis, conclusion, and references section. Students must submit an 8-15 page written report and do a 25-30 minute group presentation. They will be assessed individually on their presentation skills and ability to answer questions, and as a group on the scope, planning, and evaluation of the project. Peer evaluations will also factor into individual grades. The assignment criteria emphasize a thorough understanding of the issue and high-quality analysis for a distinction grade.
Design Material for Technological Environments in EFL.pptx
Design material for teaching a second language
Clinical Field Experience D The Cultural Effect of Technology o
Clinical Field Experience D: The Cultural Effect of Technology on a School Campus
Technology use affects the culture of a school campus. As a leader, create a technology plan that aligns to the mission and vision of the school, while maintaining student achievement as the desired outcome. For this assignment, you will have the opportunity to observe and collect anecdotal data on technology use.
Allocate at least 2 hours in the field to support this field experience.
Informally walk through 5-10 classrooms and observe how technology is incorporated within the curriculum and instruction. Consider how the use of technology affects the culture of the classroom and school. Have a collaborative discussion with your principal mentor about your observations, and how he or she plans for the use of technology. Include the following in your discussion:
How is technology used in curriculum and instruction? Is the technology accessible for all? Does the technology promote participation in local, national, and global learning communities? Does it stimulate innovation, creativity, and digital age collaboration?
How does leadership create a vision and plan for the use of technology?
How are faculty and staff skills developed for using and integrating technology?
How do faculty and staff ensure the safe use of technology?
How does the use (or non-use) of technology affect the culture in individual classrooms and the school as a whole?
Use any remaining field experience hours to observe or assist the principal mentor.
After the field experience, complete a 500-750 word reflection on your observations and discussion. Incorporate the ISTE Standards for Education Leaders and describe how you will apply what you have learned to your future professional practice.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
...
Siop model-and-research-findings
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy development in English. Explicit instruction in the five components of reading is necessary but not sufficient for ELLs, who must also develop academic oral English proficiency.
Siop model-and-research-findings
The document discusses the Sheltered Instruction Observation Protocol (SIOP) model for teaching English language learners. It describes SIOP as a research-based instructional model consisting of 30 features to help teachers plan and deliver lessons that are comprehensible to ELLs. The document also summarizes research findings that oral language proficiency and literacy development in a student's native language can help facilitate literacy in English as a second language. Explicit instruction in the five components of reading is necessary but not sufficient, and ELLs require additional academic language support.
Module6 assignment 2
This document outlines the requirements for Assignment 2 of the course CLM5064: Technology for Teaching and Learning. The assignment involves designing and developing an OpenCourseWare (OCW) in two parts. Part A requires students to design an OCW plan by selecting course units and outlining unit objectives, content, development methods, and pedagogical considerations. Part B involves developing the OCW content based on the design plan, including instructional materials using various tools for each unit and self-assessment materials, and organizing the content on an online platform. The document provides marking schemes to evaluate students' work on both the design plan and developed content.
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
Teaching Print Concepts Rubric:
70.0 %Content: The essay skillfully and convincingly describes the strategies for teaching print concepts. The rationale distinctively supports the strategy.
15.0 %Organization: Purpose statement and related conclusion are clear and convincing. Information is well-organized and logical. Argument presents a persuasive claim in a distinctive and compelling manner.
10.0 %Research Citations: In-text citations and a reference page are complete and correct. Sources are credible. The documentation of cited sources is free of error.
5.0 %Mechanics: Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
...
Similar to App Recommendations25.0 App recommendations are innovative. .docx (15)
Infographic Content Reviewing Data 25.0 Infographic comprehen.docx
Infographic Content Reviewing Data 25.0 Infographic comprehen.docx
Specialized Terms 20.0 Definitions and examples of specialized.docx
Specialized Terms 20.0 Definitions and examples of specialized.docx
Summary of observations Classroom Environment 15.0 Summary th.docx
Summary of observations Classroom Environment 15.0 Summary th.docx
100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx
100.0 Criteria30.0 Flowchart ContentThe flowchart skillful.docx
5Target100.00100.0 Criteria15.0 History of Special Educ.docx
5Target100.00100.0 Criteria15.0 History of Special Educ.docx
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Due Jan 24 15In Phase 2, your team will work together to dev.docx
Oral language Development Lesson Plan Rubric45.0 Analys.docx
Oral language Development Lesson Plan Rubric45.0 Analys.docx
Implementing Universal and Inclusive Design for Online Learning Accessibility
Implementing Universal and Inclusive Design for Online Learning Accessibility
Design Material for Technological Environments in EFL.pptx
Design Material for Technological Environments in EFL.pptx
Clinical Field Experience D The Cultural Effect of Technology o
Clinical Field Experience D The Cultural Effect of Technology o
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
Teaching Print Concepts Rubric70.0 Content The essay skill.docx
More from festockton
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning Resources
Required Readings
Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice
(8th ed.). Boston, MA: Pearson.
Chapter 11, “Task Groups: Foundation Methods” (pp. 336-363)
Chapter 12, “Task Groups: Specialized Methods” (pp. 364–395)
Van Velsor, P. (2009). Task groups in the school setting: Promoting children’s social and emotional learning.
Journal for Specialists in Group Work
,
34
(3), 276–292.
Document:
Group Wiki Project Guidelines (PDF)
Recommended Resources
Holosko, M. J., Dulmus, C. N., & Sowers, K. M. (2013). Social work practice with individuals and families: Evidence-informed assessments and interventions. Hoboken, NJ: John Wiley & Sons, Inc.
Chapter 1 “Assessment of Children”
Chapter 2 “Intervention with Children”
Discussion: Task Groups
Group work is a commonly used method within school settings. Because peer interaction is important in the emotional and social development of children, the task group can serve as a wonderful therapeutic setting and tool; however, many factors should be considered when implementing this type of intervention.
For this Discussion, read the Van Velsor (2009) article.
By Day 3
Post
your understanding of task groups as an intervention for children. Use the model for effective problem solving to compare and contrast (how to identify the problem, develop goals, collect data). How does this model differ from a traditional treatment group? What are the advantages and possible disadvantages of this model? Describe how you might use this model for adults. What populations would most benefit from this model?
.
LeamosEscribamos Completa el párrafo con las formas correctas de lo.docx
Leamos/Escribamos Completa el párrafo con las formas correctas de los verbos en paréntesis. Usa el pretérito o el imperfecto.
Yo __1__ (criarse) en el campo, pero mi familia __2__
(mudarse) a la ciudad cuando yo tenía doce años. Hablábamos
aymara en mi pueblo, y mi mamá no __3__ (expresarse) bien en
español. Mis hermanos y yo __4__ (comunicarse) sin problema
porque habíamos estudiado español en el colegio. Con dificultad
nosotros __5__ (acostumbrarse) al estilo de vida.Yo __6__
(preocuparse) por todo. No me __7__ (gustar) el ruido de los
carros. Pero poco a poco, nostros __8__ (asimilar) el modo de
ser de la gente de la cuidad.Yo __9__ (graduarse) de la
universidad hace poco, mi hermano mayor ahora es arquitecto, y
mi hermano menor __10__ (casarse) el mes pasado.
.
Leadership via vision is necessary for success. Discuss in detail .docx
Leadership via "vision" is necessary for success. Discuss in detail the qualities that a leader must exhibit in order to be considered visionary and, further, how these qualities may be learned and developed. Provide research and share insight on the determination of a specific leadership theory associated with leadership via vision. Cite your posting in proper APA format and ensure that your posting provides a minimum of 5 paragraphs.
.
Learning about Language by Observing and ListeningThe real.docx
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an acceptable form of lang.
Learning Accomplishment Profile-Diagnostic Spanish Language Edit.docx
Learning Accomplishment Profile-Diagnostic Spanish Language Edition
The Ages and Stages Questionnaires-Social Emotional (ASQ-SE)
Learning Accomplishment Profile-3 (LAP-3)
Mullen Scales of Early Learning
Purpose of the screening-what can an early childhood professional do with the results? What should happen next?
.
Learning about Language by Observing and ListeningThe real voy.docx
Learning about Language by Observing and Listening
The real voyage of discovery consists not in seeking
new landscapes, but in having new eyes. Marcel Proust
The UCSD experience encompasses academic as well as social learning. Therefore, we learn not only from our courses, but from the people we meet on campus and the experiences we have with them. Life is a journey of self-discovery. As individuals, we are constantly seeking to determine who we are and where we belong in the world. Throughout this process, language is both a bridge and a barrier to communication and human growth.
The general subject matter for this essay is language or language communities. The source of your information will be what you observe and hear by listening to others. The goal is to do a project based on what our own minds can comprehend from diligent observation, note-taking, and reasoning. You should arrive at a reasoned (not emotional) conclusion. The conclusion/result of your experiment is your thesis and should be presented in the opening paragraph in one sentence. Secondary material should not be brought into this essay. Thus, this is not an essay that needs to be the result of academic texts or online sources. The research is what you see and how you interpret what you see and hear. It will be up to you to determine what particular focus your essay will take and wahat meaning you wish to convey to your reader. Do the exploratory writing activities on pages 73-76. These activities will guide you through an analysis of some of the reflections you completed in the first part of your book. Once you determine your focus, you will use the information you have already gathered and additional information you will research to clarify your ideas and provide evidence for the points you wish to make.
If you prefer a more direct prompt, the suggested topics listed below might be helpful to you. Choose one of the following topics to establish a focus and direction.
1) From your observations and conversations, what assumptions and stereotypes do we make about people based on language and behavior? What did you learn from the experiment?
2) You may examine body language as well as verbal language. Explore nonverbal communication in a group. What conclusions can you come to regarding the group based on nonverbal behavior?
3) Did you observe language differences between men and women here at UCSD Notice the ways in which men and women treat one another. Observe the language you hear on campus.
How do women greet one another? How do men greet each other? Do not just note the similarities or differences. Explain and interpret the information.
4) Observe and identify a code language on campus, on your job, or in your personal arena. How is language used? Is it effective? Analyze.
5) Have you become keenly aware of code switching? Who utilizes this language? In your observations and conversations, did you find code switching to be an accepta.
LEARNING OUTCOMES1. Have knowledge and understanding of the pri.docx
LEARNING OUTCOMES:
1. Have knowledge and understanding of the principles of Constitutional and Administrative Law, and of the way in which these principles have developed.
2. Deal with issues relating to Constitutional and Administrative Law both systematically and creatively, recognising potential alternative conclusions for particular situations and providing supporting reasons for such conclusions.
3. Demonstrate self-direction and originality in tackling and solving problems relating to Constitutional and Administrative Law.
4. Research primary and secondary sources of Constitutional and Administrative Law.
5. Communicate thoughts and ideas in writing and/or orally, using the English language and legal terminology with care, clarity and accuracy.
6. Manage time effectively.
QUESTION:
A recently elected Government, concerned about rising gun crime by drug dealers, has introduced a Bill into Parliament to bring back the death penalty for any person convicted of causing death by the use of a firearm and which is also related to an illegal drug trade.
Human Rights UK (HRUK), part of a worldwide protest organisation called ‘Global Human Rights’ is opposed to the death penalty in any circumstances. HRUK has many thousands of members across the UK. The organisation is split into county groups and there is a thriving branch of over 1200 members in Penfield.
Sam Jones, the leader of the Penfield branch, has proposed a local demonstration against the Bill to take place on the 1
st
May 2014. The demonstration includes a march from the Town Hall in Penfield City Centre to the local War Memorial followed by speeches from senior members of the organisation.
The Chief Constable of Penfield Police, having been informed of the proposed protest is concerned about rumours that a small counter protest has been organised to disrupt the protest by a far right group opposed to human rights. He has issued a Notice to HRUK and Sam Jones under the Public Order Act 1986 which imposes the following conditions on the HRUK demonstration planned for 1
st
May 2014:-
Notice from the Chief Constable of Penfield Police:
1) any demonstration to be held by the HRUK between 1st March 2014 and 1
st
October 2014 should be held in Penfield Country Park, at least 25 miles from Penfield City Centre;
2) the maximum number of demonstrators shall be 25;
3) the maximum duration of the demonstration shall be 2 hours;
4) there should be no public speeches and;
5) that in the event of any counter demonstration or hostility shown towards HRUK members, the Penfield Police reserve the right to cancel the demonstration immediately
Advise, giving reasons, whether Sam Jones and/or HRUK can use the Human Rights Act 1998 to challenge the decision of the Chief Constable.
.
Leadership Style What do people do when they are leadingAssignme.docx
Leadership Style: What do people do when they are leading?
Assignment: Leadership Style: What Do People Do When They Are Leading?
Due Week 9 and worth 100 points
Choose one (1) of the following CEOs for this assignment: Ursula Burns (Xerox). Use the Internet to investigate the leadership style and effectiveness of the selected CEO.
Write a five to six (5-6) page paper in which you:
Provide a brief (one [1] paragraph) background of the CEO.
Analyze the CEO’s leadership style and philosophy, and how the CEO’s leadership style aligns with the culture.
Examine the CEO’s personal and organizational values.
Evaluate how the values of the CEO are likely to influence ethical behavior within the organization.
Determine the CEO’s three (3) greatest strengths and three (3) greatest weaknesses.
Select the quality that you believe contributes most to this leader’s success. Support your reasoning.
Assess how communication and collaboration, and power and politics influence group (i.e., the organization’s) dynamics.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Analyze the formation and dynamics of group behavior and work teams, including the application of power in groups.
Outline various individual and group decision-making processes and key factors affecting these processes.
Examine the primary conflict levels within organization and the process for negotiating resolutions.
Examine how power and influence empower and affect office politics, political interpretations, and political behavior.
Use technology and information resources to research issues in organizational behavior.
Write clearly and concisely about organizational behavior using proper writing me
.
Leadership Throughout HistoryHistory is filled with tales of leade.docx
Leadership Throughout History
History is filled with tales of leaders who were brave, selfless, and achieved glorious accomplishments. Your text discusses how leadership theory has been categorized throughout time, from the culture of ancient Egypt thousands of years ago, to the “toolbox” style of today.
The first category, known as the “Great Man” phase, focused on the traits that make an effective leader. This period ranges from circa 450 B.C. to the 1940s, and includes classic examples such as the aforementioned Egyptian period and the expansive influence of the Roman Empire.
The second category, known as the Behavior phase, spanned the 1940s to the 1960s, and focused on determining the types of behavior that leaders utilized to influence and affect others.
The final category is the Situational phase. This line of research began in the 1970s and is still present today. It suggests that leaders have a broad understanding of the various types of leadership styles, and can choose the appropriate one to handle a given situation.
I
n this Journal, discuss each phase, do research and provide examples of influential leaders from each phase, and explain how and why they were so influential.
Your Journal entry should be at least 500 words, and cite appropriate references in APA format.
.
Lean Inventory Management1. Why do you think lean inventory manage.docx
Lean Inventory Management
1. Why do you think lean inventory management can decrease transportation, capital expenses, and inventory storage?
2. List some products in your personal or family "inventory." How do you manage them? (For instance, do you constantly run to the store for milk? Do you throw out a lot of milk because of spoilage?) How can lean inventory change your way of managing these SKUs?
3. Identify a goods-producing or service-providing organization and discuss how it might make aggregate planning decisions.
4. Provide an argument for or against adopting a chase strategy for a major airline call center.
.
Leadership varies widely by culture and personality. An internationa.docx
Leadership varies widely by culture and personality. An international organization with locations in several countries must balance the local customs and cultures with those of the primary culture of the organizations’ headquarters. Using the Germany as the headquarters of an international Internet retail organization serving the USA and Canada research and discuss the differences that leaders would have to navigate in approach and adapting to different standards of behavior and culture within the countries.
.
Leadership is the ability to influence people toward the attainment .docx
Leadership is the ability to influence people toward the attainment of goals. The changing of the environment in which most organizations are operating has significantly influenced leadership systems in recent years, and has contributed to a shift in how we think about and practice leadership.
Analyze how leadership is changing in today’s organizations, including Level 5 leadership, servant leadership, and transformational leadership. Please discuss in 200-250 words.
.
Lawday. Court of Brightwaltham holden on Monday next after Ascension.docx
Lawday. Court of Brightwaltham holden on Monday next after Ascension Day in the twenty-first year of King Edward (A.D. 1293).
The tithingman of Conholt with his whole tithing present that all is well save that William of Mescombe has stopped up a . . . [the word is indecipherable in the manuscript, but Maitland thinks it is a watercourse] wrongfully. Therefore he is in mercy (12 d.). Also they say that Edith of Upton has cut down trees in the enclosure and the seisin of the lord contrary to a prohibition, and they say that she has no property and has fled into foreign parts, (amercement, 12 d.).
Adam Scot is made tithingman and sworn to a faithful exercise of his office.
John son of Hugh Poleyn enters on the land which Randolph Tailor held saving the right of everyone and gives for entry-money 4 marks and will pay 1 mark at Michaelmas in the twenty-second year of King Edward, 1 mark at Christmas next following, 1 mark at Easter, and 1 mark at Michaelmas next following, and for the due making of all these payments the said Hugh Poleyn finds sureties, to wit, Adam Scot, John Gosselyn, William of Mescombe, John Gyote. And because the said John is a minor the wardship of the said lands and tenements is delivered to his father the said Hugh Poleyn until he be of full age, on the terms of his performing the services due and accustomed for the same. Also there is granted to the said Hugh the crop now growing on the sown land, and the heriot due on this entry, for a half-mark payable at Michaelmas next on the security of the above-named sureties.
(a) Hugh Poleyn gives the lord 2 s. that he may have the judgment of the court as to his right in a certain tenement in Upton which J. son of Randolph Tailor claims as his right. And upon this the whole township of Brightwaltham sworn along with the whole township of Conholt say upon their oath that Hugh Poleyn has better right to hold the said tenement than anyone else has, and that he is the next heir by right of blood.
(The Conholt case as to the tenure of Edith wife of Robert Tailor according to the inquest made by the jurors. One Alan Poleyn held a tenement in Conholt upon servile terms and had a wife Cristina by name. The said Alan died when Richard was the farmer [of the manor]. Thereupon came the friends of the said Cristina and procured for her a part of the land by way of dower making a false suggestion and as though [the land] were of free condition, and this was to the great prejudice of the lord Abbot. Upon this came one Richard Aleyn and espoused the said Cristina and begot upon her one Randolph. Then Richard died, and the said Cristina of her own motion enfeoffed Randolph her son of the said tenement. Then Cristina died, and Randolph being in seisin of the said tenement espoused Edith the present demanding; and after Randolph's death Edith married Robert Tailor. Now you can see and give your counsel about the right of the said Edith. And know this, that if I had at hand the court-rolls of the.
law43665_fm_i-xx i 010719 1032 AMStakeholders, Eth.docx
law43665_fm_i-xx i 01/07/19 10:32 AM
Stakeholders, Ethics, Public Policy Sixteenth Edition
Anne T. Lawrence
San José State University
James Weber
Duquesne University
Business and
Society
Final PDF to printer
law43665_fm_i-xx ii 01/07/19 10:32 AM
BUSINESS AND SOCIETY: STAKEHOLDERS, ETHICS, PUBLIC POLICY, SIXTEENTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2020 by McGraw-Hill
Education. All rights reserved. Printed in the United States of America. Previous editions © 2017, 2014, and
2011. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not
limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 LWI 21 20 19
ISBN 978-1-260-04366-2 (bound edition)
MHID 1-260-04366-5 (bound edition)
ISBN 978-1-260-14049-1 (loose-leaf edition)
MHID 1-260-14049-0 (loose-leaf edition)
Portfolio Manager: Laura Hurst Spell
Marketing Manager: Lisa Granger
Content Project Managers: Jeni McAtee, Katie Reuter
Buyer: Susan K. Culbertson
Design: Jessica Cuevas
Content Licensing Specialist: Traci Vaske
Cover Image: ©View Apart/Shutterstock
Compositor: SPi Global
All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Names: Lawrence, Anne T., author. | Weber, James (Business ethics professor),
author.
Title: Business and society: stakeholders, ethics, public policy / Anne T.
Lawrence, San Jose State University, James Weber, Duquesne University.
Description: Sixteenth edition. | New York, NY : McGraw-Hill Education, [2020]
Identifiers: LCCN 2018052591 | ISBN 9781260043662 (alk. paper) | ISBN
1260043665 (bound edition) | ISBN 9781260140491 (loose-leaf edition) |
ISBN 1260140490 (loose-leaf edition)
Subjects: LCSH: Social responsibility of business.
Classification: LCC HD60 .F72 2020 | DDC 658.4/08—dc23 LC record available at https://lccn.loc
.gov/2018052591
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not
guarantee the accuracy of the information presented at these sites.
mheducation.com/highered
Final PDF to printer
iii
law43665_fm_i-xx iii 01/07/19 10:32 AM
Anne T. Lawrence San José State University
Anne T. Lawrence is professor of management emerita at San José State University. She
holds a Ph.D. from the University of California, Berkeley, and completed two years of post-
doctoral study at Stanford University. Her a.
Leaders face many hurdles when leading in multiple countries. There .docx
Leaders face many hurdles when leading in multiple countries. There are several examples of disastrous public relations fallout that have occurred when companies have outsourced work to other nations. When determining where to move offshore as a company, the leaders of the organization must make several decisions.
Using course theories and current multinational organizations that have locations in several countries, convey your own thoughts on the subject and address the following:
What leadership considerations must an organization weigh in selecting another country to open a location such as a manufacturing plant?
How might leaders need to change leadership styles to manage multinational locations?
What public relations issues might arise from such a decision?
How would you recommend such a company to demonstrate their social responsibility to their headquarters country as well as any offshore locations?
.
Last year Angelina Jolie had a double mastectomy because of re.docx
Last year Angelina Jolie had a double mastectomy because of results from a genetic test. Describe the science of the test and the reason for her decision. Do you agree with her choice, and do you agree with her decision to go public about her choice?
1 page essay with at least 1 reference
.
Leaders face many hurdles when leading in multiple countries. Ther.docx
Leaders face many hurdles when leading in multiple countries. There are several examples of disastrous public relations fallout that have occurred when companies have outsourced work to other nations. When determining where to move offshore as a company, the leaders of the organization must make several decisions.
Using course theories and current multinational organizations that have locations in several countries, convey your own thoughts on the subject and address the following:
What leadership considerations must an organization weigh in selecting another country to open a location such as a manufacturing plant?
How might leaders need to change leadership styles to manage multinational locations?
What public relations issues might arise from such a decision?
How would you recommend such a company to demonstrate their social responsibility to their headquarters country as well as any offshore locations?
Please submit your assignment.
This assignment will be assessed using the rubric provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
.
Leaders today must be able to create a compelling vision for the org.docx
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
Respond to the following:
Assess your current leaders. These leaders could be those at your current or previous organizations or your educational institutions.
How effective are they at creating and communicating the organization vision?
How effective are they at developing a strategy and communicating it throughout the organization?
How effective are they at upholding the values of the organization?
Support your positions with specific examples or by citing credible sources.
.
Law enforcement professionals and investigators use digital fore.docx
Law enforcement professionals and investigators use digital forensic methods to solve crimes every day. Locate one current news article that explains how investigators may have used these techniques to solve a crime. Explain the crime that was solved, and the methods used to determine how the crime was committed. Some examples of crimes solved may include locating missing children, finding criminals who have fled the scene of a crime, or unsolved crimes from the past that have been solved due to the use of new techniques (such as DNA testing).
Your written assignment should be 3-4 paragraphs in your own words and should include a reference citation for your source of information.
.
LAW and Economics 4 questionsLaw And EconomicsTextsCoote.docx
LAW and Economics 4 questions
Law And Economics
Texts
Cooter, Robert and Thomas Ulen. 2011. Law and Economics. Sixth Edition. Boston: Pearson Addison Wesley
(Chapter 1-4)
Polinksky, A. Mitchell. 2011. An Introduction to Law and Economics. Fourth Edition. New York: Aspen Publishers.
(Chapters 1-2)
Posner, Richard A. 2007. Economic Analysis of Law. Seventh Edition. Boston: Little, Brown and Company.
(Chapter 1)
2.) Discuss the adverse impacts of monopoly upon market outcomes. Discuss the impact of government’s monopoly power over coercion.
6.) Suppose the local government determines that the price of food is too high and imposes a ceiling on the market price of food that is below the equilibrium price in that locality. Predict some of the consequences of the ceiling.
10.) Consider the right to smoke or to be free from smoke in the following situations:
1. smoking in a public area.
2. smoking in hotel rooms.
3. smoking in a private residence.
4. smoking on commercial airline flights.
In which situations do you think the transaction costs are so high that they
preclude private bargaining. In what cases are they low enough to allow private
bargains to occur? Explain your answer
14.)From an economic point of view, why is stare decisis an important rule of
decision making for the courts?
.
More from festockton (20)
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
Learning ResourcesRequired ReadingsToseland, R. W., & Ri.docx
LeamosEscribamos Completa el párrafo con las formas correctas de lo.docx
LeamosEscribamos Completa el párrafo con las formas correctas de lo.docx
Leadership via vision is necessary for success. Discuss in detail .docx
Leadership via vision is necessary for success. Discuss in detail .docx
Learning about Language by Observing and ListeningThe real.docx
Learning about Language by Observing and ListeningThe real.docx
Learning Accomplishment Profile-Diagnostic Spanish Language Edit.docx
Learning Accomplishment Profile-Diagnostic Spanish Language Edit.docx
Learning about Language by Observing and ListeningThe real voy.docx
Learning about Language by Observing and ListeningThe real voy.docx
LEARNING OUTCOMES1. Have knowledge and understanding of the pri.docx
LEARNING OUTCOMES1. Have knowledge and understanding of the pri.docx
Leadership Style What do people do when they are leadingAssignme.docx
Leadership Style What do people do when they are leadingAssignme.docx
Leadership Throughout HistoryHistory is filled with tales of leade.docx
Leadership Throughout HistoryHistory is filled with tales of leade.docx
Lean Inventory Management1. Why do you think lean inventory manage.docx
Lean Inventory Management1. Why do you think lean inventory manage.docx
Leadership varies widely by culture and personality. An internationa.docx
Leadership varies widely by culture and personality. An internationa.docx
Leadership is the ability to influence people toward the attainment .docx
Leadership is the ability to influence people toward the attainment .docx
Lawday. Court of Brightwaltham holden on Monday next after Ascension.docx
Lawday. Court of Brightwaltham holden on Monday next after Ascension.docx
law43665_fm_i-xx i 010719 1032 AMStakeholders, Eth.docx
law43665_fm_i-xx i 010719 1032 AMStakeholders, Eth.docx
Leaders face many hurdles when leading in multiple countries. There .docx
Leaders face many hurdles when leading in multiple countries. There .docx
Last year Angelina Jolie had a double mastectomy because of re.docx
Last year Angelina Jolie had a double mastectomy because of re.docx
Leaders face many hurdles when leading in multiple countries. Ther.docx
Leaders face many hurdles when leading in multiple countries. Ther.docx
Leaders today must be able to create a compelling vision for the org.docx
Leaders today must be able to create a compelling vision for the org.docx
Law enforcement professionals and investigators use digital fore.docx
Law enforcement professionals and investigators use digital fore.docx
LAW and Economics 4 questionsLaw And EconomicsTextsCoote.docx
LAW and Economics 4 questionsLaw And EconomicsTextsCoote.docx
Recently uploaded
欧洲杯下注-欧洲杯下注押注官网-欧洲杯下注押注网站|【网址🎉ac44.net🎉】
【网址🎉ac44.net🎉】欧洲杯下注在体育博彩方面，不难发现，欧洲杯下注多为英式运动提供投注。欧洲杯下注为丰富多彩的体育项目提供投注，如足球、赛马、板球和飞镖，但这不是欧洲杯下注的唯一优势。在欧洲杯下注，全世界玩家都可以找到自己感兴趣的比赛进行投注。欧洲杯下注为网球和美式运动如棒球、美式足球、篮球、冰球开出的投注同样值得关注。在夏季或冬季奥运会方面，欧洲杯下注为玩家开出了丰富多彩的服务，是你的不二之选。你还可以投注水球、自行车和班迪球等小众体育项目，甚至可以为武术、拳击和综合格斗投注。欧洲杯下注为众多体育项目开出滚球投注。
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
INDIA`S OWN LITERARY GENIUS MR.KHUSHWANT SINGH WAS TRULY A VERY BRAVE SOUL AND WAS AWARDED WITH THE MAGIC OF WORDS BY GOD.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfNIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
INTRODUCTION TO HOSPITALS & AND ITS ORGANIZATION
The document discuss about the hospitals and it's organization .
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Setup Default Value for a Field in Odoo 17
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
Recently uploaded (20)
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
KHUSWANT SINGH.pptx ALL YOU NEED TO KNOW ABOUT KHUSHWANT SINGH
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
220711130097 Tulip Samanta Concept of Information and Communication Technology
220711130097 Tulip Samanta Concept of Information and Communication Technology
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
A Free 200-Page eBook ~ Brain and Mind Exercise.pptx
BPSC-105 important questions for june term end exam
BPSC-105 important questions for june term end exam
App Recommendations25.0 App recommendations are innovative. .docx
- 1. App Recommendations 25.0 App recommendations are innovative. ELA Activities 30.0 ELA activities selected proficiently align and demonstrate professional application of knowledge. Adapting Technologies 30.0 Description regarding how the technology tools can be adapted for students with speech and language disabilities is comprehensive and demonstrates professional application of knowledge. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 10.0 The writer is clearly in command of standard, written academic English. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Total Percentage 100