Read the following excerpt from Understanding Digital Kids (DKs).docx

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Read the following excerpt from " Understanding Digital Kids (DKs): Technology & Learning in the New Digital Landscape ," an article regarding learning today: Recently, there were two recent cover stories in Time Magazine: Their conclusion was that children today are different. In fact, based on what we now know from the neurosciences and psychological sciences, what we’re now beginning to understand is that children today are FUNDAMENTALLY different than we are in the way they think, in the way they access, absorb, interpret, process and use information, and in the way they view, interact, and communicate in the modern world because of their experiences with digital technologies. If this is the case, it holds profound implications for all of us personally and professionally (Jukes, 2008, p. 14). Reflect on this selection and respond to the following questions: What are your thoughts on this statement? Do you feel today’s learner has a different way of learning than in the past? Defend your position. In your future role, how will you use this information? What implications does this have for your future role? .

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Read the following case study to inform the assignment: Case Study: April Grade: 4th Age: 9 April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression. Communication goals in IEP: April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials. April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials. April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials. Part 1: 3 Day Unit Plan Use the “3 Day Unit Plan Template” located on the College Education site in the Student Success Center to complete this assignment. Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan: Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section. Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section. Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression. Specifically, incorporate the following into the unit plan to meet April’s needs: The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning. Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1. Part 2: Rationale Provide a 250-500 word rationale that explains: Why the instructional choices specifically meet April’s needs. How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is app.

Read the following case study to inform the assignmentCase Stud.docx

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Read the following Case Study and Answer the questions that follow. Mr. Munoz is a struggling young actor in Chicago who has battled alcoholism since approximately the age of 13 years. “There was a lot of fighting in our house when I was growing up,” he says. “Entering my middle school years, it just got worse,” he says. Mr. Munoz’s parents had violent fights. Although they were both very supportive of him, he cannot remember when they ever really got along. Still, Mr. Munoz was able to get through early adolescence as an honors student and starred on both the debate team and his school’s drama club. He even starred in an elaborate production of Shakespeare’s Richard III. “In our school,” he says, “if you were a drama club kind of kid instead of an athlete, you really had to prove yourself to be a real man to avoid getting picked on. I did that by drinking. We had lots of ways to sneak booze into the places we met, and it was kind of exciting at first. You’re 15 years old, you’re outside on a starry night in a big city, you’re with your friends, and there’s plenty of alcohol. It makes you feel like a big man.” Unfortunately, his parents never seemed to notice; therefore, Mr. Munoz never got help or encouragement to stop. “After high school, my stress—and the reasons I gave myself for drinking—got worse. Those good grades got me partial scholarships to some local colleges—but mostly for drama awards, which suited me fine. But when my parents found out I wanted to be an actor, they freaked out.” When Mr. Munoz refused to pursue prelaw, as his parents insisted, they withdrew all financial (and emotional) support, and they dissolved their marriage and household at the same time. “It wasn’t all bad,” Mr. Munoz says. “I used the best partial scholarship, stayed local, living with friends, and we all went to school part time and worked part time—mostly in bars. The party just sort of—yeah—continued.” Fourteen years later, Mr. Munoz is well known enough to “make a decent living” as an actor, teaching workshops on the side and waiting tables in the lean times. Half of his friends are now married and no longer trying to pursue acting. “As the loneliness has increased, so has my drinking,” he says. “I mean, I have friends, but I never married, so those old days are just gone. I never made it to the New York stage as I’d dreamed, so all I have of those old party days is the alcohol. Only the alcohol has remained available. It tastes like nostalgia, you know?” Because he started so young and because alcohol has played such a central role in his life, for the past 2 years, Mr. Munoz has already begun battling early stages of cirrhosis. “I sort of didn’t expect this until old age,” he says with a sad smile. “Imagine my shock.” He tells the nurse that he has not had a drink for 4 months. 1. Mr. Munoz was initially treated with neomycin, followed by lactulose. “The lactulose has worked better for me,” he says, “but it has some side effect.

Read the following Case Study and Answer the questions that follow..docx

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Read the following article "Silence Is Never Neutral; Neither Is Science". What claims are being made about the intersections of racism, research, and science? Have you heard about Henrietta Lacks (HeLa cells), James Marion Sims' research, or the Tuskegee experiments? Eugenics? What other historical or contemporary connections can you make? Have you seen the movie Get Out? What connections can be made between the film and scientific racism? .

Read the following article Silence Is Never Neutral; Neither .docx

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Read the following background on the time periods and societies in which Freud and Rogers lived. Sigmund Freud lived in a time of change that included a catastrophic world war that set the stage for an even bigger world war. Ten years after Freud’s birth in 1856, Austria went to war with Prussia in Germany. The result was the formation of the Austro-Hungarian Empire, which would expand and then disintegrate in the next 50 years. Freud was born into a wealthy, Jewish family and lived most of his life in Vienna, the Austrian capital. He would have been fully aware of the forces that marked profound changes in the 19th and early 20th centuries. He saw nationalist movements that destabilized the Austro-Hungarian Empire. World War I in 1914 was triggered by the assassination of Archduke Franz Ferdinand, the heir to the Austro-Hungarian throne. Consider that of the 7.8 million Austro-Hungarian forces that fought in the war, 90 percent (7.02 million) were causalities—killed, wounded, missing, or taken prisoner. (See the Optional Resource, WWI Casualty, and Death Tables, for these and additional statistics.) Freud also witnessed the rise of communism and fascism in Europe. When he died on September 23, 1939, Nazi Germany had invaded Poland and World War II had begun. As a Jew, he had left Vienna for England, where he died, to escape the Nazi threat. In comparison to the technology in the modern coffee shop, photography developed greatly in his lifetime, and the telephone was invented. But there were no computers or Internet or anything close to them. Telephones were not portable. And while there were hand-held cameras, they were nothing like the cell phone features of today. The Learning Resources on Carl Rogers provide background on his life. Note that he spent much of his early life living on a farm in the U.S. Midwest—the opposite environment from Freud’s urban setting in a major European capital—and initially went to college to study agriculture and then the ministry before becoming a psychologist. Born at the start of the 20th century in 1902, Rogers witnessed tremendous change and development in his lifetime. He was 14 when World War I began and 37 at the start of World War II, from which America emerged as a major world power. He witnessed the Nuclear Age and its arms race, and the Cold War between the U.S. and the Soviet Union for nearly 50 years following World War II. He also saw the Civil Rights Movement and the Women’s Movement in the United States. In terms of technology, when he died in 1987, there were digital cameras, mobile phones, and laptop computers, although not of the convenient size, speed, and multiple features of current devices. The Internet was in primitive use, although social sites like Facebook had not yet been founded. Reflecting on the settings in which Freud and Rogers lived and how they might view the following behaviors, choose one of these behaviors as the focus of your discussion Post a response .

Read the following background on the time periods and societie.docx

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Read the following below: Students will choose a topic from the HIST 1301 course and create a digital historical timeline project on ClioVis. Topics for this course can include but not limited to Indigenous Groups, European Colonization, Early American Slavery, American Revolution, Westward Expansion, the U.S. War with Mexico, the Antebellum South, and the Civil War. Directions: Part 1: 1. Create a ClioVis Account. (User name is ssimo03 ) (PW is [email protected] #QWE ) 2. Create a Project, Title it, and add a brief (3 sentence) preliminary project description by following the YouTube Link on Blackboard. (instructions on how to do that in link: https://www.youtube.com/watch?v=ZjieZbKJhUI&feature=youtu.be) .

Read the following belowStudents will choose a topic from the.docx

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Read the following articles: Censoring Student Newspapers: An Overview Student Newspapers Are Part of a Curriculum, Not Forums for Free Speech School Administrators Have No Right to Censor Student Newspapers Choose either of the two following arguments: School newspapers should be subject to censorship by faculty and/or school officials. Or School newspapers should have full First Amendment freedoms. Compose a short (1-2 page) essay addressing your chosen argument. Use any information you find valid to support your side. Use evidence and reason to support your argument. Avoid emotional appeals as much as possible. Write your essay in a Word document. Be sure to proofread for grammar and spelling. Include at least two sources in addition to those provided above. Add your sources in APA formatting on a separate page. .

Read the following articlesCensoring Student Newspapers An O.docx

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Read the following article, and answer the questions. (Upload a file with your answers before the submission deadline.) Cinelli G, Tollefsen T, Bossew P, et al. Digital version of the European Atlas of natural radiation. J Environ Radioact . 2019;196:240-252. doi:10.1016/j.jenvrad.2018.02.008 Digital version of the European Atlas of natural radiation.pdf Question 1: Visit the website of the European Atlas of Natural Radiation: https://remon.jrc.ec.europa.eu/About/Atlas-of-Natural-Radiation (Links to an external site.) Use EURDEP’s Gamma Dose Rates Advanced Map (listed under Real-Time Monitoring) to find the gamma dose rates in the following cities: Copenhagen London Paris Rome Warsaw Moscow Identify the cities with the highest and lowest dose rates. How many fold do they differ? Question 2: Examine the Annual Cosmic Ray Dose Map. Where are some of the highest hotspots for cosmic radiation exposure in Europe? Why is Norway’s cosmic radiation exposure so much higher than its neighboring country, Denmark? Question 3: Examine the European Indoor Radiation Map. Which small Central European country seems to have the lowest indoor radon levels? How does this country’s indoor radon levels compare with the World Health Organization’s recommended concentration limit for indoor radon? One might guess that this country’s lung cancer rate is among the lowest in Europe. Is it? Question 4: Compare the Indoor Radon Concentration Map to the Uranium in Soil Map. Are there any correlations between the two maps? Describe and explain. .

Read the following article, and answer the questions. (Upload a file.docx

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Read the following article Body Ritual Among the Nacirema (L.docx

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