Child Find programs are mandated by the Individuals with Disab.docx
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Child Find programs are mandated by the Individuals with Disabilities Education Act (IDEA) and require that each state search out and evaluate children aged birth through 21 who may be in need of early intervention or special education services due to a disability. For this assignment, research the Child Find requirements at the federal, state, and local levels, as applicable, in your area. Use this information to create a two-sided pamphlet that a school could distribute in the community to inform parents of the Child Find process in your area. Within your pamphlet, include the following: Information about what families can expect as they move through the Child Find process from initial referral through enrollment in special education, if found eligible. IDEA timelines and other IDEA requirements that would support families in understanding the process. Roles and responsibilities of families and teachers/special education staff throughout the process, including how the teacher or special education staff will serve as an advocate for the child and the family and encourage their participation. At least two local and two national resources that families can use to learn more about IDEA and the Child Find process. .
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Child Find programs are mandated by the Individuals with Disabil.docx
Child Find programs are mandated by the Individuals with Disabilities Education Act (IDEA) and require that each state search out and evaluate children aged birth through 21 who may be in need of early intervention or special education services due to a disability.
For this assignment, research the Child Find requirements at the federal, state, and local levels, as applicable, in your area. Use this information to create a two-sided pamphlet that a school could distribute in the community to inform parents of the Child Find process in your area.
Within your pamphlet, include the following:
Information about what families can expect as they move through the Child Find process from initial referral through enrollment in special education, if found eligible.
IDEA timelines and other IDEA requirements that would support families in understanding the process.
Roles and responsibilities of families and teachers/special education staff throughout the process, including how the teacher or special education staff will serve as an advocate for the child and the family and encourage their participation.
At least two local and two national resources that families can use to learn more about IDEA and the Child Find process.
While APA style 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 Succ
.
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Child find is required under IDEA to locate, identify, and evaluate infants, toddlers, children, and youth with disabilities. In Michigan, Early On Michigan serves children birth to three through Early On Public Awareness, while Project Find serves children three to 26 through special education. Both conduct outreach activities to locate eligible children and encourage referrals through various media and by working with primary referral sources like pediatricians and schools. The goal is to support local agencies to evaluate any children who may require early intervention or special education services.
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The document discusses the importance of high-quality training for infant/toddler educators. It notes that while the infant/toddler period is critical for development, there are gaps in what young children need and what is available in terms of educators and programs. The document outlines some successful initiatives to support infant/toddler education and educators, and argues that the Child Development Associate credential provides the foundation of knowledge required to effectively engage with young children.High Quality Infant-Toddler Educators Need Good Training 080218
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Child Find programs are mandated by the Individuals with Disabil.docx
Child Find programs are mandated by the Individuals with Disabilities Education Act (IDEA) and require that each state search out and evaluate children aged birth through 21 who may be in need of early intervention or special education services due to a disability.
For this assignment, research the Child Find requirements at the federal, state, and local levels, as applicable, in your area. Use this information to create a two-sided pamphlet that a school could distribute in the community to inform parents of the Child Find process in your area.
Within your pamphlet, include the following:
Information about what families can expect as they move through the Child Find process from initial referral through enrollment in special education, if found eligible.
IDEA timelines and other IDEA requirements that would support families in understanding the process.
Roles and responsibilities of families and teachers/special education staff throughout the process, including how the teacher or special education staff will serve as an advocate for the child and the family and encourage their participation.
At least two local and two national resources that families can use to learn more about IDEA and the Child Find process.
While APA style 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 Succ
.
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Child find is required under IDEA to locate, identify, and evaluate infants, toddlers, children, and youth with disabilities. In Michigan, Early On Michigan serves children birth to three through Early On Public Awareness, while Project Find serves children three to 26 through special education. Both conduct outreach activities to locate eligible children and encourage referrals through various media and by working with primary referral sources like pediatricians and schools. The goal is to support local agencies to evaluate any children who may require early intervention or special education services.
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This document discusses resources from the Illinois State Board of Education about the McKinney-Vento Homeless Assistance Act and the No Child Left Behind Act (NCLB), including an initiative to disseminate information to schools and shelters about the educational rights of homeless children and requirements of NCLB such as accountability, school improvement, and teacher qualifications.
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The document summarizes the K-Six program operated by Fresno County Department of Social Services (DSS) in partnership with Mayfair Elementary School. K-Six is an early intervention program that provides services to at-risk children and their families. It aims to help children experiencing issues like poor academic performance, behavioral problems, and social/family challenges. The program takes a preventative and family-centered approach through case management, referrals, parent/student groups, and outreach. It works to remove barriers and improve academic outcomes for students.
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2 0 1 6 S t a t e Fa c t S h e e t sChild Care in America.docx
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Child Care in America:
Every week in the United States, child care providers care for nearly 11
million children younger than age 5 whose parents are working. On
average, these children spend 36 hours a week in child care, and one
quarter (nearly 3 million) are in multiple child care arrangements due to
the traditional and nontraditional working hours of their parents.1
Research has continually illustrated the importance of quality early
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vulnerable populations. Families, child care providers and state and
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of children while they are in child care settings. Basic state
requirements and oversight help lay the foundation necessary to
protect children and promote their healthy development while in child
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The Child Care and Development Block Grant (CCDBG) program
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initiatives. Funds are administered to states in formula block grants,
and states use the grants to subsidize child care for low-income
working families.
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includes several measures focused on quality, including requiring
states to:
Promote quality child care by increasing activities to improve
the care, enhancing states’ ability to train providers and develop
safer and more effective child care services.
Strengthen health and safety requirements in child care
programs and providers.
Improve access to child care by expanding eligibility for
participating families and helping families connect with quality
programs that meet their needs by enhancing consumer
education, providing greater options for quality child care and
working to ensure continuity of care, essential for both the well-
being and stability of a child.2
With the new federal child care measures set to take effect, states are
rapidly building, evaluating, and changing their early care and
education quality focused systems (Quality Rating and Improvement
System (QRIS), professional development, licensing and standards).
Implementation of the new regulations must align with these efforts for
sustainability and maximum impact.
Over the past several years, Child Care Aware® of America has
surveyed and conducted focus groups with parents of young children,
grandparents, national child advocacy organizations, and state and
local Child Care Resource and Referral (CCR&R) agencies. Those
conversations underscored that child care is an essential building block
1 U.S.
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Moreover, family life plays a crucial role in shaping our values and beliefs. Children learn from their parents and siblings about what is important in life, what is right and wrong, and how to interact with others. They learn about their cultural and religious traditions and the customs that define their family. This early learning forms the foundation of our beliefs and values that can guide us throughout our lives.
Finally, family life can be a source of joy and happiness. Spending time with loved ones and creating memories together can be incredibly fulfilling and rewarding. Whether it's enjoying a family dinner, playing games or taking a vacation together, these shared experiences help us bond and strengthen our relationships. These memories become a source of comfort and joy, especially during difficult times.
Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere. Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values
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Before you begin the Week 1 Application, review the outline below in order to plan effectively.
Week 1: Write a Brochure on Early Intervention Services.
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Week 3: Research and Information Exchange, Part 1.
You will research a category of special needs that is of interest to you in order to gain a greater depth of knowledge.
Week 4: Research and Information Exchange, Part 2.
You will share, review, and reflect on fellow students' research on different categories of special needs.
Week 5: Interview with a Parent of a Child with Special Needs or with a Student or Adult with Special Needs.
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Practice
1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.
2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.
3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.
Education
1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.
2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.
3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.
Research
1. Increase the integration of evidence-based care across the dimensions of end-of-life care.
2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.
3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.
5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.
Administration
1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.
3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or a.
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Week 1: Write a Brochure on Early Intervention Services.
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Week 4: Research and Information Exchange, Part 2.
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For your Application Assignment this week, imagine that you have been hired as a Child Development Community Liaison for a community organization called The Guidance Center Inc. In reality, this respected, not-for-profit organization serves the communities of Cambridge and Somerville in Massachusetts. As part of The Guidance Center's Early Childhood Services for ages 0–6 , their Infant-Toddler Services include four p.
2 0 1 6 S t a t e Fa c t S h e e t sChild Care in America.docx
2 0 1 6 S t a t e Fa c t S h e e t s
Child Care in America:
Every week in the United States, child care providers care for nearly 11
million children younger than age 5 whose parents are working. On
average, these children spend 36 hours a week in child care, and one
quarter (nearly 3 million) are in multiple child care arrangements due to
the traditional and nontraditional working hours of their parents.1
Research has continually illustrated the importance of quality early
experiences in achieving good health, especially within the most
vulnerable populations. Families, child care providers and state and
federal policymakers share responsibility for the safety and wellbeing
of children while they are in child care settings. Basic state
requirements and oversight help lay the foundation necessary to
protect children and promote their healthy development while in child
care.
The Child Care and Development Block Grant (CCDBG) program
serves approximately 1.45 million children annually in communities
across the country. CCDBG is the primary federal grant program that
provides child care assistance for families and funds child care quality
initiatives. Funds are administered to states in formula block grants,
and states use the grants to subsidize child care for low-income
working families.
In November 2014, President Barack Obama signed S.1086, the Child
Care and Development Block Grant Act of 2014 into law. The new law
includes several measures focused on quality, including requiring
states to:
Promote quality child care by increasing activities to improve
the care, enhancing states’ ability to train providers and develop
safer and more effective child care services.
Strengthen health and safety requirements in child care
programs and providers.
Improve access to child care by expanding eligibility for
participating families and helping families connect with quality
programs that meet their needs by enhancing consumer
education, providing greater options for quality child care and
working to ensure continuity of care, essential for both the well-
being and stability of a child.2
With the new federal child care measures set to take effect, states are
rapidly building, evaluating, and changing their early care and
education quality focused systems (Quality Rating and Improvement
System (QRIS), professional development, licensing and standards).
Implementation of the new regulations must align with these efforts for
sustainability and maximum impact.
Over the past several years, Child Care Aware® of America has
surveyed and conducted focus groups with parents of young children,
grandparents, national child advocacy organizations, and state and
local Child Care Resource and Referral (CCR&R) agencies. Those
conversations underscored that child care is an essential building block
1 U.S.
TwoGenerationApril2015
This document summarizes recommendations from a policy report on breaking the cycle of poverty in young families through two-generation strategies. The two-generation approach aims to meet the needs of both parents and children simultaneously by providing services like education, workforce training, childcare and development. The report calls for policy changes at the federal, state and local levels as well as for organizations. Recommended federal policies include redefining poverty levels, increasing minimum wage and funding for existing programs. State/local policies should support blended funding and workforce development. Organizations need help with grants, data collection and collaboration. The overall goal is to provide comprehensive support for young parents and children's economic mobility.
2-Gen_WEB
This document summarizes recommendations from a policy report on breaking the cycle of poverty in young families through two-generation strategies. The two-generation approach aims to meet the needs of both parents and children simultaneously by providing services like education, workforce training, childcare and development. The report calls for policy changes at the federal, state and local levels as well as support for organizations implementing two-generation programs. Recommended federal policies include redefining poverty levels, increasing funding for existing programs, and providing tax relief and workforce access for working families. State/local policies should support coordination across services and funding. Organizations need help with evaluation, collaboration and accessing grants. Case studies highlight promising two-generation programs and policies in states like Washington,
Parent Resources
This document provides resources for parents of exceptional learners at the district, community, county, state, and homework help levels. At the district level, it lists programs in Atlanta, GA that serve sensory impaired children. It then discusses community resources like the library and after school programs. Next, it outlines several county-level resources in Loudoun County, VA. It also lists some state-wide resources in Virginia. Finally, it provides tips for helping exceptional students with homework.
Essay on imperfect implamantation and students right to a fape bid4papers
Check out the essay sample about imperfect implamantation and students right to a fape from bid4papers.com
Importane of family life?
Family life is important for many reasons. Firstly, it provides us with a sense of belonging and identity. Our family members are the people who are closest to us and know us the best. They provide us with emotional support, comfort, and guidance throughout our lives. Secondly, family life helps to shape our values and beliefs. Children learn from their parents and siblings about what is important in life, what is right and wrong, and how to interact with others. Finally, family life can be a source of joy and happiness. Spending time with loved ones and creating memories together can be incredibly fulfilling and rewarding. Family is an integral part of our social and emotional lives. It provides us with a sense of connection and belonging that is hard to find elsewhere. Our family members are the people who know us the best and are always there for us, no matter what. They provide us with emotional support, comfort, and guidance throughout our lives, helping us navigate the ups and downs that come with life.
Moreover, family life plays a crucial role in shaping our values and beliefs. Children learn from their parents and siblings about what is important in life, what is right and wrong, and how to interact with others. They learn about their cultural and religious traditions and the customs that define their family. This early learning forms the foundation of our beliefs and values that can guide us throughout our lives.
Finally, family life can be a source of joy and happiness. Spending time with loved ones and creating memories together can be incredibly fulfilling and rewarding. Whether it's enjoying a family dinner, playing games or taking a vacation together, these shared experiences help us bond and strengthen our relationships. These memories become a source of comfort and joy, especially during difficult times.
Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere. Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values and beliefs, and creates a source of joy and happiness that is hard to find elsewhere.Overall, family life is essential to our personal growth, development, and happiness. It provides us with a sense of identity and belonging, shapes our values
Insure All Children Toolkit
Here are some key departments to recruit support from to build a multi-disciplinary team:
Entering adult life with autism - The Autism Program of Illinois
This document provides information for families of teens and young adults with autism or other developmental disabilities about important considerations as they enter adulthood. It discusses gaining identification documents at age 18, health care options, forms of legal protection like powers of attorney and guardianship, voter registration, community resources, government assistance programs for income and health insurance, and developmental disability services. The goal is to help families understand new rights and responsibilities as well as benefits and protections available to support independence and quality of life for their young adult with special needs.
Home Visitors Provide Critical Support to Parents and Children 0 5 final
Home Visitors Provide Critical Support to Parents and Children 0 5 finalCDA Council for Professional Recognition
This document discusses home visiting programs that provide support to parents of young children through regular home visits from trained professionals. It describes how home visitors help address challenges facing families by building relationships and trust with parents to support their child's success. The document outlines the target populations served by home visitors, various home visiting models used, and evidence that home visiting improves outcomes for children and families. It examines the role of home visitors in serving families and their importance in helping parents learn skills to keep children healthy, safe, and prepared for school.Home Visitors Provide Critical Support to Parents and Children 0-5 final
Home Visitors Provide Critical Support to Parents and Children 0-5 finalCDA Council for Professional Recognition
This document discusses home visiting programs that provide support to parents of young children through regular home visits from trained professionals. It describes how home visitors help address challenges facing families by building relationships and trust with parents to support their child's success. The document outlines the target populations served by home visitors, various home visiting models used, and evidence that home visiting improves outcomes for children and families. It examines the role of home visitors in serving families and supporting positive parenting practices.Application Special Needs From a Variety of PerspectivesThroughou.docx
Application: Special Needs From a Variety of Perspectives
Throughout this course, you will be studying many topics related to children with special needs. The readings, content reviews, and Discussions will help you gain a valuable base of information. To expand your knowledge, the course Applications will offer ways to explore areas of special needs in more depth and increase your awareness of what it is like to teach and to parent a child with special needs, or to be someone who has been identified with a special need.
Before you begin the Week 1 Application, review the outline below in order to plan effectively.
Week 1: Write a Brochure on Early Intervention Services.
You will imagine yourself in the role of a Child Development Community Liaison for a nonprofit organization that provides programs related to infant/toddler healthy development. Your job is to create a brochure for infant/toddler program directors and caregivers informing them about your services.
Week 2: Interview with a Teacher or Caregiver.
You will have a choice of interviewing a teacher whose expertise is special education and who works with children ages 3–8, or a teacher or caregiver who has a child or children in his/her setting who have been identified with special needs.
Week 3: Research and Information Exchange, Part 1.
You will research a category of special needs that is of interest to you in order to gain a greater depth of knowledge.
Week 4: Research and Information Exchange, Part 2.
You will share, review, and reflect on fellow students' research on different categories of special needs.
Week 5: Interview with a Parent of a Child with Special Needs or with a Student or Adult with Special Needs.
You will have a choice of interviewing a parent or other close adult family member of a child with special needs, or a person with special needs who would like to share his or her experiences and perspectives.
Week 1: Write a Brochure on Early Intervention Services
As you have learned this week, early intervention services can include programs for infants and toddlers who may be at risk from biological or environmental issues that could lead to developmental delays or other special needs. One challenge to early intervention service providers is to ensure that they reach out and connect with families. All of the various types of infant and toddler programs in a community, including family day care homes, Early Start, faith-based programs, community organizations, can play an important role in connecting families to available early intervention services.
For your Application Assignment this week, imagine that you have been hired as a Child Development Community Liaison for a community organization called The Guidance Center Inc. In reality, this respected, not-for-profit organization serves the communities of Cambridge and Somerville in Massachusetts. As part of The Guidance Center's Early Childhood Services for ages 0–6 , their Infant-Toddler Services include four p.
informal and formal approaches for evaluation and identification of children...
This document discusses the process of assessing children with special needs from early childhood through preschool. It outlines six stages of the assessment process: 1) child find/case finding to locate children who may need services, 2) developmental screening to identify potential problems, 3) diagnosis for a more comprehensive evaluation, 4) individual planning of programs and interventions, 5) program monitoring, and 6) program evaluation. A diagram illustrates these six sequential stages, with descriptions of each stage focusing on identifying children's needs and determining eligibility for special education services to appropriately support their development.
Back to School 2009 Mini Tool Kit
Resources for those providing education and assistance to families of uninsured children during back-to-school time.
Drexel Comprehensiove Report
This document discusses the responsibilities of a future school leader related to special education budgeting. As a school leader, they will be responsible for budget development and implementation, IDEA and other special education funding, compliance monitoring, special education plan development, parent engagement, extended school year programs, and collaborating with other administrators and the school board. The document provides details on each of these areas of responsibility and how they relate to special education budgets.
Serving Special Education Students in Washington, DC
This document provides an overview of special education processes and Individualized Education Programs (IEPs) in the District of Columbia. It discusses the governance structure of DC schools, the purpose of IDEA, and the 8 steps of the special education process: 1) Child Find; 2) Formal Request and Consent to Evaluate; 3) Initial Evaluations; 4) Eligibility Determination; 5) IEP Development; 6) Placement; 7) Annual Review; and 8) Triennial Review. Key aspects of the IEP like present levels, measurable goals, related services, and transition services are explained. The role of parents and ensuring a student receives services in the Least Restrictive Environment are also summarized.
Modifications and accomodations why should we
The document discusses the importance of providing accommodations and modifications as outlined in students' Individualized Education Programs (IEPs). It notes that failure to do so is unlawful and can deny students their rights. It provides examples of negative consequences that can result, such as students failing classes or experiencing depression. The document emphasizes that IEPs are legal mandates, not requests, and that not following them could lead to lawsuits against schools or teachers.
Stopping Common Core and Homescholing
This document provides background information and context on Common Core State Standards. It begins with a list of acronyms related to education policy. It then discusses concerns about Common Core overreaching into homeschooling and shaping what public students are taught. The document outlines support for Common Core as providing clear standards to prepare students, but also notes criticisms such as Common Core being copyrighted and its lead architect David Coleman having political connections. It provides information on organizations involved like NGA and cites proper attribution of the standards.
Similar to Child Find programs are mandated by the Individuals with Disab.docx (20)
Application Special Needs From a Variety of PerspectivesThroughou.docx
Application Special Needs From a Variety of PerspectivesThroughou.docx
2 0 1 6 S t a t e Fa c t S h e e t sChild Care in America.docx
2 0 1 6 S t a t e Fa c t S h e e t sChild Care in America.docx
Essay on imperfect implamantation and students right to a fape bid4papers
Essay on imperfect implamantation and students right to a fape bid4papers
Entering adult life with autism - The Autism Program of Illinois
Entering adult life with autism - The Autism Program of Illinois
Home Visitors Provide Critical Support to Parents and Children 0 5 final
Home Visitors Provide Critical Support to Parents and Children 0 5 final
Home Visitors Provide Critical Support to Parents and Children 0-5 final
Home Visitors Provide Critical Support to Parents and Children 0-5 final
Application Special Needs From a Variety of PerspectivesThroughou.docx
Application Special Needs From a Variety of PerspectivesThroughou.docx
informal and formal approaches for evaluation and identification of children...
informal and formal approaches for evaluation and identification of children...
Serving Special Education Students in Washington, DC
Serving Special Education Students in Washington, DC
More from bissacr
Choose 1 focal point from each subcategory of practice, educatio.docx
Choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management
Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.
Practice
1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.
2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.
3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.
4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.
Education
1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.
2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.
3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.
4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.
Research
1. Increase the integration of evidence-based care across the dimensions of end-of-life care.
2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.
3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.
4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.
5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.
Administration
1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.
2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.
3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or a.
CHOICE TOPIC Pick a philosophical topic of your own choosing and re.docx
CHOICE TOPIC: Pick a philosophical topic of your own choosing and relay your own perspective on that topic giving as much evidence and supporting reasoning as possible.
The assignment should be standard font, double spaced, at least a page and a half with proper citations when appropriate.
.
Choice to documentcritique 10-12 Pages APA Formation .docx
Choice to document/critique
10-12 Pages
APA Formation (10 points)
Breakdown of Project Stages:
Project Initiation (18 points)
Project Planning (18 points)
Project Execution (18 points)
Project Monitoring and Controls (18 points)
Project Closing (18 points)
.
Choice Hotels InternationalOverviewRead the case study, .docx
Choice Hotels International
Overview
Read the case study,
Choice Hotels International
.
Instructions
Write a fully developed paper in which you: DO NOT WRITE IN 1ST PERSON
Assess the two distinct networking functions.
Analyze the issues Choice is likely to experience as it expands its network to full global reach. Provide a rationale for your answer.
Critique Choice implementing free high-speed Internet access for all guests in its Clarion Hotels and Comfort Suites from the security point of view.
Use at least three quality resources in this assignment. Note: Wikipedia and similar websites do not qualify as quality resources.
.
Choice Theory- Is to choose to engage in delinquent and criminal beh.docx
Choice Theory- Is to choose to engage in delinquent and criminal behavior after weighing the consequences and benefits of their actions
Classical Criminology
People have free will to choose criminal or conventional behaviors, people choose to commit crime for reasons of greed or personal need, and crime can be controlled only by the fear of criminal sanctions.
1. In 1764, criminologist Cesare Beccaria wrote An Essay on Crimes and Punishments, which set forth classical criminological theory. He argued that the only justified rationale for laws and punishments was the principle of utility.
2. Beccaria believed the basis of society, as well as the origin of punishments and the right to punish, is the social contract. The only legitimate purpose of punishment is special deterrence and general deterrence.
3. Beccaria believed the best way to prevent and deter crime was to: • Enact laws that are clear, simple, and unbiased, and that reflect the consensus of the population. • Educate the public. • Eliminate corruption from the administration of justice. • Reward virtue.
4. Real-world drawbacks of Beccaria’s theory are: • Not all offenders are alike, juveniles are treated the same as adults. • Similar crimes are not always as similar as they might appear,first-time offenders are treated the same as repeat offenders.
I don't pay for cover pages
1 APA style page
12 pt font
I gave a breakdown of what the teacher is looking for
.
CHM130LLLab 2Measurements Accuracy and PrecisionName __.docx
CHM130LL
Lab 2
Measurements: Accuracy and Precision
Name : _____________________________
A. Data Tables
Data Table 1 (12 points)
Measurement
Data
(1) Length of aluminum plastic packet
(2) Height of aluminum plastic packet
(3) Temperature of faucet water
(3) Temperature of ice water
(5) Volume of water in 10-mL
graduated cylinder
(6) Volume of water in 50-mL
graduated cylinder
Data Table 2 (10 points)
Measurement
Data
(1) Inside diameter of 50-mL
graduated cylinder
(2) Height of 50-mL graduated cylinder
(3) Water temperature
(4) Initial volume of water in 50-mL
graduated cylinder
10.0 mL
(5) Mass of water in the 50-mL
graduated cylinder
10.0 g
(6) Volume of water and aluminum shot in 50-mL graduated cylinder
(7) Mass of aluminum shot (given on outside of packet)
B. Insert the picture of the plastic packet containing aluminum shots with student’s name and MEID (25 points)
C. Follow-Up Questions (Show all calculations for full credits)
Part I
1. Convert the length and height measurements for the packet that contains the aluminum shot from units of cm to units of mm using the unit-factor method. (10 points)
2. Convert the temperature measurements for the faucet water and the ice water from oC to oF, using the following equation: oF =1.8(oC) + 32. (10 points)
3. Convert the volumes of the water in the 10-mL and 50-mL graduated cylinders from mL to L, using the unit-factor method. (10 points)
4. Looking at your measurements for the volumes of water in the 10-mL and 50-mL graduated cylinders, are your values identical? Discuss at least two reasons why the measurements were not identical. (5 points)
Part II
5. Calculate the volume of the 50mL graduated cylinder using your measurements of diameter and height, using the formula V= πr2h (r=½ diameter). This is your experimental value. (10 points)
6. Assuming the accepted value of the volume of the graduated cylinder is 50.00 mL, calculate the percent error of your volume calculation, using the following formula and the experimental value calculated in question 5: (10 points)
Percent Error
=
|
accepted value - experimental value
accepted value
|
x
100
7. Calculate the mass of 10ml of water in the graduated cylinder using 1/5 the volume calculated in question 5, the density of water of 1.00 g/mL and this given the formula: (10 points)
Density
=
mass
volume
8. Using 10.0 g as the accepted value for the mass of the water, and the mass calculated in #7 above as the experimental value, calculate the percent error of your mass calculation, using the same formula as in #6 above. (10 points)
9. Calculate the volume of aluminum shot added to the graduated cylinder, using the information from Data Table 2 in the following formula: (10 points)
Volume of water and aluminum shot in 50-mL graduated cylinder(#6) – Initial volume of water in 50-mL graduated cylinder (#4) = volume of aluminum shot
10. Calculate the experimental value for density of the aluminum shot based on its mass (given on.
Chocolates by Jacki has provided information relating to its curre.docx
Chocolates by Jacki has provided information relating to its current year. The Controller has asked you to complete a First-Stage Allocation to Activity Cost Pools. Use the information included in the Excel Simulation and the Excel functions described below to complete the task.
· Cell Reference: Allows you to refer to data from another cell in the worksheet. From the Excel Simulation below, if in a blank cell, “=B7” was entered, the formula would output the result from cell B7, or 400,000 in this example.
· Absolute Reference: Allows you to maintain the original cell reference when a formula is copied to another cell. The cell reference is “locked” by putting a dollar sign ($) before the column and row references. By default a cell reference is relative, so when you copy a formula to another cell the values update based on a relative reference. For example, if you copy the formula “=B8+B9” from cell C1 to cell C2, the formula in cell C2 will relatively update to be “=B9+B10” since the copied formula moved down one cell, the formula cell references also moved down one cell. Conversely, by adding the absolute cell reference “locks” to the equation, the formula will not change when copied to any other cell. For example, “=$B$8+$B$9” written in cell C1 is copied to cell C2, the formula in cell C2 will remain “=$B$8+$B$9”. You can also use a mixed cell reference by only “locking” the column or row only ($B8 or B$8) which locks that specific column or row and the other reference becomes a relative reference and “moves” with the formula as its copied to another cell. For example, if you copy the formula “=B$8+B9” from cell C1 to cell C2, the formula in cell C2 will update to be “=B$8+B10” since the copied formula moved down one cell, the formula cell relative references also moved down one cell, but the absolute “locked” reference remained the same.
· Basic Math functions: Allows you to use the basic math symbols to perform mathematical functions. You can use the following keys: + (plus sign to add), - (minus sign to subtract), * (asterisk sign to multiply), and / (forward slash to divide). From the Excel Simulation below, if in a blank cell “=B18+B19” was entered, the formula would add the values from those cells and output the result, or 250,000 in this example. If using the other math symbols the result would output an appropriate answer for its function.
· SUM function: Allows you to refer to multiple cells and adds all the values. You can add individual cell references or ranges to utilize this function. From the Excel Simulation below, if in a blank cell “=SUM(B13,B14,B15)” was entered, the formula would output the result of adding those three separate cells, or 375,000 in this example. Similarly, if in a blank cell “=SUM(B13:B15)” was entered, the formula would output the same result of adding those cells, except they are expressed as a range in the formula, and the result would be 375,000 in this example.
Quest.
Chloe1a. This study uses qualitative meta-synthesis to take a.docx
Chloe
1a. This study uses qualitative meta-synthesis to take a holistic approach to innovation in information systems companies. The article stated that the researchers used qualitative meta-synthesis that analyzed over 370 different articles, journals or other written forums, which required a severe amount of time to read a review and correlate to each other to show a holistic approach. Some of the artifacts used were, “Fear of technological complexity”, “Data collection and processing tools”, and others in Table 1 (Lawrence, 2013).
1b. Information systems innovation is difficult. Not only just systems such as Facebook and Google but the backbone of systems that run corporations such as FedEx and UPS. Changing the users’ experience where it is not just easy to use, but functional has always been difficult such as when we think back to how clunky MySpace and AOL were. This article is about how cultures in information systems companies need mediation to generate innovation, which is directly applicable to how to generate innovative environments.
2a. This research focused on how social media could or could not enhance innovation. The researcher’s hypothesis was that a new connection + novel idea = innovation. In order to connect people, the researcher’s used social media due to its proclivity in today’s world. There were 31 owner-managers from the United Kingdom that signed up and 42 interviews that were conducted. The result of those interviews were over 500 pages of transcripts that required combing through, but first as binned by coding into nine different categories. Overall there was an extensive amount of qualitative research conducted is considerably larger than most qualitative studies.
2b. This article specifically applies to my topic of how to generate innovative environments because it takes a 21st-century approach to innovation, which is ironic, and assess how to use social media to generate innovative ideas. Though overall the discovery is that social media is a difficult platform to meet strangers, there is an avenue such as like type communities on social media that would work better.
References:
Lawrence, C. (2013). A Holistic Narrative of Culture’s Mediation of Information Systems Innovation: A
Qualitative Meta-Synthesis. Journal of Global Information Technology Management, 31–52.
Berne, D. F., Coda, R., Krakauer, P., & Donaire, D. (2019). The innovation challenge in micro and small enterprises
(MSE): An exploratory study at São Paulo metropolitan region. Studii de Ştiintă Şi Cultură, 15(4), 235–252. https://doi.org/10.1108/INMR-03-2019-0031
PAUL:
Part one:
Article one: The article chosen discusses how sales professionals perceive leadership. Interviews were conducted with both sales leaders and salespeople. What was found was that the salespeople overwhelmingly supported specific leadership traits that contributed to their overall performance. The four areas covered were coaching, collaborat.
Chinese railroad workers began to contribute to the Canadian railr.docx
Chinese railroad workers began to contribute to the Canadian railroad in 1800, but they paid a lot of labour and even life with low wages. Now, many bronze men in the Roger's Centre in Toronto are reminding people that many Chinese workers died while building the railroad, they were overworked and their salaries were low (China town concern group, 2016, para.1). However, these hard and lovely people have not received the respect they deserve in such a difficult situation. After they built the Canadian Pacific Railway, one of Canada's outstanding engineering projects, they were discriminatorily levied a head tax on Chinese workers. As the Frey (2017) suggests, the racist law imposed a "head tax" on Chinese immigrants from 1885 to 1923, acknowledging that the abuse of Chinese immigrants is a long process, and it is necessary to fight against historical inertia and racist laws (para.18). Over time, people's awareness of racism has increased, and they have begun to reflect on previous mistakes and modify some wrong regulations and measures. The websites show the unequal treatment and compensation of many Chinese railroad workers.
Reference
China town concern group. (2016, April 28). “Now and Then: Chinese Railroad Workers Memorial”. https://chinatownconcerngroup.wordpress.com/2016/05/13/now-and-then-chinese-railroad-workers-memorial/
Frey, W. (2017). Chinese workers integral in building Canada's first megaproject. Construct Connect. https://canada.constructconnect.com/Leaders2017/chinese-workers.html
.
CHIROPRACTIC & MANUAL THERAPIESClar et al. Chiropractic & .docx
CHIROPRACTIC & MANUAL THERAPIES
Clar et al. Chiropractic & Manual Therapies 2014, 22:12
http://www.chiromt.com/content/22/1/12
SYSTEMATIC REVIEW Open Access
Clinical effectiveness of manual therapy for the
management of musculoskeletal and non-
musculoskeletal conditions: systematic review
and update of UK evidence report
Christine Clar1, Alexander Tsertsvadze1, Rachel Court1, Gillian Lewando Hundt2, Aileen Clarke1 and Paul Sutcliffe1*
Abstract
Background: This systematic review updated and extended the “UK evidence report” by Bronfort et al. (Chiropr
Osteopath 18:3, 2010) with respect to conditions/interventions that received an ‘inconclusive’ or ‘negative’ evidence
rating or were not covered in the report.
Methods: A literature search of more than 10 general medical and specialised databases was conducted in August
2011 and updated in March 2013. Systematic reviews, primary comparative studies and qualitative studies of
patients with musculoskeletal or non-musculoskeletal conditions treated with manual therapy and reporting clinical
outcomes were included. Study quality was assessed using standardised instruments, studies were summarised, and
the results were compared against the evidence ratings of Bronfort. These were either confirmed, updated, or new
categories not assessed by Bronfort were added.
Results: 25,539 records were found; 178 new and additional studies were identified, of which 72 were systematic
reviews, 96 were randomised controlled trials, and 10 were non-randomised primary studies. Most ‘inconclusive’ or
‘moderate’ evidence ratings of the UK evidence report were confirmed. Evidence ratings changed in a positive
direction from inconclusive to moderate evidence ratings in only three cases (manipulation/mobilisation [with
exercise] for rotator cuff disorder; spinal mobilisation for cervicogenic headache; and mobilisation for
miscellaneous headache). In addition, evidence was identified on a large number of non-musculoskeletal conditions
not previously considered; most of this evidence was rated as inconclusive.
Conclusions: Overall, there was limited high quality evidence for the effectiveness of manual therapy. Most reviewed
evidence was of low to moderate quality and inconsistent due to substantial methodological and clinical diversity.
Areas requiring further research are highlighted.
Keywords: Clinical effectiveness, Manual therapy, Systematic review, Musculoskeletal, Bronfort
Background
Manual therapy is a non-surgical type of conservative
management that includes different skilled hands/fingers-
on techniques directed to the patient’s body (spine and
extremities) for the purpose of assessing, diagnosing,
and treating a variety of symptoms and conditions [1-4].
Manual therapy constitutes a wide variety of different
* Correspondence: [email protected]
1Populations, Evidence and Technologies, Division of Health Sciences,
Warwick Medical School, University of Warwick, Coventry CV4 7AL, England
Full list of author info.
Chinese Society 中国社会What are the social voices in China.docx
Chinese Society
中国社会
What are the social voices in China?
Tradition
Confucianism
Revolution
Communism, Maoism
Reform (Current)
Socialism with Chinese Characteristics?
Capitalism?
Deng Xiaoping Thought?
Harmonious Society (since 2005)
What are the components in Chinese society?
Danwei
Work unit
Guanxi
Connections
Family
One child, two childe
How has Chinese society changed?
Time
Space
Money
Commodification
Landscape
Self
Sex
What are the paths to success?
Mao’s China
Red- politics, White - education
Army, marriage
Deng’s China
Golden - business
To get rich is glorious
Redefining China’s Families
http://www.washingtonpost.com/wp-srv/world/interactives/chinafamilies/
How has the family in China changed?
Young and Restless in China
http://www.pbs.org/wgbh/pages/frontline/youngchina/
What are the lives of people like ?
Hutong Old Beijing
10
PSY 345: Social Psychology
McAuliff
Personal Application Paper
PERSONAL APPLICATION PAPER
In addition to reading and thinking about the concepts covered in the text, an important part of the
learning process includes applying these concepts to your own life and experiences. To facilitate
this process, a personal application paper must be uploaded on Moodle no later than 10am on
Monday, May 11. The paper should be typed (12 characters/inch font), three to five pages in
length, and double-spaced with one inch margins. Late papers will not be accepted and
students not turning in papers will receive a 0. The personal application paper will count
for 25% of your final grade.
For the paper, students should select one or two central topics discussed during the semester and
write about how the topic(s) is relevant to you and your life. For example, for the chapter on
prejudice, you might write about a time you directly or indirectly experienced some form of
prejudice. Alternatively, you could analyze a television commercial with an eye toward the material
covering the use of persuasion to increase compliance. Remember, this assignment is intended to
help you recognize how the material covered in class is personally relevant, as well as to
encourage you to think critically about the concepts presented instead of passively accepting them
as truths. Thus it is acceptable (and commendable) to include in your paper a discussion of the
reasons why you agree/disagree with what the author is saying. To reiterate, each paper must
have the following two components: a review (including proper citation) of the concept from the text
to be discussed; and second, your thoughts/feelings on this topic and a discussion of how it applies
to your life including whether you agree/disagree with what the author has said.
PSY 345: Social Psychology
McAuliff
Personal Application Paper Grading Form
_____ Introduction (2)
_____ Statement of interest (1)
_____ Explained (1)
_____ Description of Social Psychological Concept, Theory, or Research (.
China’s geography中国地理China’s physiographyRegion.docx
China’s geography
中国地理
China’s physiography
Regional Geography
The same area as the U.S.
1.39 Billion People, 0.3% growth
90 percent live in the Eastern half
NORTHMandarinCoal; wheat;
Heavy industrySOUTHCantonesecotton; rice;
light industryWESTMinoritiesOil;
Agriculture
4
Figure 11-12
Title:
Landscape Regions of China
Caption:
The term China proper denotes the densely populated, culturally Han Chinese areas to the east of the blue line. The Yangtze Valley divides China proper into two general areas. Immediately to the north is the large fertile area of the North China Plain, bisected by the Huang He (or Yellow) River. To the west is the Loess Plateau, an upland area of soil derived from wind-deposited silt after the prehistoric glacial period, about 15,000 years ago.
China/USA
What are the characteristics of China’s territory?
Size of US 9,600,000 sq km
1.39 billion people
mid latitude
Continental
West dry, mountainous
East coastal humid
Vast in territory, rich in resources
Land is scarce, people are many
How do the mountains, rivers and basins combine in China?
Three tiers
SW mountains Tibetan Plateau >3000m
Himalayas, Kun Lun, Karakoram, Tian Shan
Basins and Plateaus 1000-3000m
Tarim Basin, Junggar Basin, Mongolian Plateau (Ordos),
Great Xingan, Chang Bai
Loess Plateau, Sichuan Basin, Yunnan Plateau
South China Hills (Wuyi)
Lowlands <500m
North China Plain, Northeast Plain, Deltas
Karakoram mountains
Tibetan plateau
Everest Chomolongma
Sichuan
Loess plateau
Guangdong
North China
South China
SW - Yunnan
Yellow River - West
Yellow River - East
Yangzi Basin
Yangzi River
Three Gorges Dam
Electrical power
Flood control?
Earthquake
Silt in lake
Aquatic habitat
2 million people moved
Physical environment
Climate
11_04.JPG
18
Figure 11-04
Title:
Flooding on the North China Plain
Caption:
Major flooding, sometimes inundating large sections of the North China Plain, has been a historical problem with the Huang He River. Severe droughts can also plague the same region. Extensive dikes have been built along much of the river to protect the countryside from flooding, as seen in this photo taken near the historical city of Kaifeng. (Yang Xiuyun/ChinaStock Photo Library)
11_05.JPG
19
Figure 11-05
Title:
Denuded Hillslopes in China
Caption:
Because of the need to clear forests for wood products and agricultural lands, China's mountain slopes have long been deforested. Without forest cover, soil erosion is a serious issue. (Bob Sacha/Corbis)
11_07.JPG
20
Figure 11-07
Title:
Coal-Fired Power Plant in China
Caption:
A coal-fired power plant emits large quantities of pollution in northwestern China. As China industrializes, it is building many such plants, damaging local air quality and contributing to global warming. (Natalie Behring/OnAsia.com)
Environmental Challenges
21
China’s population
中国人口
Current stats
http://www.prb.org/
Population Reference Bureau.
China’s reliance on coal epitomizes the central single energy .docx
China’s reliance on coal epitomizes the central “single energy dilemma” by being dependent upon oil heavily over the last decade. China became a net coal importer in 2009. They have multiple sources that supplies the country in proximity; specifically, Australia, Russia, and Indonesia to name a couple. China is the “second largest economy and destination of foreign direct investment” (Sarah Ladislaw, 2014). China due to the heavy growth must use more energy in order to support the growth. Another source stated that China also imported 5.4 million barrels per day of crude and 706 billion cubic feet of natural gas in 2012 alone. This contributes to the “single energy dilemma” because China seemingly is dependent on imported oils due to the amount of growth that they are experiencing.
In my personal assessment it is likely that China can move away from and off goal due to the development and interest in shale gas which is an alternative to coal. China used 10.7 million barrels of oil per day in 2013 which accounted for one third of global oil demand. Due to shale gas being developed China is rethinking their relationships with the Middle East and North Africa. Their dependence on Middle East supplies continues to grow so there needs to be another option for a country who grows ten percent per decade. There are other avenues other than the Middle East. For example, China has been looking into resources closer to home such as central Asian countries for oil. In conclusion China can move away from and off coal with the development of great relationships closer to home.
Sarah Ladislaw, M. L. (2014).
New Energy, New Geopolitics.
Bradshaw, M. (2013).
Global Energy Dilemmas.
.
chinese civilization essay question text 2-3 pages Cours.docx
chinese civilization essay question text
2-3 pages
Course Syllabus
Jump to Today
Chinese 10: Chinese Civilization
Instructor:
Dr. Jingyu Xue
Email:
[email protected]
Class Hours:
W 3:45-6:55 pm, Room R219
Office Hours:
before and after class, or by appointment
COURSE DESCRIPTION:
This course traces the development of Chinese civilization, one of the world’s oldest continuous civilizations, from Neolithic times down to the present. It covers the study of Chinese geography, philosophy, religion, political environment, social relations, family and gender roles, literature, art and drama. Classes will be a combination of lecture and discussion, and students are expected to participate in classroom discussion in order to better understand the rich heritage and full complexity of Chinese culture.
This class will be taught entirely in English. No prior knowledge of Chinese language or culture is required.
TEXTBOOK:
All required readings will be posted on Canvas.
Recommended textbook:
Ebrey, Patricia.
The Cambridge Illustrated History of China, 2nd
edition.
Cambridge: Cambridge University Press, 2010.
STUDENT LEARNING OUTCOMES:
After the completion of this course, students will be able to perform the following tasks:
Describe the major geographic features of China.
Describe the historical contributions of important people in Chinese history.
Explain at least two aspects of Chinese culture and aesthetic tradition.
Analyze various religious influences in China.
Compare/ contrast the differences between the Western and Chinese cultures in family, artistic, and philosophical values.
REQUIREMENTS:
Attendance is mandatory and factored into your participation grade. A student who arrives more than 10 minutes late or leaves more than 10 minutes early will be marked as half-absence. More than 1 unexcused absence will adversely affect your participation grade (10 points out of 100 will be subtracted for each absence). Any student who is absent 3 times in a row will be dropped from the class. An appropriate document is required for all excused absences.
All required readings will be posted on Canvas
. Students are expected to complete reading the assigned texts before coming to each class. It is very important to keep up with the weekly reading assignments and come to class with your textbooks and notes. By doing so, you will be better prepared to participate in class discussion
Active and informed participation in class discussion is required. The final grade can be raised or lowered a few points based on participation. Also, answers to all the exam questions will be addressed during class lectures and discussion. Please be sure to pay close attention and take careful notes. Please turn off all cell phones, pagers and other electronic devices during our class sessions.
Academic Honesty
. All written assignments must be original work put in an individual student’s own words. They can never be copied from another student,.
ChinaThe Third RevolutionXi Jinping and the New Chinese Sta.docx
China:
The Third Revolution
Xi Jinping and the New Chinese State
Elizabeth Economy
Elizabeth Economy, PhD
Council on Foreign Relations:
C. V. Starr senior fellow
Director for Asia studies
Hoover Institution of Stanford University
Visiting Fellow
She is an acclaimed author and expert on Chinese domestic and foreign policy, writing on topics ranging from China's environmental challenges to its role in global governance.
BA – Swarthmore; MA – Stanford; PhD – University of Michigan
Primary Theses
1. Xi Jinping has steered politics and economics towards repression, state control, and confrontation
Xi Jinping has used his power to reassert dominance of the Communist Party and of his own position within it
As part of the campaign against corruption, he has purged potential rivals
He has executed sweeping reorganization of the People’s Liberation Army to ensure loyalty of the military to the party and to him personally
Mr. Xi has imprisoned supporters of Western liberal reform and stamped out criticism of the party and government in the media and online
He has created a surveillance state to monitor discontent and deviance.
China increasingly controls business as an arm of state power
Made in China 2025 plan uses subsidies and protection to create world leadership in ten industries including aviation, tech & energy
Belt and Road Initiative subsidizes infrastructure development in Asia and Africa in return for Chinese trade agreements
c. Regional production chains or production networks are the mechanism by which China influences Asian economies and integrates itself with the global economy.
Enables higher degree of specialization and integration
Facilitates exploitation of scale and scope economies
Ideologically, Chinese path is captured in the “Chinese Dream”
The Third Revolution
The Rejuvenation of the Great Chinese Nation
Common Factors that Explain Takeoff
Openness to trade and investment – higher than rest of world
Strong Export Demand in advanced industrial economy
Increasing intra-regional trade
High Domestic Savings & Investment Rates
Strengthened physical and digital infrastructure
Improved quality of human capital
Active Government Involvement in Economy
Openness to trade
Share of Asian trade as % total world trade increasing at expense of European and Russian trade
North American trade relatively stable.
China: export partners in 2016, by export value
(in billion yuan)
United States
“…other than trade and FDI (foreign direct investment), regional production chains or production networks became a mechanism by which Asian economies tangibly influenced each other as well as integrated in a market-led manner. As barriers to the movement of goods, services and factors of production are dropped further, Asian economies would integrate more with each other as well as with the global economy.” Das, p. 13
Enables higher degree of specialization and integration
Facilitates .
Chinas first emperor, Qin, unified the different territories and st.docx
China's first emperor, Qin, unified the different territories and states into one empire. Discuss the importance of "standardization" (coins, stamps, language, etc.) in that unification.
Need at least two sources minimum and all sources need to be cited.
Minimum 300 words, maximum 500 words.
.
Chinas Great Wall Please respond to the following, using sources.docx
China's Great Wall" Please respond to the following, using sources under the Explore heading as the basis of your response:
Describe two (2) specific aspects about the Great Wall of China, such as facts about its size, length, purposes, varied materials, labor force, and its phases of construction. Consider the various purposes of such a wall and its impact for good or bad, and compare the Chinese wall in this respect to some specific wall of more modern times.
Compare and contrast the Great Wall of China with The Tomb and Terra Cotta Warriors of Qin Shihuangdi. Which is his greatest legacy?
Or, take the opposite approach and present the case that neither was Qin Shihuangdi’s greatest legacy.
Explore
China and Its Great Wall
•Chapter 7 (pp. 212-213, 220), early phases, (p. 605) later phase
•Explore wall interactively at http://www.panoramas.dk/7-wonders/great-wall.html
•Video at http://www.discovery.com/tv-shows/other-shows/videos/discovery-atlas-china-revealed-the-great-wall.htm
•UNESCO article at http://whc.unesco.org/en/list/438
•“China’s Wall Less Great in View from Space” article at http://www.nasa.gov/vision/space/workinginspace/great_wall.html
.
China1. Assess and include transcultural beliefs including l.docx
China
1. Assess and include transcultural beliefs including language, religious practices, socioeconomic status, end-of-life practices, dietary preferences, risky behaviors
2. Identify healthcare behaviors (i.e. nontraditional therapies)
3. Identify challenges and barriers to healthcare and outcomes related to these challenges
4. Develop an evidence-based plan that can be used to improve healthcare outcomes and access to healthcare (including use of IT systems, interdisciplinary members, etc.) for your selected culture. Provide supporting data from peer-reviewed articles
.
APA formatted, 2-page paper
Minimum of 3 references within 5 years
.
China, also known as the Peoples Republic of China or PRC, is a cou.docx
China, also known as the People's Republic of China or PRC, is a country located in the east of Asia. It is the largest Asian country and has the biggest population in the world at around 1.4 billion. Its ruling and founding political party is called the
Communist Party
wherein the head of state is the President, elected by the National People's Congress. He supervises the state council which consists of four vice premiers and the heads of ministries and commissions.
Although Human rights are exercised in this country, a sample of which is the freedom of speech, it is not freely implemented, since it is limited and firmly restricted by specific regulations and laws. This essay will tackle the restriction of freedom of speech in China.
Limited Freedom of Expression
Freedom of expression is the right to convey one’s opinions and thoughts without fear of being punished by the country's government. And although a lot of countries are exercising freedom of speech, some countries like China don't have this as one of their basic human rights.
As a sample, during the 2008 Summer Olympics, the Chinese government agreed to release permits allowing the people to protest in specific areas designed as protest parks in Beijing, but most of the applications sent to the government were either refused, banned or withheld and the police authorities even apprehended the people who applied for permits. If you are looking for essay examples, for example, a
freedom of speech persuasive essay
, it would impossible to find an essay that cites controversial issues. This is because access to web pages considered by the authorities of China as "threatening" or "risky" to the Communist Party are blocked on the internet.
On the brighter side, The Chinese government is spending huge amounts of money on catching and blocking not only web pages that advertise political change within the country, but also websites which may have violence and pornography. According to the Constitution of the People's Republic of China, Chinese citizens can enjoy the freedom of the press and freedom of speech.
However, these kinds of freedom are not institutionally protected. Public speeches that consist of forbidden subjects that can have a huge impact on the people could result in a penalty by the government, and that can include criminal sentences.
As a country ruled by
communism
, it does not accept any disapproval or protest from its people, and other parties defying the government and criticizing them are at risk of persecution. As a Chinese citizen, you are not allowed to freely use social media and have access to western news since it is also controlled by the government.
Other Restrictions
Aside from the government's restriction on freedom of speech, there are other limitations and regulations as well, such as on the administration of publishing and radio and television administration. According to the constitution regarding the administration of publication, .
china & USA ----Food curlture1 follow news story, and related curr.docx
china & USA ----Food curlture
1 follow news story, and related current events, for the entire semester, using diverse global news sources.
2 utilize diverse reference materials and peer reviewed academic journal articles across disciplines
3 present and explanation of research three times during the semester news report days.
NEWS report presentation rubric
outline
completion
format
detail
source list
cotent
accuracy&depth of research
connection to texts&class discussions
questions raised for further research
significant contribution to group
diverse sources
slant/bias considered or acknowledged
quality of sources
style
pace&volume
clarity
creativity
enthusiasm
.
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
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- 1. Child Find programs are mandated by the Individuals with Disabilities Education Act (IDEA) and require that each state search out and evaluate children aged birth through 21 who may be in need of early intervention or special education services due to a disability. For this assignment, research the Child Find requirements at the federal, state, and local levels, as applicable, in your area. Use this information to create a two-sided pamphlet that a school could distribute in the community to inform parents of the Child Find process in your area. Within your pamphlet, include the following: Information about what families can expect as they move through the Child Find process from initial referral through enrollment in special education, if found eligible. IDEA timelines and other IDEA requirements that would support families in understanding the process. Roles and responsibilities of families and teachers/special education staff throughout the process, including how the teacher or special education staff will serve as an advocate for the child and the family and encourage their participation. At least two local and two national resources that families can use to learn more about IDEA and the Child Find process.