Class ProfileStudent NameEnglish Language LearnerSocioec.docx
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Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IFSP/IEP/504 Medical/Other Age Parental Involvement Internet Available at Home Antonio Yes Low SES Hispanic Male No Peanut allergy 5 Med No Allie No Low SES Asian Female No None 5 Low Yes Bethany No Mid SES White Female No Able to read at 2nd grade level 5.5 Med Yes Brittany No Low SES White Female No None 5 Low No Danielle No Mid SES White Female No None 5 Med Yes Diana Yes Low SES White Female No Visually Impaired 5 Low No De’Jenae No Mid SES African American Female No Hearing Aids 6 Med Yes Eduardo Yes Low SES Hispanic Male No 1 of 6 children 5 Low No Emmy No Mid SES White Female No None 5 Low Yes Enrique No Low SES Hispanic Male No None 5.5 Low No Fatima Yes Low SES White Female No Diabetic 5 Low Yes Francesca No Low SES White Female No None 5 High No Frankie No Low SES White Male IFSP Traumatic Brain Injury 5 Very High No Gavin No High SES White Male No Early Entrance 4.5 Very High Yes Isis No Low SES Asian Female IFSP ASD 5.5 Low No Jackie No Mid SES African American Female No None 5 High Yes Kenny No High SES White Male IFSP Emotionally Disabled 5 Med Yes Lisa No Mid SES Native American/ Pacific Islander Female No None 5 Med Yes Marisol No Mid SES Hispanic Female No Hypothyroidism 5 Low Yes Mason No Low SES White Male No None 6 Med Yes Natalie No Low SES White Female No None 6 Med Yes Noah No Mid SES White Male No None 5 Med Yes Shirley No Mid SES White Female No None 5 Med Med Sophia No Mid SES White Female No None 5 Med Yes Stuart No Mid SES White Male No Allergic to citrus 5 Med Yes Terry No Mid SES White Male No None 5 Med Yes Wyatt No Mid SES White Male No None 5 Med Yes Wayne No High SES White Male IFSP Intellectually Disabled 6 High Yes William No Mid SES African American Male IFSP Learning Disability 5.5 Med Yes Yung No Mid SES Asian Male No None 5 Low Yes © 2017. Grand Canyon University. All Rights Reserved Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECS-585ECS-585-O500Clinical Field Experience A: Math Lessons50.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Problem Solving and Critical Thinking Skills25.0%Not addressed.Reflection did not discuss how the lesson promoted problem-solving and critical thinking skills for the grade level.Reflection minimally discusses how the lesson promoted problem-solving and critical thinking skills for the grade level.Reflection clearly discusses how the lesson promoted problem-solving and critical thinking skills for the grade level.Reflection skillfully and concisely discusses how the lesson promoted problem-solving and critical thinking skills for the grade level.The Prompted Importance of Communication as Part of Thinking Mathematically25.0%Not addressed.Reflection does not discuss how the mentor teacher prompted the importance of communication as part o.
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Clinical Field Experience B Social Studies Pre- Assessment.docx
Clinical Field Experience B: Social Studies Pre- Assessment
Clinical Field Experience B: Social Studies Pre-Assessment
1
No Submission
0.00%
2
Insufficient
69.00%
3
Approaching
74.00%
4
Acceptable
87.00%
5
Target
100.00%
100.0 %Content
30.0 %Pre-Assessment
Not addressed.
Pre-assessment is incomplete and is poorly developed in the social studies content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students.
Pre-assessment is complete, but is underdeveloped in the social studies content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students.
Pre-assessment is adequately developed in the social studies content area, aligned to appropriate standards, in order to determine learning gaps and needs of students.
Pre-assessment is expertly and thoughtfully developed in the social studies content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students.
30.0 %Reflection
Not addressed.
Reflection includes a poor and unrelated description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment is unfocused and missing key details.
Reflection includes a rudimentary description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment could include more details.
Reflection is sound and competent with basic description of how the pre-assessment provides data to determine learning gaps and needs, including a relevant explanation of the challenges in developing and delivering the pre-assessment.
Reflection is thorough and comprehensive with detailed description of how the pre-assessment provides data to determine learning gaps and needs, including a thoughtful explanation of the challenges in developing and delivering the pre-assessment.
10.0 %Future Professional Implications
Not addressed.
Conclusions and applications to future practice are poor and do not reflect growth and development as a professional.
Conclusions and applications to future practice are entry level and minimally reflect growth and development as a professional.
Conclusions and applications to future practice are direct and reflect growth and development as a professional.
Conclusions and applications to future practice are insightful and thoughtfully reflect growth and development as a professional.
30.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.
Submission includes .
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docx
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
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. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
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In this assignment we examine the legal and ethical implications of fraud and abuse with Medicare. Use the CSU-Global Library and the internet to identify a real-world case of Medicare fraud and/or abuse. Write a 4-5 page report using the readings, research, and your knowledge of health law and ethics to analyze this case.
Your report should address the following substantive requirements:
· Description of what occurred, who was affected, and why
· Assess the case from the following perspectives:
· Ethical – identify the ethical principles involved in this situation from the perspective of all those involved.
· Legal – what are the legal implications and what laws or statutes were involved?
· Provide two recommendations for how to manage this case from the perspective of the healthcare organization involved. What could have been done to prevent this situation?
· Recommend next steps to manage this case.
Your report should meet the following structural requirements:
· Be 4-5 pages in length, not including the cover or reference pages.
· Be formatted according to the CSU-Global Guide to Writing and APA Requirements.
· Provide support for your statements with in-text citations from a minimum of four (4) scholarly articles. Two (2) of these sources may be from the class readings, textbook, or lectures, but two (2) must be external. The CSU-Global Library is a good place to find these references.
· Utilize the following headings to organize the content in your work.
· Introduction
· Assessment
· Recommendations
· Conclusion
Thanks,
Barb.
Classroom and Safety Management Plans Template
Part 1: Classroom Management
Classroom Rules and Expectations
Category
Rule/Expectation
Activity
Routines
Relationships
Field trips
Consequences and Due Process
Part 2: Safety Management
Safety Concern
Procedure
1.
2.
3.
4.
5.
Resources
© 2018. Grand Canyon University. All Rights Reserved.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECS-567ECS-567-O500Classroom and Safety Management Plans20.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCRITERIA100.0%Part 1: Classroom Management - Classroom Rules and Expectations25.0%Not addressed. Classroom management plan does not include three classroom rules or expectations in the areas of routines, relationships, and field trips. Inadequate activities to teach each classroom rules and expectations to early childhood students are identified.Classroom management plan includes three underdeveloped or unclear classroom rules or expectations in the areas of routines, relationships, and field trips. Vague activities to teach each classroom rules and expectations to early childhood students are identified.Classroom management plan includes three appropriate classroom rules or expectations in the areas of routines, relationships, and ...
Factors Involved in Reading and Writing Difficulties Ch. 2
The document discusses several factors that can contribute to reading and writing difficulties, including cognitive, linguistic, emotional, physical, and socioeconomic factors. It focuses on several specific cognitive factors like overall cognitive ability, memory, attention, and associative word learning. Language deficits in areas like vocabulary and phonological skills are also discussed. Emotional and social factors like learned helplessness from repeated failure can impact reading progression or be both a cause and effect of challenges. The document stresses the importance of teachers seeking help for struggling readers by getting to know the student, encouraging literacy at home, tapping school resources, reflecting on teaching practices, and advocating for additional support.
Stfm 2006 Presentation
This document discusses the importance of assessing patients' literacy levels and developing easy-to-understand educational materials. It notes that around 90 million American adults have low literacy skills. Patients with low literacy have poorer health outcomes and higher healthcare costs. The document provides tips for creating simple, visually appealing materials written at a 6th-7th grade level using plain language. It recommends testing materials on patients to evaluate understandability and making revisions as needed.
Developing a Literate Child: The Importance of Language to Learning
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Presentation at the 2011 National Resource Center for Paraprofessionals Conference by Betty Ashbaker & Jill Morgan.presentation on error and mistake
1. The document analyzes common errors made by Bangladeshi SSC students in writing English, collecting 513 student samples.
2. It finds that students most often make mistakes with tense, prepositions, articles, and verbs. Bangla medium students struggle more with these areas compared to English medium students.
3. The document recommends students focus on grammar rules, vocabulary, and communicative language teaching to improve their English writing abilities and reduce errors.
Assessing speaking
This document provides guidance for oral exam preparation. It discusses key aspects of student performance to focus on, including task achievement, fluency, and linguistic resources. Descriptors for different performance levels - fail, pass, and above average - are provided. Sample exam tasks like interviews, presentations, negotiations and discussions are shown. Suggestions are given for how to help students practice, including showing task types, scales, doing mock exams, and making practice fun and engaging. Strategies to teach students how to handle challenges in exams are also listed.
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Clinical Field Experience B Social Studies Pre- Assessment.docx
Clinical Field Experience B: Social Studies Pre- Assessment
Clinical Field Experience B: Social Studies Pre-Assessment
1
No Submission
0.00%
2
Insufficient
69.00%
3
Approaching
74.00%
4
Acceptable
87.00%
5
Target
100.00%
100.0 %Content
30.0 %Pre-Assessment
Not addressed.
Pre-assessment is incomplete and is poorly developed in the social studies content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students.
Pre-assessment is complete, but is underdeveloped in the social studies content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students.
Pre-assessment is adequately developed in the social studies content area, aligned to appropriate standards, in order to determine learning gaps and needs of students.
Pre-assessment is expertly and thoughtfully developed in the social studies content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students.
30.0 %Reflection
Not addressed.
Reflection includes a poor and unrelated description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment is unfocused and missing key details.
Reflection includes a rudimentary description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment could include more details.
Reflection is sound and competent with basic description of how the pre-assessment provides data to determine learning gaps and needs, including a relevant explanation of the challenges in developing and delivering the pre-assessment.
Reflection is thorough and comprehensive with detailed description of how the pre-assessment provides data to determine learning gaps and needs, including a thoughtful explanation of the challenges in developing and delivering the pre-assessment.
10.0 %Future Professional Implications
Not addressed.
Conclusions and applications to future practice are poor and do not reflect growth and development as a professional.
Conclusions and applications to future practice are entry level and minimally reflect growth and development as a professional.
Conclusions and applications to future practice are direct and reflect growth and development as a professional.
Conclusions and applications to future practice are insightful and thoughtfully reflect growth and development as a professional.
30.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking.
Submission includes .
ASSIGNEMENTEarly literacy relies on appropriately preparing you.docx
ASSIGNEMENT:
Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.
Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.
Address the following within your presentation:
· Describe the scope and importance of reading education history in the U.S.
· Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
· Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
· Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
· Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
· Include a title slide, reference slide, and presenter notes.
Support your presentation with 3‐5 scholarly resources.
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. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
PLEASE MAKE SURE:
You create a check list to make sure you covered all points.
The book can be used as a source.
Use details and cite sources the correct way.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsELM-305ELM-305-O501Digital Presentation: The Importance of Literacy30.0CriteriaPercentageNo Submission (0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Reading Education History20.0%Not addressed.Provides incomplete or inadequate examples of the importance of reading education history in the U.S.Provides sufficient examples of the importance of reading education history in the U.S.Provides descriptive and appropriate examples of the importance of reading education history in the U.S.Provides comprehensive examples that demonstrate the importance of reading education history in the U.S.Literacy in Grades K-315.0%Not addressed.Underdeveloped or missing details of literacy in Grades K-3 and its educational effect on later academi.
Case Study – Medicare Fraud and Abuse ReportIn this assignment w
Case Study – Medicare Fraud and Abuse Report
In this assignment we examine the legal and ethical implications of fraud and abuse with Medicare. Use the CSU-Global Library and the internet to identify a real-world case of Medicare fraud and/or abuse. Write a 4-5 page report using the readings, research, and your knowledge of health law and ethics to analyze this case.
Your report should address the following substantive requirements:
· Description of what occurred, who was affected, and why
· Assess the case from the following perspectives:
· Ethical – identify the ethical principles involved in this situation from the perspective of all those involved.
· Legal – what are the legal implications and what laws or statutes were involved?
· Provide two recommendations for how to manage this case from the perspective of the healthcare organization involved. What could have been done to prevent this situation?
· Recommend next steps to manage this case.
Your report should meet the following structural requirements:
· Be 4-5 pages in length, not including the cover or reference pages.
· Be formatted according to the CSU-Global Guide to Writing and APA Requirements.
· Provide support for your statements with in-text citations from a minimum of four (4) scholarly articles. Two (2) of these sources may be from the class readings, textbook, or lectures, but two (2) must be external. The CSU-Global Library is a good place to find these references.
· Utilize the following headings to organize the content in your work.
· Introduction
· Assessment
· Recommendations
· Conclusion
Thanks,
Barb.
Classroom and Safety Management Plans Template
Part 1: Classroom Management
Classroom Rules and Expectations
Category
Rule/Expectation
Activity
Routines
Relationships
Field trips
Consequences and Due Process
Part 2: Safety Management
Safety Concern
Procedure
1.
2.
3.
4.
5.
Resources
© 2018. Grand Canyon University. All Rights Reserved.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECS-567ECS-567-O500Classroom and Safety Management Plans20.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCRITERIA100.0%Part 1: Classroom Management - Classroom Rules and Expectations25.0%Not addressed. Classroom management plan does not include three classroom rules or expectations in the areas of routines, relationships, and field trips. Inadequate activities to teach each classroom rules and expectations to early childhood students are identified.Classroom management plan includes three underdeveloped or unclear classroom rules or expectations in the areas of routines, relationships, and field trips. Vague activities to teach each classroom rules and expectations to early childhood students are identified.Classroom management plan includes three appropriate classroom rules or expectations in the areas of routines, relationships, and ...
Factors Involved in Reading and Writing Difficulties Ch. 2
The document discusses several factors that can contribute to reading and writing difficulties, including cognitive, linguistic, emotional, physical, and socioeconomic factors. It focuses on several specific cognitive factors like overall cognitive ability, memory, attention, and associative word learning. Language deficits in areas like vocabulary and phonological skills are also discussed. Emotional and social factors like learned helplessness from repeated failure can impact reading progression or be both a cause and effect of challenges. The document stresses the importance of teachers seeking help for struggling readers by getting to know the student, encouraging literacy at home, tapping school resources, reflecting on teaching practices, and advocating for additional support.
Stfm 2006 Presentation
This document discusses the importance of assessing patients' literacy levels and developing easy-to-understand educational materials. It notes that around 90 million American adults have low literacy skills. Patients with low literacy have poorer health outcomes and higher healthcare costs. The document provides tips for creating simple, visually appealing materials written at a 6th-7th grade level using plain language. It recommends testing materials on patients to evaluate understandability and making revisions as needed.
Developing a Literate Child: The Importance of Language to Learning
Developing a Literate Child: The Importance of Language to LearningNational Resource Center for Paraprofessionals
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by Betty Ashbaker & Jill Morgan.presentation on error and mistake
1. The document analyzes common errors made by Bangladeshi SSC students in writing English, collecting 513 student samples.
2. It finds that students most often make mistakes with tense, prepositions, articles, and verbs. Bangla medium students struggle more with these areas compared to English medium students.
3. The document recommends students focus on grammar rules, vocabulary, and communicative language teaching to improve their English writing abilities and reduce errors.
Assessing speaking
This document provides guidance for oral exam preparation. It discusses key aspects of student performance to focus on, including task achievement, fluency, and linguistic resources. Descriptors for different performance levels - fail, pass, and above average - are provided. Sample exam tasks like interviews, presentations, negotiations and discussions are shown. Suggestions are given for how to help students practice, including showing task types, scales, doing mock exams, and making practice fun and engaging. Strategies to teach students how to handle challenges in exams are also listed.
Standardized Rubrics TemplateDiscussion Board Rubric (50 points.docx
Standardized Rubrics Template
Discussion Board Rubric (50 points)
Criteria
Levels of Achievement
Content 70% (35 points)
Advanced
Proficient
Developing
Not present
Key Topics (10 points)
10 points
All key components of the Discussion Board Forum prompt are answered in the thread.
8 to 9 points
Most key components of the Discussion Board Forum prompt are answered in the thread.
1 to 7 points
At least one key components of the Discussion Board Forum prompt are answered in the thread.
0 points
Clarity and Relevance of Support of Key Topics (5 points)
5 points
There is a clear, logical flow to the major points to the thread
4 points
There is a mostly clear and mostly logical flow to the major points to the thread
1 to 3 points
There is a little clarity and the flow is not in a coherent logical manner.
0 points
Depth of Explanation and Details of each Key Topic (15 points)
14 to 15 points
Major points are supported by the following:
· Textbook and article (at least 2 citations in current APA format)
· Good examples (pertinent, conceptual, or personal examples are acceptable); and
· Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
13 points
Major points are supported by the following:
· Textbook and article (at least 1 citations in current APA format)
· Examples (mostly pertinent, conceptual, or personal examples are acceptable); and
· Some thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
1 to 12 points
Major points are supported by the following:
· Textbook only
· Examples did not provide any substantive value to the post
· Little thoughtful analysis was incorporated into the discussion post.
0 points
Replies (5 points)
5 points
Each reply brings clarity to the issue being discussed, relating issues to Scripture/Biblical principles and experiences enhance the original post were used
4 points
Each reply brings some clarity to the issue being discussed, relating issues to Some Scripture/Biblical principles and experiences enhance the original post were used
1 to 3 points
Each reply brings little clarity to the issue being discussed, relating issues to few, if any, Scripture/Biblical principles and experiences enhance the original post were used.
0 points
Structure 30% (15 points)
Advanced
Proficient
Developing
Not present
Spelling, Grammar, and APA Format (5 points)
5 points
Proper spelling, grammar, and current APA format are used.
4 points
Mostly proper spelling, grammar, and current APA format are used.
1 to 3 points
Little attention was given to proper spelling, grammar, and current APA format.
0 points
Length Requirements (5 points)
5 points
The required word count (at least 300 words) is met.
4 points
The word count (> 250 words) is almost met.
1 to 3 points
The word count was substantially lower than expected. (Less than 250 words)
0 points
Replies (5 points)
5 points
You submitted at least two replies to classmates’ posts and Pr.
Class ProfileStudent NameEnglish Language LearnerSoc.docx
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Traumatic Brain Injury
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
ASD
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
...
Class ProfileStudent NameEnglish Language LearnerSoc.docx
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Traumatic Brain Injury
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
ASD
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
.
2015 aaais common_teacher_eval_english_math_grades_5-12_f2_revised
This document is a teacher evaluation form for students applying to independent schools in the Atlanta area. It collects information about the student's performance in English/language arts and math, as well as their academic skills, work habits, social skills, and any accommodations they receive. The evaluator is asked to rate the student in these areas and identify their strengths and needs. Space is provided for comments on the student's contributions to their school community, parental support, and any other relevant details. The evaluator signs and dates the completed form, and consents to follow-up contact if needed.
Speech development- Delay and other problems
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
Teacher Guide_FINAL
This document provides guidance for teachers of online English language classes through the 801 Education program in China. It discusses expectations for student levels and skills, as well as the goals and objectives of the 801 classes. It offers suggestions for methods and approaches to use, such as speaking slowly, simplifying language, and modeling. It also addresses evaluating students and adapting materials to be appropriate for the online environment and levels. The guide aims to help teachers create engaging lessons to improve students' English skills while building confidence.
Student Profile
This document provides a profile of students receiving special education services and support. It discusses the wide range of intellectual capabilities, communication abilities, behavioral needs, sensory sensitivities, physical abilities, and health considerations students may have. It also emphasizes that students should not be defined by their labels and that individual learner characteristics must be considered to develop appropriate educational programs.
Trabajo
The document discusses the B1 level certificate based on the Common European Framework. B1 indicates a medium proficiency in a language, including the ability to communicate in daily situations.
It then summarizes a research study conducted with 21 students at a university in Ceuta, Spain. A questionnaire assessed students' English language abilities and experiences learning English. The results showed that most students were studying at a basic A1/A2 level, with weaknesses in speaking and listening skills. Most learned English primarily in school for 1 hour or less per week.
The conclusion is that while a B1 level is important, most students only study English because it is required and do not dedicate extra time to achieve higher proficiency.
Errors and Mistakes
The document discusses feedback and errors in language learning. It defines the differences between mistakes and errors, with mistakes being performance errors that can be self-corrected, while errors reflect gaps in a learner's underlying language competence. The document also discusses sources of errors such as interlingual transfer from the first language and intralingual errors within the target language. It emphasizes that too much focus should not be placed on errors and that both comprehension and production are important aspects of language learning.
SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx
SIOP® Lesson Plan Template 2
STANDARDS:
THEME:
LESSON TOPIC:
OBJECTIVES:
Language:
Content:
LEARNING STRATEGIES:
KEY VOCABULARY:
MATERIALS:
MOTIVATION:
(Building background)
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
EXTENSION:
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.)
© 2008 Pearson Education, Inc.
Module 3 Assignment
National Council of Teachers of Mathematics (NCTM) Standards:
Website Lesson Plans
Student
Grand Canyon University: EED 364
Date
(Insert EEI Lesson or other COE Lesson Plan)
Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration
Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required.
Rationale
The created lesson plan meaningfully incorporates the research-based instructional strategy of XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows…
PLANNING: Instructional Script and Materials
The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by…
Reference
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
O.
Differentiating for Diverse Students ChartStuden
Differentiating for Diverse Students Chart
Student:
Carmen, Kindergarten
English Language Learner:
No
Socioeconomic Status:
Mid SES
Ethnicity:
Native American/Pacific Islander
Gender:
Female
IEP/504:
No
Other:
None
Reading Performance Level:
At 1st grade level
Parental Involvement:
Med
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Eduardo, 2nd grade
English Language Learner:
Yes
Socioeconomic Status:
Mid SES
Ethnicity:
Hispanic
Gender:
Male
IEP/504:
No
Other:
Tier 2 RTI for Reading
Reading Performance Level:
One year below student’s 2nd grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Jade, 4th grade
English Language Learner:
No
Socioeconomic Status:
High SES
Ethnicity:
African American
Gender:
Female
IEP/504:
No
Other:
None
Reading Performance Level:
At 4th grade level
Parental Involvement:
High
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Ines, 7th grade
English Language Learner:
No
Socioeconomic Status:
Low SES
Ethnicity:
Hispanic
Gender:
Female
IEP/504:
Learning Disabled
Other:
Tier 2 RTI for Math
Reading Performance Level:
One year below student’s 7th grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Kent, 8th grade
English Language Learner:
No
Socioeconomic Status:
High SES
Ethnicity:
White
Gender:
Male
IEP/504:
Emotion-ally Disabled
Other:
None
Reading Performance Level:
At 8th grade level
Parental Involvement:
Med
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
Top of Form
Criteria
Carmen, Kindergarten
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Eduardo, 2nd Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Jade, 4th Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Ines, 7th Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Kent, 8th Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
15.0
Sources are complete ...
Teaching reading as an EFA priority
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
Week 3 Assignment - OnboardingInstructionsThe first written as.docx
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
Parent teaching project (5)a critical component of pediatric nu
The document describes a parent teaching project assignment for nursing students. Students will be assigned a health topic and developmental stage to focus on. They will then determine the necessary health education and role play a teaching session for the "parent," with other students observing. The project must include home care instructions, developmentally appropriate teaching, a written handout summarizing key points, and references in APA format. Students will be evaluated based on a provided rubric.
Assessment of Language DisordersAssessment Protocol.docx
Assessment of Language Disorders
Assessment Protocol
Referral / Screening
Comprehensive Language Evaluation
Diagnosis
Referral made general when children are not meeting milestones or show evidence of ID; wait and see approach something we do not advocate
4
Screening
Tool for determining the need for a language assessment, designed to determine if child has problems using or understanding language
Occurs either after a referral or as part of regular screening programs in schools
7.39
Justice
Communication Sciences and Disorders: An Introduction
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Screening Includes:
Hearing screening
Gathering information through conversation with teachers and family
Informal measures
Observation of spontaneous speech/ interaction with peers
Quick look at expression, comprehension and pragmatics
**after screen make recommendations for assessments
S/L Screener
Go to Head Start Screener
http://www.midlandesa.org/
Comprehensive Language Evaluation
Develops a profile of individual’s language skills, and identifies methods of improving language form, content, and use
Includes the following:
Case history
Interview
Comprehensive testing & analysis
Evaluation of collateral areas
7.40
Justice
Communication Sciences and Disorders: An Introduction
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Case History/ Interview
Northeast Case History
Comprehensive Testing
Comprehensive Evaluation must be:
Broad Based: exams all domains of language in both comprehension and production
Functional: measures their ability to function at home, school and community
Utilize multiple methods of inquiry (utilizing criterion referenced, norm referenced, dynamic assessment & observational measures)
All domains (use, content, form); for children without speech, look at babbling, jargon, gesturing, affect, joint attention, intention etc; older children includes reading and writing as well
Functional: how well do language skills assist children in getting their needs met, interact with peers/friends, succeed in school
Criterion referenced—percentage of how well one can complete a task; norm referenced (lang skills compared to norms), dynamic (performance with different types of assistance) observation (naturalistic environment)
11
Norm Referenced
CELF-5 (Clinical Evaluation of Language Fundamentals): provides language scores on core, receptive, expressive, content, structure and memory
Braken Basic Concepts Scale: concepts of color, letters/sounds, numbers/counting, size, shape, direction/position, self/social awareness, texture/materials, quality, and time/sequencing.
https://www.bing.com/videos/search?q=braken+basic+concepts+scale&&view=detail&mid=4EAF8158DD9C5FE512FD4EAF8158DD9C5FE512FD&&FORM=VRDGAR (braken basic concepts scale—up tp 3 min)
Play Based Assessment
https://www.youtube.com/watch?v=N ...
Select a family to complete a family health assessment. (The famil.docx
Select a family to complete a family health assessment. (The family cannot be your own.)
Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:
1. Values, Health Perception
2. Nutrition
3. Sleep/Rest
4. Elimination
5. Activity/Exercise
6. Cognitive
7. Sensory-Perception
8. Self-Perception
9. Role Relationship
10. Sexuality
11. Coping
NOTE: Your list of questions must be submitted with your assignment as an attachment.
After interviewing the family, compile the data and analyze the responses.
In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.
Identify two or more wellness nursing diagnoses based on your family assessment. Wellness and family nursing diagnoses are different than standard nursing diagnoses. A list of wellness and family nursing diagnoses, from J. R. Weber's Nurses Handbook of Health Assessment (5th ed.), can be found at the following link Nurses Handbook of Health Assessment
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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. Please refer to the directions in the Student Success Center.
Family Health Assessment
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
20.0 %Develops Open-Minded, Family-Focused Questions for Each of the 11 Identified Health Patterns
The development of open minded, family-focused questions for each of the 11 Identified Health Patterns is not offered.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns is offered, but may be lacking in quality to elicit needed information.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and appropriate for eliciting needed information.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and are appropriate while structured in a way that shows sensitivity to the patient's culture and beliefs.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns that are both thoughtful in content and in how they support each other in eliciting a holistic view of the patient.
30.0 %Summarizes the Findings for Each Functional Health Pattern
Brief summarization of the findings for each functional health pattern for your family is not offered.
Brief summarization of the findings for each functional health pattern for your family is offered.
Communication disorders
Communication disorders encompass a wide variety of language, speech, and hearing struggles that can affect students in the classroom. These disorders may be caused by genetic factors, events during pregnancy or birth, or conditions like autism. There are three main categories of communication disorders: speech, language, and hearing disorders. Teachers can create an inclusive classroom for students with communication disorders by showing patience, allowing extra time, encouraging speech practice, and using visual aids and assistive technology. Strategies like clear instruction, modeling correct pronunciation, and giving students opportunities to practice skills can help modify speech problems over time.
Learning Disabilities PowerPoint (1).ppt
This document discusses learning disabilities, including definitions, types, causes, rates of incidence, and characteristics. It defines learning disabilities as difficulties processing, organizing, or applying information. The main types discussed are dyslexia, dyscalculia, dysgraphia, dyspraxia, central auditory processing disorder, non-verbal learning disorders, and language disorders. Causes may include hereditary, medical, or environmental factors. Approximately 15% of the US population has a learning disability. Characteristics of specific disabilities like dyslexia and ADD/ADHD are provided to help with diagnosis. Suggestions for instructional strategies and assistive technologies are also presented.
SLP\'s and RTI, Aye! Aye!
The document discusses key aspects of Response to Intervention (RTI) and how speech-language pathologists (SLPs) can be involved. It outlines the tiers of intervention in RTI from universal screening to increasingly intensive supports. SLPs are encouraged to participate in universal screenings, collaborate on intervention teams, and use data to inform instruction for all students. The goal of RTI is to provide evidence-based, systematic interventions to students struggling in the general education setting before considering special education.
Testing task 2
The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
For this assignment, review the articleAbomhara, M., & Koie.docx
For this assignment, review the article:
Abomhara, M., & Koien, G.M. (2015). Cyber security and the internet of things: Vulnerabilities, threats, intruders, and attacks.
Journal of Cyber Security, 4
, 65-88. Doi: 10.13052/jcsm2245-1439.414
and evaluate it in 3 pages (800 words), in APA format with in-text citation using your own words, by addressing the following:
What did the authors investigate, and in general how did they do so?
Identify the hypothesis or question being tested
Summarize the overall article.
Identify the conclusions of the authors
Indicate whether or not you think the data support their conclusions/hypothesis
Consider alternative explanations for the results
Provide any additional comments pertaining to other approaches to testing their hypothesis (logical follow-up studies to build on, confirm or refute the conclusions)
The relevance or importance of the study
The appropriateness of the experimental design
When you write your evaluation, be brief and concise, this is not meant to be an essay but an objective evaluation that one can read very easily and quickly. Also, you should include a complete reference (title, authors, journal, issue, pages) you turn in your evaluation. This is good practice for your literature review, which you’ll be completing during the dissertation process.
.
For this assignment, provide your perspective about Privacy versus N.docx
For this assignment, provide your perspective about Privacy versus National Security
. This is a particularly "hot topic" because of recent actions by the federal government taken against Apple. So, please use information from reliable sources to support your perspective.
This assignment should be 1.5 pages in length, using Times New Roman font (size 12), double spaced on a Word documen
.
More Related Content
Similar to Class ProfileStudent NameEnglish Language LearnerSocioec.docx
Standardized Rubrics TemplateDiscussion Board Rubric (50 points.docx
Standardized Rubrics Template
Discussion Board Rubric (50 points)
Criteria
Levels of Achievement
Content 70% (35 points)
Advanced
Proficient
Developing
Not present
Key Topics (10 points)
10 points
All key components of the Discussion Board Forum prompt are answered in the thread.
8 to 9 points
Most key components of the Discussion Board Forum prompt are answered in the thread.
1 to 7 points
At least one key components of the Discussion Board Forum prompt are answered in the thread.
0 points
Clarity and Relevance of Support of Key Topics (5 points)
5 points
There is a clear, logical flow to the major points to the thread
4 points
There is a mostly clear and mostly logical flow to the major points to the thread
1 to 3 points
There is a little clarity and the flow is not in a coherent logical manner.
0 points
Depth of Explanation and Details of each Key Topic (15 points)
14 to 15 points
Major points are supported by the following:
· Textbook and article (at least 2 citations in current APA format)
· Good examples (pertinent, conceptual, or personal examples are acceptable); and
· Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
13 points
Major points are supported by the following:
· Textbook and article (at least 1 citations in current APA format)
· Examples (mostly pertinent, conceptual, or personal examples are acceptable); and
· Some thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts)
1 to 12 points
Major points are supported by the following:
· Textbook only
· Examples did not provide any substantive value to the post
· Little thoughtful analysis was incorporated into the discussion post.
0 points
Replies (5 points)
5 points
Each reply brings clarity to the issue being discussed, relating issues to Scripture/Biblical principles and experiences enhance the original post were used
4 points
Each reply brings some clarity to the issue being discussed, relating issues to Some Scripture/Biblical principles and experiences enhance the original post were used
1 to 3 points
Each reply brings little clarity to the issue being discussed, relating issues to few, if any, Scripture/Biblical principles and experiences enhance the original post were used.
0 points
Structure 30% (15 points)
Advanced
Proficient
Developing
Not present
Spelling, Grammar, and APA Format (5 points)
5 points
Proper spelling, grammar, and current APA format are used.
4 points
Mostly proper spelling, grammar, and current APA format are used.
1 to 3 points
Little attention was given to proper spelling, grammar, and current APA format.
0 points
Length Requirements (5 points)
5 points
The required word count (at least 300 words) is met.
4 points
The word count (> 250 words) is almost met.
1 to 3 points
The word count was substantially lower than expected. (Less than 250 words)
0 points
Replies (5 points)
5 points
You submitted at least two replies to classmates’ posts and Pr.
Class ProfileStudent NameEnglish Language LearnerSoc.docx
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Traumatic Brain Injury
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
ASD
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
...
Class ProfileStudent NameEnglish Language LearnerSoc.docx
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Traumatic Brain Injury
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
ASD
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
.
2015 aaais common_teacher_eval_english_math_grades_5-12_f2_revised
This document is a teacher evaluation form for students applying to independent schools in the Atlanta area. It collects information about the student's performance in English/language arts and math, as well as their academic skills, work habits, social skills, and any accommodations they receive. The evaluator is asked to rate the student in these areas and identify their strengths and needs. Space is provided for comments on the student's contributions to their school community, parental support, and any other relevant details. The evaluator signs and dates the completed form, and consents to follow-up contact if needed.
Speech development- Delay and other problems
Language is the process whereby we communicate with others. It involves an element of understanding and expression (speech). It is one of the most highly developed of all human skills, giving us a framework for thought and allowing us to communicate. Disorders of speech and language are common, ranging from unclear speech or a slight delay in development to more significant difficulties associated with serious disorders.
Teacher Guide_FINAL
This document provides guidance for teachers of online English language classes through the 801 Education program in China. It discusses expectations for student levels and skills, as well as the goals and objectives of the 801 classes. It offers suggestions for methods and approaches to use, such as speaking slowly, simplifying language, and modeling. It also addresses evaluating students and adapting materials to be appropriate for the online environment and levels. The guide aims to help teachers create engaging lessons to improve students' English skills while building confidence.
Student Profile
This document provides a profile of students receiving special education services and support. It discusses the wide range of intellectual capabilities, communication abilities, behavioral needs, sensory sensitivities, physical abilities, and health considerations students may have. It also emphasizes that students should not be defined by their labels and that individual learner characteristics must be considered to develop appropriate educational programs.
Trabajo
The document discusses the B1 level certificate based on the Common European Framework. B1 indicates a medium proficiency in a language, including the ability to communicate in daily situations.
It then summarizes a research study conducted with 21 students at a university in Ceuta, Spain. A questionnaire assessed students' English language abilities and experiences learning English. The results showed that most students were studying at a basic A1/A2 level, with weaknesses in speaking and listening skills. Most learned English primarily in school for 1 hour or less per week.
The conclusion is that while a B1 level is important, most students only study English because it is required and do not dedicate extra time to achieve higher proficiency.
Errors and Mistakes
The document discusses feedback and errors in language learning. It defines the differences between mistakes and errors, with mistakes being performance errors that can be self-corrected, while errors reflect gaps in a learner's underlying language competence. The document also discusses sources of errors such as interlingual transfer from the first language and intralingual errors within the target language. It emphasizes that too much focus should not be placed on errors and that both comprehension and production are important aspects of language learning.
SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx
SIOP® Lesson Plan Template 2
STANDARDS:
THEME:
LESSON TOPIC:
OBJECTIVES:
Language:
Content:
LEARNING STRATEGIES:
KEY VOCABULARY:
MATERIALS:
MOTIVATION:
(Building background)
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
EXTENSION:
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.)
© 2008 Pearson Education, Inc.
Module 3 Assignment
National Council of Teachers of Mathematics (NCTM) Standards:
Website Lesson Plans
Student
Grand Canyon University: EED 364
Date
(Insert EEI Lesson or other COE Lesson Plan)
Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration
Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required.
Rationale
The created lesson plan meaningfully incorporates the research-based instructional strategy of XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows…
PLANNING: Instructional Script and Materials
The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by…
PLANNING: Meeting the Varied Learning Needs of Students
The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by…
PLANNING: Meeting the Language Needs of Students
The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by…
PLANNING: Assessments to Monitor Student Learning
The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by…
Reference
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
O.
Differentiating for Diverse Students ChartStuden
Differentiating for Diverse Students Chart
Student:
Carmen, Kindergarten
English Language Learner:
No
Socioeconomic Status:
Mid SES
Ethnicity:
Native American/Pacific Islander
Gender:
Female
IEP/504:
No
Other:
None
Reading Performance Level:
At 1st grade level
Parental Involvement:
Med
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Eduardo, 2nd grade
English Language Learner:
Yes
Socioeconomic Status:
Mid SES
Ethnicity:
Hispanic
Gender:
Male
IEP/504:
No
Other:
Tier 2 RTI for Reading
Reading Performance Level:
One year below student’s 2nd grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Jade, 4th grade
English Language Learner:
No
Socioeconomic Status:
High SES
Ethnicity:
African American
Gender:
Female
IEP/504:
No
Other:
None
Reading Performance Level:
At 4th grade level
Parental Involvement:
High
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Ines, 7th grade
English Language Learner:
No
Socioeconomic Status:
Low SES
Ethnicity:
Hispanic
Gender:
Female
IEP/504:
Learning Disabled
Other:
Tier 2 RTI for Math
Reading Performance Level:
One year below student’s 7th grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Kent, 8th grade
English Language Learner:
No
Socioeconomic Status:
High SES
Ethnicity:
White
Gender:
Male
IEP/504:
Emotion-ally Disabled
Other:
None
Reading Performance Level:
At 8th grade level
Parental Involvement:
Med
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
Top of Form
Criteria
Carmen, Kindergarten
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Eduardo, 2nd Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Jade, 4th Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Ines, 7th Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Kent, 8th Grade
15.0
Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
15.0
Sources are complete ...
Teaching reading as an EFA priority
A presentation of local EFA priorities with a particular focus on teaching reading as seen by the Stones2Milestones Edu Services Pvt. given at the IAU Workshop on higher education for EFA held in New Delhi, India, on 20-21 February 2014. Presented by Ms. Jagruti Gala, Creative Director, Stones2Milestones Edu Services Pvt.
Week 3 Assignment - OnboardingInstructionsThe first written as.docx
Week 3 Assignment - Onboarding
Instructions
The first written assignment for this course is due in Week 3 and requires you to draw upon what you have learned in the first 3 weeks of class to analyze the total rewards system offered by two well-known organizations, L.L. Bean and Aflac.
To complete the assignment, you will need to read the Society for Human Resource Management (SHRM) case study,
Benefits and Business at Aflac and L.L. Bean
, that is posted at the bottom of this page. After reading the case study, you are to answer the questions below. Be sure to incorporate appropriate scholarly and practitioner references to support your key ideas. The total length of your assignment should be no more than 5-6 pages, not including the cover page and reference list. The assignment is worth 100 points and 20% of your total grade. It will be scored according to the corresponding grading rubric that is posted at the end of this page.
Case Study Questions. Pick
one
of the companies presented in the SHRM case study, either Aflac or L.L. Bean, and answer the following:
Think about the internal strengths and weaknesses of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Consider the external opportunities and threats of the company. How, if at all, did the firm respond to these factors from a total rewards perspective? 25 points
Given the corporate values of the organization, what revisions would you make to its benefits program in order to better align it with the accomplishment of the company’s organizational goals and values? 50 points
1st Assignment Benefits at AFLAC and LLBean.pdf
rubric:
Written Assignment Grading Rubric
A
B
C
F
Response Quality
50 points/50%
Student directly addresses main question or issue, and adds new insight to the subject not provided in lectures, readings, or class discussions. Student has retained nearly all of the knowledge presented in class, and is able to synthesize this knowledge in new ways and relate to material not covered in the course.
Student competently addresses main question or issue, but does not add much new insight into the subject. That said, it is clear that the student has learned a great deal and is able to communicate this knowledge to others.
Student attempts to address main question or issue, but fails. The student has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others.
Student does not address main question or issue, and it is obvious that the student has not retained pertinent information from the course or is not able to clearly convey that information to others.
Evidence
20 points/20%
Provides compelling and accurate evidence that convinces reader to accept main argument (s). The importance/relevance of all pieces of evidence is clearly stated. There are no gaps in reasoni ...
Parent teaching project (5)a critical component of pediatric nu
The document describes a parent teaching project assignment for nursing students. Students will be assigned a health topic and developmental stage to focus on. They will then determine the necessary health education and role play a teaching session for the "parent," with other students observing. The project must include home care instructions, developmentally appropriate teaching, a written handout summarizing key points, and references in APA format. Students will be evaluated based on a provided rubric.
Assessment of Language DisordersAssessment Protocol.docx
Assessment of Language Disorders
Assessment Protocol
Referral / Screening
Comprehensive Language Evaluation
Diagnosis
Referral made general when children are not meeting milestones or show evidence of ID; wait and see approach something we do not advocate
4
Screening
Tool for determining the need for a language assessment, designed to determine if child has problems using or understanding language
Occurs either after a referral or as part of regular screening programs in schools
7.39
Justice
Communication Sciences and Disorders: An Introduction
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Screening Includes:
Hearing screening
Gathering information through conversation with teachers and family
Informal measures
Observation of spontaneous speech/ interaction with peers
Quick look at expression, comprehension and pragmatics
**after screen make recommendations for assessments
S/L Screener
Go to Head Start Screener
http://www.midlandesa.org/
Comprehensive Language Evaluation
Develops a profile of individual’s language skills, and identifies methods of improving language form, content, and use
Includes the following:
Case history
Interview
Comprehensive testing & analysis
Evaluation of collateral areas
7.40
Justice
Communication Sciences and Disorders: An Introduction
Copyright ©2006 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Case History/ Interview
Northeast Case History
Comprehensive Testing
Comprehensive Evaluation must be:
Broad Based: exams all domains of language in both comprehension and production
Functional: measures their ability to function at home, school and community
Utilize multiple methods of inquiry (utilizing criterion referenced, norm referenced, dynamic assessment & observational measures)
All domains (use, content, form); for children without speech, look at babbling, jargon, gesturing, affect, joint attention, intention etc; older children includes reading and writing as well
Functional: how well do language skills assist children in getting their needs met, interact with peers/friends, succeed in school
Criterion referenced—percentage of how well one can complete a task; norm referenced (lang skills compared to norms), dynamic (performance with different types of assistance) observation (naturalistic environment)
11
Norm Referenced
CELF-5 (Clinical Evaluation of Language Fundamentals): provides language scores on core, receptive, expressive, content, structure and memory
Braken Basic Concepts Scale: concepts of color, letters/sounds, numbers/counting, size, shape, direction/position, self/social awareness, texture/materials, quality, and time/sequencing.
https://www.bing.com/videos/search?q=braken+basic+concepts+scale&&view=detail&mid=4EAF8158DD9C5FE512FD4EAF8158DD9C5FE512FD&&FORM=VRDGAR (braken basic concepts scale—up tp 3 min)
Play Based Assessment
https://www.youtube.com/watch?v=N ...
Select a family to complete a family health assessment. (The famil.docx
Select a family to complete a family health assessment. (The family cannot be your own.)
Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:
1. Values, Health Perception
2. Nutrition
3. Sleep/Rest
4. Elimination
5. Activity/Exercise
6. Cognitive
7. Sensory-Perception
8. Self-Perception
9. Role Relationship
10. Sexuality
11. Coping
NOTE: Your list of questions must be submitted with your assignment as an attachment.
After interviewing the family, compile the data and analyze the responses.
In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.
Identify two or more wellness nursing diagnoses based on your family assessment. Wellness and family nursing diagnoses are different than standard nursing diagnoses. A list of wellness and family nursing diagnoses, from J. R. Weber's Nurses Handbook of Health Assessment (5th ed.), can be found at the following link Nurses Handbook of Health Assessment
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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. Please refer to the directions in the Student Success Center.
Family Health Assessment
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
20.0 %Develops Open-Minded, Family-Focused Questions for Each of the 11 Identified Health Patterns
The development of open minded, family-focused questions for each of the 11 Identified Health Patterns is not offered.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns is offered, but may be lacking in quality to elicit needed information.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and appropriate for eliciting needed information.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and are appropriate while structured in a way that shows sensitivity to the patient's culture and beliefs.
The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns that are both thoughtful in content and in how they support each other in eliciting a holistic view of the patient.
30.0 %Summarizes the Findings for Each Functional Health Pattern
Brief summarization of the findings for each functional health pattern for your family is not offered.
Brief summarization of the findings for each functional health pattern for your family is offered.
Communication disorders
Communication disorders encompass a wide variety of language, speech, and hearing struggles that can affect students in the classroom. These disorders may be caused by genetic factors, events during pregnancy or birth, or conditions like autism. There are three main categories of communication disorders: speech, language, and hearing disorders. Teachers can create an inclusive classroom for students with communication disorders by showing patience, allowing extra time, encouraging speech practice, and using visual aids and assistive technology. Strategies like clear instruction, modeling correct pronunciation, and giving students opportunities to practice skills can help modify speech problems over time.
Learning Disabilities PowerPoint (1).ppt
This document discusses learning disabilities, including definitions, types, causes, rates of incidence, and characteristics. It defines learning disabilities as difficulties processing, organizing, or applying information. The main types discussed are dyslexia, dyscalculia, dysgraphia, dyspraxia, central auditory processing disorder, non-verbal learning disorders, and language disorders. Causes may include hereditary, medical, or environmental factors. Approximately 15% of the US population has a learning disability. Characteristics of specific disabilities like dyslexia and ADD/ADHD are provided to help with diagnosis. Suggestions for instructional strategies and assistive technologies are also presented.
SLP\'s and RTI, Aye! Aye!
The document discusses key aspects of Response to Intervention (RTI) and how speech-language pathologists (SLPs) can be involved. It outlines the tiers of intervention in RTI from universal screening to increasingly intensive supports. SLPs are encouraged to participate in universal screenings, collaborate on intervention teams, and use data to inform instruction for all students. The goal of RTI is to provide evidence-based, systematic interventions to students struggling in the general education setting before considering special education.
Testing task 2
The document describes the development of a typical 6-year-old child. Physically, cognitively, emotionally, and socially they are gaining more independence but still learning. They can count to 10, understand time concepts, and express themselves well through language. Socially, they enjoy friendships and team activities. Their fine motor skills allow them to dress themselves and write letters and numbers. They enjoy reading, drawing, games, and collecting things.
Similar to Class ProfileStudent NameEnglish Language LearnerSocioec.docx (20)
Standardized Rubrics TemplateDiscussion Board Rubric (50 points.docx
Standardized Rubrics TemplateDiscussion Board Rubric (50 points.docx
Class ProfileStudent NameEnglish Language LearnerSoc.docx
Class ProfileStudent NameEnglish Language LearnerSoc.docx
Class ProfileStudent NameEnglish Language LearnerSoc.docx
Class ProfileStudent NameEnglish Language LearnerSoc.docx
2015 aaais common_teacher_eval_english_math_grades_5-12_f2_revised
2015 aaais common_teacher_eval_english_math_grades_5-12_f2_revised
SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx
SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx
Week 3 Assignment - OnboardingInstructionsThe first written as.docx
Week 3 Assignment - OnboardingInstructionsThe first written as.docx
Parent teaching project (5)a critical component of pediatric nu
Parent teaching project (5)a critical component of pediatric nu
Assessment of Language DisordersAssessment Protocol.docx
Assessment of Language DisordersAssessment Protocol.docx
Select a family to complete a family health assessment. (The famil.docx
Select a family to complete a family health assessment. (The famil.docx
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.
For this assignment, please start by doing research regarding the se.docx
For this assignment, please start by doing research regarding the severity of prejudicial aggression/violence from the past. After you do this, research the severity of prejudicial aggression/violence that has gone on in the past decade. Target the same specific groups that have been the aggressor and victim in both your historical group and your present-day group. For instance, if you choose "black vs. white" in the 1950s, you must use the same group for your present-day group. Once you do this, discuss various ways that it is the same, as well as why it is different between the time periods. What influences have changed? Why is it better now, or worse now than in the past? Please discuss how the advancements in media (news, entertainment, and social media) have had on this issue, along with whatever you come up with outside of media influence. Make sure you back your information up with citations from your sources.
.
For this assignment, please discuss the following questionsWh.docx
For this assignment, please discuss the following questions?
What was the name of the first computer network?
Who created this network
When did this network got established?
Explain one of the major disadvantages of this network at its initial stage
What is TCP?
Who created TCP?
What is IP?
When did it got implemented
How did the implementation of TCP/IP revolutionize communication technology?
Requirements:
You must write a minimum of two paragraphs, with two different citations, and every paragraph should have at least four complete sentences for each question. Every question should have a subtitle (Bold and Centered). You must also respond to at least two of your classmates’ posts with at least 100 words each before the due date. You need to use the discussion board header provided in the getting started folder. Please proofread your work before posting your assignment.
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For this assignment, locate a news article about an organization.docx
For this assignment, locate a news article about an organization who experienced an ethical issue related to communication. In 1,200 to 1,550 words, complete the following:
Discuss the circumstances of the incident, the organization’s decision making process, and the public and media reaction to the organization’s decision.
Presume you have been hired by that organization to help strengthen their communication efforts. Outline at least
four strategies
you would recommend the organization follow in the future to enhance the ethics of their communication.
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For this assignment, it requires you Identifies the historic conte.docx
For this assignment, it requires you Identifies the historic context of ideas and cultural traditions outside the U.S., and how they have influenced American culture.
Topic for this paper:
The history of ramen (technically started in China, moved and developed in Japan) now a pop culture cuisine in the U.S.
The paper should be in APA format and two full pages with double-spaced. Also, since you are researching and writing about new information, be sure cite your source (website name, address, date you visited it) at the end of the two pages, so I know where you got your information.
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For this assignment, create a framework from which an international .docx
For this assignment, create a framework from which an international human resource management function can address cultural challenges. Within your framework, devise a model that includes due diligence steps, merger steps, and post-merger steps that specifically address cultural acclimation and environmental acclimation, as well as bringing two workforces together.
Supported by a minimum of two academic sources.
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For this assignment, create a 15-20 slide digital presentation in tw.docx
For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.
Part 1
In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs.
This part of the presentation should include:
A description of the characteristics of LTELs, RAELs, and SIFEs
An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs
A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs
A discussion of additional factors that affect the language acquisition of grades K-12 LTELs, RAEL, and SIFEs
Part 2
In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs.
This part of the presentation should include:
Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment.
Examples of strategies that support culturally inclusive practices.
A brief description of how home and school partnerships facilitate learning.
At least two resources for families of ELLs that would empower them to become partners in their child’s academic achievement.
Presenter’s notes, title, and reference slides that contain 3-5 scholarly resources.
.
For this assignment, you are to complete aclinical case - narrat.docx
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment with a.
For this assignment, you are to complete aclinical case - narr.docx
For this assignment, you are to complete a
clinical case - narrated PowerPoint report
that will follow the SOAP note example provided below. The case report will be based on the clinical case scenario list below.
You are to approach this clinical scenario as if it is a real patient in the clinical setting.
Instructions:
Step 1
- Read the assigned clinical scenario and using your clinical reasoning skills, decide on the diagnoses. This step informs your next steps.
Step 2
- Document the given information in the case scenario under the appropriate sections, headings, and subheadings of the SOAP note.
Step 3
- Document all the classic symptoms typically associated with the diagnoses in Step 1. This information may NOT be given in the scenario; you are to obtain this information from your textbooks. Include APA citations.
Example of Steps 1 - 3:
You decided on Angina after reading the clinical case scenario (Step 1)
Review of Symptoms (list of classic symptoms):
CV: sweating, squeezing, pressure, heaviness, tightening, burning across the chest starting behind the breastbone
GI: indigestion, heartburn, nausea, cramping
Pain: pain to the neck, jaw, arms, shoulders, throat, back, and teeth
Resp: shortness of breath
Musculo: weakness
Step 4
– Document the abnormal physical exam findings typically associated with the acute and chronic diagnoses decided on in Step 1. Again, this information may NOT be given. Cull this information from the textbooks. Include APA citations.
Example of Step 4:
You determined the patient has Angina in Step 1
Physical Examination (list of classic exam findings):
CV: RRR, murmur grade 1/4
Resp: diminished breath sounds left lower lobe
Step 5
- Document the diagnoses in the appropriate sections, including the ICD-10 codes, from Step 1. Include three differential diagnoses. Define each diagnosis and support each differential diagnosis with pertinent positives and negatives and what makes these choices plausible. This information may come from your textbooks. Remember to cite using APA.
Step 6
- Develop a treatment plan for the diagnoses.
Only
use National Clinical Guidelines to develop your treatment plans. This information will not come from your textbooks. Use your research skills to locate appropriate guidelines. The treatment plan
must
address the following:
a) Medications (include the dosage in mg/kg, frequency, route, and the number of days)
b) Laboratory tests ordered (include why ordered and what the results of the test may indicate)
c) Diagnostic tests ordered (include why ordered and what the results of the test may indicate)
d) Vaccines administered this visit & vaccine administration forms given,
e) Non-pharmacological treatments
f) Patient/Family education including preventive care
g) Anticipatory guidance for the visit (be sure to include exactly what you discussed during the visit; review Bright Futures website for this section)
h) Follow-up appointment wit.
For this assignment, you are provided with four video case studies (.docx
For this assignment, you are provided with four video case studies (linked in the Resources). Review the cases of Julio and Kimi, and choose either Reese or Daneer for the third case. Review these two videos: •The Case of Julio: Julio is a 36-year-old single gay male. He is of Cuban descent. He was born and raised in Florida by his parents with his two sisters. He attended community college but did not follow through with his plan to obtain a four-year degree, because his poor test taking skills created barriers. He currently works for a sales promotion company, where he is tasked with creating ads for local businesses. He enjoys the more social aspects of his job, but tracking the details is challenging and has caused him to lose jobs in the past. He has been dating his partner, Justin, for five years. Justin feels it is time for them to commit and build a future. Justin is frustrated that Julio refuses to plan the wedding and tends to blame Julio’s family. While Julio’s parents hold some traditional religious values, they would welcome Justin into the family but are respectfully waiting for Julio to make his plans known. Justin is as overwhelmed by the details at home as he is at work. •The Case of Kimi: Kimi is a 48-year-old female currently separated from her husband, Robert, of 16 years. They have no children, which was consistent with Kimi’s desire to focus on her career as a sales manager. She told Robert a pregnancy would wreck her efforts to maintain her body. His desire to have a family was a goal he decided he needed to pursue with someone else. He left Kimi six months ago for a much younger woman and filed for divorce. Kimi began having issues with food during high school when she was on the dance team and felt self-conscious wearing the form-fitting uniform. During college, she sought treatment because her roommate became alarmed by her issues around eating. She never told her parents about this and felt it was behind her. Her parents are Danish and value privacy. They always expected Kimi to be independent. Her lack of communication about her private life did not concern them. They are troubled by Robert’s behavior and consider his conspicuous infidelity as a poor reflection upon their family. Kimi has moved in with her parents while she and Robert are selling the house, which has upended the balance in their relationship. For a third case, choose one of these videos: •The Case of Reese: -Reese is a 44-year-old married African American female. Her parents live in another state, and she is their only child. Her father is a retired Marine Lieutenant Colonel who was stationed both in the United States and overseas while Reese was growing up. She entered the Air Force as soon as she graduated high school at age 17 and has achieved the rank of Chief Master Sergeant. She has been married 15 years to John, and they recently discovered she is pregnant. The unexpected pregnancy has been quite disorienting for someone who has planned.
For this assignment, you are going to tell a story, but not just.docx
For this assignment, you are going to tell a story, but not just any story. It will be a First Nations story, and it will be your version of it.
Choose one of the two stories at the end of this unit, either "Why the Flint-Rock Cannot Fight Back"
You can write of yourself telling one of the stories.
In telling your story, here is what you will need to consider:
Clarity of speech
Intonation
Pacing and pauses
You will also have to work out how to make this telling of the story yours. You might want to read it aloud with point form notes for a prompt or to memorize it. Perhaps you want to rewrite it so that it sounds more like your words. Maybe you will change names and place-names to those you are familiar with. If you are making a video or performing this live, you should practice facial and hand gestures as well as stance and body language. The purpose of all of this is to bring your own meaning to the story.
HERE IS THE STORY
Why the Flint-Rock Cannot Fight Back
Sto-Way’-Na—Flint—was rich and powerful. His lodge was toward the sunrise. It was guarded by Squr-hein— Crane. He was the watcher. He watched from the top of a lone tree. When anybody approached, Crane would call out and warn Flint, and Flint would come out of his lodge and meet the visitor.
There was an open flat in front of the lodge. Flint met all his visitors there. Warriors and hunters came and bought flint for arrow-points and spear-heads. They paid Flint big prices for the privilege of chipping off the hard stone. Some who needed flint for their weapons were poor and could not buy. These poor persons Flint turned away.
Coyote heard about Flint and, as he wanted some arrow-points, he asked his squas-tenk’ to help him. Squas-tenk’ refused.
“Hurry, do what I ask, or I will throw you away and let the rain wash you— wash you cold,” said Coyote, and then the power gave him three rocks that were harder than the flint-rock. It also gave him a little dog that had only one ear. But this ear was sharp, like a knife; it was a knife- ear.
Then to his wife, Mole, Coyote said: “Go and make your underground trails in the flat where Sto-way’-na lives. When you have finished and see me talking with him, show yourself so we can see you.”
Then Coyote set out for Flint’s lodge. As he got near it, he had his power make a fog to cover the land, and thick fog spread over everything. Crane, the watcher, up in the lone tree, could not see Coyote. He did not know that Coyote was around.
Coyote climbed the tree and took Crane from his high perch and broke his neck. Crane had no time to cry out. Then Coyote went on to Flint’s lodge. He was almost there when Flint’s dog, Grizzly Bear, jumped out of the lodge and ran toward him.
Coyote was not scared, and he yelled at Flint: “Stop your grizzly bear dog! Stop him, or my dog will kill him.”
That amused Flint, who was looking through the doorway. He saw that Coyote’s one-eared dog was very small, hardly a mouthful for Grizzly Bear. Fli.
For this assignment, you are asked to prepare a Reflection Paper. Af.docx
For this assignment, you are asked to prepare a Reflection Paper. After you finish the reading assignment, reflect on the concepts and write about it. What do you understand completely? What did not quite make sense? The purpose of this assignment is to provide you with the opportunity to reflect on the material you finished reading and to expand upon those thoughts
A Reflection Paper is an opportunity for you to express your thoughts about the material by writing about them.
The writing you submit must meet the following requirements:
be at least two pages;
include your thoughts about the main topics
APA Stlye
.
For this assignment, you are asked to prepare a Reflection Paper. .docx
For this assignment, you are asked to prepare a Reflection Paper. After you finish the reading assignment, reflect on the concepts and write about it. What do you understand completely? What did not quite make sense? The purpose of this assignment is to provide you with the opportunity to reflect on the material you finished reading and to expand upon those thoughts. If you are unclear about a concept, either read it again, or ask your professor. Can you apply the concepts toward your career? How?
This is not a summary. A Reflection Paper is an opportunity for you to express your thoughts about the material by writing about them.
The writing you submit must meet the following requirements:
be at least two pages;
include your thoughts about the main topics; and
include financial performance, quality performance, and personnel performance.
Format the Reflection Paper in your own words using APA style, and include citations and references as needed to avoid instances of plagiarism.
The reading assignment that you are to reflect on is Chapter 11, in the text. My written lecture for this Unit is basically a reflection on Chapter 11. Find an interesting part or two of the chapter and tell me what you got out of it. It's not a hard assignment. If you read my lecture, you will see the part of Chapter 11 that intrigued me the most was the subject of codetermination on page 367. Anything that intrigues you in Chapter 11 is fine with me.
Written Lecture
Does the ringisei decision-making process by consensus, which is used by the Japanese, reach the same conclusion as the top-down methods, which are used by American management? Some might label the Japanese decision-making system as simply procrastination. Others appreciate the method and expect productive outcomes. One major challenge is to build an organizational culture to adopt the practice of ringisei. If only half of an organization uses ringisei, it is likely to cause miscommunication and result in frustration.
The ringisei is based on the theory that the employee is an important part of the overall success of an enterprise. It is common to hear a lot about
empowering the employees
. Is creativity and innovation rewarded, ignored, or punished for the lower level employee in America?
Could the Japanese system of decision making have led to the controversy of what Toyota knew about unintended acceleration problems? This may be the best example of the use of silence in the Japanese culture frustrating Americans as a nation. This is not an explicit accusation of Toyota or of Japanese culture. Rather, it is inserted here to demonstrate potential consequences of management methods, processes, systems, and decision making. Read pages 106-108 of Luthans and Doh (2012) concerning this topic. The cause of the unintended acceleration problem announced by the United States government was due to bad floor mats or driver error. Initially, electronic problems were not mentioned.
The March 2011 Fuku.
For this assignment, you are asked to conduct some Internet research.docx
This document instructs students to research a malware, virus, or DOS attack by summarizing findings from an internet source in 3-4 paragraphs. The summary should include the name of the malware/virus, date of incident, impact/damage caused, how it was detected, and a reference citation.
For this assignment, you are a professor teaching a graduate-level p.docx
For this assignment, you are a professor teaching a graduate-level public administration administrative law course at a traditional state university. Your task is to develop a formal presentation providing an overview of administrative law—specifically by comparing and contrasting the key defining aspects of administrative law within the American three-branch federal government structure, explaining how these functions are overseen/regulated, and ultimately, interpreting how they serve the common good of the public-at-large.
Your presentation must include the following with specific examples:
Articulate an understanding of how federal agencies enforce their regulations.
Explain the fundamental role that agency rulemaking plays in regulating society-at-large.
Compare both formal rulemaking and informal rulemaking.
Articulate the similarities and differences between rulemaking and adjudication.
Analyze the various methods of oversight exercised by the judicial, legislative, and executive branches of the federal government over administrative agencies.
Articulate how special interest groups (to include the media) can influence and/or shape public opinion about administrative agencies and place a spotlight on individual policies.
Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the
Media
section of the
Insert
tab in the top menu bar for each slide.
Support your presentation with at least seven scholarly resources
.
In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 15 slides (with a separate reference slide)
Notes Length: 200-350 words for
each slide
Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.
.
For this assignment, we will be visiting the PBS website,Race .docx
For this assignment, we will be visiting the PBS website,
Race: The Power of Illusion
. Click on the "Learn More" link, and proceed to visit these links:
What is Race? (View All)
Sorting People (Complete both "Begin Sorting" and "Explore Traits")
Race Timeline (View All)
Human Diversity (Complete both the Quiz and "Explore Diversity")
Me, My Race & I (View Slideshow Menu)
Where Race Lives (View All)
Given the
enormous
amount of information presented in this website, discuss what was most interesting and surprising to you in
EAC
H of the links.
Post your 200 word assignment.
Discussion Board Activity:
Now that you have learned that the race is a social concept rather than a biological truth respond to TWO fellow students with your thoughts on prejudice and discrimination pertaining to deviance, social class, and race.
(I'll send you two replies)
Due November 3rd
.
For this assignment, the student starts the project by identifying a.docx
For this assignment, the student starts the project by identifying a clinical population of interest. Then, the student is to locate (10) nursing research articles from peer-reviewed nursing journals that reflect the clinical population of their interest. From the articles, the student identifies what has been researched and is currently known about their clinical population. The student is to write a summary of each article in a tabular format and submit a single summary table of all articles that provides a review of current knowledge on the selected population ( example and form will be provided ).
.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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).
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- 1. Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IFSP/IEP/504 Medical/Other Age Parental Involvement Internet Available at Home Antonio Yes Low SES Hispanic Male No Peanut allergy 5 Med No Allie No Low SES Asian Female No None 5
- 2. Low Yes Bethany No Mid SES White Female No Able to read at 2nd grade level 5.5 Med Yes Brittany No Low SES White Female No None 5 Low No Danielle No Mid SES White Female No None 5 Med Yes Diana Yes Low SES White
- 3. Female No Visually Impaired 5 Low No De’Jenae No Mid SES African American Female No Hearing Aids 6 Med Yes Eduardo Yes Low SES Hispanic Male No 1 of 6 children 5 Low No Emmy No Mid SES White Female No None 5 Low Yes
- 4. Enrique No Low SES Hispanic Male No None 5.5 Low No Fatima Yes Low SES White Female No Diabetic 5 Low Yes Francesca No Low SES White Female No None 5 High No Frankie No Low SES White Male IFSP
- 5. Traumatic Brain Injury 5 Very High No Gavin No High SES White Male No Early Entrance 4.5 Very High Yes Isis No Low SES Asian Female IFSP ASD 5.5 Low No Jackie No Mid SES African American Female No None 5 High Yes Kenny
- 6. No High SES White Male IFSP Emotionally Disabled 5 Med Yes Lisa No Mid SES Native American/ Pacific Islander Female No None 5 Med Yes Marisol No Mid SES Hispanic Female No Hypothyroidism 5 Low Yes Mason No Low SES White Male No
- 7. None 6 Med Yes Natalie No Low SES White Female No None 6 Med Yes Noah No Mid SES White Male No None 5 Med Yes Shirley No Mid SES White Female No None 5 Med Med Sophia No
- 8. Mid SES White Female No None 5 Med Yes Stuart No Mid SES White Male No Allergic to citrus 5 Med Yes Terry No Mid SES White Male No None 5 Med Yes Wyatt No Mid SES White Male No None
- 9. 5 Med Yes Wayne No High SES White Male IFSP Intellectually Disabled 6 High Yes William No Mid SES African American Male IFSP Learning Disability 5.5 Med Yes Yung No Mid SES Asian Male No None 5 Low Yes © 2017. Grand Canyon University. All Rights Reserved
- 10. Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECS-585ECS-585-O500Clinical Field Experience A: Math Lessons50.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Problem Solving and Critical Thinking Skills25.0%Not addressed.Reflection did not discuss how the lesson promoted problem-solving and critical thinking skills for the grade level.Reflection minimally discusses how the lesson promoted problem-solving and critical thinking skills for the grade level.Reflection clearly discusses how the lesson promoted problem-solving and critical thinking skills for the grade level.Reflection skillfully and concisely discusses how the lesson promoted problem-solving and critical thinking skills for the grade level.The Prompted Importance of Communication as Part of Thinking Mathematically25.0%Not addressed.Reflection does not discuss how the mentor teacher prompted the importance of communication as part of thinking mathematically.Reflection minimally discusses how the mentor teacher prompted the importance of communication as part of thinking mathematically.Reflection clearly discusses how the mentor teacher prompted the importance of communication as part of thinking mathematically.Reflection skillfully and concisely discusses how the mentor teacher prompted the importance of communication as part of thinking mathematically.Enhancing Student Learning25.0%Not addressed.Reflection does not explains what aspects of the planning or instruction of the math lesson you would augment to enhance student learning and why. Explanation is not supported with current and relevant research-based sources.Reflection minimally explains what aspects of the planning or instruction of the math lesson you would augment to enhance student learning and why. Explanation is ineffectively supported with current and relevant research-based sources.Reflection clearly explains what aspects of the planning or instruction of the math
- 11. lesson you would augment to enhance student learning and why. Explanation is soundly supported with current and relevant research-based sources.Reflection skillfully and concisely explains what aspects of the planning or instruction of the math lesson you would augment to enhance student learning and why. Explanation is insightfully supported with current and relevant research-based sources.Mechanics of Writing (includes spelling, punctuation, grammar, and language use)15.0%Not addressed.Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language or word choice may be present. Sentence structure may not be varied.Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language.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.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)10.0%Not addressed.Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors are present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Weightage100%