classroom teacher identify three students who have different abiliti.docx
•Download as DOCX, PDF•
0 likes•3 views
classroom teacher identify three students who have different abilities that can be assessed in one of the following domains: Cognitive/Academic Social/Emotional Language/Communication Motor Self-Help/Adaptive Create an informal assessment activity to prepare the students for one of the domains that is being taught. The activity should be an activity that would be implemented daily. In 500-750 words, describe the following: Instruction that is currently taking place. Demographic information about the three students to be assessed. Include relevant information such as English language learner, special needs, gender, and age. Exclude specific names or other identifying information. Informal assessment activity, include ancillary material. Purpose of the informal assessment. How well the child will do on the informal assessment activity, based on your knowledge of the student and his or her abilities. ...
Report
Share
Report
Share
Recommended
identify three students who have different abilities that can be ass.docx
identify three students who have different abilities that can be assessed in one of the following domains:
Cognitive/Academic
Social/Emotional
Language/Communication
Motor
Self-Help/Adaptive
For each of the three students, use at least 1 practicum hour for observation.
Create an informal assessment activity to prepare the students for one of the domains that is being taught. The activity should be an activity that would be implemented daily.
In 500-750 words, describe the following:
Instruction that is currently taking place.
Demographic information about the three students to be assessed. Include relevant information such as English language learner, special needs, gender, and age. Exclude specific names or other identifying information.
Informal assessment activity, include ancillary material.
Purpose of the informal assessment.
How well the child will do on the informal assessment activity, based on your knowledge of the student and his or her abilities.
Use 3-5 scholarly resources.
APA Format.
Students can be generically identfied for paper purposes. 3-5 resources
.
Assignment DirectionsThe purpose of this assignment is to de.docx
Assignment Directions
The purpose of this assignment is to demonstrate your ability to use special education methodologies by creating a case study portfolio.
Select
one student from your fieldwork experience who has been diagnosed with an autism spectrum disorder, or use a student profile provided by your instructor. Develop a case study portfolio for the student in which you, in your own words, describe the student, analyze the student’s needs, and develop an instructional and behavioral plan to support an individualized education program (IEP). Include the following information in your case study portfolio:
1. Based on the selected student, write an analysis that includes the language, culture, and family background of the student as it influences student development and learning. Address specific strengths and needs in the following areas:
a. Academic achievement (reading, mathematics, and written expression)
b. Functional performance (social, emotional, behavioral, and physical development)
c. Communication skills
2. Based on the analysis of the selected student, provide three measurable goals and supporting objectives for each of the following areas: academic achievement, functional performance, and communication skills. Provide baseline data collected to justify the goals.
3. Classify each of the goals and supporting objectives as either instructional or behavioral, and identify appropriate accommodations or modifications that will assist the selected student. Using these goals, objectives, accommodations, and modifications, create an instructional and behavioral plan to support the student.
4. Identify the service delivery model with least restrictive environment (LRE) rationale. Justify how this service delivery model provides a safe, inclusive environment and fosters student emotional well-being, positive social interactions, and self-determination.
5. Recommend related services and assistive technologies to augment communication, mobility, or academic achievement specific to the selected student’s needs. Prepare a plan for using these services and assistive technologies to promote the student’s digital citizenship and responsible social interactions while utilizing these services and assistive technologies.
.
GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning
Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
© 2021-2022. Grand Canyon University. All Rights Reserved.
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted
abilities
· Early finishers (those who finish early and may need additional sources/support)
•
•
•
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how ma ...
The English language arts content area provides students with many o.docx
The English language arts content area provides students with many opportunities to improve their communication skills within and beyond school walls. The purpose of this assignment is to research and practice ways to integrate communication skills, specifically speaking, viewing, listening, and thinking skills, into the English language arts classroom. Write a 750-1,000 word newsletter to parents explaining how you are using specific strategies and methods to foster social interaction and communication in small group and whole class settings, as well as for students with diverse needs and abilities. Imagine your audience is theparents of students in your field experience or future professional practice. Using research and what you gleaned from your field experience, include the following in your newsletter: •An introduction of yourself and your role/position in the classroom. •An explanation of the importance of fostering social interaction and communication in the English language arts classroom. •Four strategies or methods that explicitly enhance students’ communication skills in the following areas: Reading, writing, listening, and speaking. Provide at least one strategy or method for each of the four areas. •An explanation of how you differentiate and/or provide additional communication support for all of the following: Students with emergent literacy skills, students with special needs, gifted students, and English language learners. Add visuals and imagery to enhance the design of the newsletter. Include a references section in APA Style with three to five sources.
...
The English language arts content area provides students with ma.docx
The English language arts content area provides students with many opportunities to improve their communication skills within and beyond school walls.
The purpose of this assignment is to research and practice ways to integrate communication skills, specifically speaking, viewing, listening, and thinking skills, into the English language arts classroom.
Write a 750-1,000 word newsletter to parents explaining how you are using specific strategies and methods to foster social interaction and communication in small group and whole class settings, as well as for students with diverse needs and abilities. Imagine your audience is the parents of students in your field experience or future professional practice.
include the following in your newsletter:
An introduction of yourself and your role/position in the classroom.
An explanation of the importance of fostering social interaction and communication in the English language arts classroom.
Four strategies or methods that explicitly enhance students’ communication skills in the following areas: Reading, writing, listening, and speaking. Provide at least one strategy or method for each of the four areas.
An explanation of how you differentiate and/or provide additional communication support for all of the following: Students with emergent literacy skills, students with special needs, gifted students, and English language learners.
Add visuals and imagery to enhance the design of the newsletter. Include a references section in APA Style with three to five sources.
.
Spe 300 spe300 spe 300 education for service uopstudy.com
Spe 300 spe300 spe 300 education for service uopstudy.com
Recommended
identify three students who have different abilities that can be ass.docx
identify three students who have different abilities that can be assessed in one of the following domains:
Cognitive/Academic
Social/Emotional
Language/Communication
Motor
Self-Help/Adaptive
For each of the three students, use at least 1 practicum hour for observation.
Create an informal assessment activity to prepare the students for one of the domains that is being taught. The activity should be an activity that would be implemented daily.
In 500-750 words, describe the following:
Instruction that is currently taking place.
Demographic information about the three students to be assessed. Include relevant information such as English language learner, special needs, gender, and age. Exclude specific names or other identifying information.
Informal assessment activity, include ancillary material.
Purpose of the informal assessment.
How well the child will do on the informal assessment activity, based on your knowledge of the student and his or her abilities.
Use 3-5 scholarly resources.
APA Format.
Students can be generically identfied for paper purposes. 3-5 resources
.
Assignment DirectionsThe purpose of this assignment is to de.docx
Assignment Directions
The purpose of this assignment is to demonstrate your ability to use special education methodologies by creating a case study portfolio.
Select
one student from your fieldwork experience who has been diagnosed with an autism spectrum disorder, or use a student profile provided by your instructor. Develop a case study portfolio for the student in which you, in your own words, describe the student, analyze the student’s needs, and develop an instructional and behavioral plan to support an individualized education program (IEP). Include the following information in your case study portfolio:
1. Based on the selected student, write an analysis that includes the language, culture, and family background of the student as it influences student development and learning. Address specific strengths and needs in the following areas:
a. Academic achievement (reading, mathematics, and written expression)
b. Functional performance (social, emotional, behavioral, and physical development)
c. Communication skills
2. Based on the analysis of the selected student, provide three measurable goals and supporting objectives for each of the following areas: academic achievement, functional performance, and communication skills. Provide baseline data collected to justify the goals.
3. Classify each of the goals and supporting objectives as either instructional or behavioral, and identify appropriate accommodations or modifications that will assist the selected student. Using these goals, objectives, accommodations, and modifications, create an instructional and behavioral plan to support the student.
4. Identify the service delivery model with least restrictive environment (LRE) rationale. Justify how this service delivery model provides a safe, inclusive environment and fosters student emotional well-being, positive social interactions, and self-determination.
5. Recommend related services and assistive technologies to augment communication, mobility, or academic achievement specific to the selected student’s needs. Prepare a plan for using these services and assistive technologies to promote the student’s digital citizenship and responsible social interactions while utilizing these services and assistive technologies.
.
GCU College of EducationLESSON UNIT PLAN TEMPLATE
GCU College of Education
LESSON
UNIT
PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs,
504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
Day 1
Day 2
Day 3
Day 4
Day 5
National/State Learning
Standards
List specific grade-level standards that are the focus of the lesson being presented.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Academic Language
General academic vocabulary and content-specific vocabulary included in the unit.
Unit Resources, Materials, Equipment, and Technology
© 2021-2022. Grand Canyon University. All Rights Reserved.
List all resources, materials, equipment, and technology to be used in the unit.
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? • Level 1: Recall
· Level 2: Skill/Concepts
· Level 3: Strategic Thinking
· Level 4: Extended Thinking
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Level 1:
Level 2:
Level 3:
Level 4:
Section 2: Instructional Planning
Day 1
Day 2
Day 3
Day 4
Day 5
Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be differentiated for each of the following groups:
· English Language Learners (ELL)
· Students with special needs
· Students with gifted
abilities
· Early finishers (those who finish early and may need additional sources/support)
•
•
•
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
·
Application of Content
Multiple Means of
Engagement
How will students explore, practice, and apply the content?
Multiple Means of
Engagement
Differentiation
Explain how ma ...
The English language arts content area provides students with many o.docx
The English language arts content area provides students with many opportunities to improve their communication skills within and beyond school walls. The purpose of this assignment is to research and practice ways to integrate communication skills, specifically speaking, viewing, listening, and thinking skills, into the English language arts classroom. Write a 750-1,000 word newsletter to parents explaining how you are using specific strategies and methods to foster social interaction and communication in small group and whole class settings, as well as for students with diverse needs and abilities. Imagine your audience is theparents of students in your field experience or future professional practice. Using research and what you gleaned from your field experience, include the following in your newsletter: •An introduction of yourself and your role/position in the classroom. •An explanation of the importance of fostering social interaction and communication in the English language arts classroom. •Four strategies or methods that explicitly enhance students’ communication skills in the following areas: Reading, writing, listening, and speaking. Provide at least one strategy or method for each of the four areas. •An explanation of how you differentiate and/or provide additional communication support for all of the following: Students with emergent literacy skills, students with special needs, gifted students, and English language learners. Add visuals and imagery to enhance the design of the newsletter. Include a references section in APA Style with three to five sources.
...
The English language arts content area provides students with ma.docx
The English language arts content area provides students with many opportunities to improve their communication skills within and beyond school walls.
The purpose of this assignment is to research and practice ways to integrate communication skills, specifically speaking, viewing, listening, and thinking skills, into the English language arts classroom.
Write a 750-1,000 word newsletter to parents explaining how you are using specific strategies and methods to foster social interaction and communication in small group and whole class settings, as well as for students with diverse needs and abilities. Imagine your audience is the parents of students in your field experience or future professional practice.
include the following in your newsletter:
An introduction of yourself and your role/position in the classroom.
An explanation of the importance of fostering social interaction and communication in the English language arts classroom.
Four strategies or methods that explicitly enhance students’ communication skills in the following areas: Reading, writing, listening, and speaking. Provide at least one strategy or method for each of the four areas.
An explanation of how you differentiate and/or provide additional communication support for all of the following: Students with emergent literacy skills, students with special needs, gifted students, and English language learners.
Add visuals and imagery to enhance the design of the newsletter. Include a references section in APA Style with three to five sources.
.
Spe 300 spe300 spe 300 education for service uopstudy.com
Spe 300 spe300 spe 300 education for service uopstudy.com
Preparing for Assessment Lesson PlanSelect a secondary grade
Preparing for Assessment Lesson Plan
Select a secondary grade level and content area. Identify a corresponding state standard from your state and create a lesson plan using the "COE Lesson Plan Template." Be sure to include:
Lesson summary including state standard.
Outline of the classroom and student factors, including grade level and content.
Two learning objectives.
Instructional activities that correlate to the objectives.
A description of the type of assessment you will use and why.
A pre-assessment method.
Prior knowledge necessary.
Additionally, write a 500-750 word reflection on the lesson plan that you created, justifying your decisions regarding the planning, instructional opportunities, and assessment types used. Reflect mainly on the process of preparing/choosing assessments and providing accommodations. Explain how the plan is designed to meet the needs of students at varying levels of intellectual, social, emotional, and physical development.
Cite and reference 2-3 scholarly articles.
Submit the lesson plan and the reflection as one deliverable.
...
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
· Reading, writing, and speaking and listening standards appropriate for the selected grade.
· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
· Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Section 2: Instructional Planning
Section 3: Reflection
In 250-500 words, address the following.
· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.
· Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities.
· Describe three ways the content of the cross-curricular unit strengthens student literacy skills.
· Discuss one strategy you could recommend to families to extend the cross-curricular unit at home.
© 2022. Grand Canyon University. All Rights Reserved.
image1.jpeg
Unit V Sample Graphics
Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics .
image1.png
Class Profile - A
© 2014. Grand Canyon University. All Rights Reserved.
.
DetailsExamine an existing IEP of a student who has been diagnose.docx
Details:
Examine an existing IEP of a student who has been diagnosed with a learning disability and develop three lesson plans: one for reading, one for math, and one for written expression. Select an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilize previous research to identify the student's learning style and match the curriculum methods with the style.
The lesson plan format includes the following direct instruction format:
Objectives (observable and measurable)
Materials
Standards
Anticipatory set
Procedures (include instructional models)
Activities: guided practice/monitoring (identify student's learning style)
Closure
Independent practice
Student assessment
In a 500-750-word reflection, describe how the materials are adapted in school settings to accommodate students with special needs. Include in the description:
The impact of learning styles.
What strategies are used to notify the regular education teacher to ensure that modifications are implemented?
What steps are undertaken if the teacher does not accommodate the student's special needs or learning style?
.
Examine an existing IEP of a student who has been diagnosed with a.docx
Examine an existing IEP of a student who has been diagnosed with a learning disability and develop three lesson plans: one for reading, one for math, and one for written expression. Select an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilize previous research to identify the student's learning style and match the curriculum methods with the style.
The lesson plan format includes the following direct instruction format:
Objectives (observable and measurable)
Materials
Standards
Anticipatory set
Procedures (include instructional models)
Activities: guided practice/monitoring (identify student's learning style)
Closure
Independent practice
Student assessment
In a 500-750-word reflection, describe how the materials are adapted in school settings to accommodate students with special needs. Include in the description:
The impact of learning styles.
What strategies are used to notify the regular education teacher to ensure that modifications are implemented?
What steps are undertaken if the teacher does not accommodate the student's special needs or learning style?
...
Select a secondary grade level and content area. Identify a correspo.docx
Select a secondary grade level and content area. Identify a corresponding state standard from your state and create a lesson plan using the "COE Lesson Plan Template." Be sure to include:
Lesson summary including state standard.
Outline of the classroom and student factors, including grade level and content.
Two learning objectives.
Instructional activities that correlate to the objectives.
A description of the type of assessment you will use and why.
A pre-assessment method.
Prior knowledge necessary.
Additionally, write a 500-750 word reflection on the lesson plan that you created, justifying your decisions regarding the planning, instructional opportunities, and assessment types used. Reflect mainly on the process of preparing/choosing assessments and providing accommodations. Explain how the plan is designed to meet the needs of students at varying levels of intellectual, social, emotional, and physical development.
Cite and reference 2-3 scholarly articles.
Submit the lesson plan and the reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide
.
Can someone help me write this paper It is very short but it is bey.docx
Can someone help me write this paper? It is very short but it is beyond me.
EL Profile (Instructions)
1. Conduct a virtual Interview of a K-12 English learner student or former EL student. (interview questions and answers included)
2. Utilize the questionnaire to guide your interview.
3. Scribe the conversation.
4. Analyze the interview.
5. Compose and write your connections.
6. Develop an activity to support the EL in the content areas.
(300-500 Words).
Based on the completed profile of the interviewee, answer the following questions:
1. Describe the educational experience of the student.
2. Explain what program the EL student participated in if any.
3. Which factors may positively influence/ed the student’s learning/acquisition of English? Why?
4. What instructional practices can a teacher utilize to increase second language acquisition?
Please let me know if this is doable.
Thank you!
.
Assignment (50 points) 5 points eachSave the following questions.docx
Assignment (50 points) 5 points each
Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.
Examine the example of a completed Individualized Education Program (IEP) provided on the next pages. Type each statement and then your response. Review the document and determine the following information:
Type the student’s name and date of birth
1. Identify and describe the strengths of the student.
2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.
3. What concerns do the parents have for enhancing the education of the student?
4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.
5. Describe the results of the initial or most recent evaluations of the student.
6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.
Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.
(Hint: What did each person contribute to the development of the IEP?)
Conduct additional research to completely describe each role.
1. General education teacher
2. Special education teacher
3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)
4. Speech therapists
Any School
Individualized Education Program
Students Name: _J.J._____________________________________________________________
DOB: __10/10/1998_____________ School Year: __2005____ - _2006____ Grade: ____1_____
IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________
This IEP will be implemented during the regular school term unless noted in extended school year services.
Student Profile
J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.
On the fall kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) ...
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...
This is my powerpoint to English teachers at Alhambra High School
EDUC 521Final IEP InstructionsReview Elli Smith’s Present Le.docx
EDUC 521
Final IEP Instructions
Review Elli Smith’s Present Level of Academic Achievement and Functional Performance (PLAAFP) to complete your Final IEP assignment. To complete this assignment, fill in the Blank IEP provided (highlighted portions) as if this IEP meeting is occurring at the beginning of Elli’s 2nd grade year. Look for the instructions throughout the IEP and review the grading rubric for this assignment to make sure you complete all areas of the IEP.
You may use your course notes and textbook materials, but do not accept assistance from anyone in developing your Final IEP. Review the feedback from your IEP Goals in Module/Week 3 before completing this assignment. If these goals were approved, you can use this on this Final IEP assignment.
Read the report carefully. You must base your responses for the Final IEP on the information provided.
Submit the Final IEP via LiveText by 11:59 p.m. (ET) on Friday of Module/Week 8.
EDUC 521
Elementary Individualized Education Program
Complete the Cover Page:
Student’s Name: Elli Smith
Grade: 2
Disability:
Date of IEP meeting:
(Use date at beginning of school year)
The IEP annual review must occur before:
Most recent evaluation date:
(Use date at beginning of school year)
Next re-evaluation (every 3 years) must occur before:
IEP Teacher/Manager (Your Name):
School: Liberty Elementary School
The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to a consensus on a plan and appropriate and effective education for the student. No two teams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.
Participants Involved
The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page.
Include all participants that are required by IDEA to attend an IEP meeting.
Note: You can make up the names of the participants but the position must reflect the required participant positions according to IDEA.
Name of Participant
Position
Elementary Individualized Education Program
Factors for IEP Team Consideration
During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were ...
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E C O N F O C U S | T H I R D Q U A R T E R | 2 0 1 3 31
O
ne of the great success stories of American retail-
ing, Circuit City got its start in 1949 as a tiny
storefront in Richmond, Va. From that modest
beginning, founder Sam Wurtzel quickly built the company
into a national chain, and his son Alan turned it
into a household name. By 2000, Circuit City employed
more than 60,000 people at 616 locations across the
United States.
Circuit City is also one of American retailing’s great fail-
ures. In November 2008, the 59 -year-old company filed for
bankruptcy. Within months, it closed its stores and liquidat-
ed more than $1 billion worth of merchandise, and on March
8, 2009, the last Circuit City store turned off its lights for
good. Today there are few reminders of the groundbreaking
retailer; the company’s 700,000-square-foot headquarters
complex outside Richmond is filling up with new tenants,
and the empty stores have been taken over by new retailers.
In part, Circuit City was just one of the many victims of
the financial crisis and recession, which also brought down
other large national retailers such as Linens ’n Things and
The Sharper Image. And businesses fail even during the
best of economic times, as part of the natural process of
“creative destruction” that is the engine of capitalism. But at
business schools across the country, Circuit City’s story is
taught as an example of what can happen when success
breeds complacency.
From Tire Store to Fortune 500
In 1949, New Yorker and serial entrepreneur Sam Wurtzel
was having his hair cut in Richmond on his way to a family
vacation in North Carolina. The barber mentioned that the
first television station in the South had opened in Richmond
less than a year earlier. Wurtzel, fresh from a failed import-
export business, thought this new entertainment device
might be his next opportunity.
The first experimental television stations began operat-
ing in the early 1940s, and commercial broadcasting began
after World War II. Few households owned sets at the time
of Wurtzel’s barbershop visit, but the medium was growing
rapidly: The number of TV stations in the United States
nearly tripled in 1949, from 27 to 76. Through a friend,
Wurtzel knew someone at Olympic Television, a small
manufacturer in Long Island City; through relatives, he had
connections to bankers and businesspeople in Richmond.
Within a month, Wurtzel had moved his family from New
York to Virginia and was selling televisions out of the front
half of a tire store on Broad Street, a few blocks west of
downtown Richmond.
Wurtzel thought his last name might be hard for people
to pronounce, so he named his store Wards, an acronym for
his family’s names: W for Wurtzel, A for his son Alan, R for
his wife, Ruth, D for his son David, and S for Sam. Rather
than try to compete directly with the big department stores,
he catered to lower-income consumers by offering install-
ment payment plans. He also developed a unique s.
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
E B B 3 5 9 – E B B S P o r t f o l i o V
C o u r s e P r o j e c t T e m p l a t e - O n l i n e
2018
2
The Distribution & Marketing Plan Template
Using this Template (attached below), provide your ideas and research for the distribution
strategies you will recommend for the logistical movement and delivery of the product to
targeted users in a niche market. You should research similar products to determine what
other self-distributors are doing to deliver their product to a niche market.
The template is just a guide for organizing your paper with headings and sub-
headings. Retype and duplicate the headings and sub-headings. Everything else is your
original content.
Do not include any of the instructor’s comments in blue in the Template when submitting
this assignment. Reproduction of anything other than the headings and sub-headings
from the template will cause a deduction in points for your assignment.
Use the Budget portion of the template to organize your distribution and marketing
expenses. List each item you plan to spend money on, the frequency with which you will
use it, and the cost for your company’s first year.
All of the tools and tactics found in the written section of the plan must match the dollars
that are allocated to them in the Budget Worksheet.
Do not include any costs in the budget that are not directly related to specific distributing
(selling) and marketing (building awareness) strategies proposed for the product.
Costs should be realistic for what you are trying to accomplish. Remember you are
working with a micro budget of $1500 for the entirety of the one-year plan. So, for example,
World Tours and World Premieres are out. This budget will barely afford more than a local
venue or two to showcase your product.
The best way to tackle the Sales Projections and Budget is to create them in Excel, using
formulas in Excel, and then copy and paste the spreadsheet into your Word document
based on the sample provided.
It should take you a few seconds to set up these spreadsheets and type in the column
headings from the template. All of the line items are custom to your project and should be
revised by you to fit your project.
10/19/18 3
Course Project – Outline Template
(Be sure to start with Title Page to include Project Title, Your Name, Course Name, and Date
in proper APA format)
I. Executive Summary
The Company:
Establish in a sentence or two your experience and goals of the company.
The Project:
Explain your project through a premise statement (Artist’s Story or USP or Logline, depending
on your media) along with ways to relate potential success to the investor through similar
successful projects or its appeal to your Target Market.
Sales Projections / Return on Investment:
Summarize how their one-year investment of the agreed upon amount based on your Client
Interview with them will see the project.
e activityhttpsblackboard.strayer.edubbcswebdavinstitutionBU.docx
e activity
https://blackboard.strayer.edu/bbcswebdav/institution/BUS/520/1134/Self-Assessments/Assessment%2014-%20Machiavellianism.pdf
Use the Internet to locate recent (within five years) news of a company whose ethical behavior has led to public corruption and investigation.
1-2 paragraph.
.
Dynamics of Human Service Program ManagementIndividuals who .docx
Dynamics of Human Service Program Management
Individuals who enter into a human service area of practice often start from an altruistic perspective and a desire to help a particular population. Getting into the field and discovering value incongruence and the high level of bureaucratic demands—regardless of whether the organization is a government, nonprofit, or for-profit human service organization—can result in disillusionment or departure from the field.
In your initial post, suggest ways a human service program leader can manage the competing demands of bureaucratic standards. What actions can leaders or managers take to help service delivery personnel retain motivation and job satisfaction?
.
Dynamic Postural Assessment Name _____________________.docx
Dynamic Postural Assessment
Name ________________________________________ Date __________
Overhead Squat
View
Kinetic Chain
Checkpoint
Observation Notes
Anterior
Foot / Ankle Feet turn out? Left Right
Knee
Knees move:
In? Out?
Left Right
Lateral
LPHC
Excessive forward lean?
Low back arches?
Shoulder Arms fall forward?
Single-Leg Squat
View
Kinetic Chain
Checkpoint
Observation Notes
Anterior Knee
Knees move:
In? Out?
Left Right
Pushing / Pulling
View
Kinetic Chain
Checkpoint
Observation Notes
Lateral
LPHC Low back arches? Push Pull
Shoulder Shoulders elevate? Push Pull
Head / Neck Head moves forward? Push Pull
To determine which muscles are overactive or underactive, compare your observations to the
downloadable Postural Assessment
Solution
s chart that accompanies this assessment template.
Overactive Muscles
_____________________________________________________________________________________
Underactive Muscles
_____________________________________________________________________________________
National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access to College
Composition and Communication.
http://www.jstor.org
The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist
Author(s): Edward P. J. Corbett
Source: College Composition and Communication, Vol. 20, No. 5 (Dec., 1969), pp. 288-296
Published by: National Council of Teachers of English
Stable URL: http://www.jstor.org/stable/355032
Accessed: 11-12-2015 00:54 UTC
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact [email protected]
This content downloaded from 130.253.4.14 on Fri, 11 Dec 2015 00:54:16 UTC
All use subject to JSTOR Terms and Conditions
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=ncte
http://www.jstor.org/stable/355032
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
The kRh oric of the Open -land and the Rhtoric
of the Closed Ti§t
EDWARD P. J. CORBETT
THE FAVORITE METAPHORS USED during
the Renaissance in referring to logic
and rhetoric were Zeno's analogies of
the closed fist and the open hand. The
closed fist symbolized the tight, spare,
compressed discourse of the philosopher;
the open hand symbolized the relaxed,
expansive, ingratiating discourse of the
orator. When, sometime after the ap-
pearance of Descartes's Discou.
Dylan (age 45, Caucasian) is a heroin addict who has been in and o.docx
Dylan
(age 45, Caucasian) is a heroin addict who has been in and out of rehab facilities and prison since he was 17; he has a 1 year old daughter with a women he dated for a few months, but he is not allowed contact due to his unreliable behavior and constant drug use. He dropped out of high school when he was 17, after the first failed attempt at in-patient treatment. Dylan engages in other drug use – prescription pills, marijuana, and cocaine – but prefers heroin and other opioid-based drugs. Dylan has a twin brother, Daniel (age 45, Caucasian) who is a happily married father of three and owns his own graphic design firm. The parents, Harriet and William (ages 70 and 72, Caucasian) both report being invested and supportive of both of their sons’ interests (i.e. football, photography) during childhood and adolescence as Harriet was a stay-at-home mother and William emphasized family by working a lot from home during the boys’ childhood. They grew-up in a middle class suburb with the Neighborhood Watch and regular neighborhood gatherings. Harriet reports that Dylan struggled with change and seemed anxious with any new situation, whereas Daniel was very adaptable and rolled with any situation.
Rubric
.
Dustin,A case study is defined by Saunders, Lewis, and Thornhi.docx
Dustin,
A case study is defined by Saunders, Lewis, and Thornhill (2015), as when a researcher collects in the field observations and documentation of information from multiple sources to study a current event. The phenological design is referenced by Saunders et al. (2015), as the respondent’s explanation and remembrance of the activities and involvements being studied. These are quite diverse in being unbiased and factual.
There are other distinctions, such as time and costs associated with each one. The case study requires one person from 1 company, the multiple case study requires at least three companies with at least two persons, and the phenological design requires at least 20 persons. The amount of time commitment to speak to 20 people for 1 hour, is more significant than the amount of time needed to speaks to fewer persons being interviewed or surveyed as part of the study. This time obligation will also transect the financial aspect of the need for additional funding for the research, if more time is needed, then transversely proportional is the monetary aspect (Walden, 2019).
Benefits of Using a Case Study for DBA Doctoral Research
The benefits of using a case study for doctoral research is the cost savings and time required to complete or accomplish the study (Saunders et al., 2015; Yin, 2018). The case study is still a factual designed, based on developing true aspects, but is less problematic than the phenological design.
References
Saunders, M. N. K., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th ed.). Essex, England: Pearson Education Unlimited.
Walden University. (2019). DBA doctoral study rubric and research handbook. Available from http://academicguides.waldenu.edu/researchcenter/osra/dba
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.
Marshall
To begin a discussion about case study design and phenomenological research design it is important to define qualitative data. Sanders, Lewis and Thornhill (2015) define qualitative data as data that can be characterized by the richness and fullness of information that is used to explore a subject in a real setting where the researcher derives meaning from images and words, not numbers and data. The quality of qualitative research is defined by the interaction between the data collection process, such as a case study, and the analysis used to explore the meanings of the data (Sanders et al., 2015).
When determining the type of qualitative research that the researcher will conduct it is important to determine the method of collection and how it will be used to analyze the empirical evidence. Yin (2018) proposes that multiple research method can be used for exploratory, descriptive and explanatory studies if properly applied to the research topic. However, there is often one methodology that is more appropriate to address the research q.
DWPM 71713 1 543707.1 MEMBERSHIP A.docx
DWPM
7/17/13
1
543707.1
MEMBERSHIP AGREEMENT
This Membership Agreement (the “Agreement”) is made between 180 Fitness, Inc. (the
“Club”), a Massachusetts Corporation, and the undersigned member (the “Member”). This
Agreement is made because Member wishes to receive and the Club wishes to provide personal
training services in the form of Training Sessions, defined herein, and health club services at the
Club’s facility, which facility is located at [ADDRESS] (the “Facility” or “Facilities”).
In this Agreement, the terms “you” and “your” refer to the Member. A “Training Session” is a
time period in which a personal trainer provides instruction to a Member based on a tailored
exercise program, which is designed for that Member and takes into account that Member’s
fitness objectives, level, and experience. A Training Session may include exercise counseling,
instruction in the proper use of equipment and technique, and dietary suggestions.
I. BASIC MEMBERSHIP INFORMATION
1. Contact Information
2. Membership, Term, and Payment.
a. Membership. Your Membership entitles you to use the Facility until your
Membership Expiration Date, below, and is created when you execute this Agreement, including
fulfilling all Membership Qualifications according to Article II, below, and pay your Fee,
defined below.
b. Fee. Your Fee includes your initial fee (“Initial Fee”), and a fee based on the length
of your membership (“Membership Fee”). Your Initial Fee is due upon execution of this
Agreement. Your Membership Fee may be paid in one (1) lump sum, or in equal monthly
installments.
$ ___________ + $ ____________ = $ ________________
Initial fee Membership Fee TOTAL DUE (Fee)
You opt to pay the Membership Fee in one lump sum (___) equal monthly installments.
Name:
___________________________________
Phone:
______________________________
Address:
_________________________________
Email:
_______________________________
_________________________________________
Date
of
Birth:
_________________________
EMERGENCY
CONTACT:
_________________________________/_________________________/______________________________
Name
Relationship
Phone
Number(s)
DWPM
7/17/13
2
543707.1
circle one
If you decide to pay in equal monthly installments, your payment is due on the first day of the
month.
Membership Start Date: ___/___/___ Membership Expiration Date: ___/___/___
[c. Billing Authorization – automatic withdrawals?]
[d. Membership Freeze. You may put your Membership on hold for any reason for one
.
DwightEvaluation Leadership style assessments certainl.docx
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Dwight Waldo is known for his work on the rise of the administrative.docx
Dwight Waldo is known for his work on the rise of the administrative state, which prompted scholars to consider whether a large bureaucracy actually fosters or limits democracy. What do you think? Do we need lots of government in order to have the strongest democracy or does “big” government interfere with our democratic ideals? cite 2 academic resources
.
More Related Content
Similar to classroom teacher identify three students who have different abiliti.docx
Preparing for Assessment Lesson PlanSelect a secondary grade
Preparing for Assessment Lesson Plan
Select a secondary grade level and content area. Identify a corresponding state standard from your state and create a lesson plan using the "COE Lesson Plan Template." Be sure to include:
Lesson summary including state standard.
Outline of the classroom and student factors, including grade level and content.
Two learning objectives.
Instructional activities that correlate to the objectives.
A description of the type of assessment you will use and why.
A pre-assessment method.
Prior knowledge necessary.
Additionally, write a 500-750 word reflection on the lesson plan that you created, justifying your decisions regarding the planning, instructional opportunities, and assessment types used. Reflect mainly on the process of preparing/choosing assessments and providing accommodations. Explain how the plan is designed to meet the needs of students at varying levels of intellectual, social, emotional, and physical development.
Cite and reference 2-3 scholarly articles.
Submit the lesson plan and the reflection as one deliverable.
...
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
· Reading, writing, and speaking and listening standards appropriate for the selected grade.
· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
· Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Section 2: Instructional Planning
Section 3: Reflection
In 250-500 words, address the following.
· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.
· Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities.
· Describe three ways the content of the cross-curricular unit strengthens student literacy skills.
· Discuss one strategy you could recommend to families to extend the cross-curricular unit at home.
© 2022. Grand Canyon University. All Rights Reserved.
image1.jpeg
Unit V Sample Graphics
Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics .
image1.png
Class Profile - A
© 2014. Grand Canyon University. All Rights Reserved.
.
DetailsExamine an existing IEP of a student who has been diagnose.docx
Details:
Examine an existing IEP of a student who has been diagnosed with a learning disability and develop three lesson plans: one for reading, one for math, and one for written expression. Select an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilize previous research to identify the student's learning style and match the curriculum methods with the style.
The lesson plan format includes the following direct instruction format:
Objectives (observable and measurable)
Materials
Standards
Anticipatory set
Procedures (include instructional models)
Activities: guided practice/monitoring (identify student's learning style)
Closure
Independent practice
Student assessment
In a 500-750-word reflection, describe how the materials are adapted in school settings to accommodate students with special needs. Include in the description:
The impact of learning styles.
What strategies are used to notify the regular education teacher to ensure that modifications are implemented?
What steps are undertaken if the teacher does not accommodate the student's special needs or learning style?
.
Examine an existing IEP of a student who has been diagnosed with a.docx
Examine an existing IEP of a student who has been diagnosed with a learning disability and develop three lesson plans: one for reading, one for math, and one for written expression. Select an LD student from one of the following grade levels: preschool, elementary, or secondary education. Utilize previous research to identify the student's learning style and match the curriculum methods with the style.
The lesson plan format includes the following direct instruction format:
Objectives (observable and measurable)
Materials
Standards
Anticipatory set
Procedures (include instructional models)
Activities: guided practice/monitoring (identify student's learning style)
Closure
Independent practice
Student assessment
In a 500-750-word reflection, describe how the materials are adapted in school settings to accommodate students with special needs. Include in the description:
The impact of learning styles.
What strategies are used to notify the regular education teacher to ensure that modifications are implemented?
What steps are undertaken if the teacher does not accommodate the student's special needs or learning style?
...
Select a secondary grade level and content area. Identify a correspo.docx
Select a secondary grade level and content area. Identify a corresponding state standard from your state and create a lesson plan using the "COE Lesson Plan Template." Be sure to include:
Lesson summary including state standard.
Outline of the classroom and student factors, including grade level and content.
Two learning objectives.
Instructional activities that correlate to the objectives.
A description of the type of assessment you will use and why.
A pre-assessment method.
Prior knowledge necessary.
Additionally, write a 500-750 word reflection on the lesson plan that you created, justifying your decisions regarding the planning, instructional opportunities, and assessment types used. Reflect mainly on the process of preparing/choosing assessments and providing accommodations. Explain how the plan is designed to meet the needs of students at varying levels of intellectual, social, emotional, and physical development.
Cite and reference 2-3 scholarly articles.
Submit the lesson plan and the reflection as one deliverable.
Prepare this assignment according to the guidelines found in the APA Style Guide
.
Can someone help me write this paper It is very short but it is bey.docx
Can someone help me write this paper? It is very short but it is beyond me.
EL Profile (Instructions)
1. Conduct a virtual Interview of a K-12 English learner student or former EL student. (interview questions and answers included)
2. Utilize the questionnaire to guide your interview.
3. Scribe the conversation.
4. Analyze the interview.
5. Compose and write your connections.
6. Develop an activity to support the EL in the content areas.
(300-500 Words).
Based on the completed profile of the interviewee, answer the following questions:
1. Describe the educational experience of the student.
2. Explain what program the EL student participated in if any.
3. Which factors may positively influence/ed the student’s learning/acquisition of English? Why?
4. What instructional practices can a teacher utilize to increase second language acquisition?
Please let me know if this is doable.
Thank you!
.
Assignment (50 points) 5 points eachSave the following questions.docx
Assignment (50 points) 5 points each
Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.
Examine the example of a completed Individualized Education Program (IEP) provided on the next pages. Type each statement and then your response. Review the document and determine the following information:
Type the student’s name and date of birth
1. Identify and describe the strengths of the student.
2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.
3. What concerns do the parents have for enhancing the education of the student?
4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.
5. Describe the results of the initial or most recent evaluations of the student.
6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.
Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.
(Hint: What did each person contribute to the development of the IEP?)
Conduct additional research to completely describe each role.
1. General education teacher
2. Special education teacher
3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)
4. Speech therapists
Any School
Individualized Education Program
Students Name: _J.J._____________________________________________________________
DOB: __10/10/1998_____________ School Year: __2005____ - _2006____ Grade: ____1_____
IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________
This IEP will be implemented during the regular school term unless noted in extended school year services.
Student Profile
J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.
On the fall kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) ...
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...
This is my powerpoint to English teachers at Alhambra High School
EDUC 521Final IEP InstructionsReview Elli Smith’s Present Le.docx
EDUC 521
Final IEP Instructions
Review Elli Smith’s Present Level of Academic Achievement and Functional Performance (PLAAFP) to complete your Final IEP assignment. To complete this assignment, fill in the Blank IEP provided (highlighted portions) as if this IEP meeting is occurring at the beginning of Elli’s 2nd grade year. Look for the instructions throughout the IEP and review the grading rubric for this assignment to make sure you complete all areas of the IEP.
You may use your course notes and textbook materials, but do not accept assistance from anyone in developing your Final IEP. Review the feedback from your IEP Goals in Module/Week 3 before completing this assignment. If these goals were approved, you can use this on this Final IEP assignment.
Read the report carefully. You must base your responses for the Final IEP on the information provided.
Submit the Final IEP via LiveText by 11:59 p.m. (ET) on Friday of Module/Week 8.
EDUC 521
Elementary Individualized Education Program
Complete the Cover Page:
Student’s Name: Elli Smith
Grade: 2
Disability:
Date of IEP meeting:
(Use date at beginning of school year)
The IEP annual review must occur before:
Most recent evaluation date:
(Use date at beginning of school year)
Next re-evaluation (every 3 years) must occur before:
IEP Teacher/Manager (Your Name):
School: Liberty Elementary School
The Individualized Education Plan (IEP) that accompanies this document is meant to support the positive process and team approach. The IEP is a working document that outlines the student’s vision for the future, strengths, and needs. The IEP is not written in isolation. The intent of an IEP is to bring together a team of people who understand and support the student in order to come to a consensus on a plan and appropriate and effective education for the student. No two teams are alike, and each team will arrive at different answers, ideas, supports, and services to address the student’s unique needs. The student and his/her family members are vital participants, as well as teachers, assistants, specialists, outside service providers, and the principal. When all team members are present, the valuable information shared supports the development of a rich student profile and education plan.
Participants Involved
The list below indicates that the individual participated in the development of this IEP and the placement decision; it does not authorize consent. Parent consent is indicated on the “Prior Notice” page.
Include all participants that are required by IDEA to attend an IEP meeting.
Note: You can make up the names of the participants but the position must reflect the required participant positions according to IDEA.
Name of Participant
Position
Elementary Individualized Education Program
Factors for IEP Team Consideration
During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team documents that the factors were ...
Similar to classroom teacher identify three students who have different abiliti.docx (12)
Preparing for Assessment Lesson PlanSelect a secondary grade
Preparing for Assessment Lesson PlanSelect a secondary grade
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
DetailsExamine an existing IEP of a student who has been diagnose.docx
DetailsExamine an existing IEP of a student who has been diagnose.docx
Examine an existing IEP of a student who has been diagnosed with a.docx
Examine an existing IEP of a student who has been diagnosed with a.docx
Select a secondary grade level and content area. Identify a correspo.docx
Select a secondary grade level and content area. Identify a correspo.docx
Can someone help me write this paper It is very short but it is bey.docx
Can someone help me write this paper It is very short but it is bey.docx
Assignment (50 points) 5 points eachSave the following questions.docx
Assignment (50 points) 5 points eachSave the following questions.docx
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...
Communicating Their Stories: Strategies to Help Students Write Powerful Colle...
EDUC 521Final IEP InstructionsReview Elli Smith’s Present Le.docx
EDUC 521Final IEP InstructionsReview Elli Smith’s Present Le.docx
More from brownliecarmella
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E C O N F O C U S | T H I R D Q U A R T E R | 2 0 1 3 31
O
ne of the great success stories of American retail-
ing, Circuit City got its start in 1949 as a tiny
storefront in Richmond, Va. From that modest
beginning, founder Sam Wurtzel quickly built the company
into a national chain, and his son Alan turned it
into a household name. By 2000, Circuit City employed
more than 60,000 people at 616 locations across the
United States.
Circuit City is also one of American retailing’s great fail-
ures. In November 2008, the 59 -year-old company filed for
bankruptcy. Within months, it closed its stores and liquidat-
ed more than $1 billion worth of merchandise, and on March
8, 2009, the last Circuit City store turned off its lights for
good. Today there are few reminders of the groundbreaking
retailer; the company’s 700,000-square-foot headquarters
complex outside Richmond is filling up with new tenants,
and the empty stores have been taken over by new retailers.
In part, Circuit City was just one of the many victims of
the financial crisis and recession, which also brought down
other large national retailers such as Linens ’n Things and
The Sharper Image. And businesses fail even during the
best of economic times, as part of the natural process of
“creative destruction” that is the engine of capitalism. But at
business schools across the country, Circuit City’s story is
taught as an example of what can happen when success
breeds complacency.
From Tire Store to Fortune 500
In 1949, New Yorker and serial entrepreneur Sam Wurtzel
was having his hair cut in Richmond on his way to a family
vacation in North Carolina. The barber mentioned that the
first television station in the South had opened in Richmond
less than a year earlier. Wurtzel, fresh from a failed import-
export business, thought this new entertainment device
might be his next opportunity.
The first experimental television stations began operat-
ing in the early 1940s, and commercial broadcasting began
after World War II. Few households owned sets at the time
of Wurtzel’s barbershop visit, but the medium was growing
rapidly: The number of TV stations in the United States
nearly tripled in 1949, from 27 to 76. Through a friend,
Wurtzel knew someone at Olympic Television, a small
manufacturer in Long Island City; through relatives, he had
connections to bankers and businesspeople in Richmond.
Within a month, Wurtzel had moved his family from New
York to Virginia and was selling televisions out of the front
half of a tire store on Broad Street, a few blocks west of
downtown Richmond.
Wurtzel thought his last name might be hard for people
to pronounce, so he named his store Wards, an acronym for
his family’s names: W for Wurtzel, A for his son Alan, R for
his wife, Ruth, D for his son David, and S for Sam. Rather
than try to compete directly with the big department stores,
he catered to lower-income consumers by offering install-
ment payment plans. He also developed a unique s.
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
E B B 3 5 9 – E B B S P o r t f o l i o V
C o u r s e P r o j e c t T e m p l a t e - O n l i n e
2018
2
The Distribution & Marketing Plan Template
Using this Template (attached below), provide your ideas and research for the distribution
strategies you will recommend for the logistical movement and delivery of the product to
targeted users in a niche market. You should research similar products to determine what
other self-distributors are doing to deliver their product to a niche market.
The template is just a guide for organizing your paper with headings and sub-
headings. Retype and duplicate the headings and sub-headings. Everything else is your
original content.
Do not include any of the instructor’s comments in blue in the Template when submitting
this assignment. Reproduction of anything other than the headings and sub-headings
from the template will cause a deduction in points for your assignment.
Use the Budget portion of the template to organize your distribution and marketing
expenses. List each item you plan to spend money on, the frequency with which you will
use it, and the cost for your company’s first year.
All of the tools and tactics found in the written section of the plan must match the dollars
that are allocated to them in the Budget Worksheet.
Do not include any costs in the budget that are not directly related to specific distributing
(selling) and marketing (building awareness) strategies proposed for the product.
Costs should be realistic for what you are trying to accomplish. Remember you are
working with a micro budget of $1500 for the entirety of the one-year plan. So, for example,
World Tours and World Premieres are out. This budget will barely afford more than a local
venue or two to showcase your product.
The best way to tackle the Sales Projections and Budget is to create them in Excel, using
formulas in Excel, and then copy and paste the spreadsheet into your Word document
based on the sample provided.
It should take you a few seconds to set up these spreadsheets and type in the column
headings from the template. All of the line items are custom to your project and should be
revised by you to fit your project.
10/19/18 3
Course Project – Outline Template
(Be sure to start with Title Page to include Project Title, Your Name, Course Name, and Date
in proper APA format)
I. Executive Summary
The Company:
Establish in a sentence or two your experience and goals of the company.
The Project:
Explain your project through a premise statement (Artist’s Story or USP or Logline, depending
on your media) along with ways to relate potential success to the investor through similar
successful projects or its appeal to your Target Market.
Sales Projections / Return on Investment:
Summarize how their one-year investment of the agreed upon amount based on your Client
Interview with them will see the project.
e activityhttpsblackboard.strayer.edubbcswebdavinstitutionBU.docx
e activity
https://blackboard.strayer.edu/bbcswebdav/institution/BUS/520/1134/Self-Assessments/Assessment%2014-%20Machiavellianism.pdf
Use the Internet to locate recent (within five years) news of a company whose ethical behavior has led to public corruption and investigation.
1-2 paragraph.
.
Dynamics of Human Service Program ManagementIndividuals who .docx
Dynamics of Human Service Program Management
Individuals who enter into a human service area of practice often start from an altruistic perspective and a desire to help a particular population. Getting into the field and discovering value incongruence and the high level of bureaucratic demands—regardless of whether the organization is a government, nonprofit, or for-profit human service organization—can result in disillusionment or departure from the field.
In your initial post, suggest ways a human service program leader can manage the competing demands of bureaucratic standards. What actions can leaders or managers take to help service delivery personnel retain motivation and job satisfaction?
.
Dynamic Postural Assessment Name _____________________.docx
Dynamic Postural Assessment
Name ________________________________________ Date __________
Overhead Squat
View
Kinetic Chain
Checkpoint
Observation Notes
Anterior
Foot / Ankle Feet turn out? Left Right
Knee
Knees move:
In? Out?
Left Right
Lateral
LPHC
Excessive forward lean?
Low back arches?
Shoulder Arms fall forward?
Single-Leg Squat
View
Kinetic Chain
Checkpoint
Observation Notes
Anterior Knee
Knees move:
In? Out?
Left Right
Pushing / Pulling
View
Kinetic Chain
Checkpoint
Observation Notes
Lateral
LPHC Low back arches? Push Pull
Shoulder Shoulders elevate? Push Pull
Head / Neck Head moves forward? Push Pull
To determine which muscles are overactive or underactive, compare your observations to the
downloadable Postural Assessment
Solution
s chart that accompanies this assessment template.
Overactive Muscles
_____________________________________________________________________________________
Underactive Muscles
_____________________________________________________________________________________
National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access to College
Composition and Communication.
http://www.jstor.org
The Rhetoric of the Open Hand and the Rhetoric of the Closed Fist
Author(s): Edward P. J. Corbett
Source: College Composition and Communication, Vol. 20, No. 5 (Dec., 1969), pp. 288-296
Published by: National Council of Teachers of English
Stable URL: http://www.jstor.org/stable/355032
Accessed: 11-12-2015 00:54 UTC
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact [email protected]
This content downloaded from 130.253.4.14 on Fri, 11 Dec 2015 00:54:16 UTC
All use subject to JSTOR Terms and Conditions
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=ncte
http://www.jstor.org/stable/355032
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
The kRh oric of the Open -land and the Rhtoric
of the Closed Ti§t
EDWARD P. J. CORBETT
THE FAVORITE METAPHORS USED during
the Renaissance in referring to logic
and rhetoric were Zeno's analogies of
the closed fist and the open hand. The
closed fist symbolized the tight, spare,
compressed discourse of the philosopher;
the open hand symbolized the relaxed,
expansive, ingratiating discourse of the
orator. When, sometime after the ap-
pearance of Descartes's Discou.
Dylan (age 45, Caucasian) is a heroin addict who has been in and o.docx
Dylan
(age 45, Caucasian) is a heroin addict who has been in and out of rehab facilities and prison since he was 17; he has a 1 year old daughter with a women he dated for a few months, but he is not allowed contact due to his unreliable behavior and constant drug use. He dropped out of high school when he was 17, after the first failed attempt at in-patient treatment. Dylan engages in other drug use – prescription pills, marijuana, and cocaine – but prefers heroin and other opioid-based drugs. Dylan has a twin brother, Daniel (age 45, Caucasian) who is a happily married father of three and owns his own graphic design firm. The parents, Harriet and William (ages 70 and 72, Caucasian) both report being invested and supportive of both of their sons’ interests (i.e. football, photography) during childhood and adolescence as Harriet was a stay-at-home mother and William emphasized family by working a lot from home during the boys’ childhood. They grew-up in a middle class suburb with the Neighborhood Watch and regular neighborhood gatherings. Harriet reports that Dylan struggled with change and seemed anxious with any new situation, whereas Daniel was very adaptable and rolled with any situation.
Rubric
.
Dustin,A case study is defined by Saunders, Lewis, and Thornhi.docx
Dustin,
A case study is defined by Saunders, Lewis, and Thornhill (2015), as when a researcher collects in the field observations and documentation of information from multiple sources to study a current event. The phenological design is referenced by Saunders et al. (2015), as the respondent’s explanation and remembrance of the activities and involvements being studied. These are quite diverse in being unbiased and factual.
There are other distinctions, such as time and costs associated with each one. The case study requires one person from 1 company, the multiple case study requires at least three companies with at least two persons, and the phenological design requires at least 20 persons. The amount of time commitment to speak to 20 people for 1 hour, is more significant than the amount of time needed to speaks to fewer persons being interviewed or surveyed as part of the study. This time obligation will also transect the financial aspect of the need for additional funding for the research, if more time is needed, then transversely proportional is the monetary aspect (Walden, 2019).
Benefits of Using a Case Study for DBA Doctoral Research
The benefits of using a case study for doctoral research is the cost savings and time required to complete or accomplish the study (Saunders et al., 2015; Yin, 2018). The case study is still a factual designed, based on developing true aspects, but is less problematic than the phenological design.
References
Saunders, M. N. K., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th ed.). Essex, England: Pearson Education Unlimited.
Walden University. (2019). DBA doctoral study rubric and research handbook. Available from http://academicguides.waldenu.edu/researchcenter/osra/dba
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.
Marshall
To begin a discussion about case study design and phenomenological research design it is important to define qualitative data. Sanders, Lewis and Thornhill (2015) define qualitative data as data that can be characterized by the richness and fullness of information that is used to explore a subject in a real setting where the researcher derives meaning from images and words, not numbers and data. The quality of qualitative research is defined by the interaction between the data collection process, such as a case study, and the analysis used to explore the meanings of the data (Sanders et al., 2015).
When determining the type of qualitative research that the researcher will conduct it is important to determine the method of collection and how it will be used to analyze the empirical evidence. Yin (2018) proposes that multiple research method can be used for exploratory, descriptive and explanatory studies if properly applied to the research topic. However, there is often one methodology that is more appropriate to address the research q.
DWPM 71713 1 543707.1 MEMBERSHIP A.docx
DWPM
7/17/13
1
543707.1
MEMBERSHIP AGREEMENT
This Membership Agreement (the “Agreement”) is made between 180 Fitness, Inc. (the
“Club”), a Massachusetts Corporation, and the undersigned member (the “Member”). This
Agreement is made because Member wishes to receive and the Club wishes to provide personal
training services in the form of Training Sessions, defined herein, and health club services at the
Club’s facility, which facility is located at [ADDRESS] (the “Facility” or “Facilities”).
In this Agreement, the terms “you” and “your” refer to the Member. A “Training Session” is a
time period in which a personal trainer provides instruction to a Member based on a tailored
exercise program, which is designed for that Member and takes into account that Member’s
fitness objectives, level, and experience. A Training Session may include exercise counseling,
instruction in the proper use of equipment and technique, and dietary suggestions.
I. BASIC MEMBERSHIP INFORMATION
1. Contact Information
2. Membership, Term, and Payment.
a. Membership. Your Membership entitles you to use the Facility until your
Membership Expiration Date, below, and is created when you execute this Agreement, including
fulfilling all Membership Qualifications according to Article II, below, and pay your Fee,
defined below.
b. Fee. Your Fee includes your initial fee (“Initial Fee”), and a fee based on the length
of your membership (“Membership Fee”). Your Initial Fee is due upon execution of this
Agreement. Your Membership Fee may be paid in one (1) lump sum, or in equal monthly
installments.
$ ___________ + $ ____________ = $ ________________
Initial fee Membership Fee TOTAL DUE (Fee)
You opt to pay the Membership Fee in one lump sum (___) equal monthly installments.
Name:
___________________________________
Phone:
______________________________
Address:
_________________________________
Email:
_______________________________
_________________________________________
Date
of
Birth:
_________________________
EMERGENCY
CONTACT:
_________________________________/_________________________/______________________________
Name
Relationship
Phone
Number(s)
DWPM
7/17/13
2
543707.1
circle one
If you decide to pay in equal monthly installments, your payment is due on the first day of the
month.
Membership Start Date: ___/___/___ Membership Expiration Date: ___/___/___
[c. Billing Authorization – automatic withdrawals?]
[d. Membership Freeze. You may put your Membership on hold for any reason for one
.
DwightEvaluation Leadership style assessments certainl.docx
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Dwight Waldo is known for his work on the rise of the administrative.docx
Dwight Waldo is known for his work on the rise of the administrative state, which prompted scholars to consider whether a large bureaucracy actually fosters or limits democracy. What do you think? Do we need lots of government in order to have the strongest democracy or does “big” government interfere with our democratic ideals? cite 2 academic resources
.
Dwayne and Debbie Tamai Family of Emeryville, Ontario.Mr. Dw.docx
Dwayne and Debbie Tamai Family of Emeryville, Ontario.
Mr. Dwayne Tamai and Mrs. Debbie Tamai case of electronic harassment involved 15-year-old son, Billy, who took control of all of the electronic devices in the family's home, including the phone, and manipulated them to the distress of other family members for his own amusement. The incidents began in December 1996, when friends of the family complained that phone calls to the Tamai home were repeatedly being waylaid, cut off missed messages, strange clicking and appears like a minor with a disembodied voice, unnervingly distorted by computer, who interrupted calls to make himself known.
After burping repeatedly, the caller frightened Mr. and Mrs. Tamai, and stated that I know who you are, and I stole your voice mail. Mocking, sometimes menacing, the high-tech stalker became a constant presence, eavesdropping on family conversations, switching TV channels, and shutting off the electricity.
The police department confirmed that the sabotage was an inside activity but refrain from releasing the name the culprit. The police further stated that nothing would be gained by filing charges against the suspect. Mr. Dwayne and Mrs. Debbie Tamai asserted that their son, Billy, had admitted engaging in the mysterious calls. The interruptions included burps, blathering and claims having control over the inner workings of the Tamai’s custom-built home, and the power to turn individual appliances on and off via remote control.
It started off as a witticism with friends and got out of control to an extent that he didn't know how to end the entire operation, become afraid to come forward and tell the parents for the fear of us disowning him.
On Saturday, Mr., and Mrs. Tamai get organized and planned to take their son to the police department to defend him against persistent rumors on him. Instead, Mr., and Mrs. Tamai’s son confessed and labelled an intruder code-named, Sommy. Mr., and Mrs. Tamai eliminated all external sources and had confidence in interior sources. After 2-days, a team of investigators, intelligence and security experts loaded with high-tech equipment failed to locate Sommy. The next day, the team brought in two television networks to assist in the process.
In conclusion, the son, Billy not (Sommy) contacted the victims; (his biological parents), launched verbal threats in combination with the electronic harassment, in an effort to demonstrate his power and authority over them. The best option was, Mr., and Mrs. Tamai victims were not physically harmed, but terrified and greatly inconvenienced by the fact that the unknown force appeared to have control over a great many aspects of their lives, and the unknown force turned out to be their biological son, Billy.
Scenario:
1
Criminal motive is connected to emotional, psychological, and material need are often impel by means of behavior and independent of technology operation. These criminal tendencies are believed to champion the re.
DVWASetting up DAMN VULNERABLE WEB APPLICATIONSDam.docx
DVWA
Setting up DAMN VULNERABLE WEB APPLICATIONS
Damn Vulnerable Web Application
DVWA is a DAMM VULNERABLE WEB APP coded in PHP/MYSQL.
Security professionals, ethical hackers test their skills and run the tools in a legal environment using DVWA.
DVWA helps web developer better understand the processes of securing web applications and teacher/students to teach/learn web application security in a safe environment.
Installing Kali Linux
Kali Linux has been installed using the Image on Virtual Box and it is up as you can see the Desktop and Browser.
4
DVWA SETUP
I have downloaded DVWA file and using the instructions in the video. I have installed it.
Using the Ifconfig command we can get the Ip address of the DVWA VM
We can use the address and enter it into the browser of the Kali Linux which is up and running.
Once you enter the address , the home page of the DVMA is opened
Enter the User name as admin
Enter the Password as password
I have started exploring options such as SQL Injection.
Go to Setup ------> Create/ Reset Database
I have changed the DVWA Security from High to Low
DVWA Security changed to Low
We can enable PHPIDS, Simulate an attack and View IDS Log
References
Maurice Dawson.(2018,October 3). Setting Up Damn Vulnerable Applications [Video]. YouTube.
https://www.youtube.com/watch?v=LOTaLgY5i5I
DVWA
Setting up DAMN VULNERABLE WEB APPLICATIONS
Damn Vulnerable Web Application
DVWA is a DAMM VULNERABLE WEB APP coded in PHP/MYSQL.
Security professionals, ethical hackers test their skills and run the tools in a legal environment using DVWA.
DVWA helps web developer better understand the processes of securing web applications and teacher/students to teach/learn web application security in a safe environment.
Installing Kali Linux
Kali Linux has been installed using the Image on Virtual Box and it is up as you can see the Desktop and Browser.
4
DVWA SETUP
I have downloaded DVWA file and using the instructions in the video. I have installed it.
Using the Ifconfig command we can get the Ip address of the DVWA VM
We can use the address and enter it into the browser of the Kali Linux which is up and running.
Once you enter the address , the home page of the DVMA is opened
Enter the User name as admin
Enter the Password as password
I have started exploring options such as SQL Injection.
Go to Setup ------> Create/ Reset Database
I have changed the DVWA Security from High to Low
DVWA Security changed to Low
We can enable PHPIDS, Simulate an attack and View IDS Log
References
Maurice Dawson.(2018,October 3). Setting Up Damn Vulnerable Applications [Video]. YouTube.
https://www.youtube.com/watch?v=LOTaLgY5i5I
DVWA
Setting up DAMN VULNERABLE WEB APPLICATIONS
Damn Vulnerable Web Application
DVWA is a DAMM VULNERAB.
Dusk of DawnDiscussion questions1. Explain when we call fo.docx
Dusk of Dawn
Discussion questions
1. Explain: “when we call for education, we mean real education. We believe in work. We ourselves are workers, but work is not necessarily education. Education is the development of power and ideal. We want our children to be trained as intelligent human beings should be, and we will fight for all time against any proposal to educate black boys and girls simply as servants and underlings, or simply for the use of other people. They have a right to know, to think, to aspire” (p. 92).
2. Explain: “in the folds of this European civilization I was born and shall die, imprisoned, conditioned, depressed, exalted and inspired. Integrally a part of it and yet, much more significant, one of its rejected parts” (p. 3).
3. What does Du Bois mean by “slave heritage in mind and home” and “compulsory ignorance” (p. 5)?
4. Explain: “these matters seldom bothered me because they were not brought to my attention” (p. 18).
5. Explain: “wealth was God” (p. 26). Does this sound familiar?
6. Explain: “the economic order determined what the next generation should learn and know” (p. 27).
7. Du Bois discusses lynching (the standard Jim Crow era enforcement practice) on pp. 29, 55, 241, and 251. What was your reaction to these sections?
8. Explain: “I was pleasantly surprised when the white school superintendent, on whom I had made a business call, invited me to stay for dinner; and he would have been astonished if he had dreamed that I expected to eat at the table with him and not after he was through” (p. 31).
8. Jim Crow laws disenfranchised black citizens by three common practices—grandfather clause, poll tax, and literacy test. Do you think they might have affected election outcomes from the 1870s to 1965?
9. Why was the lynching of Sam Hose a turning point in Du Bois’ life (pp. 67-68)?
10. What do you think of the principles of the ‘Niagara Movement’ (pp. 88-89)? Do they seem radical to you?
11. Did you realize that the Southern States became more segregated (socially, culturally, and legally) after the Civil War? Step by step, decade by decade, state and local legislatures passed laws and ordinances to separate and distinguish ‘white’ and ‘colored’ in every single way imaginable—right up until the mid-1960s. Comment.
12. Du Bois suggests that if the U.S. does not follow its own ideals it might truly become “the land of the thief and the home of the slave” (which was how most countries in the world thought of—and, funny enough, still think of—the United States). Comment.
13. Du Bois recognizes that thoughts—the thoughts in our heads—are “expressions of social forces more than of our own minds. These forces or ideologies embrace more than our reasoned acts” (p. 96). Explain.
14. Explain: “that history may be epitomized in one word—Empire; the domination of white Europe over black Africa and yellow Asia, through political power built on the economic control of labor, income and ideas” (p. 96).
15. .
Durst et al. (2014) describe the burden that some Romani experience .docx
Durst et al. (2014) describe the burden that some Romani experience in not feeling adequately Roma for the Roma communities while also feeling stigmatized and discriminated against by the white Hungarian communities that they assimilate into. How do those different pressures compare? Do such contradictory and compounding pressures exist for any groups within American society?
.
DuringWeek 4, we will shift our attention to the legislative.docx
During
Week 4, we will shift our attention to the legislative history behind the Centers for Medicare & Medicaid Services and the challenges faced by the organization in carrying out its responsibilities. Additionally, we will focus on specific implementation activities, such as designing, rulemaking, operating, and evaluating.
Your Learning Objectives for the Week:
Apply and interpret the stages in the policy making process.
Critique the practical aspects of how one might influence the policy process through the political process.
.
DuringWeek 3, we will examine agenda setting in more depth w.docx
During
Week 3, we will examine agenda setting in more depth with an emphasis on interest group involvement and the role of chief executives in the agenda setting process. This discussion on policy formulation will give you some additional insight into the development of legislation.
Your Learning Objectives for the Week:
Apply and interpret the stages in the policy making process.
Critique the practical aspects of how one might influence the policy process through the political process.
.
During the course of this class you have learned that Latin Ameri.docx
During the course of this class you have learned that Latin America is a very diverse region in terms of race, ethnicity, culture, and geography. Explain the reasons of Latin America diversity. (10 points)
Women in Argentina created monumental movements asking for the whereabouts of their loved ones disappeared for political reasons starting in the 1970s. Explain the political reasons of these disappearances; the names given to these organizations; how these women banded together; their actions; why these movements are labeled as “gendering of human rights;” how they dressed; detail their accomplishments. (10 points).
women in Chile organized to find the whereabout of their loved ones. When did this happened? Why did people disappeared in Chile? Who are the Arpilleras?
El Salvador and Guatemala also experienced political violence. You are asked to provide an explanation of how women reacted to that political violence.
.
During WW II, the Polish resistance obtained the German encoding mac.docx
During WW II, the Polish resistance obtained the German encoding machine called
enigma
. The machine was brought to England. The British broke the code machine just before an attack on the British city of Coventry. Churchill, the Prime Minister, faced a dilemma - tell Coventry about the forth-coming attack and save those people but the Germans would know that the British broke the code. The Germans would change it and London could be attacked killing even more people. OR not tell Coventry and protect London and other places.
What would you advise Churchill to do?
Would you tell him to lie about whether he knew?
Why?
____________________________________________
Participants must create a thread in order to view other threads in this forum.
Three postings
are the required minimum.
1 main response: 250 words minimum for the post addressing the questions given for the week. Note that all students are required to return to their main thread and address questions asked or comments made by at least one other person on your main thread.
2 reply postings with 100 words minimum.
One of these reply postings must be asking a content related question on another student’s posting. Another reply post must include a content question on another student's main thread.
.
During Week 5, we studied social stratification and how it influence.docx
During Week 5, we studied social stratification and how it influences what goes on in many social interactions among people. After you have read the reading assignment and lecture for this week, please respond to all parts of the discussion by the due date assigned:
What are some of the factors that affect social mobility? Can these be overcome?
Do you believe the structural-functionalist or the social conflict approach best explains social stratification? Why?
How does the media reflect attitudes on gender as far as depicting women and men in very traditional roles? Provide two detailed examples that substantiate your points—these can be an advertisement, television show, website, or magazine.
When you think of various groups (race, class, and gender) in society, which ones have the most power and which ones have the least? Using Intersection Theory, identify two groups that have unequal amounts of power and resources, being specific and using the text and outside resources. For each group, has the power dynamic changed over time? Do you think it will change in the future? Why or why not?
Kendall, D. (2013).
Sociology in Our Times, 11th
. Independence, KY: Wadsworth Publishing. ISBN : 9781305503090
.
During this week you worked with the main concepts of Set Theory. Ch.docx
During this week you worked with the main concepts of Set Theory. Choose one newspaper, online journal, or library article that presents results of a survey, poll, or global information and identify the categories used to present the results. Do you think those categories are well defined? Present a different way to organize and categorize the results. How do you think rearranging categories would affect the communication of the article´s conclusions?
.
More from brownliecarmella (20)
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E C O N F O C U S T H I R D Q U A R T E R 2 0 1 3 31.docx
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
E B B 3 5 9 – E B B S P o r t f o l i o V C o u r.docx
e activityhttpsblackboard.strayer.edubbcswebdavinstitutionBU.docx
e activityhttpsblackboard.strayer.edubbcswebdavinstitutionBU.docx
Dynamics of Human Service Program ManagementIndividuals who .docx
Dynamics of Human Service Program ManagementIndividuals who .docx
Dynamic Postural Assessment Name _____________________.docx
Dynamic Postural Assessment Name _____________________.docx
Dylan (age 45, Caucasian) is a heroin addict who has been in and o.docx
Dylan (age 45, Caucasian) is a heroin addict who has been in and o.docx
Dustin,A case study is defined by Saunders, Lewis, and Thornhi.docx
Dustin,A case study is defined by Saunders, Lewis, and Thornhi.docx
DwightEvaluation Leadership style assessments certainl.docx
DwightEvaluation Leadership style assessments certainl.docx
Dwight Waldo is known for his work on the rise of the administrative.docx
Dwight Waldo is known for his work on the rise of the administrative.docx
Dwayne and Debbie Tamai Family of Emeryville, Ontario.Mr. Dw.docx
Dwayne and Debbie Tamai Family of Emeryville, Ontario.Mr. Dw.docx
DVWASetting up DAMN VULNERABLE WEB APPLICATIONSDam.docx
DVWASetting up DAMN VULNERABLE WEB APPLICATIONSDam.docx
Dusk of DawnDiscussion questions1. Explain when we call fo.docx
Dusk of DawnDiscussion questions1. Explain when we call fo.docx
Durst et al. (2014) describe the burden that some Romani experience .docx
Durst et al. (2014) describe the burden that some Romani experience .docx
DuringWeek 4, we will shift our attention to the legislative.docx
DuringWeek 4, we will shift our attention to the legislative.docx
DuringWeek 3, we will examine agenda setting in more depth w.docx
DuringWeek 3, we will examine agenda setting in more depth w.docx
During the course of this class you have learned that Latin Ameri.docx
During the course of this class you have learned that Latin Ameri.docx
During WW II, the Polish resistance obtained the German encoding mac.docx
During WW II, the Polish resistance obtained the German encoding mac.docx
During Week 5, we studied social stratification and how it influence.docx
During Week 5, we studied social stratification and how it influence.docx
During this week you worked with the main concepts of Set Theory. Ch.docx
During this week you worked with the main concepts of Set Theory. Ch.docx
Recently uploaded
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Ethnobotany and Ethnopharmacology ......
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
How to Break the cycle of negative Thoughts
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
The approach at University of Liverpool.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Recently uploaded (20)
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
Sectors of the Indian Economy - Class 10 Study Notes pdf
Sectors of the Indian Economy - Class 10 Study Notes pdf
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
classroom teacher identify three students who have different abiliti.docx
- 1. classroom teacher identify three students who have different abilities that can be assessed in one of the following domains: Cognitive/Academic Social/Emotional Language/Communication Motor Self-Help/Adaptive Create an informal assessment activity to prepare the students for one of the domains that is being taught. The activity should be an activity that would be implemented daily. In 500-750 words, describe the following: Instruction that is currently taking place. Demographic information about the three students to be assessed. Include relevant information such as English language learner, special needs, gender, and age. Exclude specific names or other identifying information. Informal assessment activity, include ancillary material. Purpose of the informal assessment. How well the child will do on the informal assessment activity, based on your knowledge of the student and his or her abilities.