ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to know her
students very well and knows their strengths and individual areas of
need. We will meet and learn more about six of Mrs. Ashland’s students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first
opportunity Johnny has had to attend school. As a result, he has some difficulty
following the classroom routines such as sharing and following directions. When
Johnny is not at school, he usually rides his tricycle or bounces his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it
comes to his gross motor skills and can easily run, throw, skip, hop, and climb.
Mrs. Ashland also noticed that during center time Johnny frequently avoids the
art center. When she observed Johnny in the art center, Mrs. Ashland noticed
that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that center.
Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions
during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play collaboratively with his peers, but
once she engages with other children, he quickly switches to an independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in Mrs.
Ashland’s class this year. Maya recently moved to the United States
from Mexico and is eager to learn as much as she can about her new
environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to
observe that Maya is developing her fine and gross motor skills by
practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say. ,Often, Mrs. A ...
Each day Mrs. Ashland enters her classroom excited to make a diffe.docxsagarlesley
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny is an independent 4-year old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “ I like to ply by myself because my parents are usually busy working encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue.
Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand to shows her what she can’t say. ,Often, Mrs. Ashland hears Maya say a new word that she couldn’t say the day before!
Socially, Maya struggles to interact with her peers due to her limited proficiency in English. Maya usually eng ...
The objective is to prepare a comprehensive balance sheet and sing.docxcherry686017
The objective is to prepare a comprehensive balance sheet and single-step income statement presented in good form and derived from a list of various accounts. The amounts relative to each account will be given and the student will learn to determine whether an account is a balance sheet account or a temporary account that belongs to the income statement. The accounts will be comprised of all the various subgroupings in the balance sheet (current assets, investment, fixed assets, intangibles, and other assets, as well as current liabilities, long-term liabilities, and the equity sections). Guidelines include the following.
· Obtain the list of accounts under the section Course Project Listing of Accounts.
· Determine which accounts belong to the balance sheet and which accounts belong to the income statement.
· Determine to which subgroup each account belongs.
· Arrange the accounts in proper order and functionality.
· Prepare a comprehensive balance sheet in good form.
· Prepare a single-step income statement in good form.
Accounts Payable
197,532
Account Receivable
165,824
Accrued Interest on Notes Payable
500
Accrued Liabilities
9,500
Accumulated Depreciations
341,200
Additional Paid-In Capital
37,500
Administrative Expenses
350,000
Allowance for Doubtful Accounts
1,850
Building
975,800
Cash
42,485
Common Stock
400,000
Copyrights
105,000
Cost of Goods Sold
1,000,000
Customer Deposits (expected to be paid next year)
420
Deposits With Vendors (based on a long-term purchase contract)
50,000
Depreciation Expense (40% Selling, 60% Administrative)
100,000
Dividend Income
30,000
Goodwill
100,000
Income Tax Expense
82,250
Income Taxes Payable
62,520
Interest Revenue
25,000
Inventories
499,493
Investments in Warren Co.
87,500
Land
125,000
Mortgage Payable ($1,500 per month)
308,000
Notes Payable to Banks
50,000
Notes Receivable (due next year)
23,000
Patents
125,000
Preferred Stock, 7%
300,000
Prepaid Expenses
16,252
Rental Income
50,000
Retained Earnings
162,582
Selling Expenses
300,000
Salaries Payable
52,000
Sales Discounts
120,000
Sales Revenue
2,000,000
Securities (available for sale) at Fair Market Value
28,250
Trademarks
80,000
Twenty-year, 12% Bonds, Due 1/1/2015
500,000
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor ski ...
ECE430 Week Three Case Study Focus Families M.docxjack60216
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
ECE430 Week Three Case Study Focus Families M.docxSALU18
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
ECE 430 Week Five Case Study Focus DispositionsClosure .docxjack60216
ECE 430 Week Five Case Study
Focus: Dispositions/Closure
After volunteering one day in Mrs. Ashland’s class, Mrs. Smith, Jane’s mom, stops by the front office to
talk with Mrs. Ford about a program she saw on the local news that recognizes outstanding teachers in the
community. Mrs. Smith shares with Mrs. Ford how grateful she is that Jane was in Mrs. Ashland’s class
this year and that she wants to nominate her for the Channel 6 Golden Apple Award. Mrs. Smith shares
that Mrs. Ashland always has a smile on her face and even when a child does something they shouldn’t,
she maintains her positive attitude. She also explains to her how much she appreciates Mrs. Ashland
taking the time to modify Jane’s work to allow her more opportunities to participate in activities that
correspond with her IEP goals. After listening to Mrs. Smith, Mrs. Ford agrees that Mrs. Ashland would
be the perfect candidate for the Channel 6 Golden Apple Award. Mrs. Ford asks Mrs. Smith if she would
be willing to help fill out the application. Mrs. Smith instantly agrees and writes a letter to the other
parents in the class asking them to write a brief paragraph with their child describing why they believe
Mrs. Ashland should win the Channel 6 Golden Apple Award.
Throughout the week, the letters arrive. Mrs. Ford and Jane’s mom are blown away by the feedback they
receive and quickly write the following letter to include with their nomination:
Dear Channel 6 Golden Apple Award Panel,
We are writing to nominate Mrs. Ashland for the Channel 6 Golden Apple Award. She truly is the most
magnificent preschool teacher around! Here are a few quotes from the parents in Mrs. Ashland’s class:
What we would have done this year without Mrs. Ashland? Unfortunately, my husband and I
work long hours and are not able to be as involved in school as we would have liked. Mrs.
Ashland saw that this was affecting Johnny and she found a fabulous afterschool literacy
program for him. Now instead of Johnny being upset that we can’t pick him up from school, he is
excited to show us the new book he learned to read! If that wasn’t enough, she created fun cutting
and tracing patterns in the shapes of basketballs to encourage Johnny to practice his fine motor
skills.
At the beginning of the year my daughter, Maya, couldn’t speak English very well. Mrs. Ashland
took the time to create special books with pictures in them to help Maya learn more words. The
books helped me too! Now, I can speak a few words to Mrs. Ashland in English. Every day Mrs.
Ashland comes to school dressed nicely and even takes time to talk to me and ask me about what
life was like in Mexico. I appreciate her wanting to learn more about where Maya used to live.
We have raised our son Caleb with certain beliefs and knew that once he entered school, Caleb
would be around children who were raised differently. When we brought our concerns to Mrs.
Ashland, sh ...
Each day Mrs. Ashland enters her classroom excited to make a diffe.docxsagarlesley
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny is an independent 4-year old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard. During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor skills and can easily run, throw, skip, hop, and climb. Mrs. Ashland also noticed that during center time Johnny frequently avoids the art center. When she observed Johnny in the art center, Mrs. Ashland noticed that he had some trouble with his fine motor skills such as cutting, tracing, coloring, and holding markers. Mrs. Ashland wondered if this is why he avoids that center. Johnny does communicate well with his peers and he has a rich vocabulary for a child his age. Mrs. Ashland attributes this to his love of stories. Johnny frequently raises his hand to answer questions during circle time and beams with pride when he is praised for his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play with classmates or to play alone, he almost always chooses to play by himself. At the beginning of the school year, when Mrs. Ashland asked Johnny what he likes to do, he told her, “ I like to ply by myself because my parents are usually busy working encourages Johnny to play collaboratively with his peers, but once she engages with other children, he quickly switches to an independent activity. Johnny does care about his peers. For example, if Johnny sees one of his classmates crying, he will bring them a tissue.
Maya is 4 years old and one of the most curious students in Mrs. Ashland’s class this year. Maya recently moved to the United States from Mexico and is eager to learn as much as she can about her new environment. Maya is drawn to books with numbers and loves to draw.
During the first few weeks of the school year, Mrs. Ashland was able to observe that Maya is developing her fine and gross motor skills by practicing her cutting, tracing letters, jumping, running, and climbing. In fact, Mrs. Ashland has noted that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often struggles to communicate her needs. Despite these challenges, Maya does not become frustrated; instead, she either draws a picture or takes Mrs. Ashland’s hand to shows her what she can’t say. ,Often, Mrs. Ashland hears Maya say a new word that she couldn’t say the day before!
Socially, Maya struggles to interact with her peers due to her limited proficiency in English. Maya usually eng ...
The objective is to prepare a comprehensive balance sheet and sing.docxcherry686017
The objective is to prepare a comprehensive balance sheet and single-step income statement presented in good form and derived from a list of various accounts. The amounts relative to each account will be given and the student will learn to determine whether an account is a balance sheet account or a temporary account that belongs to the income statement. The accounts will be comprised of all the various subgroupings in the balance sheet (current assets, investment, fixed assets, intangibles, and other assets, as well as current liabilities, long-term liabilities, and the equity sections). Guidelines include the following.
· Obtain the list of accounts under the section Course Project Listing of Accounts.
· Determine which accounts belong to the balance sheet and which accounts belong to the income statement.
· Determine to which subgroup each account belongs.
· Arrange the accounts in proper order and functionality.
· Prepare a comprehensive balance sheet in good form.
· Prepare a single-step income statement in good form.
Accounts Payable
197,532
Account Receivable
165,824
Accrued Interest on Notes Payable
500
Accrued Liabilities
9,500
Accumulated Depreciations
341,200
Additional Paid-In Capital
37,500
Administrative Expenses
350,000
Allowance for Doubtful Accounts
1,850
Building
975,800
Cash
42,485
Common Stock
400,000
Copyrights
105,000
Cost of Goods Sold
1,000,000
Customer Deposits (expected to be paid next year)
420
Deposits With Vendors (based on a long-term purchase contract)
50,000
Depreciation Expense (40% Selling, 60% Administrative)
100,000
Dividend Income
30,000
Goodwill
100,000
Income Tax Expense
82,250
Income Taxes Payable
62,520
Interest Revenue
25,000
Inventories
499,493
Investments in Warren Co.
87,500
Land
125,000
Mortgage Payable ($1,500 per month)
308,000
Notes Payable to Banks
50,000
Notes Receivable (due next year)
23,000
Patents
125,000
Preferred Stock, 7%
300,000
Prepaid Expenses
16,252
Rental Income
50,000
Retained Earnings
162,582
Selling Expenses
300,000
Salaries Payable
52,000
Sales Discounts
120,000
Sales Revenue
2,000,000
Securities (available for sale) at Fair Market Value
28,250
Trademarks
80,000
Twenty-year, 12% Bonds, Due 1/1/2015
500,000
ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a difference in the lives of her 15 students. She has grown to know her students very well and knows their strengths and individual areas of need. We will meet and learn more about six of Mrs. Ashland’s students in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class is the first opportunity Johnny has had to attend school. As a result, he has some difficulty following the classroom routines such as sharing and following directions. When Johnny is not at school, he usually rides his tricycle or bounces his basketball in his backyard.
During outside play, Mrs. Ashland noticed that Johnny is advanced when it comes to his gross motor ski ...
ECE430 Week Three Case Study Focus Families M.docxjack60216
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
ECE430 Week Three Case Study Focus Families M.docxSALU18
ECE430 Week Three Case Study
Focus: Families
Mrs. Ashland arrives at school very early in the morning before the children arrive so that she can get set
up. She often uses this time to update children’s portfolios from the day before and to set up the learning
environment with activities and materials connected to her curriculum plans. When her colleagues arrive,
they engage in friendly conversation and Mrs. Ashland shares the planned activities for the day with
them.
Mrs. Ashland has an effective morning routine for student drop-off. The parents or caregivers drop their
children off at the classroom by signing them in at the door. During this time, Mrs. Ashland is stationed
by the door and greets each child and family as they arrive and points out any new information on the
parent bulletin board. She often kneels down to greet the childrennd does the daily health check as they
enter. Mrs. Ashland directs the children to go wash their hands so that they are able to engage in
independent play in the open areas. The materials that are set out are aligned with the thematic unit taking
place in the classroom; the assistant teachers are setting up the next activity. The parents are coming and
going and take newsletters from an organizer labeled, “Preschool News,” which is set out for them.
Mrs. Ashland notices her student Johnny has again been dropped off in the lobby with Mrs. Ford, the
director, prior to school opening. Johnny is the first to enter the room and goes to the listening center to
hear a story. Johnny’s parents both work long hours and have arranged to drop him off with Mrs. Ford 15
minutes before the doors are open so that they can make it across town and be on time for work. Johnny
stays for the afterschool program, and his parents are often late picking him up. Johnny is often left
waiting and generally looks at books while he waits. Mrs. Ashland has tried to make contact with his
parents, but is usually unsuccessful. She has sent several notes and called several times at night, but
usually does not receive a response back. On one occasion, when they were able to come in, they praised
Mrs. Ashland and mentioned that they were so glad Johnny was thriving in school because they are very
busy with work. Johnny’s parents noted that they get home late and are tired and are not as involved as
they would like to be. They are grateful for a teacher who is responsible for Johnny’s development.
Mrs. Ashland scans the room as the children begin to explore the day’s learning activities.
During drop-off time each day, Mrs. Ashland smiles at Maya’s mother, who does not speak English, and
hands her the newsletter that has been translated into Spanish. Mrs. Ashland greets them with a cheery
“Good morning.” Each day, Maya’s mother waves and says, “Te Amo,” as she watches Maya walk into
the classroom..
Jane’s mother, Mrs. Smith, enters the classroom and tells Mrs. Ashla ...
ECE 430 Week Five Case Study Focus DispositionsClosure .docxjack60216
ECE 430 Week Five Case Study
Focus: Dispositions/Closure
After volunteering one day in Mrs. Ashland’s class, Mrs. Smith, Jane’s mom, stops by the front office to
talk with Mrs. Ford about a program she saw on the local news that recognizes outstanding teachers in the
community. Mrs. Smith shares with Mrs. Ford how grateful she is that Jane was in Mrs. Ashland’s class
this year and that she wants to nominate her for the Channel 6 Golden Apple Award. Mrs. Smith shares
that Mrs. Ashland always has a smile on her face and even when a child does something they shouldn’t,
she maintains her positive attitude. She also explains to her how much she appreciates Mrs. Ashland
taking the time to modify Jane’s work to allow her more opportunities to participate in activities that
correspond with her IEP goals. After listening to Mrs. Smith, Mrs. Ford agrees that Mrs. Ashland would
be the perfect candidate for the Channel 6 Golden Apple Award. Mrs. Ford asks Mrs. Smith if she would
be willing to help fill out the application. Mrs. Smith instantly agrees and writes a letter to the other
parents in the class asking them to write a brief paragraph with their child describing why they believe
Mrs. Ashland should win the Channel 6 Golden Apple Award.
Throughout the week, the letters arrive. Mrs. Ford and Jane’s mom are blown away by the feedback they
receive and quickly write the following letter to include with their nomination:
Dear Channel 6 Golden Apple Award Panel,
We are writing to nominate Mrs. Ashland for the Channel 6 Golden Apple Award. She truly is the most
magnificent preschool teacher around! Here are a few quotes from the parents in Mrs. Ashland’s class:
What we would have done this year without Mrs. Ashland? Unfortunately, my husband and I
work long hours and are not able to be as involved in school as we would have liked. Mrs.
Ashland saw that this was affecting Johnny and she found a fabulous afterschool literacy
program for him. Now instead of Johnny being upset that we can’t pick him up from school, he is
excited to show us the new book he learned to read! If that wasn’t enough, she created fun cutting
and tracing patterns in the shapes of basketballs to encourage Johnny to practice his fine motor
skills.
At the beginning of the year my daughter, Maya, couldn’t speak English very well. Mrs. Ashland
took the time to create special books with pictures in them to help Maya learn more words. The
books helped me too! Now, I can speak a few words to Mrs. Ashland in English. Every day Mrs.
Ashland comes to school dressed nicely and even takes time to talk to me and ask me about what
life was like in Mexico. I appreciate her wanting to learn more about where Maya used to live.
We have raised our son Caleb with certain beliefs and knew that once he entered school, Caleb
would be around children who were raised differently. When we brought our concerns to Mrs.
Ashland, sh ...
ECE430 Week Four Case Study Focus AssessmentResources .docxjack60216
ECE430 Week Four Case Study
Focus: Assessment/Resources
It sure was a busy day in Mrs. Ashland’s preschool class.
The day has come to a close, and Mrs. Ashland sits in a small chair in the art center as
she takes a moment to reflect on the day while logging notes into the children’s
portfolios. There are newly hung paintings of butterflies for the unit on spring, a block
tower that extends to the top of the bookcase, and a snapshot of Jane making a birdhouse
out of popsicle sticks with the caption “Fine Motor 3/30/2013.”
A neatly organized pile is ready for the 6:00 p.m. meeting with Caleb’s parents and
includes Caleb’s portfolio. Also included in the pile is the center’s handbook outlining
the Respect for Diversity Policy, a pamphlet about normal social-emotional development
in boys, and pictures of Caleb engaging in block play, art, outdoor sports, and math
activities. Mrs. Ford, the director, has agreed to be present for this meeting.
While beginning to sort the day’s artwork for portfolios, Mrs. Ashland notices Kayla
drew a picture of her family during independent centers and they show sad faces. She
pulls Kayla’s portfolio and notices that this picture is different from her past examples.
Today her drawing used only blue and black crayons for the colors, but she used a variety
of colors in her other drawings. As Mrs. Ashland studies today’s drawing, she also
notices tears on the faces of Kayla, her brother, and her mom – but not on the face of her
father. Mrs. Ashland leaves her table and goes to her community resources folder to look
up the number for the school counselor as well as the local social worker who typically
supports families. As part of the center’s procedure, she makes sure to document all the
observations she makes and actions she takes in this situation, and includes Mrs. Ford on
all contact. Mrs. Ashland is worried about Kayla, and although she does not know
specifically what the problem is, she must find out how to best support her. She pulls the
counseling consent form and counseling information pamphlet so that she can share these
with Kayla’s mom confidentially in the morning.
As she heads out of the classroom to the office to make the call to the school counselor,
she notices Johnny sitting in the chair reading The Very Hungry Caterpillar book he
signed out from the field trip to the local library today. He does not look up at her, but is
immersed in his book. It is about 25 minutes after the center has closed and the rest of
the children and teachers have gone for the day. She notices the director’s door is ajar, so
she knocks lightly before entering to ask about Johnny’s situation.
Mrs. Ford, the director, has just hung up the phone with Johnny’s dad and sighs deeply,
while she walks toward the door. She tells Johnny and the teacher sitting with him that
ECE430 Week Four Case Study
Focus: Assessment/Resources
hi ...
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American Women and Healthcare
I want to explain how healthcare is perceived in the African American community especially amongst women and if their concerns and apprehension are justified. The paper must include a title page, introduction section, abstract section, literature review section, methods section, results section, discussion section, and a signature page. I will attach some samples that were given to me.
.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
More Related Content
Similar to ECE430 Week Two Case Study Focus Students Each.docx
ECE430 Week Four Case Study Focus AssessmentResources .docxjack60216
ECE430 Week Four Case Study
Focus: Assessment/Resources
It sure was a busy day in Mrs. Ashland’s preschool class.
The day has come to a close, and Mrs. Ashland sits in a small chair in the art center as
she takes a moment to reflect on the day while logging notes into the children’s
portfolios. There are newly hung paintings of butterflies for the unit on spring, a block
tower that extends to the top of the bookcase, and a snapshot of Jane making a birdhouse
out of popsicle sticks with the caption “Fine Motor 3/30/2013.”
A neatly organized pile is ready for the 6:00 p.m. meeting with Caleb’s parents and
includes Caleb’s portfolio. Also included in the pile is the center’s handbook outlining
the Respect for Diversity Policy, a pamphlet about normal social-emotional development
in boys, and pictures of Caleb engaging in block play, art, outdoor sports, and math
activities. Mrs. Ford, the director, has agreed to be present for this meeting.
While beginning to sort the day’s artwork for portfolios, Mrs. Ashland notices Kayla
drew a picture of her family during independent centers and they show sad faces. She
pulls Kayla’s portfolio and notices that this picture is different from her past examples.
Today her drawing used only blue and black crayons for the colors, but she used a variety
of colors in her other drawings. As Mrs. Ashland studies today’s drawing, she also
notices tears on the faces of Kayla, her brother, and her mom – but not on the face of her
father. Mrs. Ashland leaves her table and goes to her community resources folder to look
up the number for the school counselor as well as the local social worker who typically
supports families. As part of the center’s procedure, she makes sure to document all the
observations she makes and actions she takes in this situation, and includes Mrs. Ford on
all contact. Mrs. Ashland is worried about Kayla, and although she does not know
specifically what the problem is, she must find out how to best support her. She pulls the
counseling consent form and counseling information pamphlet so that she can share these
with Kayla’s mom confidentially in the morning.
As she heads out of the classroom to the office to make the call to the school counselor,
she notices Johnny sitting in the chair reading The Very Hungry Caterpillar book he
signed out from the field trip to the local library today. He does not look up at her, but is
immersed in his book. It is about 25 minutes after the center has closed and the rest of
the children and teachers have gone for the day. She notices the director’s door is ajar, so
she knocks lightly before entering to ask about Johnny’s situation.
Mrs. Ford, the director, has just hung up the phone with Johnny’s dad and sighs deeply,
while she walks toward the door. She tells Johnny and the teacher sitting with him that
ECE430 Week Four Case Study
Focus: Assessment/Resources
hi ...
STUDIESThe cases you are about to view all depict children aged .docxflorriezhamphrey3065
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Similar to ECE430 Week Two Case Study Focus Students Each.docx (14)
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American Women and Healthcare
I want to explain how healthcare is perceived in the African American community especially amongst women and if their concerns and apprehension are justified. The paper must include a title page, introduction section, abstract section, literature review section, methods section, results section, discussion section, and a signature page. I will attach some samples that were given to me.
.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
Advertising Campaign Management
Part 3
Jennifer Sundstrom-Fitzgerald
1
Learning Objectives
Analyze advertising campaign parameters
Identify how a creative brief facilitates effective advertising
Describe the implications of advertising management in the global arena
2
Advertising Campaign Parameters
Advertising goals
Media selection
Tagline
Consistency
Positioning
Campaign duration
Effective advertising campaigns require careful planning and attention to specific parameters including Advertising goals, media selection, tagline, consistency, positioning and campaign duration. We will review each parameter beginning with goals.
3
Advertising Goals
A primary goal of advertising is to build brand awareness among existing and new customers. The creative should inform and persuade them to make purchases and build brand loyalty.
4
Build brand awareness
Inform, persuade, support marketing efforts
Encourage purchase decisions
Building Brand Awareness
Successful brands possess two characteristics. Top-of-mind are brands a consumer mentions first when asked about brands in a particular product category – these are brands in our Evoked Set. Top choice is the brand within a product category that consumers prefer the most. So top choice requires top-of-mind. Brand equity, which is the level of brand strength perceived by consumers, leads to top-of-mind and top choice brands.
This is also applicable on the B2B side when business people are faced with modified rebuy situations. A common dilemma I had was for every Fox Graduation Ceremony, there are three per year, and the need for graduation program booklets. There was a printer who I always wanted to hire because I enjoyed working with them, they always had fair prices and delivered high-quality programs in a timely manner. However, due to non-profit regulations, I had to bid the job to at least three vendors. So my top-of-mind, first choice brand was always included but I had to add two other vendors as well. Tell story about Bill DeVece and misspelled student names and how wonderful he was in fixing these issues.
5
Brand image begins with awareness
Consumers recognize the brand
Brand equity leads to top-of-mind and top choice
B2B important in modified rebuy situations
Building Brand Awareness
Successful brands possess:
Top-of-mind
Top choice
The 10 Most Valuable Brands in the World per 2018 study
Coca Cola brand is a good example of a brand with these characteristics. Here is a recent list of a top 10 most valuable and recognized list of global brands. (click link)
6
Goal to Persuade
Dare to be Devoted Campaign
Every Kiss Begins with Kay Campaign
Another common goal of advertising is to persuade consumers that a particular brand is superior to others and should be their top choice. Both of these brands, owned by the same parent company (Signet), do extensive advertising, but only Kay Jewelers has successfully used the same slogan, “Every Kiss Begins w.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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”.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Home assignment II on Spectroscopy 2024 Answers.pdf
ECE430 Week Two Case Study Focus Students Each.docx
1. ECE430 Week Two Case Study
Focus: Students
Each day Mrs. Ashland enters her classroom excited to make a
difference in the lives of her 15 students. She has grown to
know her
students very well and knows their strengths and individual
areas of
need. We will meet and learn more about six of Mrs. Ashland’s
students
in the next few weeks.
Johnny
Johnny is an independent 4-year-old boy. Mrs. Ashland’s class
is the first
opportunity Johnny has had to attend school. As a result, he has
some difficulty
following the classroom routines such as sharing and following
directions. When
Johnny is not at school, he usually rides his tricycle or bounces
2. his basketball in
his backyard.
During outside play, Mrs. Ashland noticed that Johnny is
advanced when it
comes to his gross motor skills and can easily run, throw, skip,
hop, and climb.
Mrs. Ashland also noticed that during center time Johnny
frequently avoids the
art center. When she observed Johnny in the art center, Mrs.
Ashland noticed
that he had some trouble with his fine motor skills such as
cutting, tracing, coloring, and holding
markers. Mrs. Ashland wondered if this is why he avoids that
center.
Johnny does communicate well with his peers and he has a rich
vocabulary for a child his age. Mrs.
Ashland attributes this to his love of stories. Johnny frequently
raises his hand to answer questions
during circle time and beams with pride when he is praised for
his answers by Mrs. Ashland.
Johnny does well socially, but when given the choice to play
with classmates or to play alone, he
almost always chooses to play by himself. At the beginning of
3. the school year, when Mrs. Ashland
asked Johnny what he likes to do, he told her, “I like to play by
myself a lot because my parents are
usually busy working.” Mrs. Ashland encourages Johnny to play
collaboratively with his peers, but
once she engages with other children, he quickly switches to an
independent activity. Johnny does
care about his peers. For example, if Johnny sees one of his
classmates crying, he will bring them a
tissue.
Maya
Maya is 4 years old and one of the most curious students in
Mrs.
Ashland’s class this year. Maya recently moved to the United
States
from Mexico and is eager to learn as much as she can about her
new
environment. Maya is drawn to books with numbers and loves to
draw.
During the first few weeks of the school year, Mrs. Ashland was
able to
observe that Maya is developing her fine and gross motor skills
by
4. practicing her cutting, tracing letters, jumping, running, and
climbing. In fact, Mrs. Ashland has noted
that Maya gravitates toward independent activities.
Maya speaks in short, two- to three-word phrases, and often
struggles to communicate her needs.
Despite these challenges, Maya does not become frustrated;
instead, she either draws a picture or
takes Mrs. Ashland’s hand and shows her what she can’t say.
,Often, Mrs. Ashland hears Maya say a
new word that she couldn’t say the day before!
ECE430 Week Two Case Study
Focus: Students
Socially, Maya struggles to interact with her peers due to her
limited proficiency in English. Maya
usually engages in independent or parallel play. Recently, Mrs.
Ashland has noticed Maya starting to
walk up to other students in the class during playtime and
believes that she will soon start to
participate in cooperative play.
5. Jane
Jane is a bubbly and happy 4-year-old. Jane has always had
positive
experiences in Mrs. Ashland’s class. Jane’s mother has told
Mrs.
Ashland that she often finds Jane playing school with her dolls
at
home. Jane’s after school activities include ballet and soccer at
a local
community center.
Jane has an Individualized Education Plan (IEP) that contains
goals for
fine motor skills. Specifically, the goals in her IEP focus on
using an appropriate grasp with a pencil
and copying simple shapes. The occupational therapist comes to
Mrs. Ashland’s classroom once a
week to work with Jane on these goals. Jane’s gross motor skills
are advanced. During outside play,
Jane can often be found jumping rope.
Along with having IEP goals for fine motor skills, Jane’s IEP
contains language goals. Jane uses two-
to three-word phrases for communicating with both Mrs.
Ashland and her peers. The speech language
6. pathologist visits Jane twice a month and provides Mrs. Ashland
with strategies for helping Jane to
improve her communication abilities. Mrs. Ashland also
encourages Jane to play with friends to
provide her with authentic opportunities to use language.
Jane seeks out opportunities to interact with her peers whenever
possible. During center time, she
chooses activities that she can do with a partner. When a new
student joins the classroom, Jane is the
first one to smile and invite her new classmate to play.
Caleb
Caleb is an almost 5-year-old in Mrs. Ashland’s class. He loves
cars, animals,
television shows about superheroes, macaroni and cheese, and
playing soccer.
His favorite movie is Cars. Caleb has a fun loving, energetic,
and silly
personality. Caleb doesn’t like it when he is told he can’t do
something and
usually pouts when this happens.
Mrs. Ashland has observed Caleb doing well with many gross
motor and self-
help skills that include running, going up and down stairs,
7. jumping, hopping,
getting himself dressed, and using the restroom on his own.
Although Caleb
has mastered many self-help and gross motor skills, Mrs.
Ashland has noticed
during daily observations that Caleb could improve some of his
fine motor
skills such as cutting with scissors and tracing.
Caleb communicates well with his peers and enjoys listening to
stories. When talking with Mrs.
Ashland, he uses sentences of varied length and has a strong
expressive and receptive vocabulary.
Caleb enjoys playing games like Memory and Candy Land,
using his strong memory skills and the
beginnings of understanding numbers. He participates
interactively in circle timeand is able to answer
questions. , Caleb is able to stay engaged in learning and has
shown development in all pre-academic
skills.
Caleb also does well socially. Mrs. Ashland has observed Caleb
expressing a wide range of emotions,
which include happiness, sadness, confusion, and frightfulness.
Through classroom observations,
8. ECE430 Week Two Case Study
Focus: Students
Mrs. Ashland has noticed that Caleb has self-confidence and
that he likes to try new things. Caleb’s
actions suggest that he feels safe and comfortable in new
environments. When a new student joins the
class, Mrs. Ashland has Caleb show them around. Caleb does
not have trouble making friends with
peers, but seems to avoid certain children in the class. During
the day, Caleb engages in collaborative
play, parallel play, and independent play with little direction.
Kayla
Kayla turned 4 years old just before the school year started,
making her the
youngest child in Mrs. Ashland’s class. Kayla enjoys playing
dress up, looking
at books, dictating stories, and art. Even though Kayla has had
mostly positive
experiences at school, she cries frequently and often tells Mrs.
Ashland that she
9. is sad.
When it comes to fine and gross motor skills, Kayla is meeting
all of her
developmental milestones. Mrs. Ashland has observed Kayla in
the art centers
and has seen firsthand how well she can cut, color, trace, and
draw. When
outside, Kayla smiles as she runs, climbs, and rides a tricycle.
Kayla’s communication skills are within normal limits for 4-
year-olds. She frequently spends her
time in the writing center drawing elaborate pictures. When
Mrs. Ashland has Kayla dictate the story
to her, Kayla uses vocabulary that is advanced for her age.
When Kayla doesn’t understand the
directions she has been given, she asks Mrs. Ashland to explain
to her how to complete the activity or
task.
Kayla struggles socially with her classmates. Mrs. Ashland
believes that part of this is related to
Kayla’s crying for extended periods of time in the class. When
her peers show empathy toward her,
she often puts her head in her lap and continues to cry. Kayla
also gets frustrated easily. For example,
10. if Kayla is transitioning from playing a game to cleaning up,
she will become frustrated when she
can’t get all of the pieces to fit in the box. When she finally
gets the pieces to fit the box, the box will
have smashed and torn corners. Mrs. Ashland worries that
Kayla’s crying and tantrums have made the
other children in the class avoid playing with her.
Jack
Jack is a 4-year-old who likes to tell the other children in the
class what
to do. Mrs. Ashland has tried to build a relationship with Jack
by
learning about his interests. Mrs. Ashland has discovered that
Jack
loves dogs, football, candy, and watching the Disney Channel.
As a
result of her efforts to get to know him, Jack enjoys sharing
about his
hobbies with Mrs. Ashland.
Throughout the day, Jack demonstrates mastery of his fine and
gross motor skills by eating with
utensils, walking, coloring, dressing, playing ball, and climbing
on playground equipment. Jack
11. enjoys playing ball and climbing so much that Mrs. Ashland has
to frequently remind him that he can
only do these activities during outside play time. Jack’s usual
response to Mrs. Ashland’s reminders
is that he is allowed to play ball and climb on the furniture
inside at his house.
Jack frequently shares his thoughts or feelings about something,
which demonstrates his strong verbal
skills. Although Jack is capable of following multi-step
directions, Mrs. Ashland has documented that
ECE430 Week Two Case Study
Focus: Students
he often chooses not to follow them. Throughout the day, Jack
engages in conversations with his
classmates while participating in various activities in the
different centers in the classroom.
When it comes to his social skills, Jack struggles to get along
with his peers. At the start of center
time, Jack announces, “I’m the leader” to his classmates. If one
of his peers lets them know that they
12. are the special helper of the week at that center, Jack will yell
at him/her and say that he is the boss.
In some instances, Jack has even pushed his classmates when
they have told him he is not in charge
of them.
Discussion 1
Veronica Brooks
3/13/2017 8:49:45 PM
Dear Mrs. Ford,
I received word that you would like for me to write you a letter
about the curriculum that I have chosen to use in my
classroom. After reading Week 2 Case Study of Mrs.
Ashland’s, I have had an opportunity to review what is going on
with the students Jane, Caleb, Johnny, Maya and Jake. From
my review, I have realized that each of the children are very
independent and have their own creative style about
themselves. I have chosen the best model for the children
would be the Creative Curriculum.
Little Johnny has had an opportunity, to read one of Mrs.
Ashland’s book and I believe since he if found his interest in
reading, he will expand on that by sharing different and
interesting stories with his class. Maya, has difficulty with the
language barrier, but she is very motivated when it comes to
cutting, jumping and running. Jane, is a very bubbly and
enthusiastic child that enjoys jump rope. Jane is also on an
Individualized Education Plan (IEP), this plan keeps her on
track for improvement on her motor skills.
All of the children have special interests and enjoy being
creative within the areas of activity that they play in. The
children began kind of to themselves but as time goes on, they
13. began to interact with one another. This curriculum is suited
for this classroom because it will concentrate on their
developmental and growth skills.
Respond
wk2d1_jackson
Amanda Jackson
3/15/2017 12:17:48 PM
Dear Mrs. Ford,
Thank you for choosing me to write a letter about
recommending a planned curriculum to use within the
classroom. I feel that the project learning approach is the best
curriculum to use, and will meet the needs of Johnny, Maya,
Jane, Caleb, Kayla, and Jack. "Perhaps the most child-centered
of the first three models of curriculum design, project learning
emerges from children's stated interests, or interests the teacher
observes but that may be unconscious or undeveloped in the
children" (Krogh, 2013, p. 3.3). Projects helps make
"differentiated instruction" for each child easier. "Projects grow
naturally from units and themes" (Krogh, 2013, p. 3.3). We
could take a virtual tour at a zoo, and that could lead to in-depth
projects on different animals from the zoo, and teaming the
children above together on one of the animals they share an
interest in. Having the children work together will help
encourage each other. Placing one child that excels in an area
that another child may need help in. Children can learn from
their peers, and that helps build self-confidence in the children.
A good example would be putting Johnny that excels
in vocabulary with Maya that sometime struggles with putting
14. sentences together. Each child can bring something to the table
to help the other children with. "Project learning allows for
individual and group work, team planning and collaboration,
and in-depth study according to children's interest" (Krogh,
2013, p. 3.3). Using the project learning approach will make
"differentiated instruction" much easier in the classroom, and
will help ensure each child's needs are met in the classroom.
Thank You,
Mrs. Ashland
References
Krogh, S. (2013). A bridge to the classroom and early care:
ECE capstone. San Diego, CA: Bridgepoint Education, Inc.
Respond
(an instructor response)
RE: wk2d1_jackson
Instructor DeBiase
3/16/2017 10:39:36 AM
Amanda and Class,
You have great accommodations listed here Amanda! One
common mistake that I see educators make is not including
specific accommodations and modifications for students to meet
individual needs. In the lesson planning stages, a teacher needs
to identify all activities within the lesson, think of potential
barriers or missed opportunities for specific students given
these activities and then determine needed
15. accommodations/modifications so that ALL students have the
opportunity to master the content being taught.
On a scale of 1-5, how much experience have you had with
differentiation and identifying accommodations for students (1
being no experience and 5 being a lot of experience)?
Respond
Case Study Analysis
Kimberly Garee
3/15/2017 12:35:30 PM
I will be using a single subject approach with integration of
cross-curricular skills through a project approach for curriculum
planning that will allow the lessons to address the needs of the
individuals in my class while building a strong foundation in
core subjects. “Systematic planning of a single subject ensures
specific knowledge and skills will not be lost” while the project
approach provides opportunities for differentiation and
incorporation of the children’s interests (Krogh & Groark, 2013,
Approaches to Curriculum Development, para. 2). Project
learning also “allows for individual and group work” as well as
“team planning and collaboration” (Krogh & Groark, 2013,
Approaches to Curriculum Development, para. 12). By initially
focusing on a single subject “with integration taking place
later,” the students will be given the benefits of both the single
subject approach and an integrated curriculum (Krogh &
Groark, 2013, Approaches to Curriculum Development, para. 3).
This integration could be accomplished through the use of class
projects based on the interests and needs of the children in the
16. class, including skills and subjects across the curriculum.
Noting that several of the children in the class need some help
in developing their social skills and fine motor skills, these
would be two areas of focus for development through
integration and the project approach. Johnny and Caleb could
use some practice in fine motor skills, and Jane has an IEP with
goals for improving her fine motor skills. On the other hand,
Maya, Kayla, and Jack are at or beyond the expected
development in their fine motor skills. Therefore, I would pair
students who are strong in their fine motor skills with students
who are weaker in this area to work on a project together for
peer-to-peer modeling of these skills. Also, this project would
allow for socialization in small and large groups, at which time
students such as Johnny, Maya, Kayla, and Jack, who struggle
in certain areas socially could work in groups that include some
of the students with stronger social skills such as Jane and
Caleb. In addition, the students who need some support in
language development like Jane whose IEP includes language
goals and Maya who is an ESL student could be given
opportunities to learn new words and ways of communicating
through dramatic play and emphasis on vocabulary during the
single subject focus of the lessons.
For example, when planning a lesson focused on reading
comprehension, using the book “The Very Hungry Caterpillar,”
prior to reading the book as a group with the class, we would
review and post vocabulary words with pictorial descriptions as
well as listing the words in Maya’s first language in order to
assist Maya and Jane with their language development. We
would also develop a plan for presenting a play based on this
book, and the students would be paired as noted above to
decorate the props needed for the play, utilizing their fine motor
skills in cutting and pasting tissue paper onto the cutouts that
will be used in the play while also integrating art and dramatic
play into the lesson plan. We would continue to read this book
and review the vocabulary words as a group as we practice for
the final play and prepare the props. There would be plenty of
17. time for discussion in the large group reading time as well as
socialization in pairs and small groups as we work on the props
and the presentation of the play, which will also provide
opportunities for working on social skills, communication, and
language development. While the main focus of this lesson is
reading comprehension through the understanding of the
sequence, setting, characters, and storyline, we will also be
integrating social skills, fine motor skills, and language
development through the integration of a project into this
lesson, which will address the specific developmental needs of
the children in the class and reinforce the learning in the core
component of reading comprehension.
The single subject approach with integration allows for the
building of a strong base in the components of the core subject
area while also providing opportunities to address the specific
needs of the individual students in the development of skills and
knowledge across the board.
References:
Krogh, S. L., & Groark, C. J. (2013). A bridge to the classroom
and early care: A capstone. Retrieved
from https://content.ashford.edu/books/AUECE430.13.1.
Kim
Respond
(an instructor response)
RE: Case Study Analysis
Instructor DeBiase
3/16/2017 10:25:35 AM
Kim and Class,
18. Learner centered/individualized approaches do take into account
student interests and work to meet the needs of students. The
opposite of learner centered is teacher directed or direct
instruction, in which the teacher plans lessons "to the middle"
and walks students through the learning of a new targeted
standard or skill, models it, practices it and then assesses it.
How would a teacher structure such an approach so that it
doesn't turn in to a bunch of activities with little direction or
objectives?
Respond