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Read the following case study to inform the assignment: Case Study: April Grade: 4th Age: 9 April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression. Communication goals in IEP: April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials. April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials. April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials. Part 1: 3 Day Unit Plan Use the “3 Day Unit Plan Template” located on the College Education site in the Student Success Center to complete this assignment. Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan: Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section. Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section. Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression. Specifically, incorporate the following into the unit plan to meet April’s needs: The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning. Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1. Part 2: Rationale Provide a 250-500 word rationale that explains: Why the instructional choices specifically meet April’s needs. How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is app.
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April is a fourth grader with a language impairment, but no physical.docx
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
DetailsTeachers consider many factors when developing unit
Details:
Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.
Read the following case scenario to inform the assignment that follows.
April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.
Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.
Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:
A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
Learning targets aligned to the ELA Common Core fourth grade literacy standards.
Strategies to enhance language development and communication skills.
Strategies and technologies that encourage development of critical thinking and problem solving.
The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.
Each lesson plan must be completed and submitted as a
separate completed lesson plan
.
In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.
Submit all lesson plans and rationale as one deliverable.
...
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Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
Esl 433 n advanced methodologies of structured english immersion
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April is a fourth grader with a language impairment, but no physical.docx
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state's ELA fourth grade literacy standards specific to vocabulary acquisition and use. Includethe following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.
Support your work with 2-3 scholarly resources.
This assignment uses a rubric. Review the rubric prior to beginning the .
DetailsTeachers consider many factors when developing unit
Details:
Teachers consider many factors when developing unit plans to meet the needs of a variety of students. It is important to consider the strengths and needed accommodations of students in the classroom when developing lessons and units. If there are students with specific language impairments, the teacher must also consider ways to facilitate communication and engagement during classroom instruction. There may need to be a plan to pre-teach vocabulary, or plan certain questions that can be answered by students who may use a device or other mode of communication.
Read the following case scenario to inform the assignment that follows.
April is a fourth grader. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension of new skills. She lacks organizational skills for writing and struggles with word choice. April receives services from a speech and language pathologist who is working on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth graders who also struggle with reading and written expression.
Using details from the scenario, create a week-long English language arts unit plan based on the Common Core ELA fourth grade literacy standards specific to vocabulary acquisition and use.
Use the COE Lesson Plan Template to complete five formal lesson plans that include the following:
A measureable IEP goal for April that includes assistive technology. Include this goal within the “Learning Target” section of the COE Lesson Plan Template.
Learning targets aligned to the ELA Common Core fourth grade literacy standards.
Strategies to enhance language development and communication skills.
Strategies and technologies that encourage development of critical thinking and problem solving.
The use of augmentative and alternative communication systems and a variety of assistive technologies to support communication and learning.
A unit pre- and post-assessment that incorporates technologies to measure April’s measureable IEP goal progress.
Each lesson plan must be completed and submitted as a
separate completed lesson plan
.
In addition, provide a 250-500 word rationale that supports your instructional choices in responding to the needs of April, as evidenced by research on best practices for semantics disorders and the use of assistive technology. Support your rationale with a minimum of two scholarly resources.
Submit all lesson plans and rationale as one deliverable.
...
EED 475 Entire Course NEW
Check this A+ tutorial guideline at
https://www.uopassignments.com/eed-475-grand-canyon-university
For more classes visit
http://www.uopassignments.com/
Esl 433 n advanced methodologies of structured english immersion
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Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docx
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
G. Lesson Differentiation
for Stephanie Using AAC
H. Pre- and Post- Assessments
I. Assessment Accommodation for Stephanie Using AAC
Part 3: Rationale
References
© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite ...
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
G. Lesson Differentiation
for Stephanie Using AAC
H. Pre- and Post- Assessments
I. Assessment Accommodation for Stephanie Using AAC
Part 3: Rationale
References
© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite.
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
· Reading, writing, and speaking and listening standards appropriate for the selected grade.
· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
· Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Section 2: Instructional Planning
Section 3: Reflection
In 250-500 words, address the following.
· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.
· Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities.
· Describe three ways the content of the cross-curricular unit strengthens student literacy skills.
· Discuss one strategy you could recommend to families to extend the cross-curricular unit at home.
© 2022. Grand Canyon University. All Rights Reserved.
image1.jpeg
Unit V Sample Graphics
Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics .
image1.png
Class Profile - A
© 2014. Grand Canyon University. All Rights Reserved.
.
ESL 433 N Inspiring Innovation/tutorialrank.com
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ESL 433 N Week 1 Assignment Achieving ELL Goals
Sei 301 sei301 sei 301 education for service uopstudy.com
Sei 301 sei301 sei 301 education for service uopstudy.com
Hang Out! - Walkthrough
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
Hi here are the assignments that I need to get done. They are not wo.docx
Hi here are the assignments that I need to get done. They are not worth much, but I have not turned them in. I am willing to pay 50 dollars for all of them.
ELL Proficiency Standards assignment
Using the English Language Proficiency Standards (ELP) from Texas, select a stage (10th grade level) for a group of students you define. Create a content objective and a language objective using the TX College & Career Ready Standards and the ELA Standards for your group of ELLs at the Basic Proficiency Level for each of the following domains:
Listening and Speaking
Reading
Writing
Include a 500-750-word summary below the chart (within the same document) that contains rationales for each of the three domains that describes how the objectives you wrote address the characteristics of a basic ELL level and accounts for the theoretical language acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson plans in which all of the standards (ELP and content) support one another and actually provide scaffolding opportunities for students.
ELL Proficiency Standards Assignment Template
Language
Domain
ELP Standard
(Basic Level)
Content Standard
Performance Objectives
Listening
and Speaking
Content
:
Language
:
Reading
Content
:
Language
:
Writing
Content
:
Language
:
2
nd
Assignment
Ms. Jensen's 7
th
Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
Proficient
Intermediate
Intermediate
Proficient
Carlos
Intermediate
Basic
Basic
Intermediate
Corynn
Basic
Basic
Emergent
Basic
Desiree
Basic
Intermediate
Basic
Intermediate
Gabriel
Proficient
Intermediate
Intermediate
Proficient
Hailey
Basic
Emergent
Emergent
Basic
Jade
Basic
Basic
Intermediate
Intermediate
Jakob
Intermediate
Basic
Intermediate
Intermediate
Jerry
Intermediate
Intermediate
Intermediate
Intermediate
Michael
Intermediate
Proficient
Intermediate
Proficient
Noah
Basic
Intermediate
Intermediate
Intermediate
Petie
Proficient
Intermediate
Intermediate
Intermediate
Ramon
Emergent
Emergent
Pre-Emergent
Emergent
Rebecca
Basic
Emergent
Basic
Basic
Suzanne
Proficient
intermediate
Intermediate
Proficient
Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.
In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A title page is not required.
3
rd
Assignment
From your required reading and other sources, write a 500-750-word persuasive essay to your fel.
Embedding ESOL into Vocational Subjects
slides from a DTELLS session on Embedding ESOL into vocaltional areas
Read the following set of facts and identify all the instances w.docx
Read the following set of facts and identify all the instances where the law enforcement officials violated someone’s Fourth Amendment rights against illegal searches and seizures. All of the acts identified should be subject to the exclusionary rule and the evidence obtained from the illegal act should be excluded in court.
One beautiful Thursday afternoon, Donnie is hanging out with three his friends in Houston, Texas. Donnie’s friends get the idea to rob a local bank and use the stolen money on video games and drugs.
Donnie helps complete details for the bank robbery and the four young men set off to the nearest bank. Donnie and his friends carry out the robbery by storming the bank, pointing guns at bank patrons and staff and threatening to kill anyone who does not cooperate. Unbeknownst to Donnie and his friends, one of the bank employees set off a silent alarm just before Donnie and this co-conspirators leave the bank with cash and personal items of the people inside. The police get the tip and are on the move to find Donnie and the other bank robbers.
Upon leaving the bank and hopping into their getaway car, Donnie has the idea to have the group split up so the police cannot catch all of them. They all agree that if any of them are caught, they will not snitch on the others. The guys part ways just one mile from the bank they just robbed. Despite all of their efforts, the police are unable to locate the four men and the case turns cold.
Owen, police officer #1, believes he sees one of the robbers walking through an apartment complex about three days after the robbery. Owen cleverly follows the young man. Owen briefly loses sight of the suspect when he walks behind one of the apartment buildings. Owen believes the suspect went into an apartment marked 4D. However, thinks he hears the sound of Snoop Lion music playing from apartment 6D, an apartment across the courtyard from 4D. Under the belief that anyone who listens to Snoop Lion is smoking marijuana, Owen kicks down the door to 6D and immediately observes the smell of marijuana. He follows his nose to a back room where he finds marijuana growing in a closet. While he is in the closet he searches between the clothes and find guns with the serial numbers scratched off. Just then, he remembers that the suspect did not come into this apartment, so he got back into his squad car with the illegal items he found and drove back to the police station.
The next day, Tom, police officer #2, believes he saw another bank robbery suspect get into a car that was parked on the street and drive away. Tom follows the car and pulls the driver over. When he walks up to the car, he sees that the driver is a woman. Although Tom has been told that he is looking for four men who were involved in the robbery, he asks the woman out of the car to search it. He figured he had already stopped her, he may as well see if she has anything on her. As Tom is searching the car, he finds thousands of dollar.
Read the following scenarioEmma and Isabella attend the f.docx
Read
the following scenario:
Emma and Isabella attend the front office at an urgent care facility. They have worked together for over 5 years and enjoy collaborating on projects. As their manager, you have asked them to work together to create a team training on effective communication in the workplace.
Emma feels that it is important to provide hands-on learning (e.g., role play) while Isabella feels that a lecture is the most appropriate format for this team. Emma defends her point by saying that her sister has been a teacher for 10 years, and she has proven that hands-on learning increases the engagement and likelihood of remembering the training material.
Isabella feels that Emma does not account for her 10 years of experience in the medical office and voices her disgust with Emma and her lack of appreciation for her experience. Isabella storms off and leaves Emma to finish the work.
Emma approaches the manager and complains that she has been left to complete the training because Isabella refuses to talk or work with her.
Write
a 500- to 750-word paper that discusses how you would handle the situation. Complete the following in your paper:
Describe the type of conflict illustrated in the scenario.
Identify the strategies the manager could use to resolve the conflict between Emma and Isabella to create a supportive climate again.
Explain how the defensive climate created by the conflict will affect the workplace relationship between Emma and Isabella.
Discuss the impact it could have on the other clinic staff and the consumers who use the clinic.
Cite
any references to support your assignment.
Follow APA formatting
.
Read the following scenario •In 1979, the Three Mil.docx
Read
the following scenario:
•
In 1979, the Three Mile Island nuclear reactor malfunctioned, releasing radiation into the environment. There were no immediate deaths or injuries resulting from the incident; however, the accident drew much media attention and created concerns in the local area and beyond. The major forms of communication used to report these events were the three major television networks and local radio stations.
In 2005, Hurricane Katrina devastated the New Orleans area and immersed a significant part of the city in water. Local citizens and their families were affected. In contrast to the Three Mile Island incident, newer communication technologies, such as the Internet, were used to disseminate information.
Today, you are the director of a regional Emergency Management Office. You begin receiving official reports that the public water supplies of several towns in the area have become contaminated with a life-threatening biological agent. Contingency plans must be addressed within the organization and with the public without creating a panic.
Write
a 1,400- to 1,750-word paper on essential communication in a community crisis situation described in the scenario.
Include
the following in your paper:
•
The individuals or groups that will be communicating inside and outside the organization during this crisis situation
•
Potential advantages and challenges associated with communicating within the organization and with the public and private sectors during this crisis situation
•
Differences in communication processes used in crisis situations, including what you learned from the situations in the scenario and how you might incorporate that knowledge to improve health care communication strategies
•
Appropriate technology, such as social media, affecting communication during the crisis situation and how these technologies may be used to enhance communication
•
How technology might be used differently now than it was during the crisis situations described in the scenario
•
Media opportunities during this management crisis
Cite
a minimum of three sources, Electronic Reserve Readings, to support your position.
Format
your paper consistent with APA guidelines.
.
More Related Content
Similar to Read the following case study to inform the assignmentCase Stud.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing .
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C: Integrating Instruction, K-3
Allocate at least 5 hours in the field to support this field experience.
Educators use a multitude of strategies to incorporate content across the curriculum. They do this to ensure content mastery through various disciplines. Planning for instruction is an integral part of being effective at integrating instruction.
Teach one or more ELA, social studies, and/or art lessons provided by your mentor teacher. Carefully review the results of any formal or informal assessments you administered as part of that teaching, to evaluate the effect of your teaching on student outcomes.
Discuss with your mentor teacher his or her teaching philosophy and methods for social studies and art instruction, and on integrating content areas. Include questions for discussion relating to his or her methods for differentiating for students at different levels. Connect these differentiation methods to a specific need (due to disability, developmental delay, bilingual language development, or another specific issue). Also, in preparation of Clinical Field Experience E in Topic 6, discuss a lesson, provided by your mentor, you can teach in ELA, social studies, or the arts. Review Clinical Field Experience E in Topic 6 to become familiar with the requirements.
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Following your instruction and collaborative meeting, write a 250-500 word summary on your experiences and the collaborative discussion with your mentor. Discuss opportunities for improvement and successes from your teaching, including feedback provided by the mentor teacher. Compare your philosophy and experience of teaching to that of your mentor. Additionally, discuss the lesson plan, provided by your mentor that you will teach in Clinical Field Experience E.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the
LopesWrite Technical Support articles
for assistance.
Document the location and hours you spend in the field on your Clinical Field Experience Verification Form.
Social Studies and ELA Integrated Five-Day Unit
Unit plans are developed with a different lens than that of a lesson plan. A unit plan is an overview of what, why, how, and when content is to be covered, while ensuring students with exceptionalities and students learning English as a second language are considered.
Using the “Social Studies and ELA Integrated Five-Day Unit Plan,” design a five-day unit based on your field experience class that integrates ELA and social studies standards, and incorporates students interacting with technology. Integrate at least two social studies standards, one reading standard, one writing ...
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docx
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
G. Lesson Differentiation
for Stephanie Using AAC
H. Pre- and Post- Assessments
I. Assessment Accommodation for Stephanie Using AAC
Part 3: Rationale
References
© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite ...
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit Template
Part 1: Student Goal
Part 2: Mini Unit
Day 1
Day 2
Day 3
A. Lesson Title, Objectives, and Brief Summary
B. National/State Learning Standards
C. Vocabulary and Academic Language
D. Materials and Resources
E. Instructional Strategy/Strategies
F. Summary of Instruction and Activities for the Lesson
G. Lesson Differentiation
for Stephanie Using AAC
H. Pre- and Post- Assessments
I. Assessment Accommodation for Stephanie Using AAC
Part 3: Rationale
References
© 2019 Grand Canyon University. All Rights Reserved.
Benchmark - Language Disabilities and Assistive Technology Unit Plan
Understanding the development and individual differences of students with disabilities allows special education teachers to respond appropriately during instruction, utilizing supportive instructional strategies and technologies to meet student needs. Using assistive technologies, such as alternative and augmentative communication systems, to support instructional assessment, planning, and delivery, is essential to the language development and communication of students with disabilities.
Read the case study below to inform the assignment.
Case Study: Stephanie
Grade: 5th
Age: 10
Stephanie is a fifth grade student who is intellectually disabled and also has a severe language disorder. She is 10‐years‐old and spends a great portion of her day in self‐contained settings. She receives speech therapy from a speech pathologist for a minimum of 30 minutes, four days a week. The rest of the time her language needs are supported by the special education teacher. She does attend a general education fifth grade classroom daily for 60 minutes for English language arts instruction, per her parent’s request. An instructional assistant accompanies her to class.
Stephanie’s oral expression skills are in the below average range. She struggles with oral expression speech, expressive language, and meanings of words. Her speech is limited and she usually has poor decoding and reading comprehension skills. Her reading level is at a low first grade level, reading simple stories with a Lexile level of 275‐400. Her favorite.
SPD-581 Cross-Curricular Unit PlanDirections- Select the level you are.docx
SPD-581 Cross-Curricular Unit Plan
Directions: Select the level you are most interested in teaching and develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
· Reading, writing, and speaking and listening standards appropriate for the selected grade.
· Cross-curricular standards (math, science, or social studies) appropriate for the selected grade.
· Critical thinking and problem-solving skills.
Section 1: Instructional Planning
Section 2: Instructional Planning
Section 3: Reflection
In 250-500 words, address the following.
· Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.
· Describe how this unit teaches cross-disciplinary knowledge and critical thinking and problem-solving skills to individuals with exceptionalities.
· Describe three ways the content of the cross-curricular unit strengthens student literacy skills.
· Discuss one strategy you could recommend to families to extend the cross-curricular unit at home.
© 2022. Grand Canyon University. All Rights Reserved.
image1.jpeg
Unit V Sample Graphics
Below are just a few of the many graphic possibilities that you can use/create to demonstrate the differences between managerial and leadership roles and their effects on the outcomes and policies of the organization. You can use tables , smart art , or graphics .
image1.png
Class Profile - A
© 2014. Grand Canyon University. All Rights Reserved.
.
ESL 433 N Inspiring Innovation/tutorialrank.com
For more course tutorials visit
www.tutorialrank.com
ESL 433 N Week 1 Assignment Achieving ELL Goals
Sei 301 sei301 sei 301 education for service uopstudy.com
Sei 301 sei301 sei 301 education for service uopstudy.com
Hang Out! - Walkthrough
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
Hi here are the assignments that I need to get done. They are not wo.docx
Hi here are the assignments that I need to get done. They are not worth much, but I have not turned them in. I am willing to pay 50 dollars for all of them.
ELL Proficiency Standards assignment
Using the English Language Proficiency Standards (ELP) from Texas, select a stage (10th grade level) for a group of students you define. Create a content objective and a language objective using the TX College & Career Ready Standards and the ELA Standards for your group of ELLs at the Basic Proficiency Level for each of the following domains:
Listening and Speaking
Reading
Writing
Include a 500-750-word summary below the chart (within the same document) that contains rationales for each of the three domains that describes how the objectives you wrote address the characteristics of a basic ELL level and accounts for the theoretical language acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson plans in which all of the standards (ELP and content) support one another and actually provide scaffolding opportunities for students.
ELL Proficiency Standards Assignment Template
Language
Domain
ELP Standard
(Basic Level)
Content Standard
Performance Objectives
Listening
and Speaking
Content
:
Language
:
Reading
Content
:
Language
:
Writing
Content
:
Language
:
2
nd
Assignment
Ms. Jensen's 7
th
Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
Proficient
Intermediate
Intermediate
Proficient
Carlos
Intermediate
Basic
Basic
Intermediate
Corynn
Basic
Basic
Emergent
Basic
Desiree
Basic
Intermediate
Basic
Intermediate
Gabriel
Proficient
Intermediate
Intermediate
Proficient
Hailey
Basic
Emergent
Emergent
Basic
Jade
Basic
Basic
Intermediate
Intermediate
Jakob
Intermediate
Basic
Intermediate
Intermediate
Jerry
Intermediate
Intermediate
Intermediate
Intermediate
Michael
Intermediate
Proficient
Intermediate
Proficient
Noah
Basic
Intermediate
Intermediate
Intermediate
Petie
Proficient
Intermediate
Intermediate
Intermediate
Ramon
Emergent
Emergent
Pre-Emergent
Emergent
Rebecca
Basic
Emergent
Basic
Basic
Suzanne
Proficient
intermediate
Intermediate
Proficient
Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.
In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A title page is not required.
3
rd
Assignment
From your required reading and other sources, write a 500-750-word persuasive essay to your fel.
Embedding ESOL into Vocational Subjects
slides from a DTELLS session on Embedding ESOL into vocaltional areas
Similar to Read the following case study to inform the assignmentCase Stud.docx (19)
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Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
Clinical Field Experience C Integrating Instruction, K-3All.docx
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Curriculum, Assessments and Methods Literacy and Language Arts 4-.docx
benchmark language disabilities and assistive technology unit plan education....
benchmark language disabilities and assistive technology unit plan education....
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
ELA Mini-Unit TemplatePart 1 Student GoalPart 2 Mini.docx
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More from fterry1
Read the following set of facts and identify all the instances w.docx
Read the following set of facts and identify all the instances where the law enforcement officials violated someone’s Fourth Amendment rights against illegal searches and seizures. All of the acts identified should be subject to the exclusionary rule and the evidence obtained from the illegal act should be excluded in court.
One beautiful Thursday afternoon, Donnie is hanging out with three his friends in Houston, Texas. Donnie’s friends get the idea to rob a local bank and use the stolen money on video games and drugs.
Donnie helps complete details for the bank robbery and the four young men set off to the nearest bank. Donnie and his friends carry out the robbery by storming the bank, pointing guns at bank patrons and staff and threatening to kill anyone who does not cooperate. Unbeknownst to Donnie and his friends, one of the bank employees set off a silent alarm just before Donnie and this co-conspirators leave the bank with cash and personal items of the people inside. The police get the tip and are on the move to find Donnie and the other bank robbers.
Upon leaving the bank and hopping into their getaway car, Donnie has the idea to have the group split up so the police cannot catch all of them. They all agree that if any of them are caught, they will not snitch on the others. The guys part ways just one mile from the bank they just robbed. Despite all of their efforts, the police are unable to locate the four men and the case turns cold.
Owen, police officer #1, believes he sees one of the robbers walking through an apartment complex about three days after the robbery. Owen cleverly follows the young man. Owen briefly loses sight of the suspect when he walks behind one of the apartment buildings. Owen believes the suspect went into an apartment marked 4D. However, thinks he hears the sound of Snoop Lion music playing from apartment 6D, an apartment across the courtyard from 4D. Under the belief that anyone who listens to Snoop Lion is smoking marijuana, Owen kicks down the door to 6D and immediately observes the smell of marijuana. He follows his nose to a back room where he finds marijuana growing in a closet. While he is in the closet he searches between the clothes and find guns with the serial numbers scratched off. Just then, he remembers that the suspect did not come into this apartment, so he got back into his squad car with the illegal items he found and drove back to the police station.
The next day, Tom, police officer #2, believes he saw another bank robbery suspect get into a car that was parked on the street and drive away. Tom follows the car and pulls the driver over. When he walks up to the car, he sees that the driver is a woman. Although Tom has been told that he is looking for four men who were involved in the robbery, he asks the woman out of the car to search it. He figured he had already stopped her, he may as well see if she has anything on her. As Tom is searching the car, he finds thousands of dollar.
Read the following scenarioEmma and Isabella attend the f.docx
Read
the following scenario:
Emma and Isabella attend the front office at an urgent care facility. They have worked together for over 5 years and enjoy collaborating on projects. As their manager, you have asked them to work together to create a team training on effective communication in the workplace.
Emma feels that it is important to provide hands-on learning (e.g., role play) while Isabella feels that a lecture is the most appropriate format for this team. Emma defends her point by saying that her sister has been a teacher for 10 years, and she has proven that hands-on learning increases the engagement and likelihood of remembering the training material.
Isabella feels that Emma does not account for her 10 years of experience in the medical office and voices her disgust with Emma and her lack of appreciation for her experience. Isabella storms off and leaves Emma to finish the work.
Emma approaches the manager and complains that she has been left to complete the training because Isabella refuses to talk or work with her.
Write
a 500- to 750-word paper that discusses how you would handle the situation. Complete the following in your paper:
Describe the type of conflict illustrated in the scenario.
Identify the strategies the manager could use to resolve the conflict between Emma and Isabella to create a supportive climate again.
Explain how the defensive climate created by the conflict will affect the workplace relationship between Emma and Isabella.
Discuss the impact it could have on the other clinic staff and the consumers who use the clinic.
Cite
any references to support your assignment.
Follow APA formatting
.
Read the following scenario •In 1979, the Three Mil.docx
Read
the following scenario:
•
In 1979, the Three Mile Island nuclear reactor malfunctioned, releasing radiation into the environment. There were no immediate deaths or injuries resulting from the incident; however, the accident drew much media attention and created concerns in the local area and beyond. The major forms of communication used to report these events were the three major television networks and local radio stations.
In 2005, Hurricane Katrina devastated the New Orleans area and immersed a significant part of the city in water. Local citizens and their families were affected. In contrast to the Three Mile Island incident, newer communication technologies, such as the Internet, were used to disseminate information.
Today, you are the director of a regional Emergency Management Office. You begin receiving official reports that the public water supplies of several towns in the area have become contaminated with a life-threatening biological agent. Contingency plans must be addressed within the organization and with the public without creating a panic.
Write
a 1,400- to 1,750-word paper on essential communication in a community crisis situation described in the scenario.
Include
the following in your paper:
•
The individuals or groups that will be communicating inside and outside the organization during this crisis situation
•
Potential advantages and challenges associated with communicating within the organization and with the public and private sectors during this crisis situation
•
Differences in communication processes used in crisis situations, including what you learned from the situations in the scenario and how you might incorporate that knowledge to improve health care communication strategies
•
Appropriate technology, such as social media, affecting communication during the crisis situation and how these technologies may be used to enhance communication
•
How technology might be used differently now than it was during the crisis situations described in the scenario
•
Media opportunities during this management crisis
Cite
a minimum of three sources, Electronic Reserve Readings, to support your position.
Format
your paper consistent with APA guidelines.
.
Read the following scenario Pretorious Manufacturing has just hired.docx
Read the following scenario: Pretorious Manufacturing has just hired a new controller, Diana Metcalf. During her first week on the job, Diana was asked to establish a budget for operating expenses in 2014. Since Diana was not yet familiar with the operations of Pretorious Manufacturing, she decided to budget these expenses using the same procedures as the prior controller. Therefore, in order to establish a budget for operating expenses, Diana started with actual operating expenses incurred in 2013 and added 4.3 percent. Diana based this
percentage on inflation as measured by the consumer price index. ○ Comment on the effectiveness of Diana’s budgeting strategy. Be sure to use concepts and principles from the text
250 words
.
Read the following scenario about Mary. Based upon the information i.docx
Read the following scenario about Mary. Based upon the information in the text and your own online research, discuss Mary’s ethical options. What do you think that she should do?
Mary recently graduated from college and landed her first corporate job. She works as an administrative assistant for an international corporation that manufactures home decorations in the USA and Europe. On many occasions she had had to travel to Europe to assist company executives conduct business in a wide variety of countries. She had a primary boss in the USA and many secondary bosses in a variety of European countries. On the job only four months, Mary feels that she is already starting to loose her idealism about business. She has heard of and observed employees coming to work intoxicated – even sneaking drinks at work. She has seen employees routinely arrive late for work and leave early. Fifteen minute breaks and thirty minute lunches often last twice as long.
Employees routinely use their computers for sending and receiving personal emails, shopping online, checking horoscopes, and the weather, even gambling. And all of that happened in just her department in the USA and Europe. The department manager is very laid back. Mary has tried to talk with him about these problems, but he seems unable or unwilling to confront the problems. It appears to Mary that he wants the employees to like him, and the employees are taking advantage of that. Mary is growing more and more frustrated. She prides herself as a hard worker and assumed the other employees would be too. Mary is tempted to give up and join the other employees, getting paid for doing as little as possible. But she knows that she would not be able to respect herself. She is tempted to go over her managers’ head to his supervisor and complain about the problems. But that would alienate her direct supervisors and the other employees. She has not been at the company long enough to request a transfer, and quitting her job after four months does not seem like a good career move. She is sitting at her desk wondering what she should do.
In response to this scenario, answer the following questions:
Using the internet, the library, and your textbook, compare and contrast the rights of employees and the responsibilities of employers in the United States and Europe. Are the laws, customs, and cultures different?
If Mary chooses to file a formal complaint with a government agency, what challenges will she face?
What kind of reaction will Mary get from her supervisors in the United States and Europe?
Finally, advise Mary on what course of action she should take.
THIS PAPER NEEDS TO BE IN APA FORMAT WITH ABSTRACT, INTRODUCTION, BODY, REFERENCES
.
Read the following scenario about Kaiser Permanente’s Innovati.docx
Read
the following scenario about Kaiser Permanente’s Innovations Consultancy section from Ch. 12, “The Effective Change Manager: What Does It Take?,” of
Managing Organizational Change: A Multiple Perspectives Approach
:
Scenario: Kaiser Permanente’s Innovations Consultancy
Lew McCreary (2010) describes how Kaiser Permanente, a managed care consortium based in Oakland, California, has developed a novel approach to innovation and improvement. The company set up its own internal Innovation Consultancy unit. This unit employs change experts to observe people, ask them how they feel about their work, take notes and photographs, make drawings, and identify better ways of doing things. This involves, McCreary (p. 92) suggests, “a combination of anthropology, journalism, and empathy,” exploring how staff and patients live, work, think, and feel before trying to solve a problem.
A key part of the approach involves “uncovering the untold story”—finding out “what is really going on here?” For example, to prevent nurses being interrupted during medication rounds, and thus to reduce errors, a “deep dive” event was held, including nurses, doctors, pharmacists, and patients. The event generated around 400 ideas, some straightforward and some “outlandish.” This led to the design of a smock that said “leave me alone” on it (known as “no-interruption wear”) and a five-step process for ensuring the correct dispensing of medication.
Another example concerned the exchange of patient information between nursing shifts. This used to take 45 minutes, and delayed the next shift’s contact with patients. In addition, nurses would compile and exchange information in idiosyncratic ways, potentially missing important details. The revised Nurse Knowledge Exchange is faster and more reliable, with new software and with information presented in standard formats.
Members of the Information Consultancy unit do not dictate the changes that are to be made, but work with staff as “co-designers” on change projects. This approach allows Kaiser Permanente to achieve the aim of implementing innovation and change quickly and economically.
Write
a 525- to 700-word paper in which you:
Identify processes, work units, interdepartmental committees, etc., within an organizational structure that are being evaluated by the Consultancy in order to promote a proactive approach toward change.
Discuss what barriers you perceive existed within the segments of the consortium that hindered change prior to the innovative and improvement approach that waslaunched.
Incorporate the underlying skill sets discussed in the case study. Draw upon your readings in Ch.12, “The Effective Change Manager: What Does It Take?”
Format
your paper consistent with APA guidelines.
.
read the following resources on Dr. Loïc Wacquant’s researchHabi.docx
read the following resources on Dr. Loïc Wacquant’s research:
“Habitus as Topic and Tool: Reflections on Becoming a Prizefighter”
“A Fleshpeddler at Work: Power, Pain, and Profit in the Prizefighting Economy”
“
Whores, Slaves, and Stallions: Languages of Exploitation and Accommodation Among Professional Boxers
”
“
UC’s ‘boxing sociologist’ / Combative French Professor Spent 3 Years in Ring
(Links to an external site.)
”
A Professor Who Refuses To Pull His Punches
(Links to an external site.)
Boxing Proves a Hit for French Sociologist
(Links to an external site.)
An important part of analyzing research approaches includes understanding the positive and negative aspects of varied forms of social research. Ethnography as an approach allows a researcher to immerse in a unique social world in order to experience the lives of those who live there. The most intriguing aspects of this type of qualitative research is how the researcher maintains an ethical and neutral stance, how the experience can impact them, and how they use the experience for positive social change.
In your paper, you will present the benefits of ethnographical research in terms of understanding a unique social world, as well as understanding the qualitative researcher’s role in performing and reporting on ethnographic research. You will do this through the resources provided, your own research of immersive ethnographical approaches, and also through critiquing Dr. Loïc Wacquant’s work.
In your paper, include the following sections/components:
Role of Researcher (One to two pages)
Explain the researcher’s role in qualitative research in general and specifically in an ethnographic approach.
Discuss the unique issues that researchers should be concerned about in qualitative research.
Explain the challenges researchers face in ethnographical research.
Discuss specific actions researchers can take to ensure they retain their ethical and neutral stance in performing qualitative research and reporting their qualitative research results.
Loïc Wacquant’s Research (One to two pages)
Summarize what Loïc Wacquant’s research was about.
Determine whether or not Wacquant maintained an ethical and neutral stance.
Justify the research approach Wacquant chose to take.
Explain whether or not this could have been possible with a quantitative research study.
Impact of Research (One page)
Discuss how qualitative research and, in particular, ethnographic research, can inform our understanding of unique social worlds.
Describe the potential impact of research in supporting positive social change through public policy.
The Value of Qualitative Research paper
Must be five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing Center’s
APA Style
(Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
.
read the following resources on Dr. Loïc researchHabitus a.docx
read the following resources on Dr. Loïc : research:
“Habitus as Topic and Tool: Reflections on Becoming a Prizefighter”
“A Fleshpeddler at Work: Power, Pain, and Profit in the Prizefighting Economy”
“
Whores, Slaves, and Stallions: Languages of Exploitation and Accommodation Among Professional Boxers
”
“
UC’s ‘boxing sociologist’ / Combative French Professor Spent 3 Years in Ring (Links to an external site.)
”
A Professor Who Refuses To Pull His Punches (Links to an external site.)
Boxing Proves a Hit for French Sociologist (Links to an external site.)
An important part of analyzing research approaches includes understanding the positive and negative aspects of varied forms of social research. Ethnography as an approach allows a researcher to immerse in a unique social world in order to experience the lives of those who live there. The most intriguing aspects of this type of qualitative research is how the researcher maintains an ethical and neutral stance, how the experience can impact them, and how they use the experience for positive social change.
In your paper, you will present the benefits of ethnographical research in terms of understanding a unique social world, as well as understanding the qualitative researcher’s role in performing and reporting on ethnographic research. You will do this through the resources provided, your own research of immersive ethnographical approaches, and also through critiquing Dr. Loïc Wacquant’s work.
In your paper, include the following sections/components:
Role of Researcher (One to two pages)
Explain the researcher’s role in qualitative research in general and specifically in an ethnographic approach.
Discuss the unique issues that researchers should be concerned about in qualitative research.
Explain the challenges researchers face in ethnographical research.
Discuss specific actions researchers can take to ensure they retain their ethical and neutral stance in performing qualitative research and reporting their qualitative research results.
Loïc Wacquant’s Research (One to two pages)
Summarize what Loïc Wacquant’s research was about.
Determine whether or not Wacquant maintained an ethical and neutral stance.
Justify the research approach Wacquant chose to take.
Explain whether or not this could have been possible with a quantitative research study.
Impact of Research (One page)
Discuss how qualitative research and, in particular, ethnographic research, can inform our understanding of unique social worlds.
Describe the potential impact of research in supporting positive social change through public policy.
The Value of Qualitative Research paper
Must be five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s
APA Style (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Ins.
Read the following quotes And answer each Part in 2 paragraphs each.docx
Read the following quotes: And answer each Part in 2 paragraphs each.
"Put yourself in the position of an up-and-coming artist living in early-sixteenth-century Italy. Now imagine trying to distinguish yourself from the other artists living in your town: Michelangelo, Raphael, Leonardo, or Titian. Is it any wonder that the Italian High Renaissance lasted only 30 years?" — Jerry Saltz
"New needs need new techniques. And the modern artists have found new ways and new means of making their statements ... the modern painter cannot express this age, the airplane, the atom bomb, the radio, in the old forms of the Renaissance or of any other past culture." — Jackson Pollock (American abstract-expressionist painter, 1912–1956)
Part 1
A renaissance in a culture can be described as a "rebirth" a "new beginning," or "resurgence." In art, some of the periods of art are considered a "renaissance" of new stylistic choices that inspired artists. However, the culture at large can also be affected by a renaissance as architects, writers, musicians and other creative professionals embrace change. After reflecting on the quotes above, discus with classmates:
What are your impressions of a "renaissance" or a "new birth" occurring in a culture?
Can you think of a renaissance that has happened in the last 20 years in art, music, technology, or education?
Part 2
What are your opinions of what can cause a renaissance?
Is it always a good thing for a culture? Why or Why not?
Is American society in a renaissance now?
References
Pollock, J. (n.d.). Retrieved from the Brainy Quote Web site: http://www.brainyquote.com/quotes/quotes/j/jacksonpol332830.html
Saltz, J. (n.d.).
Jerry Saltz quotes
. Retrieved from the Brain Quote Web site: http://www.brainyquote.com/quotes/authors/j/jerry_saltz.html
.
Read the following essay from Becoming a Critical Thinker (p. 12.docx
Read the following essay from Becoming a Critical Thinker (p. 129). Create a 3-5 page (title page and references page not included) paper in APA format to substantiate your viewpoint (pro or con as it relates to the essay). Base your paper on the W.I.S.E approach (from Becoming a Critical Thinker, Chapter 2). Look for errors in thinking and explore viewpoints that are different from those expressed in the essay. Conduct research to support your viewpoint and include three references in your paper.
How the Media Distort Reality
TV and movie apologists are forever telling us that we have no business criticizing them because they are only holding a mirror up to reality. Many people buy that explanation, but they shouldn’t.
It would be more accurate to say the media hold a magnifying glass to carefully selected realities—namely, the most outrageous and sensational events of the day, such as the tragic deaths of John F. Kennedy Jr. and Princess Diana, or the trials of celebrities such as O.J. Simpson, Kobe Bryant, and Michael Jackson.
Consider how this happens. The first platoon of media people report the latest sensational story as it unfolds, squeezing each new development for all the airtime or newsprint it will yield. Meanwhile, agents and attorneys are negotiating the sale of movie and TV rights to the story. The sleazier the story, the greater the payoff. After the movie is produced, every situation comedy, detective show, and western drama builds an episode around the successful theme.
In this way a single despicable, disgusting act—real or imagined—can generate months of sensational media fare.
In short, the media exploit our social problems for ratings, feed us a steady diet of debasing material, celebrate irresponsible behavior, and then have the audacity to blame parents and teachers for the social problems that result.
.
Read the following information and understand the content, as you .docx
Read the following information and understand the content, as you are going to be required to apply this information to three different passages:
Paul-Elder Critical Thinking Framework
Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components; two of which we will cover this semester:
The elements of thought (Links to an external site.)Links to an external site.
The intellectual standards (Links to an external site.)Links to an external site.
According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. They need to be able to identify the "parts" of their thinking, and they need to be able to assess their use of these parts of thinking.
Elements of Thought (reasoning)
The "parts" or elements of thinking are as follows:
All reasoning has a purpose
All reasoning is an attempt to figure something out, to settle some question, to solve some problem
All reasoning is based on assumptions
All reasoning is done from some point of view
All reasoning is based on data, information and evidence
All reasoning is expressed through, and shaped by, concepts and ideas
All reasoning contains inferences or interpretations by which we draw conclusions and give meaning to data
All reasoning leads somewhere or has implications and consequences
Universal Intellectual Standards
The intellectual standards applied to these elements are used to determine the quality of reasoning. Good critical thinking requires having a command of these standards. According to Paul and Elder (1997 ,2006), the ultimate goal is for the standards of reasoning to become infused in all thinking so as to become the guide to better and better reasoning. The intellectual standards include:
Clarity
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
Accuracy
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
Precision
Could you be more specific?
Could you give me more details?
Could you be more exact?
Relevance
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
Depth
What factors make this difficult?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
Breadth
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
Logic
Does all of this make sense together?
Does your first paragraph fit in with your last one?
Does what you say follow from the evidence?
Significance
Is this the most important problem to con.
Read the following excerpt from Understanding Digital Kids (DKs).docx
Read the following excerpt from "
Understanding Digital Kids (DKs): Technology & Learning in the New Digital Landscape
," an article regarding learning today:
Recently, there were two recent cover stories in Time Magazine: Their conclusion was that children today are different. In fact, based on what we now know from the neurosciences and psychological sciences, what we’re now beginning to understand is that children today are FUNDAMENTALLY different than we are in the way they think, in the way they access, absorb, interpret, process and use information, and in the way they view, interact, and communicate in the modern world because of their experiences with digital technologies. If this is the case, it holds profound implications for all of us personally and professionally (Jukes, 2008, p. 14).
Reflect on this selection and respond to the following questions:
What are your thoughts on this statement?
Do you feel today’s learner has a different way of learning than in the past? Defend your position.
In your future role, how will you use this information?
What implications does this have for your future role?
.
Read the following edited U. S. Supreme Court case regarding student.docx
Read the following edited U. S. Supreme Court case regarding student speech at a school assembly. Write a one-page legal brief based on your reading of the case. Use an abbreviated format of:
Case, Citation, Facts of the Case, Question, Rulings, Rationale, and Implications.
A sample of a case brief is located on page 28 of the Stader book.
SUPREME COURT OF THE UNITED STATES
478 U.S. 675 (1986)
Bethel School District No. 403 v. Fraser
CHIEF JUSTICE BURGER delivered the opinion of the Court.
We granted certiorari to decide whether the First Amendment prevents a school district from disciplining a high school student for giving a lewd speech at a school assembly.
I
On April 26, 1983, respondent Matthew N. Fraser, a student at Bethel High School in Pierce
County, Washington, delivered a speech nominating a fellow student for student elective office. Approximately 600 high school students, many of whom were 14-year-olds, attended the assembly. Students were required to attend the assembly or to report to the study hall.
The assembly was part of a school-sponsored educational program in self-government.
Students who elected not to attend the assembly were required to report to study hall. During the entire speech, Fraser referred to his candidate in terms of an elaborate, graphic, and explicit sexual metaphor.
Two of Fraser's teachers, with whom he discussed the contents of his speech in advance, informed him that the speech was "inappropriate and that he probably should not deliver it,"
App. 30, and that his delivery of the speech might have "severe consequences." During Fraser's delivery of the speech, a school counselor observed the reaction of students to the speech. Some students hooted and yelled; some by gestures graphically simulated the sexual activities pointedly alluded to in respondent's speech. Other students appeared to be bewildered and embarrassed by the speech. One teacher reported that, on the day following the speech, she found it necessary to forgo a portion of the scheduled class lesson in order to discuss the speech with the class.
A Bethel High School disciplinary rule prohibiting the use of obscene language in the school provides: Conduct which materially and substantially interferes with the educational process is prohibited, including the use of obscene, profane language or gestures.
The morning after the assembly, the Assistant Principal called Fraser into her office and notified him that the school considered his speech to have been a violation of this rule. Fraser was presented with copies of five letters submitted by teachers, describing his conduct at the assembly; he was given a chance to explain his conduct and he admitted to having given the speech described and that he deliberately used sexual innuendo in the speech. Fraser was then informed that he would be suspended for three days, and that his name would be removed from the list of candidates for graduation speaker at the school's commencement e.
Read the following Case Study and Answer the questions that follow..docx
Read the following Case Study and Answer the questions that follow.
Mr. Munoz is a struggling young actor in Chicago who has battled alcoholism since approximately the age of 13 years.
“There was a lot of fighting in our house when I was growing up,” he says. “Entering my middle school years, it just got worse,” he says. Mr. Munoz’s parents had violent fights. Although they were both very supportive of him, he cannot remember when they ever really got along.
Still, Mr. Munoz was able to get through early adolescence as an honors student and starred on both the debate team and his school’s drama club. He even starred in an elaborate production of Shakespeare’s
Richard III.
“In our school,” he says, “if you were a drama club kind of kid instead of an athlete, you really had to prove yourself to be a real man to avoid getting picked on. I did that by drinking. We had lots of ways to sneak booze into the places we met, and it was kind of exciting at first. You’re 15 years old, you’re outside on a starry night in a big city, you’re with your friends, and there’s plenty of alcohol. It makes you feel like a big man.”
Unfortunately, his parents never seemed to notice; therefore, Mr. Munoz never got help or encouragement to stop.
“After high school, my stress—and the reasons I gave myself for drinking—got worse. Those good grades got me partial scholarships to some local colleges—but mostly for drama awards, which suited me fine. But when my parents found out I wanted to be an actor, they freaked out.”
When Mr. Munoz refused to pursue prelaw, as his parents insisted, they withdrew all financial (and emotional) support, and they dissolved their marriage and household at the same time.
“It wasn’t all bad,” Mr. Munoz says. “I used the best partial scholarship, stayed local, living with friends, and we all went to school part time and worked part time—mostly in bars. The party just sort of—yeah—continued.”
Fourteen years later, Mr. Munoz is well known enough to “make a decent living” as an actor, teaching workshops on the side and waiting tables in the lean times. Half of his friends are now married and no longer trying to pursue acting.
“As the loneliness has increased, so has my drinking,” he says. “I mean, I have friends, but I never married, so those old days are just gone. I never made it to the New York stage as I’d dreamed, so all I have of those old party days is the alcohol. Only the alcohol has remained available. It tastes like nostalgia, you know?”
Because he started so young and because alcohol has played such a central role in his life, for the past 2 years, Mr. Munoz has already begun battling early stages of cirrhosis.
“I sort of didn’t expect this until old age,” he says with a sad smile. “Imagine my shock.”
He tells the nurse that he has not had a drink for 4 months.
1. Mr. Munoz was initially treated with neomycin, followed by lactulose. “The lactulose has worked better for me,” he says, “but it has some side effect.
Read the following article Silence Is Never Neutral; Neither .docx
Read the following article
"Silence Is Never Neutral; Neither Is Science".
What claims are being made about the intersections of racism, research, and science? Have you heard about Henrietta Lacks (HeLa cells), James Marion Sims' research, or the Tuskegee experiments? Eugenics? What other historical or contemporary connections can you make?
Have you seen the movie
Get Out?
What connections can be made between the film and scientific racism?
.
Read the following background on the time periods and societie.docx
Read the following background on the time periods and societies in which Freud and Rogers lived.
Sigmund Freud
lived in a time of change that included a catastrophic world war that set the stage for an even bigger world war. Ten years after Freud’s birth in 1856, Austria went to war with Prussia in Germany. The result was the formation of the Austro-Hungarian Empire, which would expand and then disintegrate in the next 50 years. Freud was born into a wealthy, Jewish family and lived most of his life in Vienna, the Austrian capital. He would have been fully aware of the forces that marked profound changes in the 19th and early 20th centuries. He saw nationalist movements that destabilized the Austro-Hungarian Empire. World War I in 1914 was triggered by the assassination of Archduke Franz Ferdinand, the heir to the Austro-Hungarian throne. Consider that of the 7.8 million Austro-Hungarian forces that fought in the war, 90 percent (7.02 million) were causalities—killed, wounded, missing, or taken prisoner. (See the Optional Resource, WWI Casualty, and Death Tables, for these and additional statistics.) Freud also witnessed the rise of communism and fascism in Europe. When he died on September 23, 1939, Nazi Germany had invaded Poland and World War II had begun. As a Jew, he had left Vienna for England, where he died, to escape the Nazi threat. In comparison to the technology in the modern coffee shop, photography developed greatly in his lifetime, and the telephone was invented. But there were no computers or Internet or anything close to them. Telephones were not portable. And while there were hand-held cameras, they were nothing like the cell phone features of today.
The Learning Resources on
Carl Rogers
provide background on his life. Note that he spent much of his early life living on a farm in the U.S. Midwest—the opposite environment from Freud’s urban setting in a major European capital—and initially went to college to study agriculture and then the ministry before becoming a psychologist. Born at the start of the 20th century in 1902, Rogers witnessed tremendous change and development in his lifetime. He was 14 when World War I began and 37 at the start of World War II, from which America emerged as a major world power. He witnessed the Nuclear Age and its arms race, and the Cold War between the U.S. and the Soviet Union for nearly 50 years following World War II. He also saw the Civil Rights Movement and the Women’s Movement in the United States. In terms of technology, when he died in 1987, there were digital cameras, mobile phones, and laptop computers, although not of the convenient size, speed, and multiple features of current devices. The Internet was in primitive use, although social sites like Facebook had not yet been founded.
Reflecting on the settings in which Freud and Rogers lived and how they might view the following behaviors, choose one of these behaviors as the focus of your discussion
Post
a response .
Read the following belowStudents will choose a topic from the.docx
Read the following below:
Students will choose a topic from the HIST 1301 course and create a digital historical timeline project on ClioVis.
Topics for this course can include but not limited to Indigenous Groups, European Colonization, Early American Slavery, American Revolution, Westward Expansion, the U.S. War with Mexico, the Antebellum South, and the Civil War.
Directions:
Part 1:
1. Create a ClioVis Account.
(User name is ssimo03 ) (PW is
[email protected]
#QWE )
2. Create a Project, Title it, and add a brief (3 sentence) preliminary project description by following the YouTube Link on Blackboard.
(instructions on how to do that in link: https://www.youtube.com/watch?v=ZjieZbKJhUI&feature=youtu.be)
.
Read the following articlesCensoring Student Newspapers An O.docx
Read the following articles:
Censoring Student Newspapers: An Overview
Student Newspapers Are Part of a Curriculum, Not Forums for Free Speech
School Administrators Have No Right to Censor Student Newspapers
Choose either of the two following arguments:
School newspapers should be subject to censorship by faculty and/or school officials.
Or
School newspapers should have full First Amendment freedoms.
Compose a short (1-2 page) essay addressing your chosen argument.
Use any information you find valid to support your side.
Use
evidence
and
reason
to support your argument.
Avoid emotional appeals as much as possible.
Write your essay in a Word document. Be sure to proofread for grammar and spelling. Include at least two sources in addition to those provided above. Add your sources in APA formatting on a separate page.
.
Read the following article, and answer the questions. (Upload a file.docx
Read the following article, and answer the questions. (Upload a file with your answers before the submission deadline.)
Cinelli G, Tollefsen T, Bossew P, et al. Digital version of the European Atlas of natural radiation.
J Environ Radioact
. 2019;196:240-252. doi:10.1016/j.jenvrad.2018.02.008
Digital version of the European Atlas of natural radiation.pdf
Question 1:
Visit the website of the European Atlas of Natural Radiation:
https://remon.jrc.ec.europa.eu/About/Atlas-of-Natural-Radiation (Links to an external site.)
Use EURDEP’s Gamma Dose Rates Advanced Map (listed under Real-Time Monitoring) to find the gamma dose rates in the following cities:
Copenhagen
London
Paris
Rome
Warsaw
Moscow
Identify the cities with the highest and lowest dose rates. How many fold do they differ?
Question 2:
Examine the Annual Cosmic Ray Dose Map.
Where are some of the highest hotspots for cosmic radiation exposure in Europe?
Why is Norway’s cosmic radiation exposure so much higher than its neighboring country, Denmark?
Question 3:
Examine the European Indoor Radiation Map.
Which small Central European country seems to have the lowest indoor radon levels?
How does this country’s indoor radon levels compare with the World Health Organization’s recommended concentration limit for indoor radon?
One might guess that this country’s lung cancer rate is among the lowest in Europe. Is it?
Question 4:
Compare the Indoor Radon Concentration Map to the Uranium in Soil Map.
Are there any correlations between the two maps? Describe and explain.
.
Read the following article Body Ritual Among the Nacirema (L.docx
Read the following article
"Body Ritual Among the Nacirema" (Links to an external site.)
By Horace Miner, noticing your reactions. Can you imagine living in this society? Give details from the article to explain why or why not. Can you identify any ethnocentric or culturally relativistic attitudes in your reactions?
.
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Presentation required for the master in Education.
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
Model Attribute Check Company Auto Property
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
The geography of Taylor Swift - some ideas
Geographical themes connected with Taylor Swift's ERAS tour - coming to the UK in June 2024
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
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Read the following case study to inform the assignmentCase Stud.docx
- 1. Read the following case study to inform the assignment: Case Study: April Grade: 4th Age: 9 April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression. Communication goals in IEP: April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials. April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
- 2. April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials. Part 1: 3 Day Unit Plan Use the “3 Day Unit Plan Template” located on the College Education site in the Student Success Center to complete this assignment. Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan: Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section. Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section. Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression. Specifically, incorporate the following into the unit plan to meet April’s needs:
- 3. The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning. Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1. Part 2: Rationale Provide a 250-500 word rationale that explains: Why the instructional choices specifically meet April’s needs. How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is appropriate for meeting April’s needs.