Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.
TS Focus Group.m4aJodee [000003] So the first question that.docxjuliennehar
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please anyone feel free to jump in I interject I may ask some of you specifically. So the first question is How does political correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I think you know something that we always have to take a look at with families especially when we're working with them is the terminology. So like are we going to say the right thing to the parents. Are we not going to say the right thing especially with the laws and regulations changing so often and parents not being up to date on terminology. Sometimes the political correctness of it all comes into play.
TS2: [00:01:43] Also with taking a look at the transition plan and what the student actually wants to do. Being realistic about what the student is going to be able to do. And I actually said it instead of saying that. Instead of saying that a student can or cannot do something you have to be politically correct about it.
Jodee: [00:02:17] Does anyone have Any thing else that they would like to interject regarding how political correctness influences the transition process.
TS1: [00:02:24] Well I can add to that. Yeah I think really it is important that we present ourselves as ethical professionals and that helps build that trust relationship with the family and also with the staff that we're working with and having those Pre meetings where you talk with your staff about the best way to handle a difficult situation and how to present information let the student also advocate for themselves. It's really important and that's really sort of best-practice. So when you are working with them knowing the correct terms making sure you're up to date on the legal requirements making sure you have a way to document or help the student participate in the meeting itself. Can really make a difference when a parent is not really trusting the school. The student can speak for themselves anyway and how you help that happen. It makes a big difference.
Jodee: [00:03:34] Does anybody else have any anything else to share on from that perspective as you're holding a transition meeting. How does that factor into it.
TS7: [00:03:46] You know there are also and I think we talked a lot about this in my one on one interview. It is you kind of have to break it down as far as the area that the student wants to go is just two different components that I think of. You know I want to be that NFL football player or I want to be policemen whatever it is and being able to break down the skills and what interests that child in that job. And so you have to be able to be politically correct in breaking that down without making them you know feel like oh she's saying I can't be that in real life. And then also another piece that I feel is important that we have to really tiptoe around it. If we have to state providers that are attending the meeting. And oftentimes p ...
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxwilliame8
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
IB315 unit 6 discussionThis discussion is about international ma.docxsheronlewthwaite
IB315 unit 6 discussion
This discussion is about international markets and strategy. Conduct research on current events relating to one of the unit concepts of interest to you. Then, share your findings in an initial post. Try to choose a concept that has not been, or is rarely, addressed by your classmates. Review peers' findings and then engage in an active discussion to learn more about the topic at hand.
The journal I chose was “International Market Entry Strategies: Relational, Digital, and Hybrid Approaches” which focuses on the digital communication. It is claimed that “advances in communications, logistics, and IT—combined with shrinking economic distances among nations, cross-border economic integration, and convergence in customer tastes and preferences—have fundamentally altered firms’ ability to identify and sell to customers in international markets” (Watson, 2018). Technology has given companies the liberty to research, assess and develop a strategy that has a positive impact rather than assuming and underutilizing resources. As said before with research, the analysis of “International relationship-marketing literature, and IM research as well as citations of the articles in which they are contained, can reveal the share-of-mind for a particular subject or theme such as international relationship marketing and customer relationship management” (Watson, 2018). This can assist in narrowing down the product section as well as determining which type f group they are trying to branch out to; with research they are able to develop a strategy and eventually market on it. The best of both worlds would be the “Hybrid approaches to IME blend relational and digital strategies, increasing the potential complexity of firm efforts to enter a market. Not only must firms overcome risks associated with the local market, they must do so within the constraints of digital environments that can limit the level of interpersonal interactions that help build strong buyer–seller relationships.” (Watson, 2018). The key takeaway from this journal is being able to adapt to the environment and the market but that history does repeat itself.
Watson, G. F., Weaven, S., Perkins, H., Sardana, D., & Palmatier, R. W. (2018). International Market Entry Strategies: Relational, Digital, and Hybrid Approaches. Journal of International Marketing,26(1), 30-60. doi:10.1509/jim.17.0034
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please anyone feel free to jump in I interject I may ask some of you specifically. So the first question is How does political correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I think you know something that we always have to take a look at with families especially when we're working with them is the terminology. So like are we going to say the right thing to the parents. Are we not going to say the right thing especially with the laws and regulations cha ...
IB315 unit 6 discussionThis discussion is about international ma.docxscuttsginette
IB315 unit 6 discussion
This discussion is about international markets and strategy. Conduct research on current events relating to one of the unit concepts of interest to you. Then, share your findings in an initial post. Try to choose a concept that has not been, or is rarely, addressed by your classmates. Review peers' findings and then engage in an active discussion to learn more about the topic at hand.
The journal I chose was “International Market Entry Strategies: Relational, Digital, and Hybrid Approaches” which focuses on the digital communication. It is claimed that “advances in communications, logistics, and IT—combined with shrinking economic distances among nations, cross-border economic integration, and convergence in customer tastes and preferences—have fundamentally altered firms’ ability to identify and sell to customers in international markets” (Watson, 2018). Technology has given companies the liberty to research, assess and develop a strategy that has a positive impact rather than assuming and underutilizing resources. As said before with research, the analysis of “International relationship-marketing literature, and IM research as well as citations of the articles in which they are contained, can reveal the share-of-mind for a particular subject or theme such as international relationship marketing and customer relationship management” (Watson, 2018). This can assist in narrowing down the product section as well as determining which type f group they are trying to branch out to; with research they are able to develop a strategy and eventually market on it. The best of both worlds would be the “Hybrid approaches to IME blend relational and digital strategies, increasing the potential complexity of firm efforts to enter a market. Not only must firms overcome risks associated with the local market, they must do so within the constraints of digital environments that can limit the level of interpersonal interactions that help build strong buyer–seller relationships.” (Watson, 2018). The key takeaway from this journal is being able to adapt to the environment and the market but that history does repeat itself.
Watson, G. F., Weaven, S., Perkins, H., Sardana, D., & Palmatier, R. W. (2018). International Market Entry Strategies: Relational, Digital, and Hybrid Approaches. Journal of International Marketing,26(1), 30-60. doi:10.1509/jim.17.0034
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please anyone feel free to jump in I interject I may ask some of you specifically. So the first question is How does political correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I think you know something that we always have to take a look at with families especially when we're working with them is the terminology. So like are we going to say the right thing to the parents. Are we not going to say the right thing especially with the laws and regulations cha.
TS Focus Group.m4aJodee [000003] So the first question that.docxjuliennehar
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please anyone feel free to jump in I interject I may ask some of you specifically. So the first question is How does political correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I think you know something that we always have to take a look at with families especially when we're working with them is the terminology. So like are we going to say the right thing to the parents. Are we not going to say the right thing especially with the laws and regulations changing so often and parents not being up to date on terminology. Sometimes the political correctness of it all comes into play.
TS2: [00:01:43] Also with taking a look at the transition plan and what the student actually wants to do. Being realistic about what the student is going to be able to do. And I actually said it instead of saying that. Instead of saying that a student can or cannot do something you have to be politically correct about it.
Jodee: [00:02:17] Does anyone have Any thing else that they would like to interject regarding how political correctness influences the transition process.
TS1: [00:02:24] Well I can add to that. Yeah I think really it is important that we present ourselves as ethical professionals and that helps build that trust relationship with the family and also with the staff that we're working with and having those Pre meetings where you talk with your staff about the best way to handle a difficult situation and how to present information let the student also advocate for themselves. It's really important and that's really sort of best-practice. So when you are working with them knowing the correct terms making sure you're up to date on the legal requirements making sure you have a way to document or help the student participate in the meeting itself. Can really make a difference when a parent is not really trusting the school. The student can speak for themselves anyway and how you help that happen. It makes a big difference.
Jodee: [00:03:34] Does anybody else have any anything else to share on from that perspective as you're holding a transition meeting. How does that factor into it.
TS7: [00:03:46] You know there are also and I think we talked a lot about this in my one on one interview. It is you kind of have to break it down as far as the area that the student wants to go is just two different components that I think of. You know I want to be that NFL football player or I want to be policemen whatever it is and being able to break down the skills and what interests that child in that job. And so you have to be able to be politically correct in breaking that down without making them you know feel like oh she's saying I can't be that in real life. And then also another piece that I feel is important that we have to really tiptoe around it. If we have to state providers that are attending the meeting. And oftentimes p ...
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxsusanschei
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docxwilliame8
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.
IB315 unit 6 discussionThis discussion is about international ma.docxsheronlewthwaite
IB315 unit 6 discussion
This discussion is about international markets and strategy. Conduct research on current events relating to one of the unit concepts of interest to you. Then, share your findings in an initial post. Try to choose a concept that has not been, or is rarely, addressed by your classmates. Review peers' findings and then engage in an active discussion to learn more about the topic at hand.
The journal I chose was “International Market Entry Strategies: Relational, Digital, and Hybrid Approaches” which focuses on the digital communication. It is claimed that “advances in communications, logistics, and IT—combined with shrinking economic distances among nations, cross-border economic integration, and convergence in customer tastes and preferences—have fundamentally altered firms’ ability to identify and sell to customers in international markets” (Watson, 2018). Technology has given companies the liberty to research, assess and develop a strategy that has a positive impact rather than assuming and underutilizing resources. As said before with research, the analysis of “International relationship-marketing literature, and IM research as well as citations of the articles in which they are contained, can reveal the share-of-mind for a particular subject or theme such as international relationship marketing and customer relationship management” (Watson, 2018). This can assist in narrowing down the product section as well as determining which type f group they are trying to branch out to; with research they are able to develop a strategy and eventually market on it. The best of both worlds would be the “Hybrid approaches to IME blend relational and digital strategies, increasing the potential complexity of firm efforts to enter a market. Not only must firms overcome risks associated with the local market, they must do so within the constraints of digital environments that can limit the level of interpersonal interactions that help build strong buyer–seller relationships.” (Watson, 2018). The key takeaway from this journal is being able to adapt to the environment and the market but that history does repeat itself.
Watson, G. F., Weaven, S., Perkins, H., Sardana, D., & Palmatier, R. W. (2018). International Market Entry Strategies: Relational, Digital, and Hybrid Approaches. Journal of International Marketing,26(1), 30-60. doi:10.1509/jim.17.0034
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please anyone feel free to jump in I interject I may ask some of you specifically. So the first question is How does political correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I think you know something that we always have to take a look at with families especially when we're working with them is the terminology. So like are we going to say the right thing to the parents. Are we not going to say the right thing especially with the laws and regulations cha ...
IB315 unit 6 discussionThis discussion is about international ma.docxscuttsginette
IB315 unit 6 discussion
This discussion is about international markets and strategy. Conduct research on current events relating to one of the unit concepts of interest to you. Then, share your findings in an initial post. Try to choose a concept that has not been, or is rarely, addressed by your classmates. Review peers' findings and then engage in an active discussion to learn more about the topic at hand.
The journal I chose was “International Market Entry Strategies: Relational, Digital, and Hybrid Approaches” which focuses on the digital communication. It is claimed that “advances in communications, logistics, and IT—combined with shrinking economic distances among nations, cross-border economic integration, and convergence in customer tastes and preferences—have fundamentally altered firms’ ability to identify and sell to customers in international markets” (Watson, 2018). Technology has given companies the liberty to research, assess and develop a strategy that has a positive impact rather than assuming and underutilizing resources. As said before with research, the analysis of “International relationship-marketing literature, and IM research as well as citations of the articles in which they are contained, can reveal the share-of-mind for a particular subject or theme such as international relationship marketing and customer relationship management” (Watson, 2018). This can assist in narrowing down the product section as well as determining which type f group they are trying to branch out to; with research they are able to develop a strategy and eventually market on it. The best of both worlds would be the “Hybrid approaches to IME blend relational and digital strategies, increasing the potential complexity of firm efforts to enter a market. Not only must firms overcome risks associated with the local market, they must do so within the constraints of digital environments that can limit the level of interpersonal interactions that help build strong buyer–seller relationships.” (Watson, 2018). The key takeaway from this journal is being able to adapt to the environment and the market but that history does repeat itself.
Watson, G. F., Weaven, S., Perkins, H., Sardana, D., & Palmatier, R. W. (2018). International Market Entry Strategies: Relational, Digital, and Hybrid Approaches. Journal of International Marketing,26(1), 30-60. doi:10.1509/jim.17.0034
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please anyone feel free to jump in I interject I may ask some of you specifically. So the first question is How does political correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I think you know something that we always have to take a look at with families especially when we're working with them is the terminology. So like are we going to say the right thing to the parents. Are we not going to say the right thing especially with the laws and regulations cha.
ASSIGNMENT 1 - PART 1 FIVE WISHES”When you are working on this.docxpetuniahita
ASSIGNMENT 1 - PART 1: “FIVE WISHES”
When you are working on this assignment, it is important that you are a hundred percent truthful to yourself. This assignment is to help you know yourself better and take action steps towards your goals.
Question: Imagine you are on your deathbed tonight or some fifty years from now. I stand by your deathbed and look you right in the eyes and ask you the following question, ‘What would be the things you’d wish had happened that would have made your life a success to you?’ (For example, J. Paul Getty, who at the time was the wealthiest man in the world, said on his deathbed that he’d gladly give up all his millions for one experience of marital happiness.). Please write down five wishes (If you have more than five, you are welcome to write down those as well).
Please note that the bigger the question, the more important it is for you to answer it right away. This moment is all the time you need to answer this question.
When you are writing down your wishes, put them in the perspective of your deathbed, and, therefore, put them in the past tense. As you note down each of your wishes, also write down the reasons why each wish is important to you. Once you write down your wishes and why they are important to you, turn your wishes into goals by putting them in the present tense as if they are happening at this moment. Once you put down your goals, think of whether these are the things that you really want, things you are willing to commit yourself to, body and soul. Then, write down your commitment to realizing your wishes.
Also, please make sure that your wishes are as specific as you can make them be.
Here is an example below. Please feel free to follow the same format as you are working on the assignment.
Example:
WISH # 1
Wish #1: For my life to have been a success, I wish I’d a job that I genuinely loved.
Here are the reasons why this wish is important to me… [Put your reasons here]
Goal # 1: My life is a total success because I’m now thriving in a job that I genuinely love and that gives me so much joy, happiness, satisfaction, and opportunity to help and contribute to the lives of others.
WISH # 2
Wish # 2: For my life to have been a success, I wish I’d found my love mate/soul mate.
Here are the reasons why this wish is important to me… [Put your reasons here]
Goal # 2: My life is a total success because I’m now thriving in a loving relationship with my love mate/ soul mate.
WISH # 3
Wish # 3: For my life to have been a success, I wish I’d explored all my strengths, skill sets, and areas I am passionate about and utilized these to contribute to the human kind.
Here are the reasons why this wish is important to me… [Put your reasons here]
Goal # 3: My life is a total success because I’ve been identifying and living out all my strengths, skill sets, and areas I am passionate about and utilizing them to contribute to the human kind.
WISH # 4
Wish # 4: For my life to have been a success, I wish I’.
COUN 6346 Child and Adolescent Counseling Week 4 – Sampl.docxvoversbyobersby
COUN 6346
Child and Adolescent Counseling
Week 4 – Sample Clients Introductions
Disruptive Behaviors
Four disruptive behavior demonstrations are shown. Critically analyze each of them. At
the end of each clip, you will be prompted to answer several questions based on what
you just observed.
There will be an opportunity to record your responses within the media. It will be saved
directly to the computer you are using. It is important to view and respond to the
questions in their entirety, as your recorded responses will only be saved to this
computer. If you change computers, your recorded responses will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTO OF EACH OF THE CHILDREN PAPERCLIPPED
ON ONE OF EACH OF THE FOUR INDIVIDUAL MANILLA FOLDER]
Angry Adolescent
MELISSA: You are a horrible counselor. I hate being here, and I hate talking to you. This
is worthless. And you're stupid. There is no point to this because you don't know
anything about me. And I'll never tell you anything about me.
[FOUR QUESTIONS APPEAR ONSCREEN]
Angry Adolescent
Reflect on what you just observed. Record your responses in the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Withdrawn Child
GREG: I don't have any problems. I'm fine.
[FOUR QUESTIONS APPEAR ONSCREEN]
Withdrawn Child
Reflect on what you just observed. Record your responses in the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Blaming Adolescent
DAVID: I already told you. It's my parents' fault. They should be in here in counseling,
not me. And if it wasn't for one of the kids at school who told me about taking the gym
teacher's car for a drive, I wouldn't even be here.
[FOUR QUESTIONS APPEAR ONSCREEN]
Blaming Adolescent
Reflect on what you just observed. Record your responses in the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Hyperactive Child
TANYA: Ooh, I used to have one of these action figures at home. That's cool. Have you
ever played Halo? How about Grand Theft Auto? That's another one of my favorite
games. Do you have any other games we could play here?
[FOUR QUESTIONS APPEAR ONSCREEN]
Hyperactive Child
Reflect on what you jus.
This is the full transcript of the Edge Talk webinar, presented by Rebels at Work on Friday, 2 October.
Lois Kelly and Carmen Medina of Rebels at Work looked at common mistakes in developing and introducing new ideas and discuss important and often overlooked organizational, interpersonal and personal self-awareness practices needed to navigate the journey from ‘I see a problem and have an idea’ to the idea being adopted.
8 common Interview question and answers - Job Interview SkillsPrasanjitChandraBarm
CVLinked is an online CV Bank and Job Announcement platform that connects candidates with employers. We are not just a conventional job board, we have more like a corporate webbing of reputed organizations.
We have to ask questions several times in a day. We also have to answer many questions during the day. This article is about how we should frame our questions.
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
More Related Content
Similar to Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx
ASSIGNMENT 1 - PART 1 FIVE WISHES”When you are working on this.docxpetuniahita
ASSIGNMENT 1 - PART 1: “FIVE WISHES”
When you are working on this assignment, it is important that you are a hundred percent truthful to yourself. This assignment is to help you know yourself better and take action steps towards your goals.
Question: Imagine you are on your deathbed tonight or some fifty years from now. I stand by your deathbed and look you right in the eyes and ask you the following question, ‘What would be the things you’d wish had happened that would have made your life a success to you?’ (For example, J. Paul Getty, who at the time was the wealthiest man in the world, said on his deathbed that he’d gladly give up all his millions for one experience of marital happiness.). Please write down five wishes (If you have more than five, you are welcome to write down those as well).
Please note that the bigger the question, the more important it is for you to answer it right away. This moment is all the time you need to answer this question.
When you are writing down your wishes, put them in the perspective of your deathbed, and, therefore, put them in the past tense. As you note down each of your wishes, also write down the reasons why each wish is important to you. Once you write down your wishes and why they are important to you, turn your wishes into goals by putting them in the present tense as if they are happening at this moment. Once you put down your goals, think of whether these are the things that you really want, things you are willing to commit yourself to, body and soul. Then, write down your commitment to realizing your wishes.
Also, please make sure that your wishes are as specific as you can make them be.
Here is an example below. Please feel free to follow the same format as you are working on the assignment.
Example:
WISH # 1
Wish #1: For my life to have been a success, I wish I’d a job that I genuinely loved.
Here are the reasons why this wish is important to me… [Put your reasons here]
Goal # 1: My life is a total success because I’m now thriving in a job that I genuinely love and that gives me so much joy, happiness, satisfaction, and opportunity to help and contribute to the lives of others.
WISH # 2
Wish # 2: For my life to have been a success, I wish I’d found my love mate/soul mate.
Here are the reasons why this wish is important to me… [Put your reasons here]
Goal # 2: My life is a total success because I’m now thriving in a loving relationship with my love mate/ soul mate.
WISH # 3
Wish # 3: For my life to have been a success, I wish I’d explored all my strengths, skill sets, and areas I am passionate about and utilized these to contribute to the human kind.
Here are the reasons why this wish is important to me… [Put your reasons here]
Goal # 3: My life is a total success because I’ve been identifying and living out all my strengths, skill sets, and areas I am passionate about and utilizing them to contribute to the human kind.
WISH # 4
Wish # 4: For my life to have been a success, I wish I’.
COUN 6346 Child and Adolescent Counseling Week 4 – Sampl.docxvoversbyobersby
COUN 6346
Child and Adolescent Counseling
Week 4 – Sample Clients Introductions
Disruptive Behaviors
Four disruptive behavior demonstrations are shown. Critically analyze each of them. At
the end of each clip, you will be prompted to answer several questions based on what
you just observed.
There will be an opportunity to record your responses within the media. It will be saved
directly to the computer you are using. It is important to view and respond to the
questions in their entirety, as your recorded responses will only be saved to this
computer. If you change computers, your recorded responses will not be saved.
Press the ‘Review’ button to see your recorded responses.
[FOUR CASE FILES APPEAR WITH A PHOTO OF EACH OF THE CHILDREN PAPERCLIPPED
ON ONE OF EACH OF THE FOUR INDIVIDUAL MANILLA FOLDER]
Angry Adolescent
MELISSA: You are a horrible counselor. I hate being here, and I hate talking to you. This
is worthless. And you're stupid. There is no point to this because you don't know
anything about me. And I'll never tell you anything about me.
[FOUR QUESTIONS APPEAR ONSCREEN]
Angry Adolescent
Reflect on what you just observed. Record your responses in the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Withdrawn Child
GREG: I don't have any problems. I'm fine.
[FOUR QUESTIONS APPEAR ONSCREEN]
Withdrawn Child
Reflect on what you just observed. Record your responses in the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Blaming Adolescent
DAVID: I already told you. It's my parents' fault. They should be in here in counseling,
not me. And if it wasn't for one of the kids at school who told me about taking the gym
teacher's car for a drive, I wouldn't even be here.
[FOUR QUESTIONS APPEAR ONSCREEN]
Blaming Adolescent
Reflect on what you just observed. Record your responses in the boxes provided then
press the ‘Continue’ button.
What is your initial reaction to the behavior?
How might you respond to the child with this behavior?
How would you like to respond to the child with this behavior?
How might your reaction impact the counseling process?
Hyperactive Child
TANYA: Ooh, I used to have one of these action figures at home. That's cool. Have you
ever played Halo? How about Grand Theft Auto? That's another one of my favorite
games. Do you have any other games we could play here?
[FOUR QUESTIONS APPEAR ONSCREEN]
Hyperactive Child
Reflect on what you jus.
This is the full transcript of the Edge Talk webinar, presented by Rebels at Work on Friday, 2 October.
Lois Kelly and Carmen Medina of Rebels at Work looked at common mistakes in developing and introducing new ideas and discuss important and often overlooked organizational, interpersonal and personal self-awareness practices needed to navigate the journey from ‘I see a problem and have an idea’ to the idea being adopted.
8 common Interview question and answers - Job Interview SkillsPrasanjitChandraBarm
CVLinked is an online CV Bank and Job Announcement platform that connects candidates with employers. We are not just a conventional job board, we have more like a corporate webbing of reputed organizations.
We have to ask questions several times in a day. We also have to answer many questions during the day. This article is about how we should frame our questions.
SPT 208 Final Project Guidelines and Rubric Overview .docxsusanschei
SPT 208 Final Project Guidelines and Rubric
Overview
Marketing and advertising are often used interchangeably, yet throughout this course you have learned that marketing is a much larger concept that requires a
strong understanding of consumer behavior, products and services, and often the greater economic environment. Marketing is applicable to every industry and
discipline in one way or another, but within the sport industry we have the chance to see the application of marketing concepts as if under a spotlight due to the
industry’s global reach and importance to society.
Your final project is the creation of an Opportunity and Consumer Analysis. You will select a sport team, individual, facility, or organization as the focus of your
consumer and opportunity analysis. When selecting your area of focus, think about your interests and career aspirations. As you progress through the course,
you will have the opportunity to practice the skills required for this project in several milestone activities. Your final deliverable will include a strengths,
weaknesses, opportunities, and threats (SWOT) analysis of your selected focus; a consumer analysis; an analysis of successful marketing and media strategies;
and a brief 1-, 3-, and 5-year plan that allows you to explain your intended use of a proven marketing strategy and various media opportunities. Please note that
your Opportunity and Consumer Analysis will be an eligible artifact to include in your program portfolio, as it will highlight your ability to recognize consumer
characteristics and opportunities for brand improvement.
The project is divided into two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three and Five. The final Opportunity and Consumer Analysis will be submitted in Module Seven.
This assessment addresses the following course outcomes:
• Analyze consumer behaviors for the influence of political, cultural, and social events on consumer motivation at the local, national, or international
levels within the sport industry
• Illustrate the application of key marketing strategies in successful sport-specific marketing campaigns
• Identify proven marketing strategies that can be successfully applied to specific sport marketing scenarios to attract consumers
• Compare media opportunities for successfully communicating and marketing towards specific consumers within the sport industry
Prompt
Develop a comprehensive Opportunity and Consumer Analysis. Select a sport team, individual, facility, or organization and provide a thorough analysis of the
existing marketing strategies and consumers, and determine an opportunity for greater consumer reach. Outline a brief 1-, 3-, and 5-year plan for the marketing
opportunity.
Specifically, the following critical elements must be addressed:
I. Marketing Foc.
Ssalinas_ThreeMountainsRegionalHospitalCodeofEthics73119.docx
Running head: CODE OF ETHICS 1
CODE OF ETHICS 4
Three Mountains Regional Hospital Code of Ethics
Sharlene Salinas
Professor Bradshaw
HSA4210
July 31, 2019
Three Mountains Regional Hospital Code of Ethics
Progressive developments in science and technology in the 20th century contributed to advances in healthcare and medicine that have helped many lives. Healthcare professionals are confronted with ethical dilemmas and moral questions as the context in which healthcare is provided keeps on changing. Healthcare specialists are required to be dedicated to excellence within their professional practice of promoting community, organizational, family, and individual health. Healthcare code of ethics provides a platform for shared professional values (Wocial & Tarzian, 2015). It is the responsibility of healthcare specialists to reach the best possible standards of conduct and to encourage these ethical practices to those with whom they work together. Healthcare professionals are facing challenges as the context in which healthcare is provided keeps on changing.
The Three Mountains Regional Hospital code of ethics will clarify the roles and responsibilities within the healthcare profession. The code of ethics will also guide the healthcare professionals on addressing common ethical questions. With 15,000 admissions annually, the Three Mountains Regional Hospital requires a code of ethics that will guide the healthcare professionals in the hospital in dealing with such a capacity. Healthcare professionals from the hospital will be defined by their purpose but not their job description (Turner & Epstein, 2015). The proposed code of ethics will inform individual decision-making when faced with ethical situations within a given relationship or role at the Three Mountains Regional Hospital.
Ethics are an essential part of healthcare, and they should provide value in practical situations. The proposed code of ethics will provide a structure and shape to the Three Mountains Regional Hospital’s environment and summarize the healthcare organization’s ethical position. The code of ethics will describe the ethical attitude shared by healthcare workers at Three Mountains Regional Hospital, and it will be valuable and influential on the success of the healthcare organization. The mission of the code of ethics is to guide the hospital is leading the way to a healthier community through the provision of quality care.
Code of Ethics
· Uphold the policies of the Three Mountains Regional Hospital (Merry & Walton, 2017).
· Protect the intellectual, physical, and electronic property of the hospital (Hoppe & Lenk, 2016).
· Promote a healthy, secure, and safe working environment (Merry & Walton, 2017).
· Act responsibly and honestly by avoiding perceived or actual conflicts of interest (Merry & Walton, 2017).
· Protect and respect the privacy and confidentiality of all individuals and informat.
Spring 2020Professor Tim SmithE mail [email protected]Teach.docxsusanschei
Spring 2020
Professor: Tim Smith E mail: [email protected]
Teaching Assistant: Ray Kim E mail [email protected]
Office hours: PLF South 113 TBA
EVOLUTION OF ROCK
MCY 127
Course Description:
This general education course is a study of the birth and evolution of the music form of Rock and Roll. It is a study of both the historical and musical elements of rock with a focus on the performers and the songs in the genre. Some of the objectives for this course include:
Increasing awareness of the wide range of musical styles that “add up” to form rock
Provide insight on the cultural evolution of rock and how it applies to society
Study how technological advances have influenced both the performers and composers in rock
Prerequsites:
None
Required text:
None
Required listening: Spotify playlist MCY127TS
Course Requirements and Grading:
Test 1 20%
Midterm exam 25%
Test 3 20%
Final exam 25%
Essay on live musical performance 10%
Essay assignment will consist of attending a live musical performance at the Frost School of Music (or approved off campus performance). At the conclusion of the performance, you will obtain signatures of two or more participants. You will compose an essay that will summarize the performance (ensemble, repertoire, etc.). You will compare and/or contrast the performance with details we have studied in class. The essay should be two to three pages long, computer printed, double spaced, and stapled. It will be due on Thursday, November 19.
Conduct and rules:
Rock and roll is a joyous art form. I intend for the class to be a fun and learning environment. I hope to engage you as adults, not as adolescents. However, inappropriate language or behavior to one another will not be tolerated, and will result in the student facing disciplinary action and potential removal from the class. You are adults. I am not your baby-sitter. If you fail to attend class regularly, you will find it much more difficult to excel in the course. SHOW UP AND PAY ATTENTION! It will make your life easier in the long run. Plagiarism on your essay will not be acceptable, and will result in the loss of 10% of your final grade. Cheating is rampant. While I will make every effort to curb the options students might have to copy one another on tests, I can’t stop it completely. I will have assistance from the Honor Council on test days, and cheating will result in a zero on that test. None of you can afford this. I truly believe that if you will engage the material, come to the lectures, and actively listen to the required listening material, you will not find a need to cheat.
If you are feeling overwhelmed by any of the material, please make an appointment to meet with me during office hours.
Lectures and listening:
Each class will consist of a lecture and a period of listening to music appropriate to that lecture. The music played in class will be made available to you through Blackboard in addition. You will be responsible for the material presented.
Spring 2020 – Business Continuity & Disaster R.docxsusanschei
Spring 2020 – Business Continuity & Disaster Recovery Planning (ISOL-632-50)
Incident Management
S no
Disaster Type
Plans & Precautions
Initial Action
Stabilization Strategy
1
Thunderstorm
2
Floods
3
Tornadoes
4
Severe weather such as blizzard
5
Hurricanes
6
Explosion such as bomb threats
.
Spring 2020Carlow University Department of Psychology & Co.docxsusanschei
Spring 2020
Carlow University
Department of Psychology & Counseling
Professional Counseling Program
LGBT Lives Cultures & Theories
PRC-742-G1, PY-235-DA, WS-237-DA
3 Credits; No Prerequisites
Course Syllabus- Spring 2020
Wednesday’s 6:00pm-8:30pm
Instructor: Michelle Colarusso, Ph.D., LPC, NCC Office: TBD
Cell phone: 724-396-9769 E-mail: [email protected]
Office hours: By appointment only Location: Antonian Hall 403
Carlow's Mission Statement
The mission of Carlow University, a Catholic liberal arts university, is to involve persons, primarily women, in a process of self-directed, lifelong learning which will free them to think clearly and creatively, to discover and to challenge or affirm cultural and aesthetic values, to respond reverently and sensitively to God and others, and to render competent and compassionate service in personal and professional life.
Course Description
This course will address issues related to counseling gay, lesbian, bisexual and transgender clients. These include issues of sexual identity development, coming out, homophobia and heterosexism, family and relationship issues, multicultural issues, youth, aging, spirituality, HIV/AIDS, and substance abuse as well as ethical and professional issues in working with gay, lesbian, bisexual and transgender clients through affirmative counseling/therapy.
Learning Outcomes and Assessment
What students will learn
How students will learn it
How students will demonstrate learning
Impact dominant culture has on LGBT individuals
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Multifaceted issues facing specific LGBT populations
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Familiarize themselves with theories of identity development
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Affirmative counseling/therapy and their knowledge and skill in providing it.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Variety of counseling issues that have particular relevance to LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Access to local and national resources available to assist in work with LGBT clients.
Readings, Experiential Activities, Class Discussions
Class Participation, Reflection Journals, Exam
Course Requirements and Resources
Methods of Involvement & Examination
Methods of Instruction
Classes will consist of didactic and experiential elements, including lectures, large and small group discussions, modeling, structured role-plays and simulations, live or video demonstrations, and student presentations in class and on CelticOnline/Schoolology. Primary methods include lecture/discussion, readings, and a variety of experiential exercises. Students will immurse themselves into the LGBTQ Cul.
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMESSpotlight ARTWORK.docxsusanschei
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
Spotlight ARTWORK Tara DonovanUntitled, 2008, polyester film
HBR.ORG
What Is
the Theory
f ̂ Fiof
y
Firm?
Focus less on competitive advantage and more on growth
that creates value, by Todd Zenger
f asked to define strategy, most execu-
tives would probably come up with
something like this: Strategy involves
discovering and targeting attractive
markets and then crafting positions that
deliver sustained competitive advan-
tage in them. Companies achieve these
positions by configuring and arranging
resources and activities to provide either
unique value to customers or common
value at a uniquely low cost. This view of strategy as
position remains central in business school curricula
around the globe: Valuable positions, protected from
imitation and appropriation, provide sustained profit
streams.
Unfortunately, investors don't reward senior
managers for simply occupying and defending po-
sitions. Equity markets are full of companies with
powerful positions and sluggish stock prices. The
retail giant Walmart is a case in point. Few people
would dispute that it remains a remarkable firm. Its
early focus on building a regionally dense network
of stores in small towns delivered a strong positional
advantage. Complementary choices regarding ad-
vertising, pricing, and information technology all
continue to support its low-cost and flexibly mer-
chandised stores.
Despite this strong position and a successful stra-
tegic rollout, Walmart's equity price has seen little
growth for most of the past 12 or 13 years. That's be-
cause the ongoing rollout was anticipated long ago,
and investors seek evidence of newly discovered
value—value of compounding magnitude. Merely
sustaining prior financial returns, even if they are
outstanding, does not significantly increase share
price; tomorrow's positive surprises must be worth
more than yesterday's.
Not surprisingly, I consistently advise MBA stu-
dents that if they're confronted with a choice be-
tween leading a poorly run company and leading a
well-run one, they should choose the former. Imag-
ine assuming the reins of GE from Jack Welch in Sep-
tember 2001 with shareholders' having enjoyed a 40-
fold increase in value over the prior two decades. The
expectations baked into the share price of a company
like that are daunting, to say the least.
To make matters worse, attempts to grow often
undermine a company's current market position.
As Michael Porter, the leading proponent of strat-
egy as positioning, has argued, "Efforts to grow blur
June 2013 Harvard Business Review 73
SPOTLIGHT ON STRATEGY FOR TURBULENT TIMES
uniqueness, create compromises, reduce fit, and
ultimately undermine competitive advantage. In
fact, the growth imperative is hazardous to strategy."
Quite simply, the logic of this perspective not only
provides little guidance about how to sustain value
creation but also discourages growth that might in
einy way move a compeiny away from i.
Sport Ticket sales staff trainingChapter 4Sales .docxsusanschei
Sport Ticket sales staff training
Chapter 4
Sales Staff
Developed not born
Skill set of a seller
Different to skill set of a manager
Sales process
Develop lifelong relationship with purchaser
Best source of increasing business
Upselling
Referrals
Sales Department
Recruit
Train
Develop
Motivate
Retain
Recommendations
Balance in house and outsourced
Communication between sales manager and sales staff
Success celebrations
Gather feedback from sales staff
Recruiting/Hiring
Personality, creativity (intangibles)
Fit with organization
Dress for success (opportunity taken seriously)
Positive attitude
Welcoming personality
Poised/confident (not over confident)
Initiative (carry conversation)
Energy, enthusiasm, commitment
Sales positions
10-20 inside sales staff
Supervisor to staff ratio 1:8
Annual training
New employee training (1 week to 1 month)
Ideal structure
8-16 Part-time
2 ½ months than ready to replace nonperforming FT
6-8 full time season ticket dedicated
3-6 full time group sales dedicated
Self-training
One book per month, mentor, seminars, practice
Sales Culture
Desired outcomes
Effectiveness
Productivity
Stability
Long term growth
Created by the sales manager (leadership)
Orlando Magic three A’s
Action
Visible displays
Find needs, wants, desires of employees
Reward accomplishments
Attitude
Believe in sales staff
Atmosphere
Visible signs of success
gong
Retaining/Motivating
Database management
Lead distribution
Reporting
Evaluation
Satisfy need of employees first
Better able to meet customer needs
Achieve organizational goals
Four types of sales employees
Competitor
Rivalries, win contests
It’s All About me
Recognized as best
Achiever Team Builder
Recognition of achievements, group success
Empathetic Seller
Cultivate relationships, not volume producers
Sales Career
Exploration
Establishment
Maintenance
Disengagement
Employee rate feeling appreciated and informed as top want
Sport Consumer Incentivization
Chapter 3
Incentives
Depend on consumption motives
Items of perceived value that add to offer
Overcome indifference or resistance
Later stage of buying/communication process
Price based incentives
Discounting core product damaging
Contingency based
Consumer action (provide info, prior purchase, etc) prior to price reduction
Attract infrequent customers
8% increase in attendance (top 10, 2004)
“cherry pickers” – only attend with promotion
MLB
14% increase, 2% watering down effect, more is better, weekdays (vs. high attendance – max total entertainment value)
Incentives continued
Rule changes, star players (consumption incentive)
Place based incentives
26 fundamental motives for sport consumption
Primary motives
Achievement
Ordinary runners (sense of accomplishment)
Perfect attendance
Vicarious achievement (enhance self esteem through success of athlete)
Sponsors – increased sales volume, exposure
Craft
Developing or observing physical skill
Winning record – highest predictor of attendance/s.
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, gl.docxsusanschei
SPOTLIGHT ARTWORK Do Ho Suh, Floor, 1997–2000, PVC figures, glass plates, phenolic sheets, polyurethane resin; modules 100 x 100 x 8 cm
Installation view at Lehmann Maupin Gallery, New York
Why We Love
to Hate HR
...and What HR
Can Do About It
by Peter Cappelli
SPOTLIGHT ON RETHINKING HUMAN RESOURCES
Peter Cappelli is a
professor of management
at the Wharton School and
the author of several books,
including Will College
Pay Off? A Guide to the
Most Important Financial
Decision You’ll Ever Make
(PublicAffairs, 2015).
HBR.ORG
July–August 2015 Harvard Business Review 55
These feelings aren’t new. They’ve erupted now
and in the past because we don’t like being told how
to behave—and no other group in organizational life,
not even finance, bosses us around as systematically
as HR does. We get defensive when we’re instructed
to change how we interact with people, especially
those who report to us, because that goes right to the
core of who we are. What’s more, HR makes us per-
form tasks we dislike, such as documenting problems
with employees. And it prevents us from doing what
we want, such as hiring someone we “just know” is
a good fit. Its directives affect every person in the
organization, right up to the top, every single day.
The complaints also have a cyclical quality—
they’re driven largely by the business context. Usu-
ally when companies are struggling with labor issues,
HR is seen as a valued leadership partner. When
things are going more smoothly all around, manag-
ers tend to think, “What’s HR doing for us, anyway?”
This doesn’t mean that HR is above reproach.
Quite the contrary: It has plenty of room to improve,
and this is a moment of enormous opportunity. Little
has been done in the past few decades to examine the
value of widely used practices that are central to how
companies operate. By separating the effective from
the worthless, HR leaders can secure huge payoffs for
their organizations. But it’s important to understand
HR’s tumultuous history with business leaders and
the economy before turning our attention to what the
function should be doing now and in the future.
The “Personnel” Pendulum
How top executives feel about HR pretty reliably re-
flects what’s going on in the U.S. economy. When the
economy is down and the labor market is slack, they
see HR as a nuisance. But sentiments change when
labor tightens up and HR practices become essential
to companies’ immediate success.
Think back to the Great Depression. People would
put up with nearly anything to stay employed. Line
managers complained that personnel departments
were getting in the way of better performance, which
they thought could be achieved with the “drive” sys-
tem: threatening workers and sometimes even hit-
ting them if they failed to measure up.
Similarly, business leaders didn’t put a lot of
stock in HR during the 2001 and 2008 recessions, be-
cause employees—keenly aware of how replaceable
th.
Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docxsusanschei
Sponsorship Works 2018 8
PROJECT DETAILS
Sponsorship title:
Audi Cup
Duration of sponsorship:
2009-present
Case study entered by:
Audi AG
Sponsor’s industry sector:
Automotive
Rights-holder:
Audi AG (Ownership Platform)
Agency:
brands and emotions GmbH
– Lead Agency, Audi Cup
Other organisations involved in the
planning, activation or evaluation:
FC Bayern Munich;
Several service providers (including event
agency, TV commercialisation,
TV production, etc.).
Campaign summary
Launched in 2009, the year of Audi’s 100th anniversary,
the Audi Cup is a pre-seasonal worldwide football
tournament. Leading teams including FC Barcelona,
Real Madrid and Manchester United meet in Munich
for the biennial Audi Cup during the summer break in
football.
The event is an owned and mainly refinanced
platform by Audi with a strong international media
presence, achieving around 2.5 billion consumer
contacts across television and online media at each
tournament in around 200 countries. With cutting-edge
technologies as an integral part of its staging and
coverage, the event provides a global opportunity to
highlight Audi’s “Vorsprung durch Technik” values.
Planning
Business needs
The Audi Cup provides an ideal platform to present
a strong, resonating connection between top-level
international football and the brand’s “Vorsprung
durch Technik” positioning. Audi has been involved in
international football for over 14 years and the launch
of the Audi Cup in 2009 established a new benchmark
in proprietary sports marketing, creating a whole new
way for Audi to implement its own rights in a highly
controlled and targeted manner.
Taking a “high-tech” approach to the world of
football broadcasting and marketing, the Audi Cup
meets the clear business need for Audi to demonstrate
Audi and the Audi Cup
A u d i a n d t h e A u d i C u p
Sponsorship Works 2018 9
A u d i a n d t h e A u d i C u p
and underpin its core brand proposition as a highly
innovative, technologically advanced automotive
company.
The development and implementation of tools
including the first ever implementation of digital overlay
of led boards in live broadcasting and the first ever live
holographic press conference in sport, a dedicated
chatbot and Alexa Skill and the Audi Player Index, not
only underline Audi’s status as a “high-tech” brand but
genuinely enhance enjoyment of the tournament for
fans, building a truly relevant connection.
Sponsorship selection
Audi’s long association with football, with its focus on
high-profile, global clubs, saw the brand develop from
a classic sponsor to an owner and organiser of various
leading platforms in its own right – the Audi Cup, Audi
Summer Tour and Audi Football Summit. With these
properties and its year-round association with the
game, Audi set itself the goal of elevating its successful
sponsorships into full ownership; Audi shifted from a
host or a marque associated with the.
SPM 4723 Annotated Bibliography You second major proje.docxsusanschei
SPM 4723
Annotated Bibliography
You second major project for the course will be an annotated bibliography. Instead of writing a
paper, an annotated bibliography requires you to research a particular legal topic or question, of
your choosing, in sports and find academic and law review articles that address that topic. You
will develop a question about a legal topic in sports and find seven law review articles to
summarize. Each article summary should be 300-350 words in length and should both explain
the contents of the article and its relevance to your question or topic. The summaries should be
written in your own words. You are required to select law review articles using LexisNexis. The
format for the annotated bibliography is explained below.
Please put your topic as the title for your paper. Next, each annotation should begin with the
APA citation for the article in bold print (do not include web links), followed by a summary of
the article (300-350 words) explaining how it addresses your question. The complete annotated
bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You
will be submitting it through Turnitin via Canvas, do not include your name, course number,
date or UFID on your annotated bibliography (similar to the case briefs). You should start each
annotation on a separate page, and please remember to begin each annotation with the APA
citation for the article as instructed above. This assignment is due on Wednesday, April 22nd.
1.Which of the following is not a key component of the conceptual framework of accounting?
Select one:
a. internal users
b. the objective of financial reporting
c. cost constraint on useful financial reporting
d. elements of the financial statements
2.The balance sheet and income statement for Joe's Fish Hut are presented below:
Joe's Fish Hut
Balance Sheet
As at December 31
2016
2015
ASSETS
Current Assets
Cash
$180,623
$60,300
Accounts receivable
$18,900
$14,200
Inventory
$23,600
$25,300
Total Current Assets
$223,123
$99,800
Property, plant & equipment
$129,000
$184,000
Less: Accumulated depreciation
$-26,900
$-21,600
TOTAL ASSETS
$325,223
$262,200
LIABILITIES AND EQUITY
Liabilities
Current Liabilities
Accounts payable
$28,000
$41,800
Current portion of bank loan
$9,500
$9,500
Total Current Liabilities
$37,500
$51,300
Non-current portion of bank loan
$71,000
$42,000
TOTAL LIABILITIES
$108,500
$93,300
Shareholders' Equity
Common shares
$80,000
$54,400
Retained earnings
$136,723
$114,500
TOTAL SHAREHOLDERS' EQUITY
$216,723
$168,900
TOTAL LIABILITIES AND EQUITY
$325,223
$262,200
Joe's Fish Hut
Income Statement
For the Year Ended December 31, 2016
Sales
$137,000
COGS
$83,200
Gross Profit
$53,800
Operating Expenses
Insurance Expense
$1,600
Rent Expense
$5,380
Salaries Expense
$5,150
Telephone Expense
$840
Interest Expense
$1,340
Depreciation Expense
$5,300
Total Operating Expenses
$19,610
Operating Profit Before .
Speech Environment and Recording Requirements• You must have a.docxsusanschei
Speech Environment and Recording Requirements
• You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience.
• You are required to record and post all 3 speeches in order to earn a passing grade in this course.
• The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording.
• Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements.
• Be certain to record your video in landscape (wide), not portrait (tall).
• You may not stop the recording and re-record a section of your speech. What you
submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech.
• You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom.
• Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech.
• Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty.
• The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course.
• Attempts to work around presenting in front of a live audience are considered academic dishonesty.
• Posting your speech on a screen or readin.
Specialized Terms 20.0 Definitions and examples of specialized.docxsusanschei
Specialized Terms
20.0
Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient.
Limitations of Standardized Assessments
20.0
Substantial explanation of at least two limitations of standardized assessments is provided.
Consultative Role of Special Education Teacher
20.0
The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
5.0
Submission is virtually free of mechanical errors.
Organization
5.0
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Total Percentage
100
.
Special notes Media and the media are plural and take plural verb.docxsusanschei
Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment.
Write a 700- to 1,050-word paper in which you answer the following questions:
· What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone.
· What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction?
· What is meant by the term media convergence, and how has it affected everyday life?
· Conclude with a reflection on why media literacy is important for responsible media consumption today.
Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work.
Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments.
.
SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docxsusanschei
SPECIAL ISSUE ON POLITICAL VIOLENCE
Research on Social Movements and Political Violence
Donatella della Porta
Published online: 15 July 2008
# Springer Science + Business Media, LLC 2008
Abstract Attention to extreme forms of political violence in the social sciences has been
episodic, and studies of different forms of political violence have followed different
approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism,
social movement theories sometimes adapted to research on left-wing radical groups, and
area study specialists focusing on ethnic and religious forms. Some of the studies on extreme
forms of political violence that have emerged within the social movement tradition have
nevertheless been able to trace processes of conflict escalation through the detailed exam-
ination of historical cases. This article assesses some of the knowledge acquired in previous
research approaching issues of political violence from the social movement perspective, as
well as the challenges coming from new waves of debate on terrorist and counterterrorist
action and discourses. In doing this, the article reviews contributions coming from research
looking at violence as escalation of action repertoires within protest cycles; political
opportunity and the state in escalation processes; resource mobilization and violent
organizations; narratives of violence; and militant constructions of external reality.
Keywords Political violence . Social movements
Attention to extreme forms of political violence in the social sciences has been episodic, with
some peaks in periods of high visibility of terrorist attacks, but little accumulation of results.
There are several reasons for this. First, some of the research has been considered to be more
oriented towards developing antiterrorist policies than to a social science understanding of the
phenomenon. In fact, “many who have written about terrorism have been directly or indirectly
involved in the business of counterterrorism, and their vision has been narrowed and distorted
by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few
exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of
different forms of political violence have followed different approaches, with “breakdown”
theories mostly used for the analysis of right-wing radicalism, social movement theories
sometimes adapted to research on left-wing radical groups, and area study specialists focusing
on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify
Qual Sociol (2008) 31:221–230
DOI 10.1007/s11133-008-9109-x
D. della Porta (*)
Department of Political and Social Sciences, European University Institute,
Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy
e-mail: [email protected]
definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.
SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docxsusanschei
SPECIAL ISSUE: CRITICAL REALISM IN IS RESEARCH
CRITICAL REALISM IN INFORMATION SYSTEMS RESEARCH
John Mingers
Kent Business School, University of Kent,
Canterbury, Kent, CT2 7NZ UNITED KINGDOM {[email protected]}
Alistair Mutch
Nottingham Business School, Nottingham Trent University, Burton Street,
Nottingham NG1 4BU UNITED KINGDOM {[email protected]}
Leslie Willcocks
London School of Economics and Political Science, Houghton Street,
London WC2A 2AE UNITED KINGDOM {[email protected]}
Introduction
There has been growing interest in a range of disciplines
(Ackroyd and Fleetwood 2000; Danermark et al. 2002;
Fleetwood 1999; Fleetwood and Ackroyd 2004), not least
information systems (Dobson 2001; Longshore Smith 2006;
Mingers 2004b; Mutch 2010b; Volkoff et al. 2007; Wynn and
Williams 2012) in ideas derived from the philosophical tradi-
tion of critical realism. Critical realism offers exciting pros-
pects in shifting attention toward the real problems that we
face and their underlying causes, and away from a focus on
data and methods of analysis. As such, it offers a robust
framework for the use of a variety of methods in order to gain
a better understanding of the meaning and significance of
information systems in the contemporary world.
Although the term critical realism has been used in a number
of different traditions, we are primarily concerned with that
developed from the foundational work of Roy Bhaskar in the
philosophy of science, later extended in the social arena by
authors such as Archer and Sayer (Archer et al. 1998; Bhaskar
1978, 1979; Mingers 2004b; Sayer 2000). In this tradition,
the benefits of CR are seen as:
• CR defends a strongly realist ontology that there is an
existing, causally efficacious, world independent of our
knowledge. It defends this against both classical positi-
vism that would reduce the world to that which can be
empirically observed and measured, and the various
forms of constructivism that would reduce the world to
our human knowledge of it. Hence it is realist.
• CR recognizes that our access to this world is in fact
limited and always mediated by our perceptual and theo-
retical lenses. It accepts epistemic relativity (that knowl-
edge is always local and historical), but not judgmental
relativity (that all viewpoints must be equally valid).
Hence it is critical in a Kantian sense.
• CR accepts the existence of different types of objects of
knowledge—physical, social, and conceptual—which
have different ontological and epistemological charac-
teristics. They therefore require a range of different
research methods and methodologies to access them.
Since a particular object of research may well have
different characteristics, it is likely that a mixed-method
research strategy (i.e., a variety of methods in the same
research study) will be necessary and CR supports this.
In this introduction, we will first introduce the basic concepts
of critical realism as a philosophy of science.
Speaking about Muhammad, Speaking for MuslimsAuthor(s) An.docxsusanschei
Speaking about Muhammad, Speaking for Muslims
Author(s): Andrew F. March
Source: Critical Inquiry , Vol. 37, No. 4 (Summer 2011), pp. 806-821
Published by: The University of Chicago Press
Stable URL: https://www.jstor.org/stable/10.1086/660995
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access
to Critical Inquiry
This content downloaded from
�������������129.8.242.67 on Tue, 31 Dec 2019 03:03:57 UTC��������������
All use subject to https://about.jstor.org/terms
Critical Response
Speaking about Muhammad, Speaking
for Muslims
Andrew F. March
The Danish Cartoons as Moral Injury
In a recent article, Saba Mahmood has presented an intriguing account
of what was at stake morally and emotionally for a large number of Mus-
lims in the Danish cartoon controversy (Saba Mahmood, “Religious Rea-
son and Secular Affect: An Incommensurable Divide?” Critical Inquiry 35
[Summer 2009]: 836 – 62). In doing so, she offers a framework for thinking
about such instances that takes the place of accounts that portray the con-
flict as one between a liberal, secular commitment to free speech and a
religious commitment to combating blasphemy. This account instead fo-
cuses on forms of Muslim piety in which “Muhammad is regarded as a
moral exemplar whose words and deeds are understood not so much as
commandments but as ways of inhabiting the world, bodily and ethically”
(p. 846). This form of religiosity should be understood as an assimilative
“modality of attachment” or “relation . . . based on similitude or cohabi-
tation” along the lines of the Aristotelian concept of schesis, as opposed to
a communicative or representative relationship to the Prophet (p. 859).
Importantly,
the sense of moral injury that emanates from such a relationship be-
tween the ethical subject and the figure of exemplarity . . . is quite
distinct from the one that the notion of blasphemy encodes. The no-
tion of moral injury I am describing no doubt entails a sense of viola-
tion, but this violation emanates not from the judgment that the law
has been transgressed but that one’s being, grounded as it is in a rela-
tionship of dependency with the Prophet, has been shaken. For many
Muslims, the offense the cartoons committed was not against a moral
interdiction . . . but against a structure of affect, a habitus, that feels
wounded. This wound requires moral action, but the language of this
wound is neither juridical nor that of street protest because it does
n.
Speaker NameSpeech TitleDirections For each area li.docxsusanschei
Speaker Name:
Speech Title:
Directions: For each area listed below, check either strong or weak. Then write a 2-3 sentence for each area, explaining the response you chose (give specific examples from your speech) and how you intend to improve the areas marked as weak.
Area
Strong
Weak
How I can improve
Check here or
Check here
Write out 2-3 sentence explanation why you checked strong or weak and improvement (if needed)
Opening/Introduction
Attention-getter, Thesis, Credibility
Structure
Logical, Good supports (examples, details, statistics), Transitions
Closing
Concise Summary, Memorable?
Connection to audience
Enthusiasm? Relevant to audience?
Physical
Posture, Gestures, Eye contact
Voice
Volume, Pace, Pauses, Distractors?
Sources or Visuals Used
Strong, Valid Sources? Type of visual used (if any). Effectiveness?
*One Paragraph Summary of your review:
.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx
1. Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary
special education teachers. So anybody feel free to chime in and
we just talked about the secondary transition plan and
theoretical principles of Situation and support. So the first
question is How does political correctness influence transition
process. So think about some of the terminology that's changed.
For example we don't refer to kids with cognitive impairment as
being mentally retarded. So how does that PC influence the
transition process. And anybody can feel free to speak up if
they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the
least politically correct person around. I think you make an
example of the fact of you know you know with. What you can
and cannot say Well not everybody is up to date on the current
lingo and everybody apparently might may be in denial about
where their child is at cognitively when using certain terms they
may expect more from their or their child than they're actually
capable because we're not using terms of people understand or
that people use. Obviously I'm not talking about in a hurtful
way but you know I mean I have a student now that he's I guess
they went out of their way to label him. You know he has a
label of autism. But I keep telling these people on my autism is
not his problem his cognitive is his problem as long as that IEP
keeps talking about autism then that seems to be the direction of
where they want to go with the services. And and I keep saying
that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of
pair off your response on that TS5 how has it like you're able to
see that it's not the Autism that's a problem. How do you stear
that to the correct path and have deal with this and what the kid
2. is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I
think it was an issue of the mom was in denial that it wasn't all
the other teachers were like no. This is what this is what he
needs. You know because of the IEP I'm trying to get him. You
know support all the time and it's just a matter of when they
look at the IEP and says why is it that it will be this and this
and I'm like I didn't write the IEPP I didn't put down autism. I'll
just tell you what I see now what I have and that's what it is.
And so it wasn't until at an an IEP meeting that the other
teachers who see them every day too are like no this is where
he's at. He needs the support he needs this because of x y z. So
you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the
spot on for a minute when we talked a couple of days ago about
that one student what were some of the things that you might
have encountered in working with the parents on regarding
transitioning him. And you know just to give a bit with a bit of
background history it was a young man diagnosed with Down's
syndrome and his parents wanted him in AP classes. And so
what were some of the ways that you kind of got around that
being politically correct.
Sped7: [00:04:06] We had to be totally politically correct with
the parents because as as Sped5 was just talking about there was
a complete denial with the parents. I think on the parent part in
terms of what the young man was was capable of. And it was a
great hindrance I think in what we should have been doing with
this young man in terms of getting him to a reachable goal.
Jodee: [00:04:47] Anybody else have anything that they'd like
to share with political correctness in transition.
Sped3: [00:04:56] You know piggybacking on what Sped5 said.
3. I think just the unrealistic expectation is that a lot of parents
have I mean not to bring it up too much but you know with the
Internet everybody seems to be an expert on autism now. They
they just you know they think that they know what's best and
they haven't seen him in that educational environment. So it's
trying to reach those goals and trying to. I don't know just get
realistic expectations I guess.
Sped1: [00:05:34] I was just going to place it from the
organizations who provide transition services for students who
like post-secondary training sometimes they might be a little bit
vague because they're trying to be politically correct and who
might be accepted into that program and that could cause some
extra difficulty as far as getting the student into the program.
But that's just a small thing compared to the parent denial.
Jodee: [00:06:01] Right. Sped6 Do you have anything to add to
that.
Sped6: [00:06:05] Everybody is talking about the parent aspect
I like to talk a little bit about the regular education teachers
aspect. A lot of times they're not up to date on a lot of the
verbiage that is used in special education just because I mean
when you think about it all in all regular education teachers
have to take one special education class throughout their entire
background in order to get their certificate together. So you
know keeping up on it isn't as high of a priority as it should be.
And sometimes they say things in meetings as well and aren't
necessarily political politically correct.
Jodee: [00:06:40] Right. So can you guys tell me about some of
your challenges as a special educator and in working with
transition specialists other key service providers. With regard to
this secondary transition plan.
Sped2: [00:06:59] We all know it's our job to get that transition
4. plan filled out. I suppose attitudes in meetings where you kind
of feel like you bulldozed over the top of. Well you know it was
like from both sides of it sometimes you know since you're
dealing with the general ed teachers or even another special ed
teacher when your a transition specialist is and forgive me for
using you know but it's like it's like a you know super teacher.
I'm super teacher I'm Captain Awesome you know. And the
teachers aren't being realistic about what they you know they
want to you know say oh I did this for this kid and I did this and
I raised the expectations and I'm like That's great.
Sped5: [00:08:16] But you know it's it's not the thing you know
we've mentioned before about the idea of you know if you're
talking about a low cognitive and like I want to be a doctor and
you translate that too. OK so you're interested in it. And then
you explore all those options. But you can have three people
saying OK medical field must find something and then one
person say Oh well John Hopkins goes a really good program.
You know I mean unless everybody is on the same page it just
sends mixed messages. I think it just clouds up the ultimate goal
which is to have a successful post-secondary transition.
Sped2: [00:08:56] I am sure that all of you have felt as am I and
when you leave the meeting you're like OK well that was that
was basically a bust. We got absolutely nothing accomplished
because you had people going in different direction.
Jodee: [00:09:09] In regard to the secondary transition. Can
anybody speak to that.
Sped1: [00:09:15] We would often have pre-meeting. We didn't
have a transition specialist per se but our school psychologist
ended up sort of filling that spot. So a lot of times the special
education team would sit together and pre-meet before we had
that IEP meetings that at least we can all be on the same page
and any kind of incongruence at that point could be hashed out
5. before we stepped in. But that's tough when you have meetings
all the time anyway. So sometimes it was during our lunch time
schedule or maybe the week before the meeting we kind of go
over the upcoming meetings and any major pointers or or issue
areas that we we see but it's not always a perfect world but it
helped.
Sped5: [00:09:58] I've started to step in here but it's like I don't
know what your current position is or what you are doing now.
So but like that in theory you'd like I agree with you. That
should take place. But what I found is that since everybody is so
sue scared sue crazy that what they will do is then find a way to
say that it will pre-determined. My child has label or service or
minutes or whatever prior to the IEP meeting. So I didn't even
stand a chance because you guys got together ahead of time and
then due process all the e-mails and all that stuff. So like yes I
agree with you. I totally agree. That needs to be you need to
have consistency. That's just one of those pitfalls that has come
up as of late.
Sped1: [00:10:52] Yeah ok. I'm about five years removed we're
almost six now removed from the special education. But I was
at the high school level before and we that's what we would
work through. We wouldn't really predraft the IEP we'd have
that transition plan started and a all of times parents are
notified. But yeah we didn't we would draft it there but I could
see how that would have been all. All it takes is one parent to to
start that rolling and then it.
Sped5: [00:11:23] So yah I'd say in the last couple years so
because again I don't want to deter that because I think what
you're doing. I think that's a great application of what we're
trying to get at and that's how we'll get there. Taking another
tool away from a competent team.
Sped6: [00:11:41] I know you know back in in in my day and
6. maybe things are a little bit more removed you know when you
talk to the students I would always run this stuff by the parents
and say hey this is what their interests are. You know what did
you think or what have you. You know just to kind of get their
input and then kind of come up with a tentative plan on how to
get that student to work towards their goal.
Sped1: [00:12:07] And a lot of times the pre-meeting meetings
weren't necessarily what are we going to have them do. It was
more of are we on the same page with where we're think what
we're thinking about the students skills are and what their
weaknesses are per se that makes any sense and what the
parents been expressing as an interest because sometimes one
parent will say something to you and then something completely
different to another sped teacher about their student's interest.
So it's nice to be on at least that same page. Yeah I agree. But I
can see that now it's definitely an issue.
Sped3: [00:12:40] And I tell you what Jodee you're absolutely
right. I have I have kids that want to be NBA basketball stars
and I end up contacting parents and saying look I'm going to try
and steer them in a different direction and parents are like
please do because we can't get it out of their mind that they
want to be an NBA basketball star and I'm like have you tried
welding....
Sped3: [00:13:01] Well buddy, you do realize you're only 5'2
right (hahaha). Exactly. It's like you know I don't want to be the
heartbreaker for them but you know and I steer it towards you
know what if something happens and you can't do it. We need to
have a backup plan so this is what were your backup plan.
Jodee: [00:13:24] Sped6 or Sped7 Do you have anything to add
to that.
Sped6: [00:13:27] I think there's also that realistic. You know I
7. mean you guys were talking about being a basketball player and
I kind of thing but I think you need to bring that to the table. I
mean you know I had a student that was in a wheelchair and
wanted to be a police officer obviously he's not going to chase
criminals down the road in a wheelchair. I mean it's just not
realistic. You know and I think that the students also need to
realize that and I mean it's it's great in theory to say let's do
what the students interested in. It's great in theory and
everybody of course I mean hey I want to be a supermodel right.
Obviously didn't happen quite yet but it's the same thing. We
really aren't. Yeah. That is not the model I wanted to be. But
but anyway like we said there also needs to come a point where
you need to discuss with the student some different skills of
being able to be realistic with their disability and understand
what their limitations are as much as you know we don't want to
limit kids but we also have to be realistic. Obviously you know
I mean I myself have a hearing loss. I'm not going to go into a
career where I deal primarily with hearing things right. I mean
that's just not realistic. It's not something that's going to work
and I think sometimes as a team we're so you know going back
to the politically correct question and you know we're so...Oh
we have to let the kids follow their dreams and their aspirations
but there also comes a time where you have to be realistic with
them as well.
Sped2: [00:15:00] They have to have a hard truth...tell them the
hard truth
Sped7: [00:15:08] I totally agree with what Sped6 just said and
have had those experiences where parents aren't realistic with
their expectations for their kids moreso than what the kids
themselves want to do.
Sped4: [00:15:11] Yeah I think sometimes it's really it's it's
difficult you know to be realistic and tell those kids that hard
truth. I like the angle of getting from the kid what are some
8. goals you would like to achieve and then running that by the
parent. I think that that's that's important piece because when
they come into that transition meeting then everybody's not
blindsided. So to speak.
Jodee: [00:15:39] OK so when you get to the secondary level.
You have a student who refuses to partake in his or her
transition process according to this secondary transition plan.
For example you have to interview them for their goals. What
would you do.
Sped5: [00:16:00] Well the first thing is like how committed are
they to that goal. I mean that would be my first thing. It's like
you know it's you know being a coach it's like go coach I want
to go Division 1. I don't see you in the weight room like I mean
you know so I would. And then my second part of that is how
accurate is that transition. And transition services is you know
if you're asking the kid to do pushups because they want to be
in the Marines but they don't like pushups and they don't like
guns than I would question where does that transition. Who
wrote this. You know what I mean. So that's that's just my two
cents.
Sped1: [00:16:35] You know I have had students not take part
in there in their transition. And it's it's kind of like those things
that he had that conversation with him and say listen this is
your future here not mine. I want to help you try to achieve that.
Jodee: [00:16:51] Anybody else have any any ideas on how they
can get students to partake in their transition.
Sped3: [00:16:58] I think a lot of the kids what they end up
doing is they try and look at where they want to end up in their
final ultimate career in a lot of times there are steps to actually
get there. And if they have that ultimate goal and they think it's
too far away for instance doing something with the FBI or doing
9. something on the federal level a lot of times people will start
off and they want to become a police officer or they want to do
something like that and you start them off and kind of that
smaller step and say all right this is what you need to do in
order to achieve the first step to your bigger success.
Sped6: [00:17:32] I think something that might help are like
student lead IEP. And having them actually lead their own
transition plans. I mean you know a lot of times we as the team
as a special education teacher facilitate the IEP and having them
facilitated and actually take charge of their own plan and we'll
give them a little bit more motivation and drive to follow
through with the goals that they've actually created.
Sped1: [00:17:59] So at the previous school that I taught at.
They did just that. So we started about a month beforehand and
we had the students write down some of their goals and really
helped them work through some of those hard truths and
deciphering parent interests and the student interests and kind
of where their skill levels were and by the time start freshman
year and by the time they are ready for that meeting they held
the meeting they knew all their teachers names they introduced
them to their to their parents. And it's always been I don't know
we were really proud of it at that school that I taught that before
but that is something that we did always time.
Sped4: [00:18:39] Yeah yeah I agree I think it's it's like
students really like to do that. You know it's like they're in
charge of their own plan. I'm going to tell you what it is I want
to do. So I agree I think that that's definitely a beneficial aspect
to address and bring up.
Jodee: [00:19:01] Does anyone else have any final thoughts to
share on that one.
Sped6: [00:19:05] I think even. I mean depending on their
10. cognitive level as well. I think that putting them in some kind
of situational situations where they are doing different jobs for
example. You know I used to have my kids go and do on the job
training out in the community from work places where we did
grocery stores we did old age homes folding towels we did
Costco Sam's Club that kind of stuff. So I mean giving them the
opportunity to explore different career that they may or may not
have bought. You know it may spark an interest which would
give them more of an opportunity to want to create their own
transition plans to follow through on their goals.
Jodee: [00:19:49] Yeah and I know Sped7 you actually fielded a
lot of that in terms of you know like with one with the Flying
Tigers for example. Can you talk about maybe some of the
things that you did and your students get from secondary to
higher end learning those basic skills.
Sped7: [00:20:19] The main thing was just letting them do
hands on whenever there was opportunity for example, there
was bacon breakfast burrito's and getting them to actually see
what it was like to cook a scrambled egg trying to to make
change when somebody came up to buy the burrito to do the
dishes afterward. Just to give them like the others who were
saying the real life experience and then maybe you know one of
the great things that one of the school district does in Tucson is
their high schools are completely geared now with academies to
where. Now if you have a parent that wants to put a child in a
totally inclusive and they are going they're going to get the
experience in different areas.So it's an it's it's wonderful to have
an experience different thing.
Jodee: [00:21:34] So I want you guys to provide an answer to
this scenario. If you have a student who is struggling with his or
her teacher how would you handle it.
Sped5: [00:21:53] Teacher or sped teacher.
11. Jodee: [00:21:58] It doesn't matter.
[00:21:58] Have a student that just says that.
Sped1: [00:22:04] I probably try to find some additional
information. Why. What's been going on what what's been the
issue. And I think I'd try to have the student go and talk to that
particular teacher too. Hopefully the first time maybe by
themselves and then the second time with me if it needed to be a
second time.
Sped2: [00:22:27] Kind of piggybacking on what Sped1 said. I
actually would do the same thing at first and I would say all
right what's going on. And then what I would do is I would kind
of spin it a little bit and I would actually go to the teacher and
say this is so and so has she has told me this I am going to have
them come up and talk to you. And if there was a teacher that
could be argumentative or combative. What I would end up
doing is say you know what you need to pull your punches on
them. They're really on the edge. They're coming up on my
request.
Jodee: [00:23:01] anybody else can have anything they want to
to that.
Sped5: [00:23:12] You know I think I would. The only way. I
mean I don't know if I'm going to respectfully disagree with
Sped1 that I probably and I'm not disagreeing at all. But the
idea of self advocacy and I mean if you really feel that way and
if you really think that the teacher hates you or this and that
then it's upon you to remedy that situation. You know I guess
when I first heard the question my first thing would be like I
don't I don't care. Like your boss you're not going to like this
how you deal with it is to what the big picture is. And so you
know I guess you know the self-advocacy skills are where I
12. would classify that as important.
Jodee: [00:23:58] Anybody else have anything in that scenario.
Sped6: [00:24:02] I was just going to say the same thing he said
you know I think that we compare it to a real world situation
where you know you're at work and you don't you're not getting
along with the boss. How would you handle that situation that
way you kind of turn it into a lesson and compare it to
something that they're going to utilize after they leave us. And
that way you know you're teaching on those skills rather than
just telling them what to do. Right.
[00:24:27] Sped7 Can you hear us.
Sped7: [00:24:29] I can I can totally hear you OK.
Jodee: [00:24:33] Anything you want to add before we before
we go on your face is frozen.
Sped7: [00:24:39] You know I totally agree. I was in a uique
situation too where if I saw something like that start to happen
or if or if the student came to me right then and there I was able
to remove the student from the situation and we we started that
dialogue right away. If I if we had to then go back and talk to
that teacher. We did it immediately but communication was the
key and the self advocacy.
Jodee: [00:25:18] So what do you guys feel and are some of the
collaboration challenges as a secondary special education
teacher working with parents on these transition goals.
Sped6: [00:25:46] I think it's being unrealistic. I mean with
some of the some of the you know it's hard to tell a parent and I
know it's at the secondary level. By then you think the shock
would wear off that their kids are not going to be a doctor or a
13. lawyer in some cases you know but it's you know I used to sit
with parents and speak to them. Now have you thought about
what Johnny is going to do after high school and to be honest
with them. A lot of them don't think long term like that they
break it down. So you know have serious conversation and
sometimes having that chat and having that realistic talk I think
is the toughest part of the transition meetings not very green.
Jodee: [00:26:48] Any have anything they want to add to that.
Sped5: [00:26:51] Yeah. The other part of that is actually if you
flip that. And say. For example when the parents don't agree
with what the kid wants to do instead of the other way around.
You know like I said plenty of times where kids wanted to join
the military and their parents don't want them to. You know
you're trying to get kids for you know you know OK you need
physical conditioning classes you need this or whatever it is. Or
ROTC you know find a school that has that. But then the
parents are like you know no I don't want my kid joining the
military. And you know I could deal with that.
Jodee: [00:27:28] Now have any of you guys ever had a
scenario where a kid has turned 18 in the middle of their senior
year and they have banned their parents. From attending
meetings.
Sped5: [00:27:44] Banned? No.
Jodee: [00:28:10] And you know flip side of the coin because
speaking to what Sped5 said and I think that that's. That's that's
a really fine line. So how do you deal with a situation where if
the kid wants to join the military the parents don't want them to.
Sped5: [00:28:37] it's an example that popped out were always
usually dealing with the flip side of it and being you know like
what about when the kid wants to do something and the parents
14. think the kid can do more than they're capable. We rarely come
to the thing where it's the parents don't want them. You know
sometimes it's even the simplest like I want to be a mechanic
and the parents are like you're not going to do anything when
you know you're going to go to college and you're going to do
this and blah blah blah blah.
Jodee: [00:29:11] As a secondary special ed teacher working in
special education what is the most challenging In the way of
offering support and strategies working with students who are
transitioning from secondary going into higher education. What
do you think is the most challenging about trying to figure out
how to get them To that point.
Sped6: [00:29:46] I think that's the most challenging in finding
that right fit. I mean on top of that we've talked about being
realistic a million times now but finding the right fit for that
student. You want them to if there is someone that is capable of
going into higher education first of all finding a university or
finding a community college or a program right. That meet their
needs is also challenging. I mean as special education teachers
at the secondary level we know a lot of programs but there's so
much out there that is still developing. And you never know
where they're going to actually fit it. You can do your best to
try to get them there. You don't know if they're going to make it
or not or if it's going to be the appropriate placement for them
because once you set them free you set them free.
Sped2: [00:30:35] We're still starting in asking 16 year olds hey
what do you want to do for the rest of your life. And then
holding them to that you know it is it's a journey.
Jodee: [00:31:14] So once the interview portion of the
secondary transition plan is written what point do you feel that
you have part of that collaboration process with transition
coordinator's colleges and other key service providers. When
15. did that collaboration piece begin.
Sped1: [00:31:40] I feel like immediately or soon as you have
the next instance of contact with a parent or with another
special education teacher that works with that child the school
psychologist or one of the resources that you're checking to see
if that might be available for that student after after high
school.
Jodee: [00:31:57] And do you guys feel it's it's primarily the
sped case manager that's reaching out to those other those other
people and I don't know Sped5 maybe you can see this in both
sides of the coin in that you and a transition coordinator you
know at what point were you brought into that.
Sped5: [00:32:21] Well in my experience this is just my
experience is that I mean you know is much is as little as the
gen ed knows about sped. Sped for the most part just knows
about as much on transition. Resources testing all that kind of
stuff open so they just really take your lead on it. They're just
you are the transition coordinator so tell me what this where if
you know you read the report tell me where it goes I'll fill it in
the IEP in that part of the meeting you do the talking and you
build this and they are there. They're rather indifferent in my
experience about what goes in that report.
Jodee: [00:33:10] do any of you guys have anything else to add
to that.
Sped7: [00:33:14] I just want going back on our discussion
before. I just think it's still like a puzzle in which you find one
piece of the puzzle you need to find the rest of the puzzle pieces
and put them all together.Collaboration an coordination is so
key.
Sped4: [00:33:34] And so I think it's it's it's one of those things
16. when you fill out that transition plan not that you're not
collaborating with with these people and all along. But I think
once that secondary transition plan goes into effect. That's when
you try to work that you know get the other people involved
because quite frankly I mean I don't know that you guys but
there's been times when I'm like I don't have a clue. I don't even
know where to begin. You get this kid to where he needs to be.
You know I feel that that transition coordinator or you know
I'm. Someone that maybe has more of an understanding of the
transition piece should really be brought into it. If not before
you know in a perfect world. You know more and more districts
are hiring transition specialists. And so they expect them to
start with the kids that are little and work up that you know.
And so. Whereas a lot of times you think nope that transition
teams only should be instituted in high school when in reality
we're doing it all if That makes sense.
Sped4: [00:34:40] And does anybody have anything else that
they wanted to add to that. So as a secondary sped teacher what
are some of the difficulties with the transition process.
Sped1: [00:34:59] I think that kind of goes back to what we
were already discussing which is staying on top of the resources
that are available. So I know that I had a few things that I I did
well to keep up on but it was only a few a handful of things and
that's where that collaboration with the other sped teachers
came into play because I had to go out and reach out to them I
would have been overwhelmed trying to keep up with every
option available. And then my student load and everything else.
So that was was other than finding the best suit for that student.
That was my difficult process. After that you know after finding
the best fit for the student was OK. How do I make that happen.
And you know we didn't transition specialists
Jodee: [00:35:51] Sped4, you actually have a transition
specialist that you work with.
17. Sped4: [00:36:22] Yeah and she does a really good job.
Jodee: [00:36:25] So once you write that secondary transition
plan with the student. When does a collaboration piece come
into effect.
Sped4: [00:36:34] Well she's involved even in the planning of
that. She interviews them I interview them. She starts kind of
working on it immediately if there's stuff she needs to
information gather and then when we're at the meeting she
attends and provides the materials and input and stuff like that.
Honestly there are times when like freshmen she's not always
able to be at every single meeting. And so sometimes she'll just
give me the information and relay. But for all of our juniors and
seniors she tries to time all of their meetings or she contacts the
parents ahead of time.
Jodee: [00:37:28] What are the key challenges between a
vocational transition versus a higher education transition and I
know Sped4 you are mostly with higher ed transitions and you
dealt mostly with higher ed transitions. I think Sped3 and Sped6
are probably equal as well as Sped2, Sped5 and Sped7. So
anybody want to speak to you maybe with some of those
challenges are.
Sped5: [00:37:58] Well I wanted to add to what Sped4 was
saying. it should be now I don't know about your school so you
can correct me if I'm wrong but it has always been the transition
plan is not a one shot one time deal it's really freshman you're
doing Step 1 which is take some AZCIS testing. You know
some. Aptitude stuff you know I'm not taking freshmen on my
tours of Estrella Mountain community college or ASU. then step
two you know is then whatever it is so that a situation where if
you don't have that coordinator who can be on top of every
meeting whatever it should be simple enough that case
18. managers should be able to handle and say Oh hey remember
last year we focused on we have to take those test and we put up
those results. Now we went to part two of the process and did
such.. It's not like up here it is you know have at it kind of
thing. I mean your IEP goal may or may not necessarily be for
the student to get their driver's license.
Sped4: [00:39:15] a lot of times it's career exploration because
they have no idea sometimes what they want to do. OK. That's
OK. Let's pick like three different things that you're interested
in right now and for a lot of the freshmen that's how it starts
out.
Sped5: [00:39:33] It's a classic transition goal.
Jodee: [00:39:38] You know as the kid progresses you update
their goals and their secondary transition goals as they change
from one year to the next.
Sped1: [00:39:51] Every year the new IEP new year new new
goals.
Sped4: [00:40:01] And you know it means the entire plan which
effects oh 90 percent of that IEP or at least get 80 percent of
that every year. I have a kid now who's a senior and I have
changed. Like literally he has. Gone from it was culinary, then
it was the was the Navy then it was I forgot oh sports med.
Physical therapy just like every year it was something entirely
different. I'm like dude you are killing me. Why do you
understand the paperwork you make. You made me do.
Jodee: [00:40:38] Well is a vocational transition plan more
difficult than a secondary transition plan.
Sped1: [00:40:47] For me personally a vocational plan is more
dificult. That's because I am less aware of some of those things.
19. I've worked with more resource students. So that's the stuff that
would be hard for me to keep up on top of what programs are
available after high school and how they changed and how the
requirements changed since the last time I looked at those
programs that were available.
Jodee: [00:41:07] Does anybody have anything to add to that.
Sped4: [00:41:35] I think knowing your resources too and what
things are available. The longer I've done it and moving around
from different schools and in different locations within the
metropolitan area more you become more you yourself become
more aware of what research sources are available.
Jodee: [00:41:59] So that's something that you have to do your
homework on. Or can the transition coordinator help out with
that piece of it.
Sped4: [00:42:06] Well that's that's a huge part is that. But if
you don't have that relationship or you don't have a transition
coordinator that's doing that for you then you've got to do it
yourself and before coming here I really didn't have that person
right. And so. You know and then. Honestly I am pretty spoiled
I think on the east side with having EVIT. There's a lot of those
resources available.
Jodee: [00:42:37] And couple more questions you guys. And
what went might be some suggestions to increase the
collaborative process between secondary sped teachers
transition specialists and other key service providers.
Sped2: [00:43:07] It's communication. It's education. It's you've
got somebody teachers who really don't even understand Special
Education. It's another program another thing. if you would put
it in terms of like LRE and you sit there and said if we said the
same thing about that with sped kids that we do about minority
20. kids People will be like I would never say that but you're saying
that to kids all the time. You say you or your kid you know or
I've got those kids over there or you know I mean stuff like that.
I think it's just an overall. Misunderstanding of what it is that
special education does. Because again. The things that they say
that teachers or people say about special education kids would
never dream of saying that about any other group of kids but we
do it without thought.
Jodee: [00:44:11] So opening up those lines of communication
is really important.
Sped5: [00:44:18] It's just like sped6 said, You go get your
teacher degree and you get one sped class. No historical
background no understanding of it. Nothing like that. It's got to
be way. It's got to be in depth. I mean it's the same thing about
general ed. The two things that affect more people than any then
more people than anything else is government and economics
and we spend a semester of each and that's it. And you wonder
why people are so uneducated
Jodee: [00:45:02] Anybody else have anything to add to that. As
a secondary special education teacher do you feel Adequately
prepared to transition students with disabilities to higher
education.
Sped4: [00:45:22] Yeah I was just going to say we always need
to keep getting better. It's not a good idea to just be complacent.
Jodee: [00:45:39] Well is it one of those things you know you
have your earn Continuing education. Like are you increasing
your knowledge on Ways you transition as a student.
Sped4: [00:45:55] Are you asking for like specific training
classes or are you just asking like Just generally working
individually.
21. [00:46:05] I mean you know in your experience is because
there's been times when I've transitioned students and I'm like.
You know I don't I kind of feel like when I'm going but I don't
really know if I know what I'm doing.
Sped1: [00:46:19] Yeah. I think the state puts on some sort of
transition fair something like that every year. Another example
of like that continued professional development.
Sped4: [00:46:43] Because I got to go to that transition fair and
that was great and that really helped me so much but not every
single teacher get to go. So either the who were like that's kind
of mandatory and everybody does it.... Or or not you know a lot
of times it's space time it's money and people aren't going to
pay for it on their own. Districts aren't going to pay for that.
[00:47:24] OK so last question for you guys what are some of
the supports that you need from your district in order to
effectively collaborate with one another when it pertains to
providing transition services.
Sped3: [00:47:45] Time.
Sped1: [00:47:49] Budget from professional development.
Sped4: [00:47:50] Money.
Jodee: [00:47:53] Money with what they pay you in terms of....
Sped1: [00:47:57] Resources professional development
opportunities for students to go out and have those transition
type experiences that Sped6 talked about at the beginning.
[00:48:05] So Sped3 what about in your neck of the woods.
What do you think that that you would need that your district
22. should provide. For you guys.
Sped3: [00:48:16] Oh definitely the resources are big. It seems
like most of the special teachers that I work with we end up
having to go out and try and find all of these resources for
ourselves where as it would be nice if the district would say hey
here's a list of resources for you. Why don't you well even pay
for it if you want to go to it. Or you no it's just it comes down
to that. A lot of that since were so specialized. People don't
know what we do right there. They're happy If they don't hear
from us. Yes. Basically what happens is we're left to fend for
ourselves.
Jodee: [00:48:59] Who yelled out time?
Sped3: [00:48:59] I yelled out time. Time as far as being able to
go out and do these things because we've got you know I'm
preaching to the choir. I know that. But you know with our
caseload and everything else that we do we don't have the time
to look at it and this becomes something secondary that we
scramble to try and make up.
Jodee: [00:49:49] How many of you feel That it would be
beneficial for all districts to try to incorporate Transition
coordinators exclusively for Secondary.
Sped4: [00:50:02] Very important.
Sped1: [00:50:04] It just depends on how they do it.
Sped5: [00:50:06] Thank you. That's what I was going to say is
to have a transition coordinator for the sake of having one.
Yeah. It is not necessary.
Jodee: [00:50:18] We want someone that would be well versed
within the field would know what there doing?
23. Sped1: [00:50:26] Maybe some budget or funds for services
[00:50:33] I want to combine Your last question and this
question and I think it's true for transition is it's true or general
ed whatever. Choices like students parents whatever they need
choices if their kid goes to school they don't have the services
then let them go to another school. You know let the schools
possibly specialize in their field. I know that there is EVIT and
West Bank. That's the best thing for these kids don't make it so
difficult for them to do half day school and then half day West
bank. like you've got to give choices. And so as much as I
understand about the time for us. I mean I do get that. But
ultimately it's just like anything else. Parents and kids should be
given a choice. Well I feel that it was always legislated from the
top of people you can't do this well you don't know anything
about this. You don't know about the resources. And you're
putting arbitrary boundaries on what I can do with and can help
this kid by doing this.
Jodee: [00:51:58] Does anybody else have any final thoughts
they like to share. Before I turn the recording off as we've
reached saturation.
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please
anyone feel free to jump in I interject I may ask some of you
specifically. So the first question is How does political
correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I
think you know something that we always have to take a look at
with families especially when we're working with them is the
terminology. So like are we going to say the right thing to the
24. parents. Are we not going to say the right thing especially with
the laws and regulations changing so often and parents not
being up to date on terminology. Sometimes the political
correctness of it all comes into play.
TS2: [00:01:43] Also with taking a look at the transition plan
and what the student actually wants to do. Being realistic about
what the student is going to be able to do. And I actually said it
instead of saying that. Instead of saying that a student can or
cannot do something you have to be politically correct about it.
Jodee: [00:02:17] Does anyone have Any thing else that they
would like to interject regarding how political correctness
influences the transition process.
TS1: [00:02:24] Well I can add to that. Yeah I think really it is
important that we present ourselves as ethical professionals and
that helps build that trust relationship with the family and also
with the staff that we're working with and having those Pre
meetings where you talk with your staff about the best way to
handle a difficult situation and how to present information let
the student also advocate for themselves. It's really important
and that's really sort of best-practice. So when you are working
with them knowing the correct terms making sure you're up to
date on the legal requirements making sure you have a way to
document or help the student participate in the meeting itself.
Can really make a difference when a parent is not really trusting
the school. The student can speak for themselves anyway and
how you help that happen. It makes a big difference.
Jodee: [00:03:34] Does anybody else have any anything else to
share on from that perspective as you're holding a transition
meeting. How does that factor into it.
TS7: [00:03:46] You know there are also and I think we talked a
lot about this in my one on one interview. It is you kind of have
25. to break it down as far as the area that the student wants to go is
just two different components that I think of. You know I want
to be that NFL football player or I want to be policemen
whatever it is and being able to break down the skills and what
interests that child in that job. And so you have to be able to be
politically correct in breaking that down without making them
you know feel like oh she's saying I can't be that in real life.
And then also another piece that I feel is important that we have
to really tiptoe around it. If we have to state providers that are
attending the meeting. And oftentimes parents will say well I'm
just going to get a check from this date forever. So my kids not
really ever going to do anything.
TS1: [00:05:08] So you know to kind of pair off of what you
had just said. So sometimes it goes back to that you have those
challenges and oftentimes those challenges stem from working
with one another. And you know very secondary true special
education teacher is the one that's responsible for filling out
that secondary transition plan. What are some of the challenges
that you as transition specialist have with regard to that
political correctness being able to guide the student to their
goals on the secondary transition plan. Because quite often you
maybe your role is in telling the team. I don't think that this is
best suited for this child and here's why. Based on the
assessments. That they've been given. Can anybody speak to
that. Or. Other members of the team with regard to a student
transition.
TS6: [00:06:57] I think sometimes there are differing opinions
as to where the level is of the child or what they're able to do
and whether it's the parents doesn't think there are teachers
things to try and do it or you know what the student wants to do
something know. You know and trying to bridge that gap and
come to a consensus and change.
Jodee: [00:07:27] So what are some strategies that you can use
26. to guide the team and getting everybody on the same page so to
speak.
TS4: [00:07:41] I think what's always important is to remember
that this is not a time for your feelings about the students or you
know your feelings about the family or any of that. The idea is
to remain objective. For me remaining objective in the process
take out hopefully take out any type of feeling of bias. You
know I can try to remember to encourage that within the staff.
And my hope is that somebody can see things objectively that
we're not saying this student can't learn were just saying that
there will be struggles you know so it's me that can help
facilitate that discussion in a more productive way.
Jodee: [00:08:32] that objectivity that you talked about
Michelle is really important.Does anyone else have anything
they'd like to share?
TS3: [00:08:42] I think also it's important to work with a child
in an area that they're really good in but you have a child who is
graduating and they are getting a completion certificate. They're
not even getting a diploma so for example their math skills are
not Anywhere where they need to be as a potential veterinarian.
So we had a student that wanted to be a veterinarian and there
was no WAY. then how do you have the child find a job that is
still within that field like maybe a vet tech? I mean it's just
something like within that field that they're really interested in
then you can talk to the family about the different options.
That's within their skill set but also to do a job that they really
want to do in their life dream.
TS5: [00:09:57] I think that it comes down to just having that
philosophy with your staff that. We are looking for a route. You
were looking for a way to say yes you know what I mean you
were looking for a way for what this child and the parent wants
looking for a way to say yes and meet their needs. So number
27. one just the culture Of your faculty your special ed director
whoever is in the meeting. But I think it's all about the pre
meeting. I think you really got to meet ahead of time. Get on the
same page knowing what the kid wants to do and say What are
some options we can think of ahead of time so that it's not the
moment you're just trying to figure it out right then.
Jodee: [00:10:55] Yeah and you know what and just to kind of
pair off of what you said to have that pre-meeting that was
something that actually came up in our in our last focus group
in terms of Do you do the pre meetings with or without the
parent. And what can be some of those challenges?
TS4: [00:11:42] Yeah I just I just said that. Yeah I mean it's
always a concern about pre-determination of some kind. So yeah
it's always difficult. If they know that you've had a discussion
and you're like no no no nothings determined so Yeah it's hard.
TS1: [00:12:05] Well one of the things that we did was we often
would have parents survey so the parents were giving input and
we kind of just met to collaborate. We had a collaboration
meeting. It wasn't like a pre transition meeting. It was a
collaboration meeting where we went over the parents surveyed
the student survey and we did those annually so that we were
always updating them. And that was part of our assessment
process. But another thing too is to even just brainstorm
opportunities for situational assessments so that when you
actually go into the meeting there are some common language
that could present to the parent and say maybe if this is a
student's interest how do you feel about trying this or that and
getting the g parent to get feedback as far as. Have you ever say
if the student wanted to go to college but their scores aren't
going to be high enough yet maybe you could convince that you
could talk to the parent about it an assessment such as going
online to the community college and taking a pre assessment for
placement. If the student wanted to be in food service maybe
28. there's an opportunity for them to volunteer at a nursing home
or something like that where you could actually do a situational
assessment with a kid in a common setting and you can set that
up during that transition meeting as a suggestion. Following up
on that at a later date with some actual data and then it doesn't
really make it seem like you've predetermined anything. You've
just made suggestions and you're following through does that
make sense.
Jodee: [00:14:04] so let me ask you guys, What are some ways
that you can help to collaborate with that secondary special ed
teacher and getting that student back on track.?
TS3: [00:14:38] I think you have to find out why they're
refusing.
TS7: [00:14:46] Yeah. Yes. Yes. It goes back to the initial
relationship and you got to find whoever that person is that can
really connect with that student. And a lot of times. You have to
find out why and sometimes finding out that it's sometimes
extremely difficult you know because we know when kids are
getting ready to graduate go out into the real world. In reality
they are scared to death because they don't know if they can
succeed. So we can do things to build their confidence and have
somebody that really has a good relationship with them and just
start the conversation. So that's often helpful.
TS3: [00:15:34] I think you need to find out why there has to be
a reason they're not interested and they're just afraid to take
those next steps.
Jodee: [00:15:56] I'd like you guys to provide an answer to this
scenario. If you have a student who's struggling with his or her
teacher how would you handle this.
TS6: [00:16:10] Well I think it has to start with a conversation
29. with the teacher to find out you know what's going on from
their perspective and then also having a conversation with the
students as to what's going on. You know to get their
perspective and try to get everybody to look at things and it
kind of goes back to that objectiveness that was talked about
earlier. You know we're being objective here and what can we
work out as we're almost like a mediator at that point.
Jodee: [00:16:56] Ok so TS2 I'm going to put you on the spot.
What are some ideas that you have about that.
TS2: [00:17:04] I personally think as a transition specialist I
will look at it from a different point of view. They're going to
run into issues and problems on the job where as a teacher we're
not going to be able to step in and help them. I would try to
educate them a little bit better in communication skills and how
to deal with problems in the workplace. Pair it to something like
problems in the classroom and have them go self advocate for
themselves and actually confront the teacher although it really
does depend on the level of the student as well. I mean you
know depending on where they're at and like cognitively could
be the difference of what we decide to do with them but if we're
talking in general that's what I would do I would try to give
them some kind of a skill base for working with them. I may
even contact their speech therapist if that's someone that's in
play to do some social stories some role playing with them.
Jodee: [00:18:02] TS5 did you have something that you wanted
to add to that I know you had asked about The population.
TS5: [00:18:08] Yeah I mean I definitely like what she was just
saying that part of it you have to think about everyone. you're
going to deal with different personalities and different scenarios
in the real world in a job. And so I think a big part of that is to
help them figure out what skills it is to communicate with
somebody that's there superior. In this case that teacher or you
30. know a boss. And so I think dealing with that unless situation is
really serious. You know I think that. That's the first step in
you're a mediator and really trying to flush out what's between
the teacher and the students.
Jodee: [00:18:46] OK so how can you provide support to one
another. For example the transition specialist to secondary
specialist teachers when transitioning a student to higher
education. Because I know want to learn the differences
between vocational and higher ed transitions so. So this is
specifically related to your higher ed transition.
TS4: [00:19:19] Oh I'm sorry this is this is TS4. I was just
clarifying. So how do we support the secondary special
education teacher.
Jodee: [00:19:28] Yes. How would you support the secondary
special education teacher and in working with transitioning a
student to higher education.
TS4: [00:19:41] Well I mean I would I would hope that they
would already have some frequent contact with a case manager
with say a counseling department within their school. Because a
lot of times you can help facilitate getting that students signed
up for a college visit or. You know of you know how do they
get accommodations on the ACT or SAT those kinds of things.
If you can provide that information maybe to the secondary
special education teacher who may or may not be the case
manager. then they can be more aware of those things as they
come up again for another student.
Jodee: [00:20:25] Does anybody else have any anything that
they'd like to add into that.
TS3: [00:20:36] When we transition a lot of higher ed kids like
to a four year institution or even to like a two year but when we
31. did we would even have the students sit in on classes so they
would sit in on some freshman level classes with a transition
specialists or the special ed teacher to kind of see what it feels
like and then when get a better idea of what they need in the
classroom to help them with that piece to and you know they
wouldn't sit right next to them, they would sit A couple rows
back and do that a couple times that the kid could get used to it.
we were in really close contact with the counselors at the
university or a junior college and to make sure that we had a
plan for them if if they're anxious or if they couldn't access the
curriculum for some reason or couldn't talk to their professor.
They had someone to go to to help with that. So involve the
parents too the parents to come down and talk with counselors.
And so there's a lot of work to be done when it's a higher ed
institution. It is almost like job coaching.
Jodee: [00:21:46] Does anybody else have anything to add to
that.
TS7: [00:21:51] I think about the importance that you can them
with a disability resource center. Show them that way. They
know what their services will look like in that setting. Like
those situations with assault centers around you were they were
really good at working with students was very high functioning
and had autism and really worked with the family to transition
to that. And they did a fantastic job.
Jodee: [00:22:20] Thank you for bringing that up. And that's
that's an excellent point. Go ahead TS1.
TS1: [00:22:24] Well I was going to say also working with the
VR case manager on that is really a useful thing because they
can be very helpful especially if the child is going to college if
they're going to a university. It's harder to get VR involved
because they want to see evidence that they're going to be
successful and higher learning. I have had some students go to
32. four year universities one actually went out of state and is still
working on completing a degree. But it hasnt been without
issues that it really help them learn how to contact the disability
resource center getting the parents involved and understanding
even the parents not even understanding that they can't have the
same relationship with the school staff that they would have had
at the high school level. I found a lot of parents didn't
understand how their role would change and how no one will
talk to the parent only to the student. And so that takes a certain
amount of preparation not only for the parent but for the student
to learn how to ask for that support. There has to be a lot of
coaching on that.
Jodee: [00:23:42] So as a transition specialist, what do you feel
is the most difficult part in trying to complete transitioning kids
through high school?
TS4: [00:24:06] I think sometimes is helping them self advocate
appropriately in terms of kind of theoretical you know kind of
answer to you. I think that's kind of the hardest part of them
You know not complaining. But you know you know or whining
about something but specifically knowing how to request
support or discuss what their strengths and weaknesses are in an
appropriate manner.
Jodee: [00:24:39] Any difficulties with trying to get them to go
from IDEA to ADA.
TS1: [00:24:55] sometimes I know that I used to use graphic
organizer and actually have an activity where they had to
actually compare IDEA and ADA supports So that it was
actually something that would be included in their portfolio
because I had to make a portfolio. And so it was kind of in their
toolbox so they could see what could they provide what couldn't
they provide. And that was when I was a teacher and as a
specialist I provided some of those resources to the teacher.
33. Jodee: [00:25:36] Anybody else have anything to share on that.
TS5: [00:25:40] I was going to say that I think that comparing
the two. I love her idea that such a great idea and I think so for
the students to realize that what they've been receiving possibly
for you know 10 years is it's going to be available on the same
level it's going to change. And then having the parents see that
as well. You know we've talked a little bit with the university
but it's still true. Like when they go to a job the parent can't
come in and say you know I need you to accommodate them
coming in late every day or whatever. So I think that both the
student and the parent be educated on differences and how to
advocate because I think when it when they leave high school
they have to advocate for themselves.
TS3: [00:27:06] Well I was I was just I was going to say what a
great idea that was for the flow charts. I didn't really have any
issues with it except I mean the parents truly understand the
differences. But once once we explained that to them they
seemed fine so but I like the flowchart idea.
Jodee: [00:27:22] So what what are some of the collaboration
challenges as a transition specialist that you all encountered
when working with parents on transitional goals.
TS6: [00:27:44] I think it's just a matter of finding a way to get
them to understand that you are preparing them for their post-
secondary environment. And you didn't realize that they do
something and they're not going to necessarily lose their check.
Jodee: [00:28:06] And does anybody have any issues with
maybe the unrealistic expectations. And ideas on how to work
through that with the parents.
TS6: [00:28:26] I think that's where you have to focus on the
34. data and the skills and keep the objectivity. This is what we
know the student has strengths in this is what we know their
abilities are their skill level and looking at that to help prepare
and understand.
Jodee: [00:28:52] Anybody else have anything else that they
want to interject on that one.
TS3: [00:28:57] Well I think you see it from the other end too
that they're not involved when you get them to be involved in
the transition plan. you see over involvement and being
unrealistic and then you have the other one saying you're just
going to take care of this right. They can do anything. No you
need to be a piece of a part of this. So I you know I ran that a
couple of times we had to discuss what their role was to control
the school's role. To put it all out there so they understood.
Jodee: [00:29:25] Very good points. Anybody else want to
chime in on that one.
TS2: [00:29:29] I think something else too that I'd like to bring
up is as a transition specialist we often get some kind of flack
that we don't know the student as well as the special education
teacher does. So you know that's another issue with parents as
we are the specialist in the area. We have all these great ideas
but you don't know my child like I know my child because I've
grown up with I have had my child ever since they're a young
special education teacher has them every single day you come in
randomly. That's the other I think challenge that we often see.
TS7: [00:30:03] And that's that's I think where that
collaboration with the secondary special ed teacher and
allowing them to support you also comes into play too.
Jodee: [00:30:25] How can you as a collaborative team form
those relationships and provide support to parents of students
35. with autism or any other disability as they're transitioning from
secondary to that higher education setting.
TS2: [00:30:46] I would say it's taking the time to really get to
know the students. You know I mean you definitely want to
bond with your team and have a strong team together. But if you
truly know the student and you go into the classroom and you
get to know who they are that's going to help formulate a lot
better the collaboration process because you're all going to be
on the same page.
Jodee: [00:31:09] Anybody else have anything else that they
want to interject.
TS5: [00:31:13] I was going to say I looking at it as a process
and not an event, that is really important. It's like there's not
one day that you're doing that transition plan but like you're
looking toward for over a year before we get to that point. For
me it's so like what she just said about going in and getting to
know the students. You know who's going to transition so
you're preparing for that. Teachers are preparing. The student
and the parents are preparing. It's not just a one meeting that we
fill out this plan.
Jodee: [00:31:50] Anybody else have anything that they want to
add to that.
TS4: [00:31:56] Well the only thing I would add would be
making sure maybe everyone kind of alluded to that but make
sure that you use Access or gain the parent perspective or any
of that kind of stuff so that they feel like they their voice has
been heard perhaps help to make it a little bit more
collaborative effort.
Jodee: [00:32:17] OK so here's a question to poses for all of you
here. A student enters the high school setting, special education
36. teacher meets with them fills out the transition plan, The
student goal is written. When. Are. You brought in to
collaborate. At what point is the transition specialists supposed
to be integrated to start that collaborative process. Is it
something that comes from the special ed teacher to you or do
you keep track of those students coming in and then go and
meet with the case managers.
TS7: [00:33:04] I think it depends on what district you're in
because not every district has somebody specific just for
transition a lot of times it is left up to the special education
teacher/case manager. You know different people do a different
way. And I've seen it done both ways where the case manager
takes care of things. Otherwise there's a communication plan
like three months ahead of when the IEP is due where you're
doing your initial assessments getting to know the kid and
starting to collect some evidence to work into the transition
plan.
Jodee: [00:33:47] TS3 did have something you wanted to add.
TS3: [00:33:54] Um like she was saying, not everybody has that
position so it's almost as if their case manager becomes a
transition person for a while. And they already know that child.
So they're pretty much in it from the beginning. It's like a lot of
districts don't have the money to have someone and they can't
help all of them either. The kids they have to service so a lot of
times they're brought in senior year. You know or they're
brought in to sign off on certain things and the IEP team
decides the child things like that they're going to they need a
job coach their senior year. You know the transition person
would come in and say OK you know we can we can do that
piece. This is how we're going to transport the child or whatever
they're going to do. But in a lot of times the case managers are
there from the beginning.
37. TS4: [00:34:35] So it is the secondary transition plan a tool to
foster collaboration.
TS4: [00:34:44] It can be and it should be.
TS7: [00:34:47] I mean you would hope so because you're who
you want to go off of the staff member doing so well and assign
components of that transition plan to their responsibility for
supporting developing good skills and work toward the goals.
Jodee: [00:35:05] So just a few more questions here. What are
some suggestions that you all might have to increase that
collaborative process between one another?
TS6: [00:35:56] I think it is a good idea to increases
collaboration.
TS4: [00:35:59] This is TS4 and I'm new to you I'm new to my
district and new to my state so and also my buildings haven't
had somebody dedicated to them for a while so kind of getting
back in and in reminding them of of what you know is expected
of them regarding to transition has been a good process but
maybe a little slow process but a lot of times I've just been
there to talk to them and see what I can do to help them. You
know I mean I'm just kind of sometimes i maybe a little bit in
their face or maybe too much but I'm always there kind of
offering support and validating their struggles and all of that
kind of stuff that they have. And just offering you know what is
it that you think you need. You know how is it related to
transition that I can help. And unlike maybe some other people I
have that luxury to be able to do that right now.
Jodee: [00:36:53] Anyone else.
TS3: [00:36:59] Well I was going to say I'm kind of what TS4 is
saying is to clarify roles so that everybody knows what
38. everybody's job is and what their role is in the transition plan
that helps with collaboration. Just to remind everyone I think
every time. OK so you're in this role and this is what you're
going to do for the child and what you're going to do for the
parent...that way. And this is what we do for each other and this
is how how we're going to communicate. I think it's good to do
that up front and make sure everyone's clear about that.
Jodee: [00:37:25] Anyone else have anything that they want to
add to that.
[00:37:31] So as a transition specialist do you feel adequately
prepared to transition students with disabilities to higher
education or if you don't. What are some things tools resources
those types of things that you would need in order to be able to
effectively do that in your opinion. This is all Your perception.
TS2: [00:37:56] Money. I think money. I mean I think honestly
as a transition specialist we wouldn't be in this position if we
didn't feel that that we were qualified enough to be able to
assist students transition out of high school. However at the
same time we do have a lot of limitations. Money is definitely
one of them. Also resources as far as I know I've had a lot of
difficulties getting job coaches assistants that sort of thing to
help the transition process run a little bit. Well there it really
when it comes to public education it really does come down to
funds funding.
TS7: [00:38:43] And I had kind of the opposite experiences I
had the opposite experience where we readily had money
available to us to help support developing the transition plan
taking it out into the community getting the work place skills
that they needed. Things like getting your food handlers card
taking them on tours of different either universities technical
school whatever specifically pertained to them and
transportation wasn't an issue because it happens to be that with
39. some of the old transportation funds when they were expiring
we were able to by transition buses. So we didn't have to worry
about about setting something up the transportation and being
on a limited schedule. We had readily available transportation.
TS6: [00:39:55] Wow. Good for You! That's awesome!
Jodee: [00:39:57] Anybody else have anything else that they
want to add to that.
Jodee: [00:40:04] And so last question is who you speaking to
kind of what TS7 just mentioned with district support but what
are some of the supports that you would need from your district
in order to foster that collaboration process with one another
providing those resources for transition services.
TS3: [00:40:31] Oh I think training is important for especially
people that are new to special education and new to transition I
think training is really important that they know how to write
those plans and how to service the kid the best.
TS6: [00:41:01] Really just knowing the resources are available.
Well it kind of goes back to the training and knowing what
resources are available and what all the different options are
that are available for the students.
Jodee: [00:41:16] Anybody else have any final thoughts that
they'd like to share?
College of Doctoral Studies
RES-866 MAXQDA Analysis Assignment Directions
41. process between secondary special ed teachers and transitioning
and transition specialists when transitioning students with
autism spectrum disorder or other disabilities from secondary to
higher. OK so the first question is is describe the condition
process as you understand it from the guidelines of the
secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments
that are appropriate for assessing it can include you know
obviously interviewing the teacher not not the teacher the
student and then sometimes parents are involved in that process.
Then there's other batteries of tests. Things like the couter
doing AZCIS things other interests inventories and things of
that nature to get that. Looking at transcripts students grades
grade reports in those things and taking those all that data and
that assessment information and looking at that.That's my
understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the
secondary teacher special ed teacher as the case manager to
interview the students. And you know one of the big pieces that
we look at is the age appropriate goals. You know if you've got
a student who is who is autistic academically They're very
bright. They can do the work but they have absolutely zero
social skills. And they want you maybe studied to be. They want
to go into broadcast journalism or something along those lines.
So it's like having you determined you know is it like a
collaborative effort. You determine and work with the other
person you know because sometimes you have to be that person
and say yes might not be the best fit for you. How does that
kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or
being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I
42. have other situations where students wanted to go straight to
university from high school and just had these visions of
grandeur. But their GPA would not allow for that or they had
other deficiencies and things of that nature. And so it's just it's
sometimes it's like literally printing out the requirement and
showing them just saying you know these aren't going to work.
It's not a possibility. However it doesn't mean that you can't go
on to higher education. And just providing them alternative
routes like one if there is enough time if there for example is
there a sophomore or a junior. You know we look at like Well is
there enough time to get rid of these deficiencies. Can you take
some of these courses. Can you do that to get your GPA up to
get rid of the deficiencies et cetera. Is that feasible. Is that
feasible with money or mom is mom and dad going to pay for
that you know. And is there enough time or looking. OK well if
that's not an option then community college is not necessarily a
bad thing to do it right. When did you first get your lower level
and what kind of pump would that. And look at what are the
requirements for insurance for that.
Jodee: [00:05:27] Is there any part of the secondary transition
plan that could facilitate collaboration.
Sped4: [00:05:27] I mean It literally does another resource that
I have on the east side is EVIT. So I know that's not necessarily
university or but it's a post-secondary training and we do work
with that and then we work with the people at EVIT and we get
the students and we have them tour. We have them try out
different programs and so it yeah that's not not that's what we
do you know based on that we look at you know what things we
offer on campus as far as elective classes that they can take that
would be geared towards it. We look at that and then try and get
as many of our kids to that are interested in a program like that
that have the ability you know help to make sure that they get it
and get the connections.
43. Jodee: [00:06:28] So can you describe the successful student
transition that you facilitated. No it goes back to that secondary
to a special ed teacher is responsible for making sure that the
transition plan is filled out and then if I go over that course for
four years you have them in high school.
Sped4: [00:06:50] OK so then yeah I mean I have more and I
feel like a lot of my students have been successful. So when that
comes to mind I kind of wordsmith because I haven't been at the
school for very long. It's only my fourth year there so haven't
followed a student but I got a kiddo as a sophomore my first
year so followed him through and he was very interested at first
started out he wanted to be a NASCAR driver. And you know
we look at that tried to you know look at what resources and
what things we had related to that we started realizing and
talking and collaborating with parents like they had looked into
there are some schools some driving schools but it was cost
prohibited out-of-state et cetera. And so it's just sort of
channeling him with his focus. But in a different route I looked
at and that's where we connected with it man programs there
had him tour there. He started getting into the auto detailing
allow that but found that through a course and there there's
some doubt that he was doing that. He really likes coming up
with the estimates for that and liked that more than actually
doing the body work. And so he kept up with that learn how to
do the bodywork learn how to figure out did that estimating gut
on with an insurance company a local insurance company and
was doing some work for them and sort of Fortunately got taken
under the wing of an estimator there and so was getting
answers. And he's he's still doing the physical body work for
him since graduated high school. That was last year.
Sped4: [00:08:55] And so this year I happened to meet up with
His parents in chitchatted So I got this check on how he's doing.
And so he's working for the insurance company. He is still
doing the body work but he's learning the trade of doing
44. because the estimator. And so hopefully we'll do that. But he's
hired on full time so useful and I know that's a good example.
Jodee: [00:09:23] That's a great example. It kind of leads into
my next question but I think you really already covered that and
the differences in your experiences when you did a vocational
transition versus one to higher ed. Do you see differences
between doing those two different types of transition?
Sped4: [00:10:01] Where I see the difference is their elective
class choice those that are going and are more college like they
want a career that you need a degree for as opposed to
vocational training for especially those that aspire to go right to
university. They tend to take well there they have to take their
foreign languages. So they're taking their two years of their
foreign languages their elective classes or fine arts. Oftentimes
their additional math or science courses depending where
students that are more vocationally geared and that's their focus
and that they tend to take electives that are. More geared to
their specific interests. As opposed to the necessities for
admission to university. And. I don't know what's better what's
worse. I mean the preference of the kids that is really nice and
really great to see the kids that have a passion for something
can take those classes and really. Find themselves or find out
that they don't like that at all and it's not anything of what they
thought and change their mind while they're still in high school
before they've spent all kinds of money.
Jodee: [00:11:29] That was Going to be paired with with my
next question because you know a lot of four year university
student disability services which is great. But. You know and
sometimes you get these kids you're like no I just want to go to
a university. But that may not be the best. Setting for them.
How do you shift them toward going toward community college
because I know I always appreciated when a teacher of mine
said you should go to community college for less money.
45. Sped4: [00:12:00] You know I do. I recommend that. I know I
personally chose that route for the financial and other reasons.
And. You know I tell them I'm like hey I'm proof like I have a
degree I have a Master's but I decided not to spend as much
money and just do my four. You know it's possible like I'm
proof right. And so you know all is not lost just because you're
not in the top 15 percent of your class and you can't walk on
with a scholarship like that and still do it your dreams are still
achievable.
Jodee: [00:12:40] So can you really talk about some of the
strategies that you use to help each other. Remember I talked
about that transition strategy in terms of. Working with the
president is special ed you can see that. They might be
struggling with a student as they're trying to help them do a
transition process. So during that collaboration piece what does
that collaboration look like. How would you Help someone to
work through that.
Sped4: [00:13:13] I feel very spoiled because we have a great
transition spelled specialist on our campus so. I'm sure not
everybody. Has that same situation or can have that same kind
of relationship.
Sped4: [00:13:34] I don't know that I have a great answer for
you other than I can say there have been times where. I'm. You
know sort of breaking the news to the kid and it's like well do
you want to do I want to do you know. Who's going to do it. She
tends to be that person honestly that makes more of the phone
calls and more of the connections and runs the tours for some of
those vocational training things which is nice it takes that offers
me. And she'll do a lot of that coordination. So I don't have as
much of that heartache or a headache. But. So I I really I can't
unfortunately think of a good example of that.
46. Sped4: [00:14:30] It's just that you are able to communicate and
collaborate together and work together and you can you you see
that. OK we're going to provide the support services because
that's going to help the student get where they need to be. And
so it could be just heading things off at the pass before it gets to
the point.
Jodee: [00:14:56] What do you think makes the collaborative
process so successful. When you're when you're collaborating
with your with your transition specialist. What do you think
about that collaboration makes it makes it so successful?
Sped4: [00:15:14] Yeah. Well one. I mean honestly it's her
personality obviously she's you know she's a person that's very
easy to talk to. She's very knowledgeable. She's passionate. On
the personal side I feel the reason she is as she herself has a
daughter with Down's syndrome. And so I think she she knows
that she lives at her. Her daughter will be graduating this year
not the first time she. She knows it from both sides. And I think
that's why she's so passionate and so good at it. I would say
honestly if like. Going into another school another it's
Personality if you don't if you're a transition specialist and or
special ed teacher don't have the personality and the
wherewithal to to collaborate and to put. Personal differences
aside and focus on the student then it's not going to work no
matter what.
Jodee: [00:16:24] So it is kind of an unusual question but it's
certainly noteworthy to bring up and and. Was there ever a time
during a transition. Meeting or working or collaborating with
with someone else when you felt competitive.
Sped4: [00:16:48] Trying to think. I think the only times that
there's been people not on the same page is honestly parents
when the parents aren't necessarily on the same page as their
students. As far as myself the transition specialists I read were
47. on the kids side. I mean I will be honest to them if what they're
looking for is not. Realistic but sometimes even if what they
are. You know maybe the parents have a different idea. I have a
current student right now that desperately wants to go right to
university. He's pretty well set up to be asked to do that right
now. But parents don't feel that he should they want and too
many cause for so I don't know what ends. Or the parents. So
that that's been more of the struggle not necessarily within team
members that I work with.
Sped4: [00:18:47] Yeah I just have another one I can't believe I
forgot about a this one. He didn't know he was the Poor little
lost soul wasn't sure what he wanted to do. Thought he wanted
to be physical therapy or working in sports med tried some of
those elective classes and since got kind of turned on to
radiology wanted to do something with that. That was what our
transition specialists did in a past life. He was able to really
give them some good information. He's a senior now but he's
already enrolled in a program and it has a wait list. And so he'll
he's kind of like on the waitlist while he's doing his senior year.
And in addition there were a prerequisite he needed for that that
we offered as elective classes here on campus. So he's taking
those extra elective classes on campus as dual enrollment. And
so he's getting the credits and the Prereq's done. So then when
he graduates in May he's going to be able to transition into the
fall.
Jodee: [00:19:54] Let's say you've got a kid kind of going back
to what I talked about for the sake of a kid that's lacking great
social skills. How do you prepare them? Like working
collaboratively like what would be some of the things you could
do with the transition specialists to work to get back to where
they need to be because that's a hard thing you know teaching
self advocacy and all of that kind of stuff. So what could be
some things that you can do. You've got kids who are covered
under IDEA and K-12 and then all of a sudden ADA. How do
48. you help them work toward their goals?
Sped4: [00:21:15] Obviously they would have goals and or IEP
that would be geared towards that with the self-advocacy and
things like that. If a student qualified for speech or speech
services and I'm thinking somebody with like really bad social
skills may it might be likely that they age some social
pragmatics skills groups or something. Obviously than the
speech path would work and be involved in that in getting that
that is actually occurring with my kiddo that wants to go right
to university. But parents want him to go to community college
and it's because he is socially awkward although he's great
cognitively and academically his skills are really good. And so
the speech path is working with him in groups and doing in
social settings within the school. And we have goals written that
are geared towards that and how he will work on that and
improve his social skills with them in the classroom and
collaborating working with others.
Sped4: [00:22:27] I fortunately haven't been Blessed with a case
more severe than that. So I don't know. I think we would just
look at all of those things. I don't know. I don't personally know
of any other resources other than just like I said working and
the teachers in the class room teachers doing their part to write
and work on goals to improve social skills. Obviously you've
got to have parent buy in and have them helping at home too.
Jodee: [00:23:15] How would you determine the strategies when
collaborating with the transition specialists and best for the
kids? I think you know kind of tied that back to their goals. So
if you're going to if you're going to teach them. You know and
they keep going back to this IDEA versus ADA.
Sped4: [00:23:51] I have learned and it's why we will steer kids
towards a community college versus a university sometimes is
the Community colleges tend to. Provide more and be almost
49. almost as safe and comfortable as high school. And so for
students that are in more need of services their students that
tend to have more accommodations and modifications on their
current IEP but yet could still continue on to higher education
and be successful. Those are ones that we would. We work
together and talk about and talk up the additional services and
help them get registered and find their the office of service.
Sped4: [00:24:50] And you know do that and part of it like we
make them prove to us that they've gone with their parent. And
even though you know we tell them Mom Dad like sorry they're
only going to talk to your kid. However go with them make sure
and come back show us registered get you a lot of our goals for
some of things. They have to register and get their student ID
number show it to us. They need to take their active placer.
Jodee: [00:25:25] Can you describe the support process. During
the transition of a student. With ASD or with learning
disabilities. Anything like that going on higher ed. So what is
the process like?
Sped4: [00:25:51] Well it's the whole long process you know
like from the beginning from the time they're freshmen and they
come to us and intervene. What do you want and every year we
really do do that interview again. When I do the progress or
every quarter during their progress reports or especially towards
their transition goes hey is this still what you want to do. I've
had kids in the four years every year it's an entirely different
career choice. I've had to re-do the plan from beginning to end.
Every single time. You know it's all right. I'm like well try and
find yourself now in high school before college and you're
paying too much.
Sped4: [00:26:38] But go through that like I said then it's just
it's individualized to that kids that we keep up with them. We
help them. If it's if it they want vocational training we ensure
50. that they they actually enroll in it are attending it are doing it
though the vocational training people are invited to their
meetings. If that's not what they choose and they choose either
the college route whether the university or community college
you know like proof of registration like this. This is the step not
step and the goals are scaffolding working up to that. So I guess
that's the support process and there's always myself and the
transition specialist. We invite our counselors to our meetings
as well. So they're checking transcripts and grades are you on
track. OK you want University. They're the ones that are
helping because they kind of know exactly what universities are
looking for. So they're sort of their expert for that. So I mean
I'm learning a lot. What are some things I don't always know the
answer to but they do. And then our transition specialists and
she knows other stuff like I said she tends to be the one that
actually makes the phone calls the connections et cetera with
the vocational training schools and those kind of things and set
up tours. So then she's there to help with that. The kids get to
know all of us and just how they have of us as resources.
Jodee: [00:28:38] I'm going to go ahead and stop the recording
because you OK you answered the questions
51. MAXQDA 2020
Getting Started Guide
Support, Distribution:
VERBI Software. Consult. Sozialforschung. GmbH Berlin,
Germany
www.maxqda.com
Apart from fair dealing for the purposes of private study,
research, criticism or review, as permitted
under the Copyright Act, no part may be reproduced by any
means without written permission
from the publisher.
MAXQDA is a registered trademark of VERBI Software.
Consult. Sozialforschung. GmbH, Berlin/Ger-
many; Mac is a registered trademark of Apple Computer, Inc. in
the United States and/or other
countries; Microsoft Windows, Word, Excel, and PowerPoint
are registered trademarks of Microsoft
Corporation in the United States and/or other countries; SPSS is
a registered trademark of IBM Cor-
poration in the United States and/or other countries; Stata is a
registered trademark of Stata Corp
LLC. in the United States and/or other countries.
52. All other trademarks or registered trademarks are the property
of their respective owners and may
be registered in the United States and/or other jurisdictions.
We thank ResearchTalk for providing example data used in this
Getting Started Guide.
ã VERBI Software. Consult. Sozialforschung. GmbH, Berlin
2019
Table of Contents
Table of Contents
...............................................................................................
............. 4
Introduction
...............................................................................................
...................... 5
The MAXQDA interface
...............................................................................................
... 6
Starting MAXQDA
...............................................................................................
............................ 6
The user interface
...............................................................................................
............................. 8
53. A few notes on data storage and saving
........................................................................................ 10
Important keywords
...............................................................................................
....................... 11
Import and explore your data
...................................................................................... 12
Importing data
...............................................................................................
............................... 12
Exploring data
...............................................................................................
................................ 13
Search your data
...............................................................................................
............................ 16
Color-coding and memos
...............................................................................................
............... 17
Code your data
...............................................................................................
............... 19
Coding data segments
...............................................................................................
................... 19
Analyze your data
...............................................................................................
.......... 22
Activating documents
...............................................................................................
..................... 22
Retrieving all segments coded with one code
................................................................................ 23
Using visualizations
...............................................................................................
54. ........................ 24
Conduct mixed methods analyses
............................................................................... 26
Defining document variables
...............................................................................................
.......... 26
Entering variable values
...............................................................................................
.................. 27
Transforming code frequencies into variables
................................................................................ 28
Using document variables in your analysis
..................................................................................... 29
Further literature
...............................................................................................
........... 30
Goodbye
...............................................................................................
......................... 31
Introduction 5
Introduction
Welcome to the MAXQDA Getting Started Guide! As no one
likes to read long introductions and
manuals, we tried to make this one as short as possible to help
you get started as quickly as possible.
The guide will enable you to start your analysis and make your
own experiences with MAXQDA. We
will focus on the actual usage of the program, and not on the
presentation of different analysis and re-
55. search methods. If you want to find out more about those, we
have provided a list of useful publica-
tions in the chapter “Further literature”. As you may know,
there is an endless number of different
qualitative methods. But most of them can be conducted with
the help of MAXQDA as they all follow
the same basic structure as pictured in this illustration.
Introduction
The vast majority of qualitative analysis
methods work with categories. These
can either be created from within the
data or based on prior knowledge of the
data, existing theories, or recent re-
search results. Categories are often also
named codes or keywords, but whatever
the name, they all have the function to
organize and systematize the data, often
even working as analytical codes. Analyt-
ical codes are the result of an analytical
process that exceeds simply determining
a topic, and this is what we refer to as
Codes in this guide. Coding data can
take a long time, but don’t worry: there
are many different ways to make use of QDA (qualitative data
analysis) software. It’s not always neces-
sary to code your data in order to analyze it with MAXQDA;
you can also use it simply for organizing
your data or searching for words and word combinations.
6 Starting MAXQDA
56. The MAXQDA interface
Starting MAXQDA
When opening MAXQDA, you will see a window on the top left
that lets you type in a user name or a
user abbreviation (which can be more practical in your later
work).
To create your first MAXQDA project, click New Project, name
your project and save it to a place of
your choice. The best location for a MAXQDA project is in a
local folder on your computer, not on a
network drive or on a USB flash drive. You should also avoid
saving your project in folders that are syn-
chronized by a cloud service like iCloud, Dropbox or Google
Drive. These services may compete for ac-
cess to the project database while it is open in MAXQDA.
Enter your name or initials
here
Double-click on the file
name to open a recently
saved project
The MAXQDA interface 7
MAXQDA 2020 project files have the file ending MX20. You
can also recognize these files in Windows
57. Explorer or Mac Finder by the description “MAXQDA 2020
Project”.
MAXQDA uses Projects, like Excel uses workbooks (.xlsx), and
Word uses text documents (.docx). Nearly
everything you import to or create with MAXQDA (like your
Codes and Memos) will be saved in Pro-
jects.
The right side of the start screen provides you with several
links, for example the option to open up the
MAXQDA online manual, watch MAXQDA video tutorials or
send feedback to the MAXQDA team.
8 The user interface
The user interface
Once you successfully created and saved your first MAXQDA
project, the following screen will appear
with the four main windows still mostly empty.
The division into four windows makes working with MAXQDA
very easy: as you can see, the first win-
dow (1) in the upper left corner contains the Document System,
the window below (2) contains the
Code System, the window in the upper right corner (3) is the
Document Browser, and the fourth win-
dow (4) is called Retrieved Segments. (Don’t worry if you only
see three windows. The fourth window is
58. hidden when you start MAXQDA for the first time, because you
don't need it at the beginning of your
analysis.)
The MAXQDA interface 9
These four windows make up MAXQDA’s basic structure. You
can rearrange them by swapping the
windows’ sides, or by displaying the windows in three instead
of two columns. You can change those
settings in the main menu with the four symbols on the “Home”
tab.
These tabs (some programs may call them “ribbons”) are
located at the top of the MAXQDA window
and offer access to many of MAXQDA’s features. On the
“Home” tab you can open or close individual
windows and arrange the screen according to the work you
intend to do. On top of that, you can “un-
dock” individual windows from the four-window structure and
drag them to a different position or
even a second computer screen. To open and close the windows,
you can click on the button for the
respective window(s), or simply close a window by clicking the
“x” symbol in its upper right corner.
Now, let’s return to the four main windows! All the files you
wish to work with will be imported into
59. the Document System window. In case you use codes and
subcodes, you can manage them in the Code
System window. You can view and edit your data in the
Document Browser. The Retrieved Segments
window is where the results of your retrievals will be displayed
later on.
Click on one of these four icons
to hide or display windows.
You can rearrange the
layout of the windows here.
10 A few notes on data storage and saving
A few notes on data storage and saving
MAXQDA administers everything you import, comment, or
define in one single file, the Project file. So,
once you create it: one project = one file. As we learned earlier,
those files end in MX20 (older ver-
sions’ projects end in MX18 or MX12).
In order to ensure that your project is always safe, please read
the following box:
Please note: MAXQDA automatically saves everything that is
imported or created by the user(s). How-
ever, you should still make sure to create daily back-ups via the
option Save Project As, which you can
find in the “Home” tab and save them on a secondary storage
device.