Week 6 Assignment
IEP Case Study: Collaborating with Multiple Points of View
After completing this assignment, you will have demonstrated your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of instructional delivery.
Analyze the value of collaborative consultation as an inclusion model of instructional delivery.
Analyze ways to create a collaborative school culture to promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve education-based conflict.
Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
Analyze the range of placements and services offered to students who have a disability.
Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment.
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate heading.
After completing this assignment, you will have demonstrated your un.docxrenatas0nie
After completing this assignment, you will have demonstrated your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of instructional delivery.
Analyze the value of collaborative consultation as an inclusion model of instructional delivery.
Analyze ways to create a collaborative school culture to promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve education-based conflict.
Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
Analyze the range of placements and services offered to students who have a disability.
Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment.
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study: Supporting Henry and the IEP Team Meeting Description. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.
Reflecting on the case study in.
ash ese 633 week 6 final paper,ash ese 633 week 6 dq 2 creating a collaborative school culture,ash ese 633 week 6 dq 1 course reflection discussion,ash ese 633 week 6,ese 633 week 6,ash ese 633,ese 633,ash ese 633 week 6 tutorial,ash ese 633 week 6 assignment,ash ese 633 week 6 help
In this assignment, you will design a differentiated instructional s.docxwiddowsonerica
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.
Reflecting on the case study information provided with this assignment:
Communication (2 points)
– Construct an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns.
Interest (2 points)
– Identify each person’s interests in attending this collaborative team meeting including a rationale to support the interests you have identified.
Perspectives/ Emotions (2 points)
– Construct an analysis of each person’s area of interest including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case.
Common Interest (2 points)
– After analyzing each person’s interest and what they are communicating (linguistically and non-linguistically), describe what each person has in common.
Brainstorming Options (2 points)
– Explain ten ways to provide Henry with equitable access to education. Be sure to explain the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom.
Reaching Agreement (2 points)
– Reflect on your ideas from the previous Brainstorming Options section, then explain in detail the plan that will meet the needs and interests of everyone on Henry’s team. It is expected and important here that you support your plan using scholarly sources.
School-Wide Vision (2 points)
– Recall your Week 5 Assignment “Everyone Wants What’s Best, So How Can ‘Best’ Be So Different?” Then, include an analysis of how your proactive team collaboration and the final agr.
Ese 633 week 5 assignment collaborative problem solvingeyavagal
ash ese 633 week 5 dq 1 discussion on co-teaching,ash ese 633 week 5 assignment collaborative problem solving,ash ese 633 week 5,ese 633 week 5,ash ese 633,ese 633,ash ese 633 week 5 tutorial,ash ese 633 week 5 assignment,ash ese 633 week 5 help
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Social awareness--How to help students build strong relationshipsJean Bernard
Module 4 (of 6) of the Learning to Get Along course for teachers and school staff everywhere. The focus of this module transitions from the emotional to the social, to the broad SEL skill area that enables people to build strong, healthy and lasting relationships.
After completing this assignment, you will have demonstrated your un.docxrenatas0nie
After completing this assignment, you will have demonstrated your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of instructional delivery.
Analyze the value of collaborative consultation as an inclusion model of instructional delivery.
Analyze ways to create a collaborative school culture to promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve education-based conflict.
Recognize the importance of knowing personal strengths and weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members.
Analyze the range of placements and services offered to students who have a disability.
Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment.
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study: Supporting Henry and the IEP Team Meeting Description. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.
Reflecting on the case study in.
ash ese 633 week 6 final paper,ash ese 633 week 6 dq 2 creating a collaborative school culture,ash ese 633 week 6 dq 1 course reflection discussion,ash ese 633 week 6,ese 633 week 6,ash ese 633,ese 633,ash ese 633 week 6 tutorial,ash ese 633 week 6 assignment,ash ese 633 week 6 help
In this assignment, you will design a differentiated instructional s.docxwiddowsonerica
In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate headings in your paper for each category provided in this section.
Reflecting on the case study information provided with this assignment:
Communication (2 points)
– Construct an analysis of the messages each person sent to the team with their physical appearance, non-verbal cues, and para-verbal patterns.
Interest (2 points)
– Identify each person’s interests in attending this collaborative team meeting including a rationale to support the interests you have identified.
Perspectives/ Emotions (2 points)
– Construct an analysis of each person’s area of interest including why their interest is important professionally and personally, the emotions involved in the decision-making, and each person’s perceptions of the issues in the case.
Common Interest (2 points)
– After analyzing each person’s interest and what they are communicating (linguistically and non-linguistically), describe what each person has in common.
Brainstorming Options (2 points)
– Explain ten ways to provide Henry with equitable access to education. Be sure to explain the types of services Henry might need (e.g., pull-out reading, speech, or counseling), where Henry will receive his education, parent/teacher communication ideas, and how instruction will be delivered and by whom.
Reaching Agreement (2 points)
– Reflect on your ideas from the previous Brainstorming Options section, then explain in detail the plan that will meet the needs and interests of everyone on Henry’s team. It is expected and important here that you support your plan using scholarly sources.
School-Wide Vision (2 points)
– Recall your Week 5 Assignment “Everyone Wants What’s Best, So How Can ‘Best’ Be So Different?” Then, include an analysis of how your proactive team collaboration and the final agr.
Ese 633 week 5 assignment collaborative problem solvingeyavagal
ash ese 633 week 5 dq 1 discussion on co-teaching,ash ese 633 week 5 assignment collaborative problem solving,ash ese 633 week 5,ese 633 week 5,ash ese 633,ese 633,ash ese 633 week 5 tutorial,ash ese 633 week 5 assignment,ash ese 633 week 5 help
Section 1 Lesson PreparationTeacher Candidate Name Susan Dar.docxjeffsrosalyn
Section 1: Lesson Preparation
Teacher Candidate Name:
Susan Darling
Grade Level:
First Grade
Date:
Nov 20, 2019
Unit/Subject:
Reading/writing
Instructional Plan Title:
Fact or opinion
Lesson Summary and Focus:
Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper.
Classroom and Student Factors/Grouping:
During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two.
National/State Learning Standards:
1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1,
CCSS.ELA-LITERACY.W.1.2
Specific Learning Target(s)/Objectives:
Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion.
Agenda:
· Teacher will open with the anticipatory set.
· The educator will start the lesson.
· Student’s participation will be highly focused.
· Lesson closure will end the class to measure mastery.
Academic Language
Key vocabulary:
Informative
Fact
Falsehood
Opinion
Function:
I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one.
Form:
Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion.
Resources, Materials, Equipment, and Technology:
Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet.
Section 2: Instructional Planning
Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer.
Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Social awareness--How to help students build strong relationshipsJean Bernard
Module 4 (of 6) of the Learning to Get Along course for teachers and school staff everywhere. The focus of this module transitions from the emotional to the social, to the broad SEL skill area that enables people to build strong, healthy and lasting relationships.
Eligibility Evaluation ProcessThis discussion is your opport.docxchristinemaritza
Eligibility Evaluation Process
This discussion is your opportunity to demonstrate your understanding of the objective:
Examine the eligibility evaluation process for children with mild to moderate disabilities based on the IDEA
. The discussion represents an introduction to Course Learning Outcome 2 and the MASE Program Learning Outcome 6.
Since September, Mr. Franklin and you have been co-teaching superstars, creating a trusting professional relationship that was built on a foundation of strong communication. After school one day, you discuss Henry, a student who is falling behind his peers during his Language Arts class. He started school a few weeks after the beginning of the school year, without any records from his previous school. You and Mr. Franklin have noticed that while reading silently, he struggles with answering grade-level comprehension questions. During group activities, Henry sits quietly while his peers actively participate. You agree with Mr. Franklin that Henry is never a behavior problem and really shines during gym and art class.
Initial Post:
Create an initial post that discusses how Henry’s lack of academic progress may contribute to a continual decline in reading comprehension and higher level thinking skills. Explain, in detail, the potential ‘next steps’ in determining if a disability under one of the 13 categories under IDEA is present. Use your text and additional resources as scholarly support for your writing.
Guided Response:
Review the posts of your classmates and that of your instructor. Respond to at least two peers by reacting to their suggestions on the process of determining if Henry may be exhibiting some type of disability. Have you experienced a similar situation in your own work or personal life? Share this story in both of your responses to your peers’ post. You are encouraged to provide additional resources that will assist with your explanation.
Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your Instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.
.
Sample PPT created for the Webskills2014 course. It is still under construction since I am planning to use it in my current English III course. I will upload an updated version as soon as possible.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
Module 5 (of 6) of the Learning to Get Along' course for teachers and school staff. This module addresses the issues teachers face in successfully including students with disabilities into the regular classroom, The slide topics also speak to other reasons that learners are often excluded from full participation based on, for example, their gender, mother tongue, social status, race or ethnicity.
Week Three DQ4 - Valid and Reliable DataObjectivesValid.docxdannies7qbuggie
Week Three DQ4 - Valid and Reliable Data
Objectives:
Valid and Reliable Data
Part of communication is being sure you have valid and reliable information. Data is only as good as the source it comes from. Why should validity, credibility, or reliability always be made about the data and its source before it is used for any purpose? Where do you typically get your data, news, etc.?
.
Week3 assignment
Special Education Reform Essay
View Rubric
Due Date: Apr 13, 2016 23:59:59 Max Points: 100
Details:
Using the GCU Library, locate five scholarly articles on changes and/or reforms in special education during the past 100 years.
Review the Topic 3 Lecture for a description of what is considered a scholarly article.
In a 750-1,000-word essay, compare and contrast the three most significant positive and negative changes in special education. Discuss the changes/reforms you think still need to be made.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
EDU-535 Lecture 3
Learning How to Research
Introduction
In Topic 1, you learned about the importance of scholarship and a little about what it takes to transition from student to scholar. In this Topic, you will learn about the heart of scholarship: Research. Learning how to research is critical to your transition from student to scholar, because it is a significant component of how you master the knowledge in your field, which will in turn equip you to contribute to the improvement of practice in your field. Review the learning objectives for this Topic within the course syllabus and use the following lecture, which is about the role of research in scholarship, to accomplish them.
What Do We Mean by Research?
You may have used the term
research
in many different scenarios and settings. You may have had to research locations of companies offering a particular service you needed, or maybe you had to research different schools before deciding to enroll at GCU. The term research is often used loosely in informal settings to mean, as illustrated in the previous examples,
the search for information
−but what does research mean in an academic setting? What does research mean in graduate study? What does research mean to the aspiring scholar wishing to improve the field in which they work?
According to
The Free Dictionary
, researchis defined as "scholarly or scientific investigation or inquiry." A Google search defines
research
as "the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions." The first definition uses the term
scholarly,
which, as you learned in Topic 1, refers to a "learned person" who more than likely has mastered a particular discipline. The second definition mentions "the study of materials and sources." This could include people, theories, concepts, studies, and a variety of other sources. Both definitions mention "systematic or scientific investigation," which means an orderly and logical process that is carried out in the act of research. Analyzing both definitions sho.
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Eligibility Evaluation ProcessThis discussion is your opport.docxchristinemaritza
Eligibility Evaluation Process
This discussion is your opportunity to demonstrate your understanding of the objective:
Examine the eligibility evaluation process for children with mild to moderate disabilities based on the IDEA
. The discussion represents an introduction to Course Learning Outcome 2 and the MASE Program Learning Outcome 6.
Since September, Mr. Franklin and you have been co-teaching superstars, creating a trusting professional relationship that was built on a foundation of strong communication. After school one day, you discuss Henry, a student who is falling behind his peers during his Language Arts class. He started school a few weeks after the beginning of the school year, without any records from his previous school. You and Mr. Franklin have noticed that while reading silently, he struggles with answering grade-level comprehension questions. During group activities, Henry sits quietly while his peers actively participate. You agree with Mr. Franklin that Henry is never a behavior problem and really shines during gym and art class.
Initial Post:
Create an initial post that discusses how Henry’s lack of academic progress may contribute to a continual decline in reading comprehension and higher level thinking skills. Explain, in detail, the potential ‘next steps’ in determining if a disability under one of the 13 categories under IDEA is present. Use your text and additional resources as scholarly support for your writing.
Guided Response:
Review the posts of your classmates and that of your instructor. Respond to at least two peers by reacting to their suggestions on the process of determining if Henry may be exhibiting some type of disability. Have you experienced a similar situation in your own work or personal life? Share this story in both of your responses to your peers’ post. You are encouraged to provide additional resources that will assist with your explanation.
Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your Instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.
.
Sample PPT created for the Webskills2014 course. It is still under construction since I am planning to use it in my current English III course. I will upload an updated version as soon as possible.
A course on Learning Theory and Implications for Instruction.
These slides: Try to explain how teachers raise learners' motivation. By discussing some important theories, and using different instructional techniques.
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1Future Managers
This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
Module 5 (of 6) of the Learning to Get Along' course for teachers and school staff. This module addresses the issues teachers face in successfully including students with disabilities into the regular classroom, The slide topics also speak to other reasons that learners are often excluded from full participation based on, for example, their gender, mother tongue, social status, race or ethnicity.
Week Three DQ4 - Valid and Reliable DataObjectivesValid.docxdannies7qbuggie
Week Three DQ4 - Valid and Reliable Data
Objectives:
Valid and Reliable Data
Part of communication is being sure you have valid and reliable information. Data is only as good as the source it comes from. Why should validity, credibility, or reliability always be made about the data and its source before it is used for any purpose? Where do you typically get your data, news, etc.?
.
Week3 assignment
Special Education Reform Essay
View Rubric
Due Date: Apr 13, 2016 23:59:59 Max Points: 100
Details:
Using the GCU Library, locate five scholarly articles on changes and/or reforms in special education during the past 100 years.
Review the Topic 3 Lecture for a description of what is considered a scholarly article.
In a 750-1,000-word essay, compare and contrast the three most significant positive and negative changes in special education. Discuss the changes/reforms you think still need to be made.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
EDU-535 Lecture 3
Learning How to Research
Introduction
In Topic 1, you learned about the importance of scholarship and a little about what it takes to transition from student to scholar. In this Topic, you will learn about the heart of scholarship: Research. Learning how to research is critical to your transition from student to scholar, because it is a significant component of how you master the knowledge in your field, which will in turn equip you to contribute to the improvement of practice in your field. Review the learning objectives for this Topic within the course syllabus and use the following lecture, which is about the role of research in scholarship, to accomplish them.
What Do We Mean by Research?
You may have used the term
research
in many different scenarios and settings. You may have had to research locations of companies offering a particular service you needed, or maybe you had to research different schools before deciding to enroll at GCU. The term research is often used loosely in informal settings to mean, as illustrated in the previous examples,
the search for information
−but what does research mean in an academic setting? What does research mean in graduate study? What does research mean to the aspiring scholar wishing to improve the field in which they work?
According to
The Free Dictionary
, researchis defined as "scholarly or scientific investigation or inquiry." A Google search defines
research
as "the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions." The first definition uses the term
scholarly,
which, as you learned in Topic 1, refers to a "learned person" who more than likely has mastered a particular discipline. The second definition mentions "the study of materials and sources." This could include people, theories, concepts, studies, and a variety of other sources. Both definitions mention "systematic or scientific investigation," which means an orderly and logical process that is carried out in the act of research. Analyzing both definitions sho.
Weekly discussion response question Carl Solberg provides us with a.docxdannies7qbuggie
Weekly discussion response question: Carl Solberg provides us with a comparative history of agrarian development in Argentina and Canada as both nations entered the twentieth century. Identify one of the differences between Canada and Argentina that Solberg discusses and comment on the implications for each respective country. -this is the first assignment.
THe second assignment is to comment on two student's threads they wrote for the first assignment. Here are two student's threads I just need simple reply to their answer try not to do make it sound too professional, it should be smilar to what the students have written like I like your thread because you mentioned this and blah blah just a regular response. Here are two thread for you to respond to also tell me which student's thread you responded to so I added their name below just say say response to this student's thread and the response only needs to be a paragraph.
1.)
There is no doubt that both Argentina and Canada both flourished from 1870 up until around 1930, but they did so in a different manner. They were both not known to be attractive spots to immigrants up until this time period. It is clear that both countries saw a rapid increase in their migrant population but one difference that I would like to point out is how different the growth rates were and why.
Starting in 1870, Canada's population was almost three times greater than Argentina's. Over the course of the next 40 years their populations would come to much closer numbers, within a million people. Argentina's growth rate was almost twice as high as what Canada was seeing despite they both were equipped with highly funded marketing budgets to bring workers to their respective countries.
These expensive marketing campaigns provided false expectations for immigrants and if they did not like the conditions in Canada there was always the choice to move to the United States.
One of the main reasons for diverse migrant numbers was due to the United States close proximity to Canada. (
Solberg
, 134) Immigrants moving to Argentina likely did not have another alternative once they arrived. Economic growth in both Canada and Argentina would eventually slow down due to either higher land prices or falling commodity prices so the option to move to the booming United States economy became more appealing. Canada also started to see Americans move north to reap the land of its benefits with their agricultural knowledge but they did not stay long and soon moved back to the United States. - William Alexander
2.)
The 1890's to 1920's were a very versatile time for Canada and Argentina. Although in very different geographical areas, both of these countries had sought over lands for agriculture. Due to this, it was a prime spot for immigrants to migrate too for successful futures. Both of these countries were the world's leading exporters at the time. This was due to the massive migration as mentioned, and also foreign inve.
Week5 ET410 Cost Estimation and BudgetingAn important aspect of .docxdannies7qbuggie
Week5 ET410
Cost Estimation and Budgeting
An important aspect of cost budgeting is personnel. A current professional issue in the engineering field is companies using contract engineers like employees but refusing to actually make them employees. Thus, they effectively work for a company for years in a contract status rather than in a full-time employee status. Labor and tax law may motivate the employer and perhaps the ‘employee’ to maintain a contingent status. On the other hand, there can be an ethical issue with refusing to transition an ‘employee’ to full-time status. Discuss what motivates an employer to use temporary or contingent employees, and explain the ethical implications on the individual, society, and the profession of keeping an individual in that status. What criteria might be used to determine when to change an individual’s status? Consider ethical problem solving strategies from ET100 where appropriate. You MUST have references.
.
Weekly Discussion Board Response
The weekly discussion board response serves as a forum for students to participate and discuss assigned readings with classmates and the professor. This weekly assignment is broken down into 2 parts: (1) your response and (2) commenting on two other posts. The class has been organized to include the same amount of readings as a class that would meet in person. Each student is required to write a response about the Tuesday reading by Thursday – no later than 6:00 PM EST (I am including eastern standard time because several students are taking the class while outside of the country).
Students are expected to write responses that are three paragraphs in length and demonstrate a strong understanding of the themes, events, and people contained in the readings. In addition, each student must pick two other student posts and comment on their response for the week. Comments should be constructive, thoughtful and focused. The purpose of the each student’s comment response is to promote dialogue between students that would typically occur in a classroom setting. Comments should be one paragraph.
Weekly Response Paper
Students are responsible for writing a response paper at the end of each week. The paper’s topic will draw from the readings assigned for that week. The paper’s question (or set of questions) will build off the weekly discussion response. The purpose of the weekly response paper is for students to demonstrate that they have completed the assigned readings and can critically apply the material to larger questions of history and political economy. The paper should follow the basic format of: introduction, body, conclusion, and footnotes that follow the Chicago-style format (do not cite in the body of the text). All papers should contain the student’s own, individual voice that is supported with evidence and facts drawn from the assigned readings. Other secondary sources used to complement or strengthen your argument are acceptable, however Wikipedia entries and blog posts are not acceptable as sources.
here are two people's comments I need a reply to their comments nly one paragraph
COLLAPSE
.
Week Three OverviewResourcesDiscussionsAssignmentTo co.docxdannies7qbuggie
Week Three Overview
Resources
Discussions
Assignment
To complete the following assignment, go to this week's
Assignment
link in the left navigation.
Income Statement – Ford Motor Company
In a two- to three-page paper (excluding the title and reference pages), explain the purpose of an income statement and how it reflects the firm’s financial status. Include important points that an analyst would use in assessing the financial condition of the company. Also, analyze Ford Motor Company’s income statement from its
2012 Annual Report
.
Text:
Epstein, L. (2014).
Financial decision making: An introduction to financial reports
. San Diego, CA: Bridgepoint Education, Inc.
mFord Motor Company. (2014).
Ford Motor Company 2012 annual report
. Retrieved from http://corporate.ford.com/content/dam/corporate/en/investors/reports-and-filings/Annual%20Reports/2012-annual-report.pdf
.
WEEK 9SIKHISMCosmogony - Origin of the UniverseNature .docxdannies7qbuggie
WEEK 9
SIKHISM
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Week 9
- Sources
Please fill in the information on the chart. I don't have to have any Page Header, Page Numbers, or Cover Page. The only thing I need is this chart with the information on it. Please list every source used and put in the space that say Week 9 Sources.
.
Week 9 AssignmentContinue on with building your final application .docxdannies7qbuggie
Week 9 Assignment
Continue on with building your final application due in week 10. You will submit one cogent paper that combines the previous two applications (Parts One and Two) from weeks 4 and 7, plus the new material mentioned in the week 8 application
Application: Developing a Health Advocacy Campaign
To be an effective advocate and to develop a successful health advocacy campaign, you must have a clear idea of the goals of your campaign program and be able to communicate those goals to others. In addition, it is the nature of nurses to want to help, but it is important to make sure that the vision you develop is manageable in size and scope. By researching what others have done, you will better appreciate what can realistically be accomplished. It is also wise to determine if others have similar goals and to work with these people to form strategic partnerships. If you begin your planning with a strong idea of your resources, assets, and capabilities, you will be much more likely to succeed and truly make a difference with those you hope to help.
You will develop a 10- to 12-page paper that outlines a health advocacy campaign designed to promote policies to improve the health of a population of your choice. This week, you will establish the framework for your campaign by identifying a population health concern of interest to you. You will then provide an overview of how you would approach advocating for this issue.
-In Week 9, you will consider legal and regulatory factors that have an impact on the issue and finally, in Week 10, you will identify ethical concerns that you could face as an advocate.
Specific details for each aspect of this paper are provided each week.
This paper will serve as the Portfolio Application for the course.
Before you begin, review the complete Assignment.
This week, begin developing your health advocacy campaign by focusing on the following:
Week 10 Application
To prepare for this final portion of your paper:
·
Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health.
·
Reflect on the ethical considerations you may need to take into account in your advocacy campaign.
·
Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur.
·
Consider potential ethical dilemmas you might face in your campaign.
To complete
: Revise and combine parts one and two of you previous papers and add the following
:
·
Explain any ethical dilemmas that could arise during your advocacy campaign, and how you would resolve them.
·
Describe the ethics and lobbying laws that are applicable to your advocacy campaign.
·
Evaluate the special ethical challenges that are unique to the population you are addressing.
·
Provide a cohesive summary for your paper.
Reminder:
You will submit one cogent paper that combines the previous applications (
Parts One and Two
) plus the new material.
Your paper should be about 10 pages.
Week One JournalThe article Does the Perceived Risk of Punish.docxdannies7qbuggie
Week One Journal
The article “Does the Perceived Risk of Punishment Deter Criminally Prone Individuals? Rational Choice, Self-Control, and Crime” examines the relationship between the perceived risk of punishment and criminal behavior (Wright, Caspi, Moffit, & Paternoster, 2004). After reflecting on the article, discuss the findings of the study and why you think the research reached the results. In addition, explain the terms associated with the study of crime and criminology that are used in the article.
.
WEEK8ISLAMCosmogony - Origin of the UniverseNature o.docxdannies7qbuggie
WEEK
8
ISLAM
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Week 8
- Sources
.
Week Eight Homework Exercise Answer the following questions cove.docxdannies7qbuggie
Week Eight Homework Exercise
Answer the following questions covering material from Ch. 14 of
Methods in Behavioral Research
:
What is replication, and what role does it play in increasing the external validity or generalizability of a study? In what way is the IRB involved in using participants in a research study?
What are the advantages and disadvantages of using college students as participants in research studies?
What potential problems can arise from generalization of results to different cultures or ethnic groups?
What is meta-analysis, and how is it useful to practitioners and scholars?
True or false: In many cases, meta analyses involves calculating an average effect size for a relationship between variables.
True or false: Many constructs, such as physical attractiveness and self-esteem, appear constant across cultures; thus, external validity is less of a concern when conducting research on such constructs. Provide a brief explanation of your answer.
Summarize the main points of the course, emphasizing the importance of research to the psychology profession.
.
Week 8—The Economic Concept of Moral Hazard”--4 short but fasci.docxdannies7qbuggie
Week 8—The Economic Concept of “Moral Hazard”
--4 short but fascinating videos on President Andrew Jackson, as well as various U.S. founding fathers, on fearing the actions and corruptions of big bankers!!!
How does this illustrate “Moral Hazard” and Sound familiar to today
1 President Andrew Jackson and Big Banks--sounds like today!!!) --(from History Channel)
-
http://www.youtube.com/watch?v=Knf8KA5aAjw&feature=related
2 (Also Thomas Jefferson)
---
http://www.youtube.com/watch?v=3cnItVN1Gk0
and
3
http://www.youtube.com/watch?v=H7yjfI19b7s
4 ( from HBO film mini series on President John Adams-- (Watch at the dinner table--George Washington, Thomas Jefferson- who had just returned from Paris, Alexander Hamilton, our first Secretary of the Treasury, and John Adams
)
http://www.youtube.com/watch?v=UrxKOO0nKwc
.
Week 8 -- Provide an example of some form of misrepresentation in me.docxdannies7qbuggie
Week 8 -- Provide an example of some form of misrepresentation in media over the years (includes: staging news, re-creations, selective editing and fictional methods). Give some background for context and answer; why, in your opinion is this an example of misrepresentation and why is it egregious? Provide the link to the example. Additionally for the Week 8 discussion, consider media bias. Both conservative and liberal sides claim that there is media bias (to the other side of their beliefs) yet, it is evident that there is bias on both sides. It is no secret that the traditional views of the following 3 media outlets are as follows: Fox News--Conservative/Right, MSNBC--Liberal/Left, CNN--Moderate. A) Track a relatively current news story and report to the class the way the 3 media outlets presented the story. Were there surprises to you in your findings? B) Also pick one additional media outlet of your choice (perhaps NPR, AL JAZEERA, or BBC) and look at their perspective of the same story.
This is just a discussion but please cite in APA format as usual.
Thanks
.
Week 8 Discussion 1
"
The Recommendation Report
"
Please respond to the following:
When writing a recommendation report, discuss when you know you have written enough.
Discuss the writer’s ethical obligations in general when writing recommendation reports.
======================================================================================
Week 8 Discussion 2
"
Writing Recommendation Reports
"
Please respond to the following:
Discuss some situations when it would be appropriate for a writer to seek assistance writing a recommendation, and why it might be useful to have agreement on the criteria being used for the recommendation.
Assess the various parts of the recommendation report and determine the most challenging part of the report to write. Provide your reason(s).
.
WEEK EIGHTResearch ProposalDevelop an original researc.docxdannies7qbuggie
WEEK EIGHT
Research Proposal
Develop an original research study proposal and describe it in detail in a 10-12 page (APA style) paper.
Include at least 10 scholarly references in your proposal. Use the following outline as a guide when writing your paper. Be sure to include detailed information on all of the topics listed below and use headings to organize your thoughts. Include in-text citations and a reference page. Use the topic (POLICE IN Schools) from the previous outline (see outline at the bottom of page in red)!
1. Statement of the problem: Introduce the reader to the problem to be studied. Provide sufficient
background information such that the reader has a grasp of the situation and its importance.
2. Review of the literature: Provide the reader with a review of most relevant literature, beginning with general information, and narrowing the focus to the specific issues under consideration in the study.
3. Purpose of the study: Identify why the study that you are proposing is needed.
4. Hypotheses or research questions: List them as simple statements. Make sure they are measurable.
5. Definition of terms: Operationally define terms the average reader may not know, or that have a specific meaning in your study.
6. Assumptions: Identify issues you assume to be true in order for your study to be valid.
7. Research methods and procedures
a. Population: Describe the population sample to be studied
b. Procedure: Discuss how the study will be carried out.
c. Instruments: Describe the specific measurements (instruments) to be used to test each hypothesis (research question).
d. Data Analysis: Describe the procedures you intend to use to analyze the data produced from your instruments, and how that would answer the hypotheses (research questions).
e. Discussion: Since you are only proposing (not conducting) a research study, you will not have results; however, you can discuss potential outcomes. Review your hypothesis and discuss how this study will address it. For example, if the results allow you to reject the null hypothesis, what are the implications? What would happen if you fail to reject the null hypothesis? Discuss the implications of your proposed study, the limitations of your study, and future research ideas and directions.
8. Implications: Provide a brief summary of your proposal and a powerful statement as to how your
study would advance the field.
9. References: Include at least 10 scholarly sources in your Reference section. Be sure to use APA style throughout your paper. Include in-text citations.
Here is the topic and previous outline. Use the same topic for the 10-page Research Proposal.
1. Introduction
Introductory paragraph
a. Statement of the problem
i. There are safety concerns in schools due to exposure to drugs and violence
b. Purpose of the study
i. The study seeks to establish whether police in schools would help restore safety and reduce crime
c. Significance of the study
i. The fin.
Week Discussion Use the Internet or Strayer Library to researc.docxdannies7qbuggie
Week Discussion
Use the Internet or Strayer Library to research at least two (2) accounting scandals within the past five (5) years. Be prepared to discuss.
Create a scenario where external auditors determined that a company's internal controls were deficient, but such a deficiency might not mean that a material weakness existed. Ascertain the impact on the audit plan if additional deficiencies are discovered on other related internal controls. Support your position.
Section 404 compliance in the annual report
From the e-Activity, identify the accounts that the fraud had affected, and analyze the auditor’s responsibility to detect fraud. Suggest key internal controls that would have either prevented or detected the fraudulent behavior or transactions. Justify your response.
Bottom of Form
.
Week 8 Forum What Is American LiteraturePart IChoose a ma.docxdannies7qbuggie
Week 8 Forum: What Is American Literature?
Part I:
Choose a main character in any of the short stories this week. Tell us about him or her. Describe the character physically and give us a few adjectives to describe his/her personality, using quotes from the reading as evidence. Would you like this person if you knew him or her? Why or why not. What is the main problem or conflict in the character's life. Do you feel he/she handled the problem well or poorly?
Part II:
Based on all the readings done up to this point, what, in your opinion, are the most important characteristics that distinguish American literature? Do you think that our literature is a good representation of 'American Identity'?
Part III:
What contemporary author do you think will represent the early 21st century in an American literature class of the future? What do you think this writer brings to the table that is representative of American life or that shows a distinct and important cultural trend or message/theme that is worth studying?
Submission Instructions:
Your initial discussion should be at least 200 words. It must include MLA citations – both in-text and an end citation. Citations are not counted as part of your 200 word count requirement.
.
Week 8 Dropbox 1 - Essay 2 Final
Submit Assignment
Due
Friday
by
10:59pm
Points
100
Submitting
a file upload
Available
Nov 16 at 11pm - Nov 27 at 11:59pm
11 days
For the L
iterary Comparison,
students will produce a 1500 word essay
comparing two works from the reading list for the author's use of a single literary element.
All essays will be typed, double spaced, in 12 point Times New Roman font. Follow APA formatting and style guides. Write in the third person. No contractions.
Final essays that fail to achieve 75% of the required length will receive a 0
. Attach your work as a separate document.
Consult the Rubric below for the grading criteria for this assignment.
Essay and Response Grading Rubric:
Area of Focus
Points Possible
Points Awarded
Introduction contains a clear, arguable thesis and correctly identifies and contextualizes the work.
10
Paragraphs are fully developed with supporting details from the text, including appropriately integrated quotations.
20
Paragraphs are effectively organized; the essay is effectively structured. Topic sentences contain transitions and support thesis.
20
Conclusion is effective and non-repetitive
10
Essay demonstrates mastery of specific assignment (evaluation, analysis, comparison or explication)
10
APA style, formatting, citation, and documentation is correct
10
Sentence structure is accurate: no run-ons, fragments or comma splices
10
Grammar is correct, including agreement and verb tense
5
Mechanics are appropriate, including punctuation, capitalization, and spelling
5
Total
100
Essay_Grading_Rubric (2)
You've already rated students with this rubric. Any major changes could affect their assessment results.
Essay_Grading_Rubric (2)
Criteria
Ratings
Pts
Introduction contains a clear, arguable thesis and correctly identifies and contextualizes the work.
008fd6b6-7fcf-4c76-a964-b25748a3a158
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threshold: pts
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Achievement Level 10
10.0
pts
008fd6b6-7fcf-4c76-a964-b25748a3a158_8df4d4d2-96fe-431b-92bd-5b1d2207bba9
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Achievement Level 9
9.0
pts
008fd6b6-7fcf-4c76-a964-b25748a3a158_d371e8f7-8258-4caf-aa4c-321f02c6d49f
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Achievement Level 8
8.0
pts
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Achievement Level 7
7.0
pts
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Achievement Level 6
6.0
pts
008fd6b6-7fcf-4c76-a964-b25748a3a158_62f13655-6843-40fd-ad3d-7fee955ffeed
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Achievement Level 5
5.0
pts
008fd6b6-7fcf-4c76-a964-b25748a3a158_45fcc127-5e1f-44d6-909d-1a82c0b65ad8
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Add new rati.
Week 8 Assignment 2 - Submit here
Students, please view the "Submit a Clickable Rubric Assignment" video in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 2: Aggression and Violence in the Media
Due Week 8 and worth 180 points
Reflect on two to three (2-3) TV shows in which characters demonstrate aggression or violence. Consider the context in which this aggression or violence occurred and ways in which it can lead to desensitization.
Write a one to two (1-2) page paper in which you:
Briefly describe at least one (1) episode of a television show in which you observed aggression or violence.
Identify the context in which the character(s) demonstrated aggression or violence. Include the gender, age, and culture of the character(s) involved in the aggressive or violent act(s).
Discuss at least two (2) possible reasons why the selected TV episode included aggression or violence. Provide a rationale for your response.
Describe at least two (2) ways that media violence can cause desensitization in people. Justify your response.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Develop an increased understanding of the dynamic between society and individuals.
Use technology and information resources to research issues in social psychology.
Write clearly and concisely about social psychology using proper grammar and mechanics.
Click here
to view the grading rubric.
.
WEEK 7CHRISTIANITYCosmogony - Origin of the UniverseNatu.docxdannies7qbuggie
WEEK 7
CHRISTIANITY
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Week 7 - Sources
.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Week 6 Assignment IEP Case Study Collaborating with Multi.docx
1. Week 6 Assignment
IEP Case Study: Collaborating with Multiple Points of View
After completing this assignment, you will have demonstrated
your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of
instructional delivery.
Analyze the value of collaborative consultation as an inclusion
model of instructional delivery.
Analyze ways to create a collaborative school culture to
promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve
education-based conflict.
Recognize the importance of knowing personal strengths and
weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact
communication with educators, administrators, parents, and
community members.
Analyze the range of placements and services offered to
students who have a disability.
Additionally, this assignment demonstrates your mastery of the
Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED
Program Learning Outcomes 2 & 8 and will have reinforced
your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to
educate a student. The team is composed of stakeholders who
2. have a professional and/or emotional investment in the student’s
education and post-graduation success. Although everyone has
the same destination in mind, their paths may differ. Being a
proactive problem-solver means recognizing a disagreement or
differing of opinions and finding an amicable solution through
understanding and compromise. To further your abilities with
these essential skills for a special educator, you will complete
this comprehensive final assignment.
In this assignment, you will design a differentiated
instructional strategy that aligns with learning strengths and
needs in a collaborative team environment. This strategy should
take into account each stakeholder’s investment in the academic
growth and social well-being of a hypothetical student named
Henry. Additionally, by successfully completing this
assignment, you will be able to answer essential questions
related to course topics, which are intended to provoke critical
thinking in this course and throughout your professional career.
The essential questions are: What is the best environment to
educate a child with a disability? What are the best pro-active
problem solving strategies for collaborative communication?
How can teachers realistically teach students using
differentiated teaching techniques and Universal Design for
Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the
Process” (Windle & Warren, n.d.), proactively address Henry’s
academic needs while considering each IEP team member’s
perspective. Create separate headings in your paper for each
category provided in this section.
3. Reflecting on the case study information provided with this
assignment:
Communication (2 points)
– Construct an analysis of the messages each person sent to the
team with their physical appearance, non-verbal cues, and para-
verbal patterns.
Interest (2 points)
– Identify each person’s interests in attending this
collaborative team meeting including a rationale to support the
interests you have identified.
Perspectives/ Emotions (2 points)
– Construct an analysis of each person’s area of interest
including why their interest is important professionally and
personally, the emotions involved in the decision-making, and
each person’s perceptions of the issues in the case.
Common Interest (2 points)
– After analyzing each person’s interest and what they are
communicating (linguistically and non-linguistically), describe
what each person has in common.
Brainstorming Options (2 points)
– Explain ten ways to provide Henry with equitable access to
education. Be sure to explain the types of services Henry might
4. need (e.g., pull-out reading, speech, or counseling), where
Henry will receive his education, parent/teacher communication
ideas, and how instruction will be delivered and by whom.
Reaching Agreement (2 points)
– Reflect on your ideas from the previous Brainstorming
Options section, then explain in detail the plan that will meet
the needs and interests of everyone on Henry’s team. It is
expected and important here that you support your plan using
scholarly sources.
School-Wide Vision (2 points)
– Recall your Week 5 Assignment “Everyone Wants What’s
Best, So How Can ‘Best’ Be So Different?” Then, include an
analysis of how your proactive team collaboration and the final
agreement align with the long-term school goal to promote a
collaborative school culture that embraces professional growth
and leadership.
Role Reflection (2 points)
– Writing from the perspective of the special educator in the
Case Study, describe the skills you have when encountering
conflict and how you will leverage these during Henry’s
meeting. Additionally, describe how you will use other’s skills
in Henry’s meeting to strengthen your areas of weakness. Be
sure to describe how you, as the special educator in this case,
will grow professionally from this experience to become a
stronger leader.
5. Case Study – Supporting Henry
Henry, who is 11 years old and in the fifth grade, was recently
diagnosed with ADHD (Attention Deficit Hyperactivity
Disorder) and a SLD (Specific Learning Disability), and is now
attending his first IEP meeting after going through the referral
process. After several attempts to help Henry stay on task and
complete his work, his teacher, Mr. Smith, referred Henry to the
school’s student intervention team as the first step to start the
referral process. He reported that Henry was constantly asking
to leave his seat for “every excuse in the book” and this led Mr.
Smith to finally acquiesce to Henry’s demands. However, on the
way to his destination, Henry would invariably manage to be a
disruption to people he encountered. Additionally, Henry rarely
finished his coursework and often misplaced his homework.
Henry is therefore in danger of failure. Mr. Smith reported that
he truly liked Henry despite his behavior issues and work ethic.
“He’s a really likeable kid! He’s funny and if someone gets
hurt, Henry is the first one to arrive at the scene to help. He is
never intentionally disrespectful, but his impulsivity and social
immaturity has caused problems when he speaks before
thinking.”
As part of the referral process, Dr. Burman, the school
psychologist, completed the battery of psychological
assessments. It was found that Henry did have significant
attention, focus, and impulsivity issues. Ms. Young, a special
education teacher, completed the educational assessment and
found that he had problems with short-term memory and visual
processing (how information is taken in visually and processed
cognitively). It was decided that Henry did qualify for special
education services as his disabilities negatively impacted his
education. The team of educators, parents, the psychologist, and
student now convene as a multidisciplinary team to discuss
these results and if services are agreed to, the creation of
6. Henry’s first annual IEP begins.
IEP Team Meeting Case Study Description
The following attendees are sitting at a round conference table.
Mr. Smith, general educator
Physical Appearance: Wearing jeans, a t-shirt and sneakers.
Non-Verbal: Sitting with both feet on the floor, hands on the
table fidgeting with a stack of ungraded papers in a folder.
Paraverbal Cues: Talks quickly while looking at his hands and
rarely makes eye-contact.
Verbally Stated Interest: Wants Henry to be educated in the
“special education class” because he is continually disrupting
other students from working, and he does not complete his
coursework.
Ms. Young, special educator
Physical Appearance: Wearing casual pants, loafers, and a
button-up blouse. She has long hair tied away from her face in a
ponytail.
Non-Verbal Cues: Taking notes on her laptop during the
meeting. Makes eye contact with everyone intermittently when
she stops typing.
Paraverbal Cues: When talking about the team process and
education setting, Ms. Young is careful to use language the
parents will understand and pauses often for questions.
Verbally Stated Interest: Wants Henry to stay in his current
placement so he doesn’t have to change classes in the middle of
7. the school year.
Dr. Burman, school psychologist
Physical Appearance: Wearing suit pants, a button-up shirt, and
tie with pictures of Mickey Mouse (that he explains to the group
was a Father’s Day gift from his 5-year old).
Non-Verbal Cues: Sitting with his leg crossed under the desk,
hands are palm down on the table, engaging in eye contact with
whoever is speaking.
Paraverbal Cues: When explaining his findings to Henry’s
parents, he speaks louder than necessary with a clear voice. He
does not pause until he has completed his report.
Verbally Stated Interest: Feels that Henry will benefit from
behavior therapy to control his impulsivity and has suggested
visiting the pediatrician to discussion possible pharmaceutical
intervention.
Dr. Jackson, assistant principal
Physical Appearance: Casual business attire with khaki pants, a
polo shirt, and dress shoes.
Non-Verbal Cues: Sits with both feet on the floor, fingers
intertwined on the table, rarely making eye contact by staring at
his hands.
Paraverbal Cues: It is customary for Dr. Jackson to attend
initial IEP meetings; however, he does not intervene or
participate.
Verbally Stated Interest: None.
Mr. Jefferies, divorced parent, Lawyer
Physical Appearance: Mr. Jefferies is dressed in business attire,
8. he has left the office to attend the meeting.
Non-Verbal Cues: Mr. Jefferies sits at the table with correct
posture; hands folded on the table, making eye contact with
everyone at the table except Mrs. Jefferies, his ex-wife.
Paraverbal Cues: When Mr. Jefferies is addressed, he replies by
speaking quickly and with few words.
Verbally Stated Interest: Wants Henry to stay in his current
placement so that he isn’t teased for being in “special
education.” He wants Ms. Jackson to meet with Mr. Smith to
help him manage Henry’s behavior and help adapt his work.
Mrs. Jefferies, divorced parent, kindergarten teacher
Physical Appearance: Mrs. Jefferies is dressed casually in a
knee-length skirt, flip-flops, a tank-top, and cardigan sweater.
Non-Verbal cues: Mrs. Jefferies jumps in often, cutting off Mr.
Jefferies every time he speaks; talking loudly over him.
Paraverbal Cues: Mrs. Jefferies, on the other hand, looks at her
hands a lot when speaking, slowly, and her responses involve
stories about Henry when he was younger.
Verbally Stated Interest: Wants Henry to stay in his current
placement so that he isn’t teased for being in “special
education”. They want Ms. Jackson to meet with Mr. Smith to
help him manage Henry’s behavior and help adapt his work.
Henry Jeffries, the Student
Physical Appearance: Typically dressed for an 11-year-old boy
in jeans and a t-shirt.
Non-Verbal Cues: Sits with both legs crossed under the table,
hands in his lap, staring at the table.
Paraverbal Cues: Whenever Henry is asked a question, he
continues to look at the table and mumbles his response.
Verbally Stated Interest: When he is asked what he wants to do,
9. he shrugs his shoulders and says, “Whatever.”
Written Communication
Page Requirement (1 point): Eight to ten pages, not including
the title and references page.
APA Formatting (1 point): Use APA formatting consistently
throughout the assignment.
Syntax and Mechanics (1 point): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar.
Source Requirement (1 point): Reference five scholarly sources
in addition to the course textbook which provide compelling
evidence to support your ideas. All sources on the references
page need to be used and cited correctly within the body of the
assignment. Use the Ashford University Library to find
scholarly references or use other books you may already own or
otherwise have access to from prior coursework.
Review and Submit the Assignment
Review your assignment with the
Grading Rubric
to be sure you have achieved the distinguished levels of
10. performance for each criterion. Next, submit the assignment to
the course room for evaluation no later than day 7 of the week.
Week 6 Assignment Guidance
Teachers have traditionally welcomed their students into the
classroom, closed the door, and taught in isolation. We now
know through research and practice that a collaborative
education-based environment advances student emotional
wellbeing, promotes stakeholder communication, and an overall
academic success including post-graduation achievements.
Although each has a professional and/or emotional investment
within this education-based team, their vision of success may
have alternative paths. Being a proactive problem-solver means
recognizing multiple streets and finding an amicable solution
through understanding and compromise.
In your final summative assignment, “Collaborating with
Multiple Points of View”, you will design a differentiated
instructional strategy that aligns with learning strengths and
needs in a collaborative team environment and that takes into
account each stakeholder’s investment in the hypothetical
student Henry’s academic growth and social wellbeing.
Additionally, by successfully completing this assignment, you
will be able to answer the essential questions of this course’s
topic, which are intended to provoke critical thinking in this
course and throughout your professional career: What is the best
environment to educate a child with a disability?; What are the
best pro-active problem solving strategies for collaborative
communication; and How can teachers realistically teach
students using differentiated teaching techniques and Universal
Design for Learning?
References
11. Corporation of National and Community Service. (2014,
January 21).
Charting the progression of AmeriCorps members and group
development
. Retrieved from
https://www.nationalserviceresources.gov/stages-group-
development-americorps-and-other-national-service-programs
Haberman, M. (2013, April 10).
Why school culture matters, and how to improve it
. Retrieved from http://www.huffingtonpost.com/Michael-
Haberman/why-school-culture-matter_b_3047318.html
Jdurham (2010).
y 042a
[drawing]. Retrieved from
http://www.morguefile.com/archive/display/562790
Kruse, S. (n.d.).
AASA: 5 Ways to build a culture of collaboration with staff,
teachers and parents
. Retrieved from http://www.aasa.org/content.aspx?id=12512
Kruse, S., Louis, K. S., & Bryk, A. (1994).
Building professional community in schools
.
Issues in Restructuring Schools, #6
, pp. 3-6. Retrieved from
http://www.wcer.wisc.edu/archive/cors/Issues_in_Restructuring
_Schools/ISSUES_NO_6_SPRING_1994.pdf
MindTools. (2014).
Forming, storming, norming, and performing: Understanding the
stages of team formation
. Retrieved from
http://www.mindtools.com/pages/article/newLDR_86.htm
12. Murawski, W. & Spencer, S. (2011).
Collaborate, communicate, and differentiate: How to increase
student learning in today’s diverse schools
. Corwin Press