Case StudyMrs. Smith has been teaching kindergarten for 6 years..docx
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Case Study Mrs. Smith has been teaching kindergarten for 6 years. Currently, her class includes 28 students. More than half this class consists of boys. This proved to be a challenging year for Mrs. Smith. Joseph is one of the boys in Mrs. Smith’s class. He is one of the younger students in the class and is very immature. He has been diagnosed with ADHD and takes medicine daily to help him concentrate while in the classroom. Joseph’s parents recently went through a difficult divorce. They constantly fight and communicate negatively in front of Joseph. The parents have contacted Mrs. Smith individually to discuss the dynamics of the divorce and recommendations for interactions with each parent in the future. Both parents have requested separate emails or communication based on the progress of Joseph in the classroom. Both parents refuse to attend school functions together. During the course of the year, Joseph has struggled to remain seated during instruction time. He plays on the computer or goes to the cooking center during teacher instruction. When Mrs. Smith provides prompts to Joseph, he immediately shuts down and refuses to respond. His interactions are always attention based and he acts out to get a reaction from other students or adults. Joseph sits in his own space to eliminate distractions from other students. Joseph is a very smart student, but struggles to complete any assignment. He has to take it home or finish it during his recess time. Mrs. Smith has pulled Joseph aside several times to talk about his behavior and need for attention. She has reached out to both parents and tends to get very little assistance from either one. Mrs. Smith recently started a new individualized learning program for Joseph. She asked the school psychologist to come in and observe Joseph’s behavior. After thorough discussion with the school psychologist, they determined a learning program they believed would help keep Joseph on track. Mrs. Smith developed two visual representations for Joseph’s plan. One visual representation was a folder that broke down each subject of the day. On the folder, Mrs. Smith added visual cues with Velcro. The visual cues were prompts to help keep Joseph focused on the task assigned such as sit down, listen, write name on paper, complete five math problems, hands to yourself, and additional prompts as needed. Once the teacher-led instruction was complete, Mrs. Smith would individually provide Joseph with three visual prompts to keep him focused on the required assignment. Mrs. Smith also developed a necklace she wore daily. This necklace was yarn worn around her neck with visual cues attached for Joseph. She thought this would help Joseph stay in his seat, listen while she was teaching, and stay focused. It was decided that verbal cues weren’t helpful with Joseph. When he was out of his seat, Mrs. Smith would walk over to him and show the visual cue to remind him to sit down. Joseph was provided with half-hour incentives. ...
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AssignmentDevelop a learning plan with strategies for the child.docx
Assignment:
Develop a learning plan with strategies for the child from the “Case Study” that includes the following:
Clear, measurable learning goals;
Relevant materials and resources including a technology tool for the child and/or teacher;
Time to implement learning plan;
When achievement of learning goals will be re-evaluated; and
Time to transition off learning plan.
CASE STUDY:
Mrs. Smith has been teaching kindergarten for 6 years. Currently, her class includes 28 students. More than half this class consists of boys. This proved to be a challenging year for Mrs. Smith. Joseph is one of the boys in Mrs. Smith’s class. He is one of the younger students in the class and is very immature. He has been diagnosed with ADHD and takes medicine daily to help him concentrate while in the classroom.
Joseph’s parents recently went through a difficult divorce. They constantly fight and communicate negatively in front of Joseph. The parents have contacted Mrs. Smith individually to discuss the dynamics of the divorce and recommendations for interactions with each parent in the future. Both parents have requested separate emails or communication based on the progress of Joseph in the classroom. Both parents refuse to attend school functions together.
During the course of the year, Joseph has struggled to remain seated during instruction time. He plays on the computer or goes to the cooking center during teacher instruction. When Mrs. Smith provides prompts to Joseph, he immediately shuts down and refuses to respond. His interactions are always attention based and he acts out to get a reaction from other students or adults. Joseph sits in his own space to eliminate distractions from other students. Joseph is a very smart student, but struggles to complete any assignment. He has to take it home or finish it during his recess time. Mrs. Smith has pulled Joseph aside several times to talk about his behavior and need for attention. She has reached out to both parents and tends to get very little assistance from either one.
Mrs. Smith recently started a new individualized learning program for Joseph. She asked the school psychologist to come in and observe Joseph’s behavior. After thorough discussion with the school psychologist, they determined a learning program they believed would help keep Joseph on track. Mrs. Smith developed two visual representations for Joseph’s plan. One visual representation was a folder that broke down each subject of the day. On the folder, Mrs. Smith added visual cues with Velcro. The visual cues were prompts to help keep Joseph focused on the task assigned such as sit down, listen, write name on paper, complete five math problems, hands to yourself, and additional prompts as needed. Once the teacher-led instruction was complete, Mrs. Smith would individually provide Joseph with three visual prompts to keep him focused on the required assignment. Mrs. Smith also developed a necklace she wore daily. This necklace was yarn ...
Elementary level field observation reflection
The document summarizes an observation of a 1st grade classroom at Dommerich Elementary School in Maitland, Florida. It describes the positive school culture and supportive PTA. It then focuses on describing Mrs. Joseph's 17 years of teaching experience, her classroom of 19 students, and her engaging math lesson that incorporated technology and assessment scales. The observation reminded the author of the rewards associated with teaching.
Social skills workshop
Sarah Cogswell will present on social skills development for 45 minutes. She will discuss Sheldon's Friendship Algorithm, common social skill deficits in autism spectrum disorder (ASD) such as difficulties with speech prosody and social pragmatics, and current research on social skill development theory including typical milestones. She will provide two examples each of teaching social communication, social initiation, social reciprocity, and social cognition to students with ASD. Video examples and references will accompany the presentation.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
IRI for Grades 9-12
Jessica is a 9th grade student struggling in high school. She used to have a one-on-one aide all day but now only has support during class. She is losing and forgetting assignments due to lack of organization. An assessment found she works independently at a 6th grade reading level. The intervention plan targets long/short vowel sounds, fluency, and comprehension through activities like word sorts, partner reading, and using graphic organizers. The summary provides the essential details about Jessica, her struggles, the assessment results, and the intervention plan in 3 sentences.
Response GuidelinesRespond to one peer, reflecting on the response.docx
Response Guidelines
Respond to one peer, reflecting on the responses and summary that the learner provided. Provide at least one additional point of view for each peer to consider.
When working within the human services field in client care professional will work with a variety of disciplines within a team setting. The complex process can often present challenges working with different staff professionals sharing their level of expertise related to client care. Each professional presents their background information from their professional and how their role in the client’s overall care. In this discussion the case of Joseph is assessed during a treatment team meeting with Joseph's teacher, the principal, psychologist , and case manager. The purpose of the meeting is to discuss Joseph's suspension from school as a result of stating to several students that he was going to bring a gun to school. The treatment team is gathering to discuss if Joseph can return to school to finish the school year at Samuel Elementary. The treatment team meeting is facilitated by the case manager.
School Teacher
Joseph's school teacher reports she has not had any behavioral issues with him this school year. She reports he does well academically and very nice and pleasant in the school. Mrs. Porter reports that Joseph has friends and students like to involve him in social play but he prefers to be by himself. Mrs. Porter shares that it was in her class that Joseph made the threats and several students heard it. Mrs. Porter denies hearing the statement but took precaution. Mrs. Porter's concerns are safety for herself and the students of Samuel Elementary. Mrs. Porter believes that Joseph would do much better in different educational setting.
Dr. Manning-Psychologist
Dr. Manning is assigned as Joseph's psychologist and a strong advocate for Joseph. Mr. Manning's viewpoint is addressing the psychological concerns and developmental concerns. Dr. Manning believes based on Joseph's background and history of serious neglect and inability at his level of development to effectively communicate that he was only acting out for attention. Dr. Manning reports the client does not have a history of violent behaviors and does not have access to a gun . Dr. Manning believes with supports in place and interventions which are consistent with working with him regulary that Joseph could successfully finish his school year at Samuel Elementary.
Principal Walker
Mr. Walker reports never having a behavioral issue with Joseph in fact this was the first time Joseph had ever been sent to his office. Mr. Walker reports when he asked Joseph about the incident he was honest that he said it but stated he just want to be with his mother. Mr. Walker feels concern for the student base upon all that he has endured but feels that there is no guarantee that he can ensure the children's and teachers safety with Joseph in the school. Mr. Walker suggest Joseph finishes the school year in a differ ...
In your response ask Foster 2 questions that should help him explain.docx
In your response ask Foster 2 questions that should help him explain more .
Janice was 8years old born to a family of three siblings and lovely parents. The parents had endeavored to give the children equal love by providing everything from food to gifts in equal measures. As a matter of fact, this had presented a warm environment for articulation and expression of the children. Good reports had always been given about the children by the teachers at school except from Janice. Moreover, the children had extensively participated in an array of clubs in school. It was, therefore, a call for concern especially from the teachers when Janice appeared to be relatively withdrawn compared to her aggressive and outgoing sisters. Mr. Patrick had reported that the child was rarely involved in class discussion and could only voice her view when prompted by the teacher.
Additionally, she seemed to be engrossed in her world an indication of an outright disconnect from class. Her friend, Victoria also noted that she had severally dismissed her insisting that she wanted to be left alone. Her performance was dismal, and this was becoming worse with time. She was also shy to participate in any class role that would involve articulation and presentation. Besides, her self-esteem had drastically been affected when she failed to give a presentation only to retreat halfway eloquently. This had drawn jeers and despicable laughter from the class who portrayed her as a coward and a shy girl. It is this situation that had prompted the teacher to have a meeting with Janice parents on how they could address the situation.
Apparently, Janice seriously needed help before the situation could become terrible culmination to use of drugs as a means of solace as it had been observed in other students.
The parents agreed to schedule a session for Janice to meet with a psychologist. Janice mother agreed that she would be present during the session. Despite Janice adamantly throwing a tantrum about her disinterest for the session, she finally had to comply because the parents had insisted. Dragging her feet with hunched shoulder, Janice slumped on the seat adjacent to the door, a clear indication that she wanted to be done with this as soonest and get out.
The psychologist was however fortunate to have a good rapport with Janice in the subsequent session. Janice explicitly noted that she dreaded school and she had always wanted to pursue her hobby than sit in class the entire day listening to extremely plain lessons from the teachers. She also noted that she had developed an extreme dislike for mathematics because she kept on failing each single test despite severally dedicating enough hours to study the subject. She had chosen to live a solitude life because she realized the world, especially schoolmates did not like to identity with losers. The shame she suffered in class for failing to express herself had had a grave toll on her. Most of the time she had beco ...
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Recommended
AssignmentDevelop a learning plan with strategies for the child.docx
Assignment:
Develop a learning plan with strategies for the child from the “Case Study” that includes the following:
Clear, measurable learning goals;
Relevant materials and resources including a technology tool for the child and/or teacher;
Time to implement learning plan;
When achievement of learning goals will be re-evaluated; and
Time to transition off learning plan.
CASE STUDY:
Mrs. Smith has been teaching kindergarten for 6 years. Currently, her class includes 28 students. More than half this class consists of boys. This proved to be a challenging year for Mrs. Smith. Joseph is one of the boys in Mrs. Smith’s class. He is one of the younger students in the class and is very immature. He has been diagnosed with ADHD and takes medicine daily to help him concentrate while in the classroom.
Joseph’s parents recently went through a difficult divorce. They constantly fight and communicate negatively in front of Joseph. The parents have contacted Mrs. Smith individually to discuss the dynamics of the divorce and recommendations for interactions with each parent in the future. Both parents have requested separate emails or communication based on the progress of Joseph in the classroom. Both parents refuse to attend school functions together.
During the course of the year, Joseph has struggled to remain seated during instruction time. He plays on the computer or goes to the cooking center during teacher instruction. When Mrs. Smith provides prompts to Joseph, he immediately shuts down and refuses to respond. His interactions are always attention based and he acts out to get a reaction from other students or adults. Joseph sits in his own space to eliminate distractions from other students. Joseph is a very smart student, but struggles to complete any assignment. He has to take it home or finish it during his recess time. Mrs. Smith has pulled Joseph aside several times to talk about his behavior and need for attention. She has reached out to both parents and tends to get very little assistance from either one.
Mrs. Smith recently started a new individualized learning program for Joseph. She asked the school psychologist to come in and observe Joseph’s behavior. After thorough discussion with the school psychologist, they determined a learning program they believed would help keep Joseph on track. Mrs. Smith developed two visual representations for Joseph’s plan. One visual representation was a folder that broke down each subject of the day. On the folder, Mrs. Smith added visual cues with Velcro. The visual cues were prompts to help keep Joseph focused on the task assigned such as sit down, listen, write name on paper, complete five math problems, hands to yourself, and additional prompts as needed. Once the teacher-led instruction was complete, Mrs. Smith would individually provide Joseph with three visual prompts to keep him focused on the required assignment. Mrs. Smith also developed a necklace she wore daily. This necklace was yarn ...
Elementary level field observation reflection
The document summarizes an observation of a 1st grade classroom at Dommerich Elementary School in Maitland, Florida. It describes the positive school culture and supportive PTA. It then focuses on describing Mrs. Joseph's 17 years of teaching experience, her classroom of 19 students, and her engaging math lesson that incorporated technology and assessment scales. The observation reminded the author of the rewards associated with teaching.
Social skills workshop
Sarah Cogswell will present on social skills development for 45 minutes. She will discuss Sheldon's Friendship Algorithm, common social skill deficits in autism spectrum disorder (ASD) such as difficulties with speech prosody and social pragmatics, and current research on social skill development theory including typical milestones. She will provide two examples each of teaching social communication, social initiation, social reciprocity, and social cognition to students with ASD. Video examples and references will accompany the presentation.
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
IRI for Grades 9-12
Jessica is a 9th grade student struggling in high school. She used to have a one-on-one aide all day but now only has support during class. She is losing and forgetting assignments due to lack of organization. An assessment found she works independently at a 6th grade reading level. The intervention plan targets long/short vowel sounds, fluency, and comprehension through activities like word sorts, partner reading, and using graphic organizers. The summary provides the essential details about Jessica, her struggles, the assessment results, and the intervention plan in 3 sentences.
Response GuidelinesRespond to one peer, reflecting on the response.docx
Response Guidelines
Respond to one peer, reflecting on the responses and summary that the learner provided. Provide at least one additional point of view for each peer to consider.
When working within the human services field in client care professional will work with a variety of disciplines within a team setting. The complex process can often present challenges working with different staff professionals sharing their level of expertise related to client care. Each professional presents their background information from their professional and how their role in the client’s overall care. In this discussion the case of Joseph is assessed during a treatment team meeting with Joseph's teacher, the principal, psychologist , and case manager. The purpose of the meeting is to discuss Joseph's suspension from school as a result of stating to several students that he was going to bring a gun to school. The treatment team is gathering to discuss if Joseph can return to school to finish the school year at Samuel Elementary. The treatment team meeting is facilitated by the case manager.
School Teacher
Joseph's school teacher reports she has not had any behavioral issues with him this school year. She reports he does well academically and very nice and pleasant in the school. Mrs. Porter reports that Joseph has friends and students like to involve him in social play but he prefers to be by himself. Mrs. Porter shares that it was in her class that Joseph made the threats and several students heard it. Mrs. Porter denies hearing the statement but took precaution. Mrs. Porter's concerns are safety for herself and the students of Samuel Elementary. Mrs. Porter believes that Joseph would do much better in different educational setting.
Dr. Manning-Psychologist
Dr. Manning is assigned as Joseph's psychologist and a strong advocate for Joseph. Mr. Manning's viewpoint is addressing the psychological concerns and developmental concerns. Dr. Manning believes based on Joseph's background and history of serious neglect and inability at his level of development to effectively communicate that he was only acting out for attention. Dr. Manning reports the client does not have a history of violent behaviors and does not have access to a gun . Dr. Manning believes with supports in place and interventions which are consistent with working with him regulary that Joseph could successfully finish his school year at Samuel Elementary.
Principal Walker
Mr. Walker reports never having a behavioral issue with Joseph in fact this was the first time Joseph had ever been sent to his office. Mr. Walker reports when he asked Joseph about the incident he was honest that he said it but stated he just want to be with his mother. Mr. Walker feels concern for the student base upon all that he has endured but feels that there is no guarantee that he can ensure the children's and teachers safety with Joseph in the school. Mr. Walker suggest Joseph finishes the school year in a differ ...
In your response ask Foster 2 questions that should help him explain.docx
In your response ask Foster 2 questions that should help him explain more .
Janice was 8years old born to a family of three siblings and lovely parents. The parents had endeavored to give the children equal love by providing everything from food to gifts in equal measures. As a matter of fact, this had presented a warm environment for articulation and expression of the children. Good reports had always been given about the children by the teachers at school except from Janice. Moreover, the children had extensively participated in an array of clubs in school. It was, therefore, a call for concern especially from the teachers when Janice appeared to be relatively withdrawn compared to her aggressive and outgoing sisters. Mr. Patrick had reported that the child was rarely involved in class discussion and could only voice her view when prompted by the teacher.
Additionally, she seemed to be engrossed in her world an indication of an outright disconnect from class. Her friend, Victoria also noted that she had severally dismissed her insisting that she wanted to be left alone. Her performance was dismal, and this was becoming worse with time. She was also shy to participate in any class role that would involve articulation and presentation. Besides, her self-esteem had drastically been affected when she failed to give a presentation only to retreat halfway eloquently. This had drawn jeers and despicable laughter from the class who portrayed her as a coward and a shy girl. It is this situation that had prompted the teacher to have a meeting with Janice parents on how they could address the situation.
Apparently, Janice seriously needed help before the situation could become terrible culmination to use of drugs as a means of solace as it had been observed in other students.
The parents agreed to schedule a session for Janice to meet with a psychologist. Janice mother agreed that she would be present during the session. Despite Janice adamantly throwing a tantrum about her disinterest for the session, she finally had to comply because the parents had insisted. Dragging her feet with hunched shoulder, Janice slumped on the seat adjacent to the door, a clear indication that she wanted to be done with this as soonest and get out.
The psychologist was however fortunate to have a good rapport with Janice in the subsequent session. Janice explicitly noted that she dreaded school and she had always wanted to pursue her hobby than sit in class the entire day listening to extremely plain lessons from the teachers. She also noted that she had developed an extreme dislike for mathematics because she kept on failing each single test despite severally dedicating enough hours to study the subject. She had chosen to live a solitude life because she realized the world, especially schoolmates did not like to identity with losers. The shame she suffered in class for failing to express herself had had a grave toll on her. Most of the time she had beco ...
Page 1 of 2 Child, Family, and Community Relationships .docx
Page 1 of 2
Child, Family, and Community Relationships
©2013 Argosy University
Case Studies for LASA1 and LASA2
Pick one case study and use it for completing both assignments:
Case study 1:
Brandy is a Caucasian girl, who just celebrated her sixth birthday, and is one of the youngest kids in her
first-grade class. Most of the school year has gone fairly well, but she lately has been having trouble at
school. Last week she disrupted class and threw her pencil across the room.
The teacher explained to the parents that she has been a bit “emotional” lately, but did not know why. Her
mom wondered if it was because she has recently transitioned from graduate school to a new job that
keeps her away from home a bit more than before.
Brandy generally likes school, but gets pulled out once or twice a week for special speech therapy as she
occasionally has some problems with a lisp. Her parents were hesitant about Brandy being pulled out of
class, but when she reported she was getting picked on at school by some classmates, they agreed to the
speech therapy.
At home, she has a supportive family and siblings (younger and older) with whom she gets along well.
Occasionally she will get into trouble for lying, but most often feels pretty badly about it once she is caught.
Her father also has a master’s degree with a full-time job, and she and her siblings attend an after-school
daycare program for a couple hours. She plays with the neighborhood kids and her siblings; however
sometimes Brandy has communication struggles with others due to her lisp. She loves sports, and just
finished playing soccer and is set to start t-ball within the next week or two.
Case study 2:
Brandon is an African-American eight-year-old child in third grade, who is in danger of having to repeat the
grade. He continues to struggle with being able to concentrate in class, and says he is “bored” when
students have to just sit and read; sometimes he talks and walks around the class and other times he draws
pictures and pays no attention at all. He frequently gets sent to the principal’s office for this behavior, but
does not seem to mind because the principal lets him play and gives him snacks (as he always complains
about being hungry). Often the principal compliments him on his artwork.
When his parents were told about his behavior, they were exasperated. The parents said he behaves even
more poorly at home, stealing and breaking his siblings’ things and sneaking food into his room. He even
has nightly bed-wetting accidents on a fairly regular basis (the doctor has ruled out physical problems as a
reason for these).
His mother works a part-time job at a local gas station when the kids are in school. His father used to come
home around dinnertime and was often tired; but he was recently laid off and is depressed and spends a lot
of time in bed.
Case study 3:
Jayant (or “Jay”) is a seventeen-year-old Indian student in his s.
Best. Teacher. EVER. Contest
A contest, sponsored by the Emmy-award winning PBS series Independent Lens, to honor those life-changing teachers out there. For more information, please visit http://www.itvs.org/educators
THINKING & INTELLIGENCE CHAPTER 7 ASSIGNMENT (20 points)Instruc.docx
THINKING & INTELLIGENCE: CHAPTER 7 ASSIGNMENT (20 points)
Instructions:
Answer the following questions thoroughly in paragraph format (complete sentences).
The text discusses in detail language development among children. How could grammatical errors actually be indicative of language acquisition in children?
2.Define the term heuristic. How does the availability heuristic lead people to believe that catastrophic events, such as plane crashes, occur more frequently than they actually do?
3. Alfred Binet’s insight regarding a method of measuring mental development had an international impact in the twentieth century. Explain how Binet’s went about calculating a child’s mental abilities. What scoring system did later researchers base on Binet’s method, and how was it originally calculated?
4. Compare and contrast the benefits of the Stanford-Binet IQ test and Wechsler’s IQ tests.
5. What are the cultural implications of IQ test? What is event schemata? Explain why event schemata have so much power over human behavior.
6. What is functional fixedness and how can overcoming it help you solve problems? Similarly, how does an algorithm save you time and energy when solving a problem?
7. Describe the relationship between learning disabilities and intellectual disabilities to intelligence.
LEARNING: CHAPTER 6 ASSIGNMENT (20 points)
(10 points) Instructions: Develop a “Key Terms” for the following Assignment by defining these terms:
classical conditioning
operant conditioning
observational learning
positive reinforcement
negative reinforcement
punishment
neutral stimulus
unconditional stimulus
unconditional response
conditioned stimulus
conditioned response
(5 points) Instructions:
For each situation below, indicate whether it is an example of :
a. classical conditioning
b. operant conditioning
c. observational learning
1. Susie is a four-year-old child. One day she watches her mother vacuum the living room. Her mother comments to Susie, “Doesn’t the living room look nice now that I’ve cleaned it?” The next day, her mother finds Susie “vacuuming” the living room with her toy vacuum.
Answer:
2. You are thinking of asking the teacher for an extension on your paper. Just as you are about to go up to the teacher, another student approaches the teacher with the same request. The teacher appears angry, and very loudly and rudely turns down the student’s request for an extension. You decide not to ask for an extension.
Answer:
3. Until she was eight, Barbara liked cats. When she was eight, she was bitten through the hand by a cat as she tried to get it out from under a bed. This was an upsetting experience. Since that time, Barbara experiences anxiety whenever she is near a cat.
Answer:
4. Alison, age four, needs to learn to speak up louder in class. Her parents and teacher agree that whenever Alison speaks up loudly in class, she will get a star on her chart. Whenever she accumulates 25 stars, she will ge.
ABA Analysis
1) John, a 5-year old African American boy, exhibits off-task and disruptive behavior like speaking without permission and distracting peers in the classroom.
2) Through observations, his behaviors were found to occur most during independent seatwork and carpet time, and seem to be motivated by a desire for attention.
3) A behavior intervention plan was created to teach John to raise his hand before speaking as a replacement behavior. He will do self-monitoring and can earn stickers and prizes for demonstrating the replacement behavior. The goal is to reduce off-task behavior and increase attention-appropriate behaviors.
STUDIESThe cases you are about to view all depict children aged .docx
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Hector engaging parents for classroom mgmt
This document provides information and discussion topics for a session on developing teacher-parent partnerships to improve student performance and behavior. The session goals are to educate participants about research on engaged parenting, encourage various ways to increase parental involvement, have collaborative discussions, and enable participants to share information with others. Various topics are presented, including the benefits of parental involvement, different types of school-parent involvement, communicating effectively with parents, engaging specific parent groups, and building supportive school communities. Participants are prompted to share experiences and ideas.
Growing Glowing Garden
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
Growing Glowing Garden Presentation
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
Growing Glowing Garden
The document summarizes a week-long after school program for pre-K and kindergarten students called "Growing Glowing Garden". Each day of the week focused on a different theme and activity related to gardening and plant growth. The program was led by a team of UCF students who each planned activities for their assigned day. The document reflects on the activities and lessons learned about working with students with exceptionalities such as autism.
Case Study Sample 1Introduction The child I have chosen
Case Study Sample 1
Introduction
The child I have chosen to observe is named Amy. She is a two-year-old who has fair skin, black hair, and dark brown eyes. Her birthday is May 16th. Amy is a toddler who lives with both her mother and father. The socioeconomic status of the family is as follows; her dad attended a two-year technical school where he received an Associate’s Degree in Auto Mechanics. He is now employed by the United States Postal Service, as a lead auto technician, and his income is mid-ranged. His mom also attended a technical school and received a Medical Certificate as a Phlebotomist. For personal reasons, his mother chose to work in a different field after having completed the certificate program. She is now employed by a small family-owned business and holds a secretarial position.
In addition to her parents, Amy has an older brother who is named A.J. He is eight years old. The family lives in a two-bedroom apartment in the greater Dallas area. The children share a bedroom, which is decorated with both dolls and cars to accommodate both genders. They also have a television in their room that is they use for both watching and video gaming. I specifically chose this child because of her enormous sense of curiosity.
Physical Development
Amy can run, walk up stairs with help, and jump off of the floor with both feet. According to the textbook, this is normal large motor development for a two-year-old (Manis, 2017). During my observation, she used different coloring crayons, picked up small beads (with adult supervision to prevent swallowing), played with blocks and displayed a multitude of other skills which require the workings of the small muscle groups. She engages in coloring and drawing pictures, and even has a few on display on her parent’s apartment walls!
According to her mother, Amy is a normal, healthy, growing girl. There were no reports of problems during her infancy. One complaint her mother had, however, was the fact that Amy periodically wakes during the night and will wander into her parent’s bedroom to sleep. Feeding time can be a difficult time for the family, according to Mom. Amy, if given the opportunity according to her parents, would rather eat McDonald's chicken nuggets day in and day out.
Cognitive Development
Amy is in the Mental Representation Phase of Piaget’s Sensorimotor Stage according to the textbook (Manis, 2017). She can remember where objects were last placed and recall them again after a few minutes have passed. According to her father, Amy loves to sing. When her mother presents her with a new song, she listens carefully and intently and watches her mother’s lips as she is singing.
Another example of cognitive learning at work is the fact that her parents are now getting her ready for potty training. According to Mom, she shows intense curiosity when it’s time “to go” with Mom and observes closely what is being done. Mom stated that she has been known to l ...
Autism: PDD Inclusive Classrom Example
1. The document describes a first grade inclusive classroom with 21 students, including 7 who receive special education services for needs like speech/language disorders, emotional/behavioral disorders, and autism spectrum disorders.
2. The classroom has desks arranged in rows, behavioral rules and schedule posted, and areas for different activities. Mrs. Smith uses direct instruction as well as small group work.
3. Mrs. Smith employs a token economy system where students can earn and spend "turtle dollars" based on their behavior. She also assigns student leaders and incorporates multisensory activities into lessons.
The Psychology of Recess When walking into a first g.docx
The Psychology of Recess
When walking into a first grade classroom at the esteemed Charles Hay World School, I
expected the room to be bustling with exploration, conversation, and excitement. But on this day
I entered a classroom with students sitting on a carpet, quiet and focused on the teacher in front
of them. The students only briefly looked at me, before they were redirected to the task that their
teacher, Jennifer Smith, was explaining. For almost twenty minutes the students stayed seated on
the carpet. Most seemed to be paying attention to the book that was being read to them, but upon
further examination there was a lot more going on in this "controlled classroom" than what may
be gathered upon first impression. In the small mass of students, many wriggled and bounced
around their designated sitting spot. A little girl stands and wanders around, flailing her limbs
and jumping around before she is reprimanded by Ms. Smith and told to sit back down. As I look
around the brightly decorated room, I notice all of the signs that are hung up. Many are
expectations and rules for the classroom that remind the students of their role in the classroom
here at Charles Hay. I inspect them further and find that many of them say "Be quiet when
asked", "Work during worktime", "Stay focused on your tasks". Although I didn't think I would
see the disparities so quickly, it is almost too easy to notice that something vital is missing from
Ms. Smith's classroom: play.
For Ms. Smith's class and other schools around the country, play has become a rarity in
the average school day. In the place of playtime, the push for academic success has taken over,
leaving a gaping deficit in a student's need for exploration and curiosity. Ever since the passing
of the No Child Left Behind Act in 2001, the U.S. public school system has had its sights set on
being the best at academics which caused 20% of schools in America to cut recess time down by
fifty minutes per week (Center on Education Policy 2008). With the push to perform at much
higher standards, increasingly younger students are being expected to do more in school without
the time for breaks or playtime in between. Because academics are taking precedence, play has
been devalued in early childhood education practices and in teacher training as well. When
speaking to the Assistant Director of the Fisher Early Learning Center, Hema Visweswaraiah, I
asked if play was still valued in the early educational field. She almost immediately replied: "No,
I don't think that's going on...I think that it's because it's not as quite understood when we use the
word like 'play', people immediately go to the idea of 'work' and say well it's the opposite...so it
can't be valuable." This mindset that play cannot be meaningful for students compared to
academic success is incredibly detrimental, especially when play is so closely linked to a child's
development ...
Instructions Answer the following questions thoroughly in paragra.docx
Instructions:
Answer the following questions thoroughly in paragraph format (complete sentences).
1. The text discusses in detail language development among children. How could grammatical errors actually be indicative of language acquisition in children?
2. Define the term heuristic. How does the availability heuristic lead people to believe that catastrophic events, such as plane crashes, occur more frequently than they actually do?
3. Alfred Binet’s insight regarding a method of measuring mental development had an international impact in the twentieth century. Explain how Binet’s went about calculating a child’s mental abilities. What scoring system did later researchers base on Binet’s method, and how was it originally calculated?
4. Compare and contrast the benefits of the Stanford-Binet IQ test and Wechsler’s IQ tests.
5. What are the cultural implications of IQ test?
6. What is event schemata? Explain why event schemata have so much power over human behavior.7
7. What is functional fixedness and how can overcoming it help you solve problems? Similarly, how does an algorithm save you time and energy when solving a problem?
LEARNING: CHAPTER 6 ASSIGNMENT (20 points)
(10 points) Instructions: Develop a “Key Terms” for the following Assignment by defining these terms:
classical conditioning
operant conditioning
observational learning
positive reinforcement
negative reinforcement
punishment
neutral stimulus
unconditional stimulus
unconditional response
conditioned stimulus
conditioned response
(5 points) Instructions:
For each situation below, indicate whether it is an example of :
a. classical conditioning
b. operant conditioning
c. observational learning1. Susie is a four-year-old child. One day she watches her mother vacuum the living room. Her mother comments to Susie, “Doesn’t the living room look nice now that I’ve cleaned it?” The next day, her mother finds Susie “vacuuming” the living room with her toy vacuum.
Answer:
You are thinking of asking the teacher for an extension on your paper. Just as you are about to go up to the teacher, another student approaches the teacher with the same request. The teacher appears angry, and very loudly and rudely turns down the student’s request for an extension. You decide not to ask for an extension.
Answer:
Until she was eight, Barbara liked cats. When she was eight, she was bitten through the hand by a cat as she tried to get it out from under a bed. This was an upsetting experience. Since that time, Barbara experiences anxiety whenever she is near a cat.
Answer:
Alison, age four, needs to learn to speak up louder in class. Her parents and teacher agree that whenever Alison speaks up loudly in class, she will get a star on her chart. Whenever she accumulates 25 stars, she will get to go to Baskin-Robbins for ice cream. Alison starts speaking up in class more frequently.
Answer:
Tom is hammering nails into planks to build a fence. H.
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Upper division history courses assessment rubric ay 2020 2021 name
This article examines Thomas Jefferson's position on ratification of the US Constitution in the late 1780s. It argues that Jefferson has often been mistakenly characterized as an Anti-Federalist due to his later role leading the opposition Republican Party in the 1790s. However, the evidence shows that Jefferson unequivocally supported ratification, though he had some reservations. While Jefferson did not publicly write or speak in favor of the Constitution during the ratification debates, his private letters on the subject reveal that his objections were no more severe than many acknowledged Federalists, and less so than some. The article aims to clarify Jefferson's pro-ratification stance and show that there was significant doubt even among supporters of the new framework
Being Heard, Healing the Hurt, Changing
This document discusses the use of restorative practices in school settings to address behavioral issues and repair relationships. It provides two case studies of students where restorative practices were successfully used. In the first case, a student labeled a troublemaker was able to repair relationships with teachers and experienced a turnaround through a mediated contract process. In the second case, analysis of a teacher's high removal rates of a student revealed an underlying issue that was addressed through respectful discussion, which improved the student's behavior and relationship with that teacher. The document advocates for using restorative approaches like listening, identifying underlying issues, and facilitating respectful dialogue to understand situations fully and restore relationships.
Peer teaching Parenting
The document discusses the best form of learning support parents can provide. It argues that parents being physically and actively involved in a child's learning leads to more effective learning. It provides an example of a child, Jeremy, whose parents use an authoritarian parenting style by giving tasks and punishments without encouragement. This causes Jeremy to feel lonely, stressed and lack social skills. The document recommends positive reinforcement as a better approach, and changing to an authoritative parenting style that is caring while still setting expectations and rules.
Field experience paper
The document summarizes the author's 20-hour field experience at a Head Start preschool program for low-income families. Some of the author's observations included seeing improvements in children's social skills over the semester and the successful inclusion of children with disabilities. The author also witnessed potential bullying and racism towards an older child of a different race. The experience highlighted issues of culture and poverty for the author and reinforced their commitment to inclusion and diversity in their future classroom.
FE paper Ed Psych
This case study examines a tutoring experience with a 6-year-old Hispanic boy named Nick at Sunnyside Elementary School. Nick was struggling with sight words, spelling, and sentence structure. The tutor observed that Nick may have ADHD based on distractibility and fidgeting. A token economy was implemented using operant conditioning to motivate Nick with stars and prizes for completing tasks. This approach showed success, as Nick's sight word scores dramatically improved over several weeks. The study provides insight into Nick's challenges, the school environment, and an effective tutoring method.
McGill Education 2011
This document summarizes a guest lecture on positive approaches to working with exceptional students in inclusive classrooms. The lecture discusses developing relationships and trust, understanding student needs from a systems perspective, and using proactive interventions. It emphasizes that all behavior is purposeful and focuses on building quality relationships from the student's perspective to understand their needs and frustrations. The lecture also presents models for crisis intervention, problem solving, and creating supportive networks and environments centered around the needs of individual students.
Full Psychological Report.Sample
Jane, age 9 years 7 months, was referred for a psychological evaluation by her mother who was concerned about Jane's reading fluency and comprehension difficulties. Jane appeared comfortable during assessments but struggled with reading aloud and decoding words. Test results and teacher reports indicated issues with reading. Jane's medical and family history were unremarkable, though she reported being bullied at school which upset her. The psychological evaluation was conducted to better understand Jane's challenges and provide recommendations to support her reading development.
What appropriate sources of information did you use in finding your .docx
What appropriate sources of information did you use in finding your student-contributed resource?
At this early stage in the process of investigating a topic, what advantages do you see in conducting research to discover various factors associated with the topic?
In what ways does the ability to conduct research strengthen your understanding of the city?
http://search.proquest.com.ezp.waldenulibrary.org/docview/741088853?accountid=14872
I have enclosed my student-contributed resource doc
2+3 paragraphs
.
Western Civilization before The Thirty Years WarInstructions .docx
Western Civilization before The Thirty Years War
Instructions:
Please choose one question from each section to answer for your exam. This will mean that you will answer a total of four questions, each worth 25 points.
Please know that your responses must be at least
10 sentences long
. While using short, quoted phrases is fine to help support your ideas, your answers must be written mostly in your own words. Any quoting you include must be properly cited.
Please choose
ONE
of the following questions to answer.
1.
Who were the Sea Peoples? What did they do and why are they important to ancient history?
2.
Who were the Stoics and Epicureans? What did each believe? Why would the Hellenistic rulers have supported the Stoics over the Epicureans?
3.
How did the Neo-Assyrian kings' treatment of their own people as well as those they conquered contribute to their eventual downfall?
4.
Public religious tradition in ancient Greece was observed in public sacrifices and festivals. How was personal, private religious devotion demonstrated? Provide at least two specific examples.
Please choose
ONE
of the following questions to answer.
1.
During the Second Punic War, and especially in light of Cannae, Hannibal could be called the general who won the battle but lost the war. Why is this so?
2.
What was Arianism and how did the Council of Nicaea in 325 attempts to resolve the issue? When was the issue actually resolved?
3.
Why were 11th century Muslim traders able to conduct business in such far-flung places as Baghdad, Cordoba and Cairo?
4.
What was the Concordat of Worms (1122)? What impact did it have on Church-State relations in the Holy Roman Empire?
Please choose
ONE
of the following questions to answer.
1.
What was scholasticism? What was Thomas Aquinas' role in the movement?
2.
What is the difference between the parliament of Paris and the French Estates-General? How did the Estates-General come into existence?
3.
What was the Jacquerie of 1358? Explain its causes and results.
4.
What were the four phases of the Hundred Years' War? What were the key events of the final phase?
Please choose
ONE
of the following questions to answer.
1.
Why was the idea of translating the Bible into the vernacular languages so controversial? What happened to people who tried to write / publish a vernacular Bible? Provide at least two examples of people who attempted this and explain whether they were successful.
2.
While the almost constant fighting during the Thirty Years' War devastated central Europe, the situation was made worse by the new armies put into the field by the various rulers. What changes in the military made matters worse for ordinary civilians?
3.
Explain how Nicolaus Copernicus, Johannes Kepler and Galileo Galilei each challenged the view of the universe that was based on Ptolemy's work.
4.
Sir Francis Bacon and René Descartes both helped to promote the prestige of the scientific metho.
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Best. Teacher. EVER. Contest
A contest, sponsored by the Emmy-award winning PBS series Independent Lens, to honor those life-changing teachers out there. For more information, please visit http://www.itvs.org/educators
THINKING & INTELLIGENCE CHAPTER 7 ASSIGNMENT (20 points)Instruc.docx
THINKING & INTELLIGENCE: CHAPTER 7 ASSIGNMENT (20 points)
Instructions:
Answer the following questions thoroughly in paragraph format (complete sentences).
The text discusses in detail language development among children. How could grammatical errors actually be indicative of language acquisition in children?
2.Define the term heuristic. How does the availability heuristic lead people to believe that catastrophic events, such as plane crashes, occur more frequently than they actually do?
3. Alfred Binet’s insight regarding a method of measuring mental development had an international impact in the twentieth century. Explain how Binet’s went about calculating a child’s mental abilities. What scoring system did later researchers base on Binet’s method, and how was it originally calculated?
4. Compare and contrast the benefits of the Stanford-Binet IQ test and Wechsler’s IQ tests.
5. What are the cultural implications of IQ test? What is event schemata? Explain why event schemata have so much power over human behavior.
6. What is functional fixedness and how can overcoming it help you solve problems? Similarly, how does an algorithm save you time and energy when solving a problem?
7. Describe the relationship between learning disabilities and intellectual disabilities to intelligence.
LEARNING: CHAPTER 6 ASSIGNMENT (20 points)
(10 points) Instructions: Develop a “Key Terms” for the following Assignment by defining these terms:
classical conditioning
operant conditioning
observational learning
positive reinforcement
negative reinforcement
punishment
neutral stimulus
unconditional stimulus
unconditional response
conditioned stimulus
conditioned response
(5 points) Instructions:
For each situation below, indicate whether it is an example of :
a. classical conditioning
b. operant conditioning
c. observational learning
1. Susie is a four-year-old child. One day she watches her mother vacuum the living room. Her mother comments to Susie, “Doesn’t the living room look nice now that I’ve cleaned it?” The next day, her mother finds Susie “vacuuming” the living room with her toy vacuum.
Answer:
2. You are thinking of asking the teacher for an extension on your paper. Just as you are about to go up to the teacher, another student approaches the teacher with the same request. The teacher appears angry, and very loudly and rudely turns down the student’s request for an extension. You decide not to ask for an extension.
Answer:
3. Until she was eight, Barbara liked cats. When she was eight, she was bitten through the hand by a cat as she tried to get it out from under a bed. This was an upsetting experience. Since that time, Barbara experiences anxiety whenever she is near a cat.
Answer:
4. Alison, age four, needs to learn to speak up louder in class. Her parents and teacher agree that whenever Alison speaks up loudly in class, she will get a star on her chart. Whenever she accumulates 25 stars, she will ge.
ABA Analysis
1) John, a 5-year old African American boy, exhibits off-task and disruptive behavior like speaking without permission and distracting peers in the classroom.
2) Through observations, his behaviors were found to occur most during independent seatwork and carpet time, and seem to be motivated by a desire for attention.
3) A behavior intervention plan was created to teach John to raise his hand before speaking as a replacement behavior. He will do self-monitoring and can earn stickers and prizes for demonstrating the replacement behavior. The goal is to reduce off-task behavior and increase attention-appropriate behaviors.
STUDIESThe cases you are about to view all depict children aged .docx
STUDIES
The cases you are about to view all depict children aged 6. This is a transitional time in which learners can explore early childhood development and how it impacts middle childhood development. View all the case studies and select one as the focus of your assignment in unit 6.
ROSA - DEVELOPMENT ACROSS CULTURES (IMMIGRANT)
Rosa at age 6 is at the transition stage between early and middle childhood. Her family came to work in the U.S. as migrant workers when Rosa was a toddler. Her father had worked in the U.S. for an extended time previous to marrying Rosa's mother. As a family they continue to struggle economically. She lives with her extended family including her mother, father, maternal grandmother and two siblings. She did not participate in formal early childhood preschool experiences but was in the care of her maternal grandmother while her parents worked. Rosa has completed a year of all-day kindergarten in a southwestern state. Her family had previously made many moves, but has been in the same local area for more than a year. The primary language spoken at home is Spanish. Several issues have emerged as Rosa is making the transition to first grade.
The kindergarten teacher completed a checklist/profile of Rosa's development in the areas of Cognitive, Language, Physical and Social Development.
The results indicated that compared to expected development at age 6:
· Rosa is not demonstrating cognitive development skills expected for her age. She struggles with early literacy concepts linked to reading and writing.
· Rosa has the ability to "code-switch" in speaking Spanish or English based on the context of those in her environment. She converses with her grandmother and mother and father primarily in Spanish and with her teacher and classmates in English, although her father does speak with Rosa and her siblings in English as well as Spanish.
· Rosa is small in stature. Her health history, including her prenatal records, does not indicate any significant issues. She is average in her gross and fine motor abilities. She is reluctant to engage in group physical activities.
· Rosa is often observed playing near other children, immersed in her own activities. She does not appear to reach out to other children to become involved in their play. Her teacher describes her as slow to warm up in social situations.
EMMA - DEVELOPMENT ACROSS FAMILY CONTEXTS (FOSTER CARE)
Emma at age 6 is at the transition stage between early and middle childhood. She is bi-racial child whose mother is Caucasian and father, whom she has never met, is Filipino. Emma lived with her single mother until she was a toddler, when her maternal grandparents became her primary caregivers. This was a voluntary placement. There were no official reports of abuse or neglect on file; however the grandparents raised concerns that Emma was being neglected while in their adult daughter's care. They expressed a concern that Emma may have been left strapped into her high ch.
Hector engaging parents for classroom mgmt
This document provides information and discussion topics for a session on developing teacher-parent partnerships to improve student performance and behavior. The session goals are to educate participants about research on engaged parenting, encourage various ways to increase parental involvement, have collaborative discussions, and enable participants to share information with others. Various topics are presented, including the benefits of parental involvement, different types of school-parent involvement, communicating effectively with parents, engaging specific parent groups, and building supportive school communities. Participants are prompted to share experiences and ideas.
Growing Glowing Garden
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
Growing Glowing Garden Presentation
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
Growing Glowing Garden
The document summarizes a week-long after school program for pre-K and kindergarten students called "Growing Glowing Garden". Each day of the week focused on a different theme and activity related to gardening and plant growth. The program was led by a team of UCF students who each planned activities for their assigned day. The document reflects on the activities and lessons learned about working with students with exceptionalities such as autism.
Case Study Sample 1Introduction The child I have chosen
Case Study Sample 1
Introduction
The child I have chosen to observe is named Amy. She is a two-year-old who has fair skin, black hair, and dark brown eyes. Her birthday is May 16th. Amy is a toddler who lives with both her mother and father. The socioeconomic status of the family is as follows; her dad attended a two-year technical school where he received an Associate’s Degree in Auto Mechanics. He is now employed by the United States Postal Service, as a lead auto technician, and his income is mid-ranged. His mom also attended a technical school and received a Medical Certificate as a Phlebotomist. For personal reasons, his mother chose to work in a different field after having completed the certificate program. She is now employed by a small family-owned business and holds a secretarial position.
In addition to her parents, Amy has an older brother who is named A.J. He is eight years old. The family lives in a two-bedroom apartment in the greater Dallas area. The children share a bedroom, which is decorated with both dolls and cars to accommodate both genders. They also have a television in their room that is they use for both watching and video gaming. I specifically chose this child because of her enormous sense of curiosity.
Physical Development
Amy can run, walk up stairs with help, and jump off of the floor with both feet. According to the textbook, this is normal large motor development for a two-year-old (Manis, 2017). During my observation, she used different coloring crayons, picked up small beads (with adult supervision to prevent swallowing), played with blocks and displayed a multitude of other skills which require the workings of the small muscle groups. She engages in coloring and drawing pictures, and even has a few on display on her parent’s apartment walls!
According to her mother, Amy is a normal, healthy, growing girl. There were no reports of problems during her infancy. One complaint her mother had, however, was the fact that Amy periodically wakes during the night and will wander into her parent’s bedroom to sleep. Feeding time can be a difficult time for the family, according to Mom. Amy, if given the opportunity according to her parents, would rather eat McDonald's chicken nuggets day in and day out.
Cognitive Development
Amy is in the Mental Representation Phase of Piaget’s Sensorimotor Stage according to the textbook (Manis, 2017). She can remember where objects were last placed and recall them again after a few minutes have passed. According to her father, Amy loves to sing. When her mother presents her with a new song, she listens carefully and intently and watches her mother’s lips as she is singing.
Another example of cognitive learning at work is the fact that her parents are now getting her ready for potty training. According to Mom, she shows intense curiosity when it’s time “to go” with Mom and observes closely what is being done. Mom stated that she has been known to l ...
Autism: PDD Inclusive Classrom Example
1. The document describes a first grade inclusive classroom with 21 students, including 7 who receive special education services for needs like speech/language disorders, emotional/behavioral disorders, and autism spectrum disorders.
2. The classroom has desks arranged in rows, behavioral rules and schedule posted, and areas for different activities. Mrs. Smith uses direct instruction as well as small group work.
3. Mrs. Smith employs a token economy system where students can earn and spend "turtle dollars" based on their behavior. She also assigns student leaders and incorporates multisensory activities into lessons.
The Psychology of Recess When walking into a first g.docx
The Psychology of Recess
When walking into a first grade classroom at the esteemed Charles Hay World School, I
expected the room to be bustling with exploration, conversation, and excitement. But on this day
I entered a classroom with students sitting on a carpet, quiet and focused on the teacher in front
of them. The students only briefly looked at me, before they were redirected to the task that their
teacher, Jennifer Smith, was explaining. For almost twenty minutes the students stayed seated on
the carpet. Most seemed to be paying attention to the book that was being read to them, but upon
further examination there was a lot more going on in this "controlled classroom" than what may
be gathered upon first impression. In the small mass of students, many wriggled and bounced
around their designated sitting spot. A little girl stands and wanders around, flailing her limbs
and jumping around before she is reprimanded by Ms. Smith and told to sit back down. As I look
around the brightly decorated room, I notice all of the signs that are hung up. Many are
expectations and rules for the classroom that remind the students of their role in the classroom
here at Charles Hay. I inspect them further and find that many of them say "Be quiet when
asked", "Work during worktime", "Stay focused on your tasks". Although I didn't think I would
see the disparities so quickly, it is almost too easy to notice that something vital is missing from
Ms. Smith's classroom: play.
For Ms. Smith's class and other schools around the country, play has become a rarity in
the average school day. In the place of playtime, the push for academic success has taken over,
leaving a gaping deficit in a student's need for exploration and curiosity. Ever since the passing
of the No Child Left Behind Act in 2001, the U.S. public school system has had its sights set on
being the best at academics which caused 20% of schools in America to cut recess time down by
fifty minutes per week (Center on Education Policy 2008). With the push to perform at much
higher standards, increasingly younger students are being expected to do more in school without
the time for breaks or playtime in between. Because academics are taking precedence, play has
been devalued in early childhood education practices and in teacher training as well. When
speaking to the Assistant Director of the Fisher Early Learning Center, Hema Visweswaraiah, I
asked if play was still valued in the early educational field. She almost immediately replied: "No,
I don't think that's going on...I think that it's because it's not as quite understood when we use the
word like 'play', people immediately go to the idea of 'work' and say well it's the opposite...so it
can't be valuable." This mindset that play cannot be meaningful for students compared to
academic success is incredibly detrimental, especially when play is so closely linked to a child's
development ...
Instructions Answer the following questions thoroughly in paragra.docx
Instructions:
Answer the following questions thoroughly in paragraph format (complete sentences).
1. The text discusses in detail language development among children. How could grammatical errors actually be indicative of language acquisition in children?
2. Define the term heuristic. How does the availability heuristic lead people to believe that catastrophic events, such as plane crashes, occur more frequently than they actually do?
3. Alfred Binet’s insight regarding a method of measuring mental development had an international impact in the twentieth century. Explain how Binet’s went about calculating a child’s mental abilities. What scoring system did later researchers base on Binet’s method, and how was it originally calculated?
4. Compare and contrast the benefits of the Stanford-Binet IQ test and Wechsler’s IQ tests.
5. What are the cultural implications of IQ test?
6. What is event schemata? Explain why event schemata have so much power over human behavior.7
7. What is functional fixedness and how can overcoming it help you solve problems? Similarly, how does an algorithm save you time and energy when solving a problem?
LEARNING: CHAPTER 6 ASSIGNMENT (20 points)
(10 points) Instructions: Develop a “Key Terms” for the following Assignment by defining these terms:
classical conditioning
operant conditioning
observational learning
positive reinforcement
negative reinforcement
punishment
neutral stimulus
unconditional stimulus
unconditional response
conditioned stimulus
conditioned response
(5 points) Instructions:
For each situation below, indicate whether it is an example of :
a. classical conditioning
b. operant conditioning
c. observational learning1. Susie is a four-year-old child. One day she watches her mother vacuum the living room. Her mother comments to Susie, “Doesn’t the living room look nice now that I’ve cleaned it?” The next day, her mother finds Susie “vacuuming” the living room with her toy vacuum.
Answer:
You are thinking of asking the teacher for an extension on your paper. Just as you are about to go up to the teacher, another student approaches the teacher with the same request. The teacher appears angry, and very loudly and rudely turns down the student’s request for an extension. You decide not to ask for an extension.
Answer:
Until she was eight, Barbara liked cats. When she was eight, she was bitten through the hand by a cat as she tried to get it out from under a bed. This was an upsetting experience. Since that time, Barbara experiences anxiety whenever she is near a cat.
Answer:
Alison, age four, needs to learn to speak up louder in class. Her parents and teacher agree that whenever Alison speaks up loudly in class, she will get a star on her chart. Whenever she accumulates 25 stars, she will get to go to Baskin-Robbins for ice cream. Alison starts speaking up in class more frequently.
Answer:
Tom is hammering nails into planks to build a fence. H.
answers to questions on anxiety disorders.docx
The document discusses two case studies, Jennifer and Tommy, and asks questions about diagnosing and treating them.
For Jennifer, a 6-year-old girl with anxiety about school separation, the diagnosis would likely be separation anxiety disorder given her fears of harm coming to her mother and difficulty separating from her. Her symptoms have impacted her peer relationships and could affect her academics if left untreated.
For Tommy, a 13-year-old boy who is increasingly worried and engages in rituals and compulsions, the diagnosis would be obsessive-compulsive disorder. His symptoms have begun interfering with his schoolwork and social life. Initial treatment would involve cognitive behavioral therapy, and medication could be considered if symptoms are not fully relieved
Upper division history courses assessment rubric ay 2020 2021 name
This article examines Thomas Jefferson's position on ratification of the US Constitution in the late 1780s. It argues that Jefferson has often been mistakenly characterized as an Anti-Federalist due to his later role leading the opposition Republican Party in the 1790s. However, the evidence shows that Jefferson unequivocally supported ratification, though he had some reservations. While Jefferson did not publicly write or speak in favor of the Constitution during the ratification debates, his private letters on the subject reveal that his objections were no more severe than many acknowledged Federalists, and less so than some. The article aims to clarify Jefferson's pro-ratification stance and show that there was significant doubt even among supporters of the new framework
Being Heard, Healing the Hurt, Changing
This document discusses the use of restorative practices in school settings to address behavioral issues and repair relationships. It provides two case studies of students where restorative practices were successfully used. In the first case, a student labeled a troublemaker was able to repair relationships with teachers and experienced a turnaround through a mediated contract process. In the second case, analysis of a teacher's high removal rates of a student revealed an underlying issue that was addressed through respectful discussion, which improved the student's behavior and relationship with that teacher. The document advocates for using restorative approaches like listening, identifying underlying issues, and facilitating respectful dialogue to understand situations fully and restore relationships.
Peer teaching Parenting
The document discusses the best form of learning support parents can provide. It argues that parents being physically and actively involved in a child's learning leads to more effective learning. It provides an example of a child, Jeremy, whose parents use an authoritarian parenting style by giving tasks and punishments without encouragement. This causes Jeremy to feel lonely, stressed and lack social skills. The document recommends positive reinforcement as a better approach, and changing to an authoritative parenting style that is caring while still setting expectations and rules.
Field experience paper
The document summarizes the author's 20-hour field experience at a Head Start preschool program for low-income families. Some of the author's observations included seeing improvements in children's social skills over the semester and the successful inclusion of children with disabilities. The author also witnessed potential bullying and racism towards an older child of a different race. The experience highlighted issues of culture and poverty for the author and reinforced their commitment to inclusion and diversity in their future classroom.
FE paper Ed Psych
This case study examines a tutoring experience with a 6-year-old Hispanic boy named Nick at Sunnyside Elementary School. Nick was struggling with sight words, spelling, and sentence structure. The tutor observed that Nick may have ADHD based on distractibility and fidgeting. A token economy was implemented using operant conditioning to motivate Nick with stars and prizes for completing tasks. This approach showed success, as Nick's sight word scores dramatically improved over several weeks. The study provides insight into Nick's challenges, the school environment, and an effective tutoring method.
McGill Education 2011
This document summarizes a guest lecture on positive approaches to working with exceptional students in inclusive classrooms. The lecture discusses developing relationships and trust, understanding student needs from a systems perspective, and using proactive interventions. It emphasizes that all behavior is purposeful and focuses on building quality relationships from the student's perspective to understand their needs and frustrations. The lecture also presents models for crisis intervention, problem solving, and creating supportive networks and environments centered around the needs of individual students.
Full Psychological Report.Sample
Jane, age 9 years 7 months, was referred for a psychological evaluation by her mother who was concerned about Jane's reading fluency and comprehension difficulties. Jane appeared comfortable during assessments but struggled with reading aloud and decoding words. Test results and teacher reports indicated issues with reading. Jane's medical and family history were unremarkable, though she reported being bullied at school which upset her. The psychological evaluation was conducted to better understand Jane's challenges and provide recommendations to support her reading development.
Similar to Case StudyMrs. Smith has been teaching kindergarten for 6 years..docx (20)
THINKING & INTELLIGENCE CHAPTER 7 ASSIGNMENT (20 points)Instruc.docx
THINKING & INTELLIGENCE CHAPTER 7 ASSIGNMENT (20 points)Instruc.docx
STUDIESThe cases you are about to view all depict children aged .docx
STUDIESThe cases you are about to view all depict children aged .docx
Case Study Sample 1Introduction The child I have chosen
Case Study Sample 1Introduction The child I have chosen
The Psychology of Recess When walking into a first g.docx
The Psychology of Recess When walking into a first g.docx
Instructions Answer the following questions thoroughly in paragra.docx
Instructions Answer the following questions thoroughly in paragra.docx
Upper division history courses assessment rubric ay 2020 2021 name
Upper division history courses assessment rubric ay 2020 2021 name
More from wendolynhalbert
What appropriate sources of information did you use in finding your .docx
What appropriate sources of information did you use in finding your student-contributed resource?
At this early stage in the process of investigating a topic, what advantages do you see in conducting research to discover various factors associated with the topic?
In what ways does the ability to conduct research strengthen your understanding of the city?
http://search.proquest.com.ezp.waldenulibrary.org/docview/741088853?accountid=14872
I have enclosed my student-contributed resource doc
2+3 paragraphs
.
Western Civilization before The Thirty Years WarInstructions .docx
Western Civilization before The Thirty Years War
Instructions:
Please choose one question from each section to answer for your exam. This will mean that you will answer a total of four questions, each worth 25 points.
Please know that your responses must be at least
10 sentences long
. While using short, quoted phrases is fine to help support your ideas, your answers must be written mostly in your own words. Any quoting you include must be properly cited.
Please choose
ONE
of the following questions to answer.
1.
Who were the Sea Peoples? What did they do and why are they important to ancient history?
2.
Who were the Stoics and Epicureans? What did each believe? Why would the Hellenistic rulers have supported the Stoics over the Epicureans?
3.
How did the Neo-Assyrian kings' treatment of their own people as well as those they conquered contribute to their eventual downfall?
4.
Public religious tradition in ancient Greece was observed in public sacrifices and festivals. How was personal, private religious devotion demonstrated? Provide at least two specific examples.
Please choose
ONE
of the following questions to answer.
1.
During the Second Punic War, and especially in light of Cannae, Hannibal could be called the general who won the battle but lost the war. Why is this so?
2.
What was Arianism and how did the Council of Nicaea in 325 attempts to resolve the issue? When was the issue actually resolved?
3.
Why were 11th century Muslim traders able to conduct business in such far-flung places as Baghdad, Cordoba and Cairo?
4.
What was the Concordat of Worms (1122)? What impact did it have on Church-State relations in the Holy Roman Empire?
Please choose
ONE
of the following questions to answer.
1.
What was scholasticism? What was Thomas Aquinas' role in the movement?
2.
What is the difference between the parliament of Paris and the French Estates-General? How did the Estates-General come into existence?
3.
What was the Jacquerie of 1358? Explain its causes and results.
4.
What were the four phases of the Hundred Years' War? What were the key events of the final phase?
Please choose
ONE
of the following questions to answer.
1.
Why was the idea of translating the Bible into the vernacular languages so controversial? What happened to people who tried to write / publish a vernacular Bible? Provide at least two examples of people who attempted this and explain whether they were successful.
2.
While the almost constant fighting during the Thirty Years' War devastated central Europe, the situation was made worse by the new armies put into the field by the various rulers. What changes in the military made matters worse for ordinary civilians?
3.
Explain how Nicolaus Copernicus, Johannes Kepler and Galileo Galilei each challenged the view of the universe that was based on Ptolemy's work.
4.
Sir Francis Bacon and René Descartes both helped to promote the prestige of the scientific metho.
Western Civilization – Week 7 Discussion ForumPlease choose just o.docx
Western Civilization – Week 7 Discussion Forum
Please choose just one of the following questions to answer for the Forum Assignment this week. After you post your own answer, you will need to respond to at least three of your fellow classmates' initial posts.
• Initial Post must be at least 250 words long
• Peer Responses must be at least 125 words long.
1. A medieval German proverb states: "the city air will set you free." What was "the city air" like in many medieval towns? Using what you learned from the readings, do you agree with the proverb? Why or why not?
2. During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
3. People rarely make decisions based on one single factor. In the quest to discover new lands, establish trade routes and colonize, what do you think motivated the explorers the most? Be sure to discuss at least one specific explorer in your post.
Student Response #1 – Shannon
During the St. Bartholomew's Day Massacre in 1572, more than 13,000 French Protestants (Huguenots) were killed because of their religious beliefs. Based on the information in our textbook and any other research you might do, who do you think was most responsible for the religious tensions getting out of control and erupting into widespread bloodshed? Why?
Based on the information in our text books, I believe that both the Catholics and the Calvinists brought the religious tensions on themselves. With the birth of new religions on the rise there then became a power struggle among the religions. The Protestant Reformation that began set the way for religious extremism. " The agreement helped maintain a relative calm in the lands of the Holy Roman Empire by granting each ruler the right to determine the religion of his territory" (Hunt, p483) This opened the doors for many religious disputes to follow as the years went on. Each war started as a religious dispute but went on to reveal other motives, like political gains, power and greed. As time went on and religion began to spread and more and more people began to covert, there became major power struggles. When the bloodshed began with the Protestants and the Catholics not too much was solved after that, during the bloodshed, Catholic mobs killed over 3000 Huguenots in Paris. These wars about religion have simply paved the way through the years for more conflict regarding religion. I can t just blame one party and pick it to be responsible , i think all parties played a role in the tension caused by religion, each person wanted to believe in what they believed in and didn’t feel like it should have to be mandated.
Student Response #2 – Raul
People rarely make decisions based on one sing.
Wendy was addicted to her morning cup of coffee. She had one cup be.docx
Wendy was addicted to her morning cup of coffee. She had one cup before leaving the house and usually picked up another cup from the coffee shop on her way to the office. This morning, the line at the coffee shop was too long; therefore, Wendy decided to get a cup of coffee from the vending machine at work. The coffee was so hot that Wendy dropped it all over herself and was badly burned. Wendy filed suit against the vending company, the manufacturer of the vending machine, the owner of the building and the distributor of the coffee. What rights does Wendy have? Explain Wendy’s case against each party and possible defenses by each defendant.
.
WEEK 8 – EXERCISESEnter your answers in the spaces pro.docx
WEEK 8 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week8_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
1.
A researcher plans a study in which a crucial step is offering participants a food reward. It is important that the three food rewards be equal in appeal. Thus, a prestudy was designed in which participants were asked which of the rewards they preferred. Of the 60 participants, 16 preferred cupcakes, 26 preferred candy bars, and 18 favored dried apricots. Do these scores suggest that the different foods are differentially preferred by people in general? (Use the .05 significance level.)
a.Use the five steps of hypothesis testing.
b.Sketch the distribution involved.
c.Explain your findings.
2.
A high school principal wanted to know if the racial makeup of her teachers mirrored that of the student body. The student body broke down into 47% White, 28% Latino, 15% African American, and 10% other. Of the 65 teachers, 42 were White, 4 were Latino, 15 were African American, and 4 were Other. Do these results suggest that the racial makeup of the faculty members is different from that of the students? (Use the .05 significance level.)
Use the five steps of hypothesis testing and explain your findings.
3.
Please make up and discuss research examples corresponding to the various techniques introduced throughout this course. Describe a plausible study for each of the following statistical procedures, indicating how it would apply and what results you would predict. Also include information about the number of participants you would assess and how you would go about estimating effect size and statistical power (when relevant).
a.correlation
b.multiple regression
c.
t
test for independent means
d.
t
test for dependent means
e.ANOVA
f.chi square for goodness of fit
g.chi-square test for independence
SPSS ASSIGNMENT #8
Chi-Square
SPSS instructions:
Chi-Square Test for Goodness of Fit:
Open SPSS
Remember that SPSS assumes that all the scores in a row are from the same participant. In the study presented in #1, there are 20 students, some of whom have been suspended for misbehavior. The primary conflict-resolution style used by each student is also entered. [Ignore the first variable in this analysis.]
When you have entered the data for all 20 students, move to the Variable View window and change the first variable name to “SUSPEND” and the second to “STYLE”. Set the number of decimals for both variables to zero.
Click Analyze
à
Non-Parametric Tests
à
Chi-Square
Click the variable “STYLE” and then the arrow next to the box labeled “Test Variable List” to indicate that the chi-square for goodness of fit should be conducted on the conflict-resolution style variable.
N.
Week 8The Trouble with Aid Please respond to the following.docx
Week 8
"The Trouble with Aid"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Identify the most significant problems with the way foreign aid is presently dispensed by international lending institutions. Then, discuss at least three (3) recommendations that you would make to remedy this situation so that food, medical, and financial assistance actually reaches the poor.
Week 9
"Rocky Road"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Some of the most serious abuses taking place in developing countries deal with child labor, human slavery, sweatshops, bad governance, and environmental degradation. Select one (1) developing country, and examine the extent to which two (2) of these five (5) issues are occurring. Support your response with specific examples.
Week 10
"Act Local"
Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Select one (1) developing country, and discuss the fundamental actions that the leadership of the selected country is — or is not — taking to improve the living standards of its people. Next, using this same country, cite one (1) specific example of progress or regress that its government is making in terms of the economy, the political system, and the environment.
.
Week 8 Assignment 2 SubmissionInstructionsIf you are usi.docx
Week 8 Assignment 2 Submission
Instructions
If you are using the Blackboard Mobile Learn IOS App, please click "View in Browser."
Students
, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors
, training on how to grade is within the Instructor Center.
Click the link above to submit your assignment.
Assignment 2: Religious Health Care
Due Week 8 and worth 200 points
Religious Health Care operates in a community of 225,000, called Middleville. Summary statistics on Religious and its competitors, from the AHA Guide, are shown in Table 1. All of the organizations in the area are not-for-profit. Although Samaritan Hospital and Protestant Hospital have religious origins, they now view themselves as secular, not-for-profit organizations.
Table 1: Middleville Health Care Systems
Name
Beds
Admissions
Census
OP Visits
Births
Expenses (000)
Personnel
Religious
575
13,000
350
221,000
2300
$125,000
2000
Samaritan
380
17,000
260
175,000
1200
$130,000
1875
Protestant
350
10,000
180
40,000
900
$80,000
1200
The governing board of Religious hired a consulting company to evaluate its strategic performance. As part of the consultant’s evaluation, several leaders of Religious’ units were asked their perspective of the organization’s performance.
You are working for the consultant. Your job is to identify the issues from the response that should be considered further by the consultant team and possibly discussed with the governing board and the CEO. The firm has a rule, “Never offer a criticism or negative finding without suggesting how the client organization can correct it,” so you must indicate what sort of correction would be recommended as part of your list. Because you know there were about two dozen other interviews, you decide you should rank your issues in importance, to make sure the most critical are discussed.
Write a six to eight (6-8) page paper in which you:
Describe the five (5) important elements of the governing board’ s agenda for areas of improvement in core functions.
Many organizations now use a balanced scorecard or multiple dimensions of performance measurement, such as productivity, profit, market trends, quality, patient satisfaction, and worker satisfaction. Describe three (3) key performance dimensions (other than those mentioned here) and include specific measures that Religious Health Care could use to improve overall institutional performance.
Determine the performance measures Religious Health Care could use to evaluate nursing staff performance in its Emergency Room. Explain the rationale for each performance measure.
Suggest the steps that should be taken next by Religious Health Care to get better at managing specific patient groups. Explain the rationale for each step.
Decide what strategies Religious Health Care could implement to enhance its public image and increase market share. Explain the rationale for each strategy.
Describe two (2) technology-based data-collection strategie.
Week1Writing SituationsOct 21 - Oct 27 15 pointsTasks.docx
This document outlines the tasks, readings, and assignments for Week 1 of a writing course. Students are expected to read chapters from "The Student Writer" on editing, criticism, and styles of writing. They must also complete an exercise on grammar, write a persuasive essay, and finalize a learning team charter by the end of the week. The objectives for the week are to apply rhetorical strategies to persuasive writing and utilize different writing styles appropriately.
Week 8 -- Provide an example of some form of misrepresentation in me.docx
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. Please comment on at least 3 of your classmates' postings with questions or thoughtful, respectful, thorough responses.
.
WEEK 7 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 7 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
A sports researcher gave a standard written test of eating habits to 12 randomly selected professionals, four each from baseball, football, and basketball. The results were as follows:
Eating Habits Scores
Baseball Players
Football Players
Basketball Players
34
27
35
18
28
44
21
67
47
65
42
61
Is there a difference in eating habits among professionals in the three sports? (Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Determine effect size.
2.
To study the effectiveness of treatments for insomnia, a sleep researcher conducted a study with 12 participants.
Four participants were instructed to count sheep (Sheep Condition), four were told to concentrate on their breathing (Breathing Condition), and four were not given any special instructions. Over the next few days, measures were taken of how many minutes it took each participant to fall asleep. The average times for the participants in the Sheep Condition were 14, 28, 27, and 31; for those in the Breathing Condition, 25, 22, 17, and 14; and for those in the control condition, 45, 33, 30, and 41.
Do these results suggest that the different techniques have different effects?
(Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain your findings (including the logic of comparing within-group to between-group population variance estimates, how each of these is figured, and the
F
distribution).
High school juniors planning to attend college were randomly assigned to view one of four videos about a particular college, each differing according to what aspect of college life was emphasized: athletics, social life, scholarship, or artistic/cultural opportunities. After viewing the videos, the students took a test measuring their desire to attend this college. The results were as follows:
Desire to Attend this College
Athletics
Social Life
Scholarship
Art/Cultural
68
89
74
76
56
78
82
71
69
81
79
69
70
77
80
65
Do these results suggest that the type of activity emphasized in a college film affects desire to attend that college? (Use the .01 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain the logic of what you have done to a person who is unfamiliar with the analysis of variance.
A team of psychologists designed a study in which 12 psychiatric patients diagnosed as having generalized anxiety disorder were randomly assigned to one of three new types of th.
weeks Discussion link in the left navigation.Description and .docx
The Hawthorne study found that changes in working conditions, such as improved lighting or breaks, temporarily increased productivity regardless of the specific changes. This showed that the social and psychological aspects of work are important. Current HR functions aim to understand and motivate employees through factors like inclusion, communication, and work culture. The study highlighted the impact of social and psychological factors on work and the need to consider these aspects to improve productivity and employee well-being.
Week1. Basics of Critical Thinking. 7 daysWeek1Basics of Critica.docx
This document outlines a 5-week course on critical thinking and decision-making. Week 1 focuses on basics of critical thinking. Week 2 covers problem identification and formulation. Week 3 is about creativity. Week 4 is dedicated to decision-making. Week 5 examines critical thinking and decision-making outcomes. Each week includes required readings, presentations, videos, quizzes, and assignments designed to help students meet the weekly learning objectives.
Week-2Here I attached two file. First one is poem file. In thi.docx
Week-2
Here I attached two file. First one is
poem file
. In this file you can choose any poem whatever you like..
Second one is
format file
….in this file you can see how to make proper format and how to write it.
Even I explain Format here.
How to make it
Format:
1)
Choose any one poem from attachment and put the title.
Than
2)
Make a poem in your own words means (imitate).
Give the title my poem I imitated
and poem title. This poem must be in your own word it should not copy with others.
Give title
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3)
Give all five question answer in brief in your words regarding poems.
Poetry Writing Analysis
In a well-crafted essay of three to four pages (excluding the pages on which your own poem and the poem you are working with are placed), refer to our lecture and consider the following questions.
1.
Does your poem extend or argue with the tradition of the poem you selected to imitate?
2.
What relationship to historical context does your primary poem bear?
3.
What relationship to historical context does your own poem bear?
4.
What is the role your reader plays as a participant in creating the poem’s meaning?
5.
Look at William Wordsworth’s
Preface to the Second Edition of Lyrical Ballads
, particularly his concept of “the overflow of powerful emotion...recollected in tranquility” compared to T. S. Eliot’s
Tradition and the Individual Talent
, in which he rejects emotion: “It is neither emotion, nor recollection, nor, without distortion of meaning, tranquility” from which poetry is crafted.
(These essays are online and easily found.)
This assignment asks you to understand the lecture material fully. You may wish to read Wordsworth’s essay,
Preface to the Second Edition of Lyrical Ballads
and T. S. Eliot’s
Tradition and the Individual Talent
on your own. Both essays are available online. It is recommended that you not conduct research outside of your text and the essays mentioned above, and that all sources used must be scrupulously cited in APA format.
.
Week 7 Exercise Prosocial BehaviorMuch of what we tend to focus.docx
Week 7 Exercise: Prosocial Behavior
Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.
For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself "is there a way I might help another here?" Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.
At the beginning of the day, jot down your general mood, feelings, attitude, etc.
Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
PLEASE NOTE: If you are unable to engage in prosocial behavior outside of your home due to COVID-19 restrictions/precautions, you are encouraged to engage in such behaviors with your family/people with whom you are sheltering.
You may also engage in prosocial behavior with others virtually or through other means (e.g., through video calls, emails, etc...). This assignment will be more meaningful if you are able to engage in-person with acquaintances or strangers, but you can still find ways to make a significant difference to others even if quarantined or sheltering in place.
In a 5-7 slide PowerPoint presentation, not counting title or reference slides:
Summarize your experience. Describe the prosocial behaviors you engaged in, others' reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
Review what you have learned about human behavior in social settings this week in your readings. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
Describe any new insights you gained through this exper.
Week4 Project Human Resources and Procurement Management.docx
Week4
Project Human Resources and Procurement Management
1
.
Supporting Activity: High Performing Teams
Write
a 200- to 300-word short-answer response to the following: three assignments,
• Since the success of a project rests largely on the performance of the team, what are some techniques a project manager can employ to foster a group of individuals in becoming a cohesive and high-performing team?
2
.
Supporting Activity: Outsourcing
•Under what circumstances is it ethically or not in the best interest of project morals to consider outsourcing parts of a project? Provide examples illustrating both and discuss why.
3.
Conceptualizing and Initializing the IT Project
•
Describe the five phases of the IT project methodology.
Write a 100- to 200-word short-answer response to the following:
five assignments
4
.
Conceptualizing and Initializing the IT Project
Why is it important to have deliverables for each phase of the IT project methodology?
5.
Conceptualizing and Initializing the IT Project
How can the experiences of and lessons learned by past project team members be incorporated into a project methodology?
6.
Conceptualizing and Initializing the IT Project
What are the advantages of developing a detailed project plan after a project has been approved for funding?
7.
Conceptualizing and Initializing the IT Project
Describe the conceptualize and initialize phase of the IT project methodology.
8
.
Conceptualizing and Initializing the IT Project
How can the experiences of and lessons learned by past project team members be incorporated into a project methodology?
Individual: Project Controls
The company offsite 2-day training session project is about ready to enter the execution phase. However, management has a history of being surprised with projects that finished over-budget, did not adhere to the timeline, evinced waste of resources, or did not meet expectations.
Address
your strategy for the following in a 2- to 3-page
memo
to gain their confidence in your project management abilities:
•Analyze and report unplanned changes
•Evaluate project quality
•Procedures you plan to implement for handling change control issues
•How you plan to communicate whether the project is meeting any stated performance and quality
objectives
.
Week4 DiscussionWireless CommunicationsSupporting Activity.docx
Week4 Discussion
Wireless Communications
Supporting Activity: Introduction to the OSI Protocol Model Format
Write
a 200- to 300-word response to the following:
•After reviewing the concepts, pictorially model the TCP/IP protocol against the 7-layer OSI model. In your depiction, include the common protocol sections that fit in the various levels.
Supporting Activity: Introduction to Wireless
Write
a 200- to 300-word response to the following question:
•Differentiating among the protocols used in wireless (Media Access Control layer, FDMA, TDMA, and CDMA), what are the problems with existing protocols with satellite communications?
Supporting Activity: Network Operating Systems
Write
a 200- to 300-word response to the following questions:
•
What are the predominant network operating systems in use today? What are the differences between LAN and WAN operating systems?
.
Week3 Project Cost and Quality ManagementSupporting .docx
Week3
Project Cost and Quality Management
Supporting Activity: Cost and Time
Write
a 200- to 300-word short-answer response to the following:
•While cost and time are critical components of projects, how would you define the quality of a project? Provide some examples of project reporting metrics a project manager could use to measure and communicate the status of quality during a project.
Supporting Activity: Dependency Types
•Provide real-world examples of activities where each dependency type is used: finish-to-start, start-to-start, finish-to-finish, and start-to-finish.
Supporting Activity: Metrics
•Which metric does a project manager have most control over: cost variance, schedule variance, cost performance index, and schedule performance index? Explain how so. Which one does a project manager have least control over?
Write
a 100- to 200-word short-answer response to the following:
The Nature of Information Technology Projects
What is a methodology? What are the advantages of following a methodology when developing an information system? Information Technology Project Management
The Nature of Information Technology Projects
What is project management?
Conceptualizing and Initializing the IT Project
Describe the project life cycle (PLC) and the systems development life cycle (SDLC), and their relationship?
7
.
Conceptualizing and Initializing the IT Project
What is fast tracking? When should fast tracking be used? When is fast tracking not appropriate?
Conceptualizing and Initializing the IT Project
Why is it important to have deliverables for each phase of the IT project methodology?
Individual:
Project Budget
The project for the company offsite 2-day training session has been given a preliminary go-ahead. However a budget needs to be submitted for approval.
Write
a 2- to 3-page memo explaining the financial implications of your project that does the following.
• Adds costs estimates to your resources (both labor and material) – Refer to websites like the United States Department of Labor for estimates.
• Adds estimates for all task duration and sequencing of tasks (including precedence relations)
•Summarizes any relevant facts about the project duration, number or type of resources, critical task sequencing, and how duration estimates were arrived at
•Highlights if there are any milestones for your project
Include
a Microsoft® Project Gantt chart, as an attachment, showing the WBS of tasks (with dependencies) and task sequences, along with any budget or cost reports to support your memo.
Learning Team: Project Schedule
We are doing our project
Riordan Manufacturing
Choose a project involving an IT requirement with multiple tasks and human resources. This project must come from a business situation—for example, hardware procurement and installation, network acquisition, implementation, or expansion—in which each Learning Team member contributes backg.
Week Two IndividualReliability and ValidityWrite a 1,0.docx
Week Two Individual
Reliability and Validity
Write
a 1,050-word paper describing observation and measurement as they relate to human services research.
Refer
to Ch. 4 and 5 of
Beginning Behavioral Research
.
Address
each of the following points in your paper:
Define and describe the types of reliability. Provide examples of these types of reliability as they apply to human services research or to human services management research.
Define and describe the types of validity. Provide examples of these types of validity as they apply to human services research or to human services management research.
Provide examples of a data collection method and data collection instrument used in human services research. Why is it important to ensure that these data collection methods and instruments are both reliable and valid?
Provide examples of a different data collection method and a data collection instrument used in managerial research. Why is it important to ensure that these data collection methods and instruments are both reliable and valid?
Format
your paper consistent with APA guidelines and include at least two references.(and in text citations)
.
Week 7 DiscussionDiversity in the work environment promotes ac.docx
Week 7 Discussion
Diversity in the work environment promotes acceptance, respect, and teamwork despite differences in race, age, gender, language, political beliefs, religion, sexual orientation, communication styles, and other differences. Discuss the following:
What is your selected company’s stance on diversity?
If you were starting a business that required you to hire new personnel, would diversity be a priority? How important would it be to you on a list of other considerations? Explain.
Be sure to respond to at least one of your classmates' posts.
.
Week Lecture - Evaluating the Quality of Financial ReportsThe coll.docx
Week Lecture - Evaluating the Quality of Financial Reports
The collapse of Enron in the early 2000s, which was a result of massive financial manipulation, gave rise to a new era of financial reporting supervision with the establishment of the Sarbanes-Oxley Act in 2002. The Act required all executives to give certified and accurate financial information. Various mechanisms were put in place to reduce financial accounting irregularities (Cunningham, 2005). Managers are therefore required to have a clear understanding of the regulations put in place and the bodies which enforce them in order to conform with them accordingly.
Issuance of financial reports and sale of securities to the public is monitored by such organizations as:
The Financial Accounting Standards Board (FASB)
The Securities and Exchange Commission (SEC), and
The Financial Industry Regulatory Authority (FIRA)
The Financial Accounting Standards Board (FASB) has developed the financial accounting standards to be used in the U.S. since 1973. Its function is to oversee the preparation of financial reports by non-governmental entities. FASB ensures that financial statements contain information relevant for sound decision making. The Securities and Exchange Commission (SEC) has been charged with the statutory authority of establishing reporting standards for U.S. public companies. Although it does not develop the Generally Accepted Accounting Principles (GAAP), it has power to monitor financial reporting. The SEC seeks its authority from three security laws: The Securities Act of 1933 (SEC, 2012b), The Securities Exchange Act of 1934 (SEC, 2012c), The Investment Company Act of 1940 (SEC, 2012a), The Sarbanes-Oxley Act of 2002 (SEC, 2005), and The Dodd-Frank Wall Street Reform and Consumer Protection Act of 2010 (SEC, 2014).
The Financial Industry Regulatory Authority (FIRA) regulates securities firms conducting business with the public in the U.S. The International Accounting Standards Board (IASB) develops and Publishes International Financial Reporting Standards through the help of its 15-full time members from different countries working with stakeholders all over the world.
The usefulness of financial reports to readers depends on report quality. The conceptual framework for financial reporting categorizes qualitative characteristics of financial reports into two broad categories: fundamental qualitative characteristics, which include relevance and faithful representation, and enhancing qualitative characteristics, which make financial reports more useful and include comparability, timeliness, verifiability, and understandability. Presentation of financial reporting is limited by materiality and cost constraints. There exist differences in U.S. reporting requirements and the international requirements, although efforts have been undertaken to congregate the U.S. GAAP rules with the international financial reporting rules (Oxford Analytica, 2009). Differences in U.S. reporting req.
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