Instructions You have had the opportunity to explore issues related to financial aid assistance for<\/a> Differentiation and modifications are an important component of preparing lesson plans that utilize<\/a> differentiated instruction to meet the diverse needs of all students. Part 1: Template For this Confirm Qualitative Research Design Is Appropriate to Research Focus<\/a> Prior to beginning work on this discussion, read in your course text Chapter 4, Menu Planning, and Prior to beginning work on this discussion, read in your course text Chapter 8, Safety and the Physical Prior to beginning work on this discussion, review Chapter 8 of the textbook and read the following: Discuss one example of a current and critical issue in higher education today. Cite at least two recent<\/a> A. Your personal educational philosophy whish is Progressivism philosophy. What educational TITLE: Communicable\/Acute Illness Newsletter Introduction: Protecting children\u2019s health in group Online Education Strategies Use the Discussion Forum to introduce yourself to the class. Please include It is important to design and develop multiple forms of instructional and differentiation strategies in during implementation of the strategy. Part 2: Reading and Writing Reflection Using the \u201cLiteracy Toolkit Now that you have researched instructional strategies to use when introducing literacy concepts, you<\/a> Resource: Brochure Builder Scenario: Your school is reaching out to new parents or parents-to-be in UNIV 1001B Online Education Strategies \u2013 Learning Journal Unit 2 Here is an opportunity to practice My action research topic is \u2013 Culturally responsive teaching and how does the culture impact students Each entry should include the following: Title \u2013 Use the full citation of the reading (in APA format)<\/a> Each entry should include the following: Title \u2013 Use the full citation of the reading (in APA format) The Assignment For the assignment you will develop a checklist to use to observe social interactions of Your assignment must be in a chart format and will consist of 3 parts. Part 1-Obtain information about For this assignment you will develop a portfolio of various types of media that give messages to youth Using the Office of English Language Acquisition Services (OELAS) website or the department of Using the English Language Proficiency (ELP) Standards from Arizona or from your state, select the stage Create a graphic organizer or use the \u201cInstructional Strategies for ELLs\u201d to identify and describe oral, The Impact of Specific Language Impairment on Teaching and Learning, and how to mitigate it. I have attached some files to explain the assignment. The attachment TPA 2 Designing Instruction is the Read each article. Define each child behavior problem. Define several of that response to the behavior. middle school\/secondary students. Attached with this order is the updated thesis proposal and I have<\/a> Would like to hire someone to create an interview questions and questionnaires that is me know. This interview questions will be focusing more onto \u2018Using comics in teaching distance time Lesson Objective and Steps-to-Success for a topic of Transformation and Area and For this assignment, you will create a presentation (not a PowerPoint), which will be submitted in
\nstudents in higher education and how this impacts enrollment management functions. With this
\ninformation and other experiences you have had both within and outside of this course, you will now
\nprepare an executive summary, acting in a hypothetical enrollment management role, explaining to
\nstakeholders the current state of financial aid and access to opportunities for those interested in
\npursuing higher education and how this impacts enrollment management strategies at your institution.
\nFor this assignment, include the following in your summary: Discuss your findings in a brief executive
\nsummary for hypothetical presentation to chief academic officers at your higher education institution or
\na higher education institution with which you are familiar. The executive summary should not exceed
\nthree pages in length. Support your assignment with at least three scholarly resources. In addition to
\nthese specified resources, other appropriate scholarly resources, including older articles, may be
\nincluded. Length: 2-3 pages, not including title and reference pages<\/p>\nQuestion 4582 Social Studies Differentiation Plan<\/h1>\n
\nstrategies and resources aimed at identified student learning goals. It guides the teacher in creating<\/p>\n
\nassignment, use the lesson plan information you have already been working with (including any
\nrevisions you would like to make) to complete the \u201cSocial Studies Differentiation\u201d template that
\nincludes: Social Studies and the arts standards and grade level Learning objectives 100-150 word
\ndescription of the learning activity that integrates social studies and the arts Instructional strategy Using
\nthe \u201cClass Profile,\u201d select three students who are performing below or above grade level (at least one of
\neach) and complete the template, describing how you will differentiate the instruction and assessment
\nfor the students. Formative Assessment Part 2: Reflection In 250-500 words, summarize and reflect on
\nthe process of designing an activity that integrates both social studies and the arts, along with how the
\nquestioning strategies and differentiation techniques help enhance your learning activity. How can you
\ncollaborate with and incorporate the input, contributions, and knowledge of families, colleagues, and
\nother professionals in order to meet the diverse needs of students? Support your findings with at least
\ntwo scholarly resources. Prepare this assignment according to the guidelines found in the APA Style
\nGuide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric.
\nReview the rubric prior to beginning the assignment to become familiar with the expectations for
\nsuccessful completion. You are required to submit this assignment to LopesWrite.<\/p>\nQuestion 4583<\/h1>\n
\nnstructions Based on the results of Week 1\u2014Assignment 1, and after a review of the Week 1 Resources,
\nyou will create a video presentation by using a video capturing tool located in NCUOne. To access the
\nvideo capturing tool, follow the tutorial found in your Books and Resources for this Week. You will
\nexplain your selection of a qualitative research design appropriate for the qualitative method and the
\neducational problem of inquiry. Be sure to describe how and why this specific research design is
\nappropriate and relevant to your qualitative research focus. If you have a documented accommodation
\nor other reason you cannot create a video, please contact your professor as soon as possible for
\nadditional guidance. Length: 1-2 minutes References: Describe in your video any Week 1 Resource or
\nother sources that were informative and aided your choice of preferred design.<\/p>\nQuestion 4584 Dietary Considerations Action Plan<\/h1>\n
\nTrevor\u2019s Enrollment Form. You have just discovered that Trevor, a 7-year-old boy in your after-school
\nprogram, has a severe food allergy. For this discussion, you will explain what you would do before menu
\nplanning to ensure Trevor\u2019s safety. You will also offer alternatives to the menu items. In your initial post,
\nCreate an action plan based on the information shared on the form. Explain what you would need to do
\nbefore creating Trevor\u2019s menu. Discuss how you would proceed before menu planning. Suggest
\nalternatives to the following menu items: 6 oz low-fat milk Peanut butter (1.5 tbs) on a half slice of
\nwhole-grain bread 3 oz blueberry-flavored yogurt 1\/2 C strawberry slices 1\/2 C steamed green beans<\/p>\nQuestion 4585 Indoor and Outdoor Environments<\/h1>\n
\nEnvironment, to learn about safety features for both indoor and outdoor areas for children. Also, be sure to have retrieved your randomly assigned image of an environmental area of a preschool from the
\nIndoor and Outdoor Environments Image Bank quiz. In the early childhood profession, children\u2019s safety
\nis critical. The discussion\u2019s purpose is to examine safety aspects of the early childhood learning
\nenvironment. In your initial post, Post the picture from the Indoor and Outdoor Environment quiz to
\nreference in your discussion. Discuss the aspects of your assigned photo that promote the overall safety
\nin the early childhood setting. Examine alternatives for your assigned scene that would create a safer<\/a>
\nenvironment for young children.<\/p>\nQuestion 4586 Suspected Abuse Reporting<\/h1>\n
\nImplementing a Collaborative Support Model for Educators Reporting Child Maltreatment Responding to
\nChild Abuse and Neglect (Links to an external site.) State Statutes Search (Links to an external site.) As an
\nearly childhood education professional, you may likely encounter suspected child abuse or neglect. The
\ndiscussion\u2019s purpose is to familiarize yourself with mandated reporting procedures. In your initial post,
\nLocate the statute for the state where you live or work. Examine what to consider and be mindful of
\nregarding suspected abuse or neglect in this profession.
\nhttps:\/\/www.childwelfare.gov\/topics\/systemwide\/laws-policies\/state\/
\nhttps:\/\/www.kaplanco.com\/ii\/child-abuse-neglect<\/p>\nQuestion 4587 HIGHER EDUCATION<\/h1>\n
\narticles (academic journal articles, the Chronicle \u2013 avoid non-academic sources) and provide references
\nfor the sources in APA style. At least 250 words (about a 1\/2 page or 2-3 paragraphs) and no more than
\n650 (about 1.5 pages).<\/p>\nQuestion 4588 Personal Educational Philosophy<\/h1>\n
\nexperiences influenced your philosophy? How does your philosophy impact upon teaching and learning?
\nB. Conduct an analysis the one of Mississippi Education Laws and No Child Left Behind Act, and resulting
\npolicies (whether negative and positive) that impact upon your personal educational philosophy. This
\nsection should include the following information for both laws identified: i. A brief, thorough summary
\nof each law listed ii. A discussion of how the law either supports or conflicts with your identified
\neducational philosophy iii. A proposed amendment to the law that will positively impact upon your
\neducational philosophy (To amend the law, use the strikethrough feature of Microsoft Word and replace
\nthe language with your proposed changes within the margin of the text using the insert comment
\nfeature in Microsoft Word. C. One-pager\u2014Your local legislator has contacted you about the state Law
\nthat you choose in B. You have been asked to prepare a one-pager that can be shared with other
\nlegislative members as your local representative seeks support to get your proposed changes enacted
\ninto law. Create a one-pager the local representative can readily share. Remember, legislators are busy.<\/a>
\nBe creative with what you create. Maximize the moment.<\/p>\nQuestion 4589 Communicable\/Accute Illness<\/h1>\n
\nsettings requires teachers\/families to have a sound understanding of common communicable illnesses-
\nwhat causes them, how they are transmitted, and how they can be controlled. This assignment fulfills:
\nModule Outcome 1:You will have discussed the importance of being knowledgeable about children\u2019s
\ncommunicable and acute illnesses Course Outcome 1: You will have applied knowledge of NC
\nFoundations for Early Learning and Development for health. General Education Competency: You will
\nhave used critical thinking to analyze problems and make logical decisions.. The Assignment: Create a
\none-page (front ony) health newsletter for teachers\/families. Decide what information should be
\npresented, how technical it should be, and how it should be presented. Decide upon layout, design, and
\nart. Grading Criteria: Your newsletter should contain valuable information that will assist
\nteachers\/families in the area of communicable\/acute illness. Your newsletter SHOULD address one
\nspecific illness that is common among young children up to age 8. You will need to include the following:
\nillness addressed how the disease\/illness is transmitted prevention measures for how it can be
\ncontrolled (in the classroom and at home). signs\/symptoms to look for steps to take once a child is ill
\nAlong with your newsletter include a one paragraph summary (minimum of 5 sentences) discussing how
\nNC FELD supports your course of action when dealing with acute and communicable illnesses. (What
\ndomain, subdomain, indicators, strategies would you use?)<\/p>\nQuestion 4590 forum discussion<\/h1>\n
\nthe name you prefer to be called in class, your intended area of study, and something new that you
\nlearned while completing the Scavenger Hunt activity. This is also a good time to ask any additional
\nquestions you might have about University of the People, and how to find the resources you need or to
\nget your questions answered while attending the school. Begin using your classmates as additional
\nsources of information. Since many of you are from different areas, countries and cultures, please
\nanswer the following: What is the role of higher education institutions today? Has their mission changed
\nin the past few decades? Have student profiles changed? Have ways of learning changed? If you were
\nestablishing your own university, what would be its mission and goals? Previous: Reading
\nAssignmentNext: Scavenger Hunt Activity Skip Table of contents TABLE OF CONTENTS Overview
\nIntroduction Reading Assignment Discussion Assignment Scavenger Hunt Activity<\/p>\nQuestion 4591 Literacy Toolkit 2: Reading and Writing<\/h1>\n
\norder to implement instruction aligned to standards-based concepts related to reading and writing. Part
\n1: Reading and Writing Chart Using the \u201cLiteracy Toolkit 2: Reading and Writing\u201d template, choose a
\ngrade level 1-8 and identify three standards related to reading and writing. For each standard chosen:
\nIdentify an aligned instructional strategy. Describe how you would differentiate the strategy to
\naccommodate student needs. Research and identify materials, including digital tools and resources,
\nneeded to customize and personalize learning activities to meet the various learning styles of students<\/p>\n
\n2: Reading and Writing\u201d template, summarize and reflect, in 250-500 words, on the strategies and
\naligned differentiation you would use to inform your instruction of reading and writing standards-based<\/a>
\nconcepts. How can you make effective use of existing and emerging tools and resources to support the
\nlearning of all students? Include how your instructional strategies apply to the writing process including
\nthe processes and steps when developing a composition. Explain how you will use your findings in your
\nfuture professional practice. Submit your \u201cLiteracy Toolkit 2: Reading and Writing\u201d template and your
\nreflection as one deliverable. This completed assignment will be the second part of your Literacy Toolkit
\nand will inform your assignment in Topic 6. Prepare this assignment according to the guidelines found in
\nthe APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment
\nuses a rubric. Review the rubric prior to beginning the assignment to become familiar with the
\nexpectations for successful completion.<\/p>\nQuestion 4592 Comprehensive Early Reading Plan<\/h1>\n
\nwill now put those strategies into practice as you decide strategies for instruction and assessment. For
\nthis benchmark, use the case scenario provided to develop a comprehensive, research-based early
\nreading plan. Part 1 Student: Mark Age: 6 Grade: 1 Mark is in the first grade and has transferred to a
\nnew school in the middle of the school year. Mark\u2019s parents set up a meeting with his new first grade
\nteacher to discuss their concerns with Mark\u2019s reading skills. His previous teacher had wanted to discuss
\nconcerns about his reading skills with them, but they moved before they were able to meet and address
\nthese concerns. Mark\u2019s new first grade teacher evaluated his reading skills with various assessments and
\nnoted some skill deficits in reading. At this age, most of Mark\u2019s classmates are able to recognize various
\nsight words, such as, \u201cand\u201d, \u201csaid\u201d, \u201chas\u201d, \u201chave\u201d, \u201cis\u201d, \u201cto\u201d, \u201cthe\u201d, \u201ca\u201d, and \u201cwas.\u201d Mark is struggling
\neach time he comes across these words and his oral reading skills are slow and strenuous. He requires a
\nlot of prompting and sometimes says the wrong letter and sometimes just guesses at words. When
\nlistening to a passage read aloud, Mark has difficulty answering simple comprehension questions about
\nthe main idea or characters. Mark\u2019s new first grade teacher has set up a follow-up meeting with Mark\u2019s
\nparents to discuss the results of his assessments and to inform them of the instructional goals he has put
\nin place for Mark to help with his reading skills. The following are his instructional goals: After listening
\nto a passage or story, Mark will be able to recall two or three of the sequenced events. Mark will be
\ngiven a brief reading passage on his instructional level, be able to read it aloud, and recall the main
\nideas. Mark will say the corresponding sound when provided with a letter or letter combination. When
\nprompted with a word, Mark will be able to say a word slowly (sounding it out) and then faster (reading
\nit as a whole), when given a CVC (consonant-vowel-consonant). When shown sight words, Mark will
\nautomatically state the word. Part 2 Sequence each of Mark\u2019s instructional goals described in the case
\nscenario in the order you would address them with her if you were Mark\u2019s teacher. In 100-250 words,
\nexplain your rationale for the sequence. Part 3 Research and select an early reading strategy for one of
\nMark\u2019s goals. In 500-750 words, describe the strategy in detail with a rationale that explains how it is
\ndesigned to help Mark achieve that goal. Provide the learning theories and connections across
\ncurriculum to support the developed strategy. Provide the long- and short-term plans for Mark and resources (reading specialist, resource teacher, etc.) you would utilize to implement this plan. Support<\/a>
\nyour rationale with two scholarly resources. Part 4 Develop an activity that aligns to the chosen strategy
\nyou identified in Step 3 that Mark could do at home. In 250-500 words, describe the activity, as well as
\nhow you would establish and maintain a collaborative relationship with Mark\u2019s parents and encourage
\nthem to help implement it. Submit your sequenced list of goals, their associated reading strategies and
\nrationales, and the at-home activity to your instructor as one deliverable Prepare this assignment
\naccording to the guidelines found in the APA Style Guide, located in the Student Success Center. An
\nabstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the
\nassignment to become familiar with the expectations for successful completion. You are required to
\nsubmit this assignment to Turnitin.<\/p>\nQuestion 4593 Prenatal and Newborn Development Brochure<\/h1>\n
\nyour community whose children may eventually go to your school. The outreach program is attempting
\nto educate parents on prenatal and newborn development in the hopes that parents will better prepare
\ntheir children for kindergarten. Create a visual presentation describing prenatal and newborn
\ndevelopment to be handed out or presented through the outreach program. Your presentation can be in
\nthe form of a brochure, poster, diagram, mind map, or any other visual that is appropriate for the
\nsubject. Include the following: A brief description of the key milestones in prenatal and newborn
\ndevelopment Tips to support development through the first year Analysis of current research
\nconcerning cultural influences on child development Comparison of biological and environmental
\ninfluences on development (nature versus nurture) A brief explanation of how parents\u2019 understanding of
\nprenatal and newborn development can help their children succeed in school Note: For examples of
\ncurrent education technology tools and resources, refer to the Technology Resource Library and
\nEducational Technology Toolkit on the College of Education Resources page.<\/p>\nQuestion 4594 Learning Journal Unit 2<\/h1>\n
\nyour peer assessment skills on a fictitious (fabricated) assignment. After you read the students
\nassignment, please fill out the ASSESSMENT CRITERIA (for practicing). The assessment criteria form is
\nbelow the fictitious students\u2019 assignment. You can fill it out and then copy and paste it in the Learning
\nJournal. 1. Imagine that the following is a class assignment from a peer student. 2. Read the directions
\nfor the assignment that your peer was supposed to follow; making sure that the student understood the
\ndirections completely. 3. Read the \u201csubmitted assignment\u201d completed by your \u201cpeer\u201d. 4. Review the
\ngrading\/assessment criteria, making sure that you understand what criteria you are to grade\/assess for
\nthis peers assignment. 5. Grade\/assess the assignment using the assessment form (under the students\u2019
\nassignment), making sure that you provide feedback to support the grade\/assessment that you have
\ngiven to your peer. 6. Before submitting, the peer student was to check to make sure they made no
\nerrors. You will ONLY submit the assessment grading and feedback information in the Learning Journal,
\nwhich is the assessment criteria form below the student\u2019s assignment. \u201cASSIGNMENT\u201d DIRECTIONS that
\nthe fictitious (fake) student was supposed to follow are below, the student was supposed to: Research an International Non-Governmental Organization that works on behalf of human rights issues. Share the
\nname and the mission of this organization, along with a summary of some recent work that they have
\ndone to advocate for and protect human rights of a particular group(s) and indicate why this work was
\nnecessary. Also, the student was to discuss any challenges that they have encountered through their
\nwork. Their paper should be at least 500 words in length. And they are to provide a word count. This is
\nthe Fictitious Submitted Assignment from your peer student that you need to Assess: One non-<\/a>
\ngovernmental organization that deals with human rights issues is Amnesty International. I have chosen
\nthis organization because it is found in many countries of the world. There have been many problems
\nthroughout the world that included torture, illegal arrests and abuse of police and army powers. Many
\npeople were killed and some disappeared. Amnesty international was involved in campaigning against
\nsuch human rights abuses. Amnesty International is a non-governmental organization. According to its
\nwebsite, that is https:\/\/www.amnesty.org\/en\/who-we-are\/ Amnesty International is found in more than
\n150 countries of the world. It is found in virtually all continents. Amnesty International is a body of
\nvolunteers, who are either members or supporters. Their main objective is to carry campaigns against
\nthe abuse of human rights. Their main point of reference is the Universal Declaration of Human Rights,
\nwhich many countries of the world signed. It also is interested in other human rights standards of
\nvarious countries and regions of the world. Amnesty international has assisted in many countries where
\nthere are civil wars and unrest. This is so because these are the areas where human rights abuses are
\nrampant. In Africa Amnesty international assisted in identifying human rights abuses in countries such as
\nIvory Coast, Libya and the Democratic Republic of Congo. Another place is Syria. Syria has had an
\nuprising that is more than a year now. This uprising started during the Arab uprisings of 2011. Most
\npeople in some Arab states rose against their dictatorial governments. As a result, the Syrian
\ngovernment ordered mass killings of the civilians. Many civilians are arrested and tortured by the
\ngovernment security forces. As a result Amnesty international has taken a leading role in highlighting the
\nabuses that are taking place in Syria. This has alerted many countries about atrocities in that country.
\nAnother country where Amnesty International has highlighted human rights abuses is in Egypt. In Egypt,
\nmany civilians were tried under the military court. Most human rights activists are against such an act.
\nMilitary courts must only try cases of soldiers, not civilians. Many people, as a result, are tortured or
\nunlawfully detained. So Amnesty International has raised their concern on that. It also puts some news
\nof abuses on its website so that many people can access such information. What Amnesty International
\nhas done is very important. It has averted genocides and mass killings in many countries. Human lives
\nand suffering have been averted. What Amnesty International does is just like whistle blowing the
\ninjustices perpetrated against citizens in these countries. Amnesty International has many challenges.
\nOne of the challenges it faces is that of resources. Since the funds come from donations it usually has
\ninsufficient money to carry its work to the fullest. Another challenge is that some of its workers come
\nunder threat from armed groups and even governments. Some of its work is targeted by the
\ngovernment, much that some of these have been arrested and tortured as well. There are many non-
\ngovernmental organizations that champion human rights in the world. In this essay, the writer has
\ndiscussed the great work done by Amnesty International. The most recent work has been in Arab
\ncountries, where civilians have arisen against their dictatorial governments. ASSESSMENT CRITERIA (for
\npracticing) Element 1: Did this assignment provide the name and the mission of the International NGO
\n(non-governmental group)? -The name of the International NGO and the mission were both clearly stated= 10 points -Only one of these two components were provided= 5 points -Did not address this part
\nof the assignment = 0 points Use the feedback box to provide your peer with the reason you did or did
\nnot give full credit for this element. Weight: 1.00 Grade (max 10 points): Feedback: Element 2: Did this
\nassignment summarize, in the student\u2019s own words, some of the recent work to advocate for and
\nprotect the human rights of a particular group or groups of people? -This was thoroughly described and
\nanswered = 10 points -Addressed most of the question, but could have been more detailed and
\nelaborated further = 7 points -The answer was very brief and in need of much further explanation= 4
\npoints -Did not address this part of the assignment = 0 points Use the feedback box to provide your peer
\nwith the reason you did or did not give full credit for this element. Weight: 1.00 Grade (max 10 points):
\nFeedback: Element 3: Did the assignment address the reasons why this human rights work was
\nnecessary, as well as any challenges that arose in providing this work? -This was thoroughly described
\nand answered = 10 points -Addressed most of the question, but could have been more detailed and
\nelaborated further = 7 points -The answer was very brief and in need of much further explanation= 4
\npoints -Did not address this part of the assignment = 0 points Use the feedback box to provide your peer
\nwith the reason you did or did not give full credit for this element. Weight: 1.00 Grade (max 10 points):
\nFeedback: Element 4: Did the paper meet the length requirements of at least 500 words? -A provided
\nword count was at least 500 words in length = 10 points -A provided word count was less than 500
\nwords in length, but more than 400 words in length = 7 points -A provided word count was less than 400
\nwords in length, but more than 300 words in length = 5 points -A provided word count was less than 300
\nwords in length = 3 points -A provide word count was not given = 0 points Use the feedback box to
\nprovide your peer with the reason you did or did not give full credit for this element. Weight: 1.00 Grade
\n(max 10 points): Feedback: Element 5: Indicate what level of effort it looks like your peer invested in this
\nassignment. Use the below key to award points (10 max.) -Intense Effort = 10 pts -Average Effort = 5 pts
\n-Minimal Effort = 0 pts Use the feedback box to provide your peer with the reason you did or did not
\ngive full credit for this element. Weight: 1.00 Grade (max 10 points): Feedback: General comment:<\/p>\nQuestion 4595 Annotate 8 articles related to Action Research proposal.<\/h1>\n
\nbehavior in the classroom. Annotate eight articles related to your Action Research proposal. Reminder,
\nfollow APA rules for your annotations. Be certain to title your Annotations as follows: RESEARCH
\nPROPOSAL TITLE Begin Annotations following APA guidelines. Reminder, when you write the
\nannotations, you will follow APA format. Your annotations should be related to how the article could
\nhelp support your research idea.<\/p>\nQuestion 4596 Bilingualism in America theory<\/h1>\n
\nSummary \u2013 Provide a summary of key points and note any details, key concepts\/terms, etc. which
\nparticularly struck you. Analysis \u2013 Your analysis of and reaction to the reading. Did you agree or disagree
\nwith the author? Why? What new insights did you gain (if any) from the reading? Was the reading
\nhelpful in understanding the topic? Why or why not? Did this remind of you of something from your
\nown experience? Did you gain any ideas you want to try out in your class with your own students? How does it relate to other things you have read for this class or others? Bring hard copies of your reading
\nresponses to share with the other students in class. Upload a copy prior to class.<\/p>\nQuestion 4597 Confronting Colonial Blindness in Citizenship Education<\/h1>\n
\nSummary \u2013 Provide a summary of key points and note any details, key concepts\/terms, etc. which
\nparticularly struck you.( 550 words) Analysis \u2013 Your analysis of and reaction to the reading. Did you
\nagree or disagree with the author? Why? What new insights did you gain (if any) from the reading? Was
\nthe reading helpful in understanding the topic? Why or why not? Did this remind of you of something
\nfrom your own experience? Did you gain any ideas you want to try out in your class with your own<\/a>
\nstudents? How does it relate to other things you have read for this class or others? Bring hard copies of
\nyour reading responses to share with the other students in class. Upload a copy prior to class.<\/p>\nQuestion 4598 Social Checklist<\/h1>\n
\nelementary age individuals and\/or middle school age individuals. Visit a mall, school, playground,
\nsporting event, or a place where these individuals gather in groups for your observation. Use the
\ninformation from our text to also provide you with some ideas to include in your checklist. These are
\nsome possibilities that you can use: *types of interactions observed *if possible, topics discussed by
\nindividuals *make up of the group: gender, ethnicities, etc. *cultural aspects of the observation
\n*appropriate\/inappropriate behaviors (moral reasoning\/behavior) *examples of self esteem, self
\nconcept shown by different group members *social influences, peer groups After you have gathered
\nsome information and included this in a checklist, provide a two paragraph summary of your
\nobservations. You need to also include: place of observation, date and length of time (a minimum of 30
\nminutes is recommended), age, gender, and number of individuals observed. Include how you can relate
\nyour findings to a stage of development or a theorist discussed in our text. Your submission should
\nconsist of the checklist and your summary. There are some examples in the that may give you some
\nideas for checklists. (See Appendix Developmental Checklists. These include a variety of domains, but
\nlook at those school age items that support Social Development)<\/p>\nQuestion 4599 Infant feeding research<\/h1>\n
\nthe feeding issue\/concern Part 2- List\/discuss effects the feeding issue may have on an infants
\ndevelopment\/growth Part 3- Describe what caregivers should do on the child\u2019s behalf Your submission
\nshould have a 1 paragraph (minimum of 7 sentences) discussion about your findings\/reflections with this
\ntopic. What domain and indicators, from NC FELD support the decision you made? Have you had any
\nexperiences with infant feeding issues?(your children, children you work with?) Did this assignment
\nallow you to gain new knowledge about this topic? Did the assignment raise any questions about infant
\nfeeding? (You may include any topics of discussion)<\/p>\nQuestion 4600 Key Assessment Media Review<\/h1>\n
\nand adolescent on self-image, and perhaps use stereotypes of gender roles, social class, and ethnicities
\nto depict typical behavior. Give five examples for each of the assigned age groups, from a variety of
\nmedia sources. The age groups are, Elementary (Early Childhood), Middle School (Middle Childhood) and
\nHigh School (Adolescnce). Provide the following information: \u2013 age group \u2013 media source (examples are
\nnewspapers, commercials, television programs, cartoons, radio, internet, magazines), give exact
\ninformation such as date, time, or a link to the specific source \u2013 summarize the media message in three
\nto four sentences \u2013 state the specific impact intended on the age group in three or four sentences \u2013
\nprovide the specific target audience within the age group, for example, gender, ethnicity, income, class \u2013
\ndecide on the age appropriateness of the message based on your readings from this class \u2013 as an
\neducation professional, what recommendations would you provide parents when asked about this
\nparticular media message \u2013 provide a resource for families to use to assist them in image related
\ndiscussions with their child(ren) Grading Criteria You will be graded on the criteria above and the
\ncompleteness of your answers. You should have a total of 15 medias (5 for each age group). Medias you
\ndiscuss can be appropriate\/inappropriate for the various age groups. For example: children watch \u201cThe
\nFamily Guy\u201d- would that be appropriate? yes\/no. If not appropriate, why? You will also need to integrate
\ninformation from our text into your submission.<\/p>\nQuestion 4601 Proficiency Standards<\/h1>\n
\neducation website in your state, choose one English language proficiency (ELP) standard from each of
\nthe following domains: Listening and speaking Reading Writing For each standard, complete the \u201cEnglish
\nLanguage Proficiency Chart\u201d by including the following: The ELP standard The correlating language arts
\nstandards or Common Core Standard A learning activity aligned with these standards APA style is not
\nrequired, but solid academic writing is expected. You are required to submit this assignment to Turnitin.<\/p>\nQuestion 4602 ELL Proficiency Standards<\/h1>\n
\nfor a grade level of your choice. Based on the Common Core Standards\u2019 English Language Arts (ELA)
\nperformance objectives or the English Language Arts Standards from your state, create a learning
\nactivity that is aligned with a learning objective at the basic proficiency level on the ELP standards for
\neach of the following domains: Listening and Speaking Reading Writing Account for language acquisition
\nprinciples within the design of your activities. Include a 250-500 word rationale that describes how each
\nactivity addresses the characteristics of the ELL at the basic level and how language acquisition
\nprinciples have been accounted for within your design. Include ideas for strategies to differentiate these
\nactivities for students in the pre-production and early production stages. Support this assignment with
\nat least three scholarly resources. While APA style is not required for the body of this assignment, solid
\nacademic writing is expected, and in-text citations and references should be presented using the
\ndocumentation guidelines, which can be found in the APA Style Guide, located in the Student Success<\/a>
\nCenter. You are required to submit this assignment to Turnitin.<\/p>\nQuestion 4603 Graphic Organizer<\/h1>\n
\nreading, and writing strategies appropriate for each ELL proficiency label. Include a justification as to
\nwhy each strategy is applicable to the specific ELL proficiency label, citing references. While APA format
\nis not required for the body of this assignment, solid academic writing is expected and in-text citations
\nand references should be presented using the documentation guidelines, which can be found in the APA
\nStyle Guide, located in the Student Success Center. You are required to submit this assignment to
\nTurnitin.<\/p>\nQuestion 4604<\/h1>\n
\nCritically evaluate the current understandings of specific language impairment from national and
\ninternational perspectives. Draw upon the evidence considers how these needs are likely to impact<\/a>
\nupon learning and teaching. Illustrate by practical examples from your own experience<\/p>\nQuestion 4605 TPA 2 Designing Instruction<\/h1>\n
\nassignment that needs to be completed. I have also attached a few other files to explain how the
\nassignment \u201cTPA 2 Designing Instruction\u201d needs to be completed and what is expected from the
\ncompleted assignment.<\/p>\nQuestion 4606 Individualized Intensive Interventions<\/h1>\n
\nDescribe classroom management strategies that you would set up for on specific child that also works
\nfor the whole classroom. Go back to (Sarah Article) Write one paragraph 1. How to set up the classroom
\nfor Sarah specific need. 2. How to work with one on one with her speech. 3. How to work with her
\nparent, Director or center.<\/p>\nQuestion 4607<\/h1>\n
\nmade few interview questions which are still tentative \u2013 Page 18 and Questionnaires \u2013 Page 19 If you
\nhave adapted to any articles or journal\u2019s interview questions or questionnaires, please do let me know.
\nThis interview questions will be focusing more onto \u2018Using comics in teaching distance time graph\u2019 or
\n\u2018Using comics in teaching mathematics\u2019<\/p>\nQuestion 4608<\/h1>\n
\nsuitable for middle school\/secondary students. Attached with this order is the updated thesis proposal
\nand I have made few interview questions which are still tentative \u2013 Page 18 and Questionnaires \u2013 Page
\n19 If you have adapted to any articles or journal\u2019s interview questions or questionnaires, please do let<\/p>\n
\ngraph\u2019 or \u2018Using comics in teaching mathematics\u2019<\/p>\nQuestion 4609<\/h1>\n
\nPerimeter
\nNeed help in creating a lesson objective and steps to success based on the mathematics topic and the
\nlesson outcome. The lesson outcome will be in the scheme of work and will be posted after the writer
\nhave been set. Lesson objectives and steps to success must be as simple as possible because the L.O and
\nS2S will be given to students. The students will be from grade 6 and grade 7.<\/p>\nQuestion 4610 Choice Theory VS. Win-Win Discipline Model<\/h1>\n
\nBlackboard. Either a link can be submitted in the text box (not the comment box) or a file can be
\nattached as long as it can be opened on a Mac. We do not have the ability to open a .pub file. Many of
\nthe tools can be downloaded as a .pdf file, which will work as well. Read the materials in the Discipline
\nModels folder. Some resources are provided to help you begin to understand the models. As with all
\ngraduate-level assignments, you will need to conduct research on your own to fulfill the requirements of
\nthe assignment. Choose two different discipline models from the folder to compare. You may choose
\ntwo that interest you, two that you possibly knew about previously, two that might be appropriate for
\nyour classroom, or two that you would like to research. You will need to conduct further research on the
\ntwo models you choose. Provide a summary description of each model. Compare and contrast at least 5
\ndetails of the two different models. Describe at least 3 examples of how each model would be
\nimplemented in the classroom. Since two different models will be discussed, the presentation should
\ninclude a total of 6 examples of implementation. Choose a tool to use to create a presentation. The
\nAssignment Resources folder includes a list of possible presentation tools. You may use any tool that you
\nfeel comfortable using for your presentation. Part of your education through this program is trying new
\ntools and new technology that you will be able to apply in a classroom setting. Some of these are new
\ntools for me. Remember, you may not use PowerPoint, and you must include text and visuals. Include
\npurposeful visual images and written words as a part of the actual presentation. Audio and video are not
\nrequired, but they can be included. It would benefit you as a classroom teacher to learn how to create
\naudio podcasts, voice-overs, and animated presentations. Include a title slide and a reference slide. The
\npresentation must be self-contained, which means that the information must be clear and complete.
\nThe presentation does not need to be excessively long. You will need approximately 15 slides\/frames to accomplish all of the requirements.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"