Week Three Assignment \u2013 Team Assignment School Law Team School Law Assignment DIRECTIONS for<\/a> session and submit a paper listing the situation, school code and course of action. This is a graded<\/a> Candidates will complete handout 4.2 and prepare a detailed plan for a family-educator conference Instructions Recruiting, hiring, and training of leaders in higher education student affairs are crucial<\/a> Create a narrative that tells a compelling story of your organizational issue, including proposed next<\/a> Introduce yourself. Reflect upon this week\u2019s reading, Understanding Family Diversity, Chapter 2, by<\/a> receive credit.Couchenour, D. & Chrisman, K. (2013). Family, School and community Together for Young 3-5 pages: double-spaced; size 12 font in Cambri, Calibri, Arial or Times New Roman. Works Cited page<\/a> THE ASSIGNMENT Read all the stories about children that follow. You will find the four stories by clicking<\/a> Discuss three careers in which knowledge of child development is important<\/a> friends remember an event in different ways? Can you think of an example in which one of you was Forum 2A Options Menu: Forum Young children\u2019s development is impacted by family. What changes do<\/a> For this assignment, locate three Code of Conduct policies from three different universities\/colleges.<\/a> Implement strategies in classroom and discuss with colleagues. It is a page reflexion \u201cMy next focus is to<\/a> Bias (or prejudice) mean a strong inclination of the mind or a preconceived opinion about something or<\/a> Instructions For this assignment, develop a culminating project in which you are able to showcase your<\/a> Gender roles are the role or behavior learned by a person as appropriate to their gender, determined by<\/a> Reflective summary . This is for my education class I did observations with two teachers in elementary<\/a> Five articles. Each of these readings should be reflected in a reaction paper of no more than four pages<\/a> Assignment Instructions Educational organizations are innately driven to improve learning for the<\/a> Watch this video on YouTube: https:\/\/www.youtube.com\/watch?v=xSfmWIlEhSg Then answer the Creating Promotional Communications Congratulations! You are just a few short months away from<\/a> one example of a literacy strategy that is developmentally appropriate for infants used at your facility. Having an understanding of various types of literary texts and genres of literature is crucial in order to Various strategies can be used to engage students in the writing process, including questioning to<\/a> Prior to beginning work on this discussion, review Chapter 8 of the textbook and read the following:<\/a> Discuss one example of a current and critical issue in higher education today. Cite at least two recent<\/a> Attend a school board meeting for a local school district. If you are unable to attend in person, you may<\/a> arguments? What you learned at this board meeting. How you will use what you learned as a teacher. engaging students in listening and speaking activities can include debates, discussions, presentations, and Instructions Carefully review the information provided below about the fictitious study, then address<\/a> between independent variables. You should also discuss the assumptions of each test. No data is In planning and instructing ELA content, it is important to be able to create a cohesive unit that<\/a> and resources that are student-centered, provide equitable access, and develop cultural understanding It is important to integrate multimedia into ELA instruction and assessments when applicable in order to<\/a> Course Project: Building Your Early Childhood Program Part 5: Quality Environments For your Course<\/a> (2012). Finding the education in educational technology with early learners. YC:Young Children, 67(3), In order to engage students in instruction that integrates social studies and the arts, teachers need to<\/a> the lesson, and encourage exploration and problem-solving. The \u201cQuestioning Strategies\u201d template
\nthe Team School Law Assignment Working as a team, candidates will complete a<\/a> School Health Law
\nScavenger Hunt. Given specific school situations, the team will describe the appropriate professional
\ncourse of action and reference the Title and Education Code number that supports that action. Answers
\nwill be shared in Week 4 Collaborate Session. You must complete as a team and will be assigned 5
\nsituations to research. If you are unable to attend the live session, you will be required to listen to the<\/p>\n
\nassignment, but answers for this assignment do not have to be explained in great detail. Three to five<\/a>
\nlogical statements about what you would do in these situations based on your findings related to child
\nhealth and safety will be sufficient. 1.TEAM SCHOOL LAW ASSIGNMENT WEBSITES containing references
\nto school laws for completing the School Law Scavenger Hunt assignment: CA gov-
\nhttp:\/\/leginfo.legislature.ca.gov\/faces\/codes.xhtml California School based Health Alliance
\nhttp:\/\/www.schoolhealthcenters.org\/start-up-and-operations\/school-health-program-
\nmodels\/mandated-health-services\/list-of-mandated-health-services\/ CA Department of ED
\nhttp:\/\/www.cde.ca.gov\/ls\/he\/hn\/ http:\/\/cshca.wpengine.netdna-cdn.com\/wp-
\ncontent\/uploads\/2011\/09\/Calif_EC_HSC.pdf School Codes
\nhttps:\/\/www.ocde.us\/Health\/Documents\/CDE%20School%20Health%20Resources-Statutes%2010-
\n11.pdf 2. RESEARCH & ANSWER QUESTIONS Using information from those websites, complete the
\nfollowing for each of the school situations described: Find the Title and Education Code number of the
\nlegal reference or other code that supports an action, AND Briefly, in 4-5 sentences and in your own
\nwords, describe the appropriate professional course of action. Topics will be provided in class\uf075 You are
\nplanning to teach human reproduction and sexuality to your 5th grade class. Is there legally specified
\ncontent? What else is required prior to the presentation of the material?<\/p>\nQuestion 4642 Family Educator Conference Plan<\/h1>\n
\nbased on the family featured in the vignette with Aaron and his Dad) and the concepts discussed in
\nConnect Module 4. The plan should include the following components: 2 goals that have been<\/a>
\ndeveloped for each of the following areas: goals the educator may have for the<\/a> child at school potential
\ngoals the family may have for the child at home and school 2 examples of feedback candidates can
\nanticipate from families and the candidate response to the anticipated feedback. Responses should be
\nreflective of concepts discussed in the Connect module. Identify and discuss roadblocks that are present
\nin the vignette and discuss the community resources that may assist this family. Identify and discuss
\nother possible roadblocks that an educator may encounter when planning a family-educator conference.
\nInclude discussion on the affect these roadblocks may have on the conference and possible solutions to
\nthese roadblocks. Roadblocks should include issues related to cultural, linguistic, and ability diverseness
\nsuch as: families that may not want you in their home, families whose primary language is other than
\nEnglish, and families struggling with acceptance. Other roadblocks to consider include: transportation
\nissues and employment Videos: Video 4.1: The teacher\u2019s viewpoint Video 4.2: The family\u2019s viewpoint
\nVideo 4.3: Description of family-professional partnership framework Video 4.4: Starting a relationship
\nVideo 4.5: Libby & Kim \u2013 Beginning ground conversation Video 4.6: Libby & Kim \u2013 Middle ground
\nconversation Video 4.7: Libby & Kim \u2013 Firm ground conversation Handouts: Handout 4.1: Partnership-
\nOriented Practices: Examples and Applications Handout 4.2: Partnership-Oriented Practices: Observation
\nChecklist Complete and submit this handout with your assignment Handout 4.3: Partnership-Oriented
\nPractices: Observation Checklist- Answer Key Handout 4.4: Research Summary on Family-Centered Help-
\ngiving Practices Handout 4.5: Policy Advisory: The Law Governing Family-Professional Partnerships<\/p>\nQuestion 4643 Facilitate Leadership Training in Student Affairs<\/h1>\n
\nsteps to maintaining excellence in the team. How is this done? Who leads the<\/a> charge? How is it funded?
\nMany of these questions still plague student affairs administrators. We will focus on the training aspect
\nof this important mission. For staff and administrators in student services to properly support the
\nuniversity and the student, best practices must be employed when working with adult learners, the
\nstate and federal regulations, and the expected ethical practices. In this assignment, you will act as the
\nmost senior leader in Anytown University, who has been asked to prepare an extensive training session
\nwhere you explain the laws, regulations, and ethical expectations to your current, and newly hired staff
\nin the student affairs department. Your presentation will cover: The history of student affairs and its
\nsignificance in higher education at present The first, second, and fifth amendments as they pertain to
\nstudent affairs professions State and federal regulations that impact student affairs Possible areas of
\ndiscrimination and solutions for avoiding them Diversity\u2014what does it mean to student affairs
\nprofessionals Expectations of Anytown University professionals working within student affairs You have
\nthe choice of creating a video (using your smartphone, webcam, or choice of video instrument) or audio
\npresentation (using any software that you have available on your computer or phone, or by using
\nfreeware from the Internet, such as Audacity). Some video hosting sites to consider (see tutorial in the
\nBooks and Resources for the Week) are YouTube, Vimeo, and Screencast. To earn the best possible
\ngrade, demonstrate your professionalism, critical thinking, and presentation (grammar included), which
\nwould be the expectation of a senior leader in this scenario. Your professor will be looking for the
\nelements of good presentation as noted above. Length: 10-15 minute presentation \u2013 audio or video
\nReferences: Include a minimum of three scholarly resources. Your presentation should demonstrate
\nthoughtful consideration of the ideas and concepts presented in the course by providing new thoughts
\nand insights relating directly to this topic. Your response should reflect scholarly writing and current APA
\nstandards. Be sure to adhere to Northcentral University\u2019s Academic Integrity Policy. Review NCU\u2019s
\nAcademic Integrity Tutorial to refresh your knowledge of how to achieve academic integrity.<\/p>\nQuestion 4644 Organizational Issue Story \u2013 Creating the Narrative<\/h1>\n
\nsteps for further action and investigation, and your reflections on the process. Or<\/a> if you are uncertain
\nwhich course of action to take, conclude your story by presenting the dilemma and suggesting potential
\ncourses of action, and evaluate the pros and cons of each. Include quotes from your interviews and
\ndraw on your memos or journal entries to lend interest to your story interest.<\/p>\nQuestion 4645 Understanding Family Diversity<\/h1>\n
\nsharing a personal experience from either your own schooling or classroom<\/a> teaching regarding Family
\nDiversity. (Only share an experience that you feel comfortable sharing.) What role did family, school and
\ncommunity play? Discuss how your experience compares to the text suggestions. What worked well?
\nWhat could have been done differently? Support your response with course materials. Your initial
\nresponse is due by Thursday, midnight. Initial posts received AFTER Thursday 3\/7\/19 midnight will not<\/p>\n
\nChildren. (5th Edition). Clifton Park, NY: Thompson-Delmar.<\/p>\nQuestion 4646 Censorship Paper<\/h1>\n
\ncounts toward page count. Use APA style. Read a book for children or young<\/a> adults that has been
\nchallenged in the past 20 years. You may use the lists at
\nhttp:\/\/www.ala.org\/ala\/issuesadvocacy\/banned\/frequentlychallenged\/index.cfm as a resource to help
\nyou select a title. Find out what you can about the circumstances of the challenge(s). Write a
\ninformational paper about the book and the circumstances of it becoming a banned\/challenged book.
\nState your opinion as to whether you agree or disagree with the banned\/challenged status of the book
\nand explain. Locate a review for the book, using a review journal. (Major review journals are listed in
\nVardell, pages 15-16.) Use information you find from the book review in your paper to support your
\nopinion of the book.<\/p>\nQuestion 4647 Child Analysis 2<\/h1>\n
\non the links located below the assignment thread in the assignment section in Moodle. Decide which<\/a>
\nchild interests you the most and then analyze that child\u2019s story. Be sure to indicate which child\u2019s story
\nyou are analyzing. Make sure to properly cite any resources used in your discussion of this child. Use the
\nfollowing prompts to compose your paper: \u2022 What did you learn about the development of the child in
\nthe story? Consider all areas of development. . (Approaches to Play & Learning; Emotional & Social
\nDevelopment; Health & Physical Development; Language Development & Communication; Cognitive
\nDevelopment- See NC Foundations for more details) \u2022 How does this child\u2019s development compare to
\nwhat you\u2019ve learned about typical or average development for children of this age? \u2022 Are there any
\naspects of the CLAD learner that may affect the development of this particular child? If so, what are
\nthose aspects and how do they affect their development? Use specific examples to support your answer.
\nBe sure to address even if you do not believe there are any effects in this section. \u2022 What influences
\nseem predominant in this situation? Would you try to change any of these influences? Juan Tommy
\nCraig Assessment should include the following: \u2022 Answers to all questions concerning the child\u2019s
\ndevelopment. \u2022 Write-up evaluating your answers to each question (Support your answer with
\nresources) \u2022 Write-up discussing if and\/or how an individual\u2019s culture, language, and\/or special need
\neffects their development. Provide specific examples to support your answer to this question. \u2022 Proper
\ncitation of resources used for this assessment<\/p>\nQuestion 4648<\/h1>\n
\nDiscuss three careers in which knowledge of child development is important. For each career, discuss<\/a>
\nwhat type of knowledge you believe would be important to know. Discuss, in your own words, why
\ntheories of development is important. Your textbook discusses individual differences in development.
\nThink about your childhood. Describe a moment in which you and your siblings remember an event in
\ndifferent ways. If you are an only child, can you think about an experience where you and a friend or<\/p>\n
\nreally upset and the other did not feel that the other should have such a strong reaction and vice versa?<\/p>\nQuestion 4649 Forum Young children\u2019s development is impacted by family<\/h1>\n
\nyou see occurring in today\u2019s society and families, and what challenges do you<\/a> expect them to present to
\nthe socialization process of today\u2019s children? Share one resource\/strategy that you learned from your
\nfield experience that supports families. How does that strategy support children\u2019s development and
\nlearning? How is knowledge about family strengths, functions, and structures useful to early childhood
\neducators? Your initial response is due by Thursday 3\/14\/19, midnight. Initial posts received AFTER
\nThursday midnight will not receive credit.<\/p>\nQuestion 4650 Assess Code of Conduct Policies<\/h1>\n
\nNote the similarities and differences of the three policies. In a table, list the<\/a> elements that each
\ninstitution of higher learning shares within the three policies you chose. In the same table, list any
\nelements that stand out as different as the others. Following the table you created, develop a Code of
\nConduct policy, based on the best practices determined by your assessment of the three that you chose.
\nJustify the choices made in the final Code of Conduct policy that you fashion. Length: 4-6 pages, not
\nincluding the title and reference pages References: Include a minimum of five scholarly resources.<\/p>\nQuestion 4651 Engaging strategies<\/h1>\n
\nlearn engagement strategies that engage students in active learning through interactive learning\/peer
\nsharing. I believe in creating a conducive environment where students are motivated to participate
\nwithout fear.<\/p>\nQuestion Bias, Child With Disability<\/h1>\n
\nsomeone. A bias may be favorable or unfavorable: bias in favor of or against an<\/a> idea. Bias can be shown
\nwithin classrooms of early childhood. You have a classroom of several students. Within the classroom
\nyou have a student with a disability. But you have to be careful not to be bias or show favoritism toward
\ncertain students. Plan an activity that is difficult for a child with a disability to complete successfully.
\nCreate a plan to simplify the activity and break it down into manageable steps. Be creative to show that
\nyou are including all students, including the student with a disability, in the class activity. Be sure to give
\nwhat age group the activity is for.<\/p>\nQuestion 4653 Literature Final Project<\/h1>\n
\nlearning in the course and synthesize relevant literature in the field. Select one of<\/a> the following as a basis
\nfor your project: A literature-based research report on a professional issue in the field facing student
\naffairs staff who work closely with students An in-depth, field-based case study of a current issue
\ninvolving students and staff at a particular institution (with literature review) A demonstration project
\nthat presents a model response by a student affairs unit to a legal or ethical matter (with relevant
\nliterature reviewed) A case study analysis of a student affairs division facing a risk management (with
\nrelevant literature reviewed) Regardless of the focus of the report, inclusion of relevant professional
\nliterature related to the focus is required. Professional literature is comprised of peer-reviewed, published
\njournal articles from within the most recent five years. Length: 12-15 pages, not including title and
\nreference pages References: Include a minimum of seven scholarly resources.<\/p>\nQuestion 4654 Gender Role Lesson Plan<\/h1>\n
\nthe prevailing cultural norms. Is gender roles within early childhood important?<\/a> How do you not show a
\nstereotype when talking about gender roles? You are to put together a simplified lesson to teach young
\nchildren about gender roles. Give specific steps within a lesson plan on how you would teach children
\nabout gender roles. Be creative. How will you get your point(s) across to the children? Be specific in
\nwhat you use within your lesson plan (if you are using materials). Be sure to give the age group your
\nlesson plan is for (early childhood).<\/p>\nQuestion 4655 Reflective summary field experience<\/h1>\n
\nschool . Mrs. Barbosa and Ms. Caba\u00f1as both kindergarten but Ms. caba\u00f1as has a<\/a> mix with first graders.
\nThis will be AP\u00c1 format will like this ASAP. Be sure to provide an object reflection and not just my
\nopinion or critique of teachers. Please remember this is me writing the paper and not someone else
\nplease write as if I\u2019m the one writing it . I will attach my files where I did my observations and the
\ninformation what will be needed . Two page . First observation is with Barbosa student diversity. The
\nsecond observation is with her as well Obed effective instruction. The third observation is with ms.
\nCaba\u00f1as classroom management and observation 4 with caba\u00f1as as well over classroom climate . My<\/a>
\nprofesor is very strict over grammar and spelling . Please help with good bids don\u2019t want to pay over $20<\/a>
\nwith fees included .<\/a> Will need ASAP . Remember as in writing if I was writing it . Please follow her
\ndirections . Everything will be in order of the observations . Observation 1 &2 are together that\u2019s with
\nMrs Barbosa and observation 3 & 4 is with caba\u00f1as . It won\u2019t let me add all my papers please message
\nme. It will not let me attach all the work I\u2019ve done please message me . All the stuff that\u2019s written in pen
\nmy professor wrote it . Observation 4 has not been graded.<\/p>\nQuestion 4656 Technology articles\u2019 summary and its implications for education<\/h1>\n
\nin length and should include a summary of the article and application for<\/a> meaningful classroom use.
\nlooking up 5 articles that have to do with education or technology, summarize the article and its
\nimplications for education.<\/p>\nQuestion 4657 Create a proposal for Change<\/h1>\n
\nstudent, which also influences the teachers, community, and, for some<\/a> organizations, the parents. For
\nthis final project, identify an educational problem that affects student learning and possibly the parents
\nand community (depending on the identified educational organization). In a proposal to your superiors
\n(e.g., superintendent, university president\u2026), provide the following: \u2022 Identify and clearly define the
\nproblem. \u2022 Identify and clearly define the preferred outcome. \u2022 Devise strategies to secure the change,
\no List at least five strategies o Explain why the strategies were chosen. \u2022 Develop an action plan. o Select
\nthe best two strategies and propose the best way to implement them. o Be convincing and realistic o<\/a>
\nSupport the implementation process with relevant and scholarly literature. \u2022 Address the implications<\/a>
\nfor the suggested change. o Present the possible outcomes, both positive and<\/a> negative (pros and cons).
\no Address the possibility of resistance and how your proposal will overcome the resistance. Length: 12-
\n15 pages, not including the title and reference pages References: Support your work with a minimum of
\nten scholarly resources. Your proposal should demonstrate thoughtful consideration of the ideas and
\nconcepts presented in the course by providing new thoughts and insights relating directly to this topic.
\nYour response should reflect scholarly writing and current APA standards.<\/p>\nQuestion 4658 What is Academic Integrity Video<\/h1>\n
\nquestions on APA format: What is this Video Clip about?. Which are the three most critical issues of this
\nVideo Clip? Please explain why? and analyze, and discuss in great detail \u2026 Which are the three most
\nrelevant lessons learned of this Video Clip? Please explain why? and analyze, and discuss in great detail
\n\u2026<\/p>\nQuestion 4659 Creating Promotional Communications for Child Center<\/h1>\n
\nyour grand opening and want to share information about your facility within<\/a> your community. The task
\nof marketing is essential for obtaining the necessary enrollment to run the program. Effective marketing
\nconsiders knowledge of the competition as well as developing effective ways to target families you wish
\nto reach (Sciarra, Lynch, Adams, & Darcey, 2016). For this Assignment, you will review the readings up to
\nthis point in the course and use the Unit 7 Assignment Template to create three unique communications
\nto share with families who tour your facility. Your promotional items will include the following: Part 1:
\nPromotional Flyer Developmentally Appropriate Practices Provide two to three sentences about the
\nimportance of developmentally appropriate practice in early childhood. Include one example of play-
\nbased learning that is developmentally appropriate for infants used at your facility Include one example
\nof play-based learning that is developmentally appropriate for preschoolers used at your facility Include<\/p>\n
\nInclude one example of a literacy strategy that is developmentally appropriate for preschool children<\/a>
\nused at your facility. Health and Safety Provide two to three sentences about the<\/a> importance of health
\nand safety practices at your facility Share two policies for keeping children safe at your facility. Share
\ntwo policies for keeping children healthy at your facility. Part 2: Organization Website \u201cAbout Us\u201d Page
\nFor this next part of the Assignment, imagine you are working on the content for your organization\u2019s
\nwebsite and must develop the information for the \u201cAbout Us\u201d page on the site. Be sure to include the
\nfollowing information: Organization name and mission statement. Using 1-2 paragraphs provide the
\nvision and goals of your organization. Part 3: Social Media Post For this final part of the Assignment, you
\nwill create a social media post to share a sample menu of what you would serve at your facility. Please<\/a>
\nprovide each of the following: Give an example of the menu for a breakfast,<\/a> snack, and lunch you might
\nserve for preschool children. Explain two guidelines you will follow to ensure your meals are nutritious.
\nWriting Requirements and Assignment Guidelines Your Assignment should include the following
\nelements: Title Page: Provide your name, title of Assignment, course and unit number, and date Body:
\nComplete all three parts. Reference Page: Sources in APA format Use Arial or Times New Roman 12-
\npoint font, double-spaced Use 6th Edition APA Formatting and Citation style<\/p>\nQuestion 4660 Literacy Genres<\/h1>\n
\nknow how to integrate them into English language arts lessons in an elementary classroom. Part 1:
\nMatrix For this assignment, you will complete the \u201cLiterary Genre Matrix\u201d to describe different types of
\nliterary texts and how each can be implemented in the classroom. Below are examples of fiction and<\/a>
\nnonfiction genre. Fiction. Drama, fable , fairy tale, fantasy, folklore, historical<\/a> fiction, horror, humor,
\nlegend, mystery, mythology, poetry, realistic fiction, science fiction, short story, tall tale, etc. Nonfiction.
\nBiography, essay, narrative nonfiction, speech, etc. Choose two examples of fiction genre and two
\nexamples of nonfiction genre and address the following in the \u201cLiterary Genre Matrix.\u201d Definition of
\neach form of chosen fiction and nonfiction genre. Two examples of grade cluster appropriate texts for
\ngrades K-2, 3-5, and 6-8. Two strategies to integrate each text selected into reading, writing, and
\nlistening instruction. Two strategies to integrate chosen forms of fiction and nonfiction genre using a<\/a>
\ntechnology application. Provide the name of the technology. Part 2: Reflection In<\/a> 250-500 words,
\nsummarize and reflect on the different literary genre and how each can be implemented in your future
\nclassroom. Explain the strategies for student comprehension in reading. What strategies do you use to
\nchoose appropriate texts\/genres for grade level strands? How does selecting the appropriate text
\nsupport a positive attitude toward reading and comprehension skills? 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.<\/p>\nQuestion 4661 integrating writing<\/h1>\n
\nactivate students\u2019 prior knowledge and higher-order thinking. Engaging students<\/a> in taking ownership of
\ntheir writing requires a great deal of creativity to involve students in the writing process. Part 1: Writing
\nLesson Plan Using the \u201cCOE Lesson Plan Template\u201d and \u201cClass Profile,\u201d design a standard-based lesson
\nplan, that includes a writing activity. In preparing the lesson plan, include the following: Questioning
\nstrategies that activates student\u2019s prior knowledge and higher-order thinking in writing and engages
\nthem in the learning process Strategies to creatively engage students with various forms of writing, the<\/a>
\nwriting process, and to expand students communication Part 2: Reflection In 250-500 words, rationalize<\/a>
\nyour instructional choices specific to the activity and aligning strategies. Be sure to address how your
\ncompleted lesson plan is appropriate to meet the diverse needs of the \u201cClass Profile\u201d students and
\nclearly focuses on creativity and student engagement. Support your reflection with at least two scholarly
\nresources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in
\nthe Student Success Center. An abstract is not required. This assignment uses a rubric. Review the rubric
\nprior to beginning the assignment to become familiar with the expectations for successful completion.
\nYou are required to submit this assignment to LopesWrite.<\/p>\nQuestion 4662 Suspected Abuse Reporting<\/h1>\n
\nImplementing a Collaborative Support Model for Educators Reporting Child<\/a> 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 4663 HIGHER EDUCATION<\/h1>\n
\narticles (academic journal articles, the Chronicle \u2013 avoid non-academic sources)<\/a> 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 4664 Attend a School board meeting<\/h1>\n
\nwatch a live stream or an official recorded video of a recent school board<\/a> meeting. In a 500-750-word
\nreflection about your experience, address the following: Describe each item addressed at the board
\nmeeting. What was being discussed and why? Explain who was in attendance at the meeting. What
\nkinds of people were there? Why were they there? Were you surprised by who attended? Describe who
\npresented at the meeting. Were the presentations civil? Did you agree with one side or another of the<\/p>\n
\nSubmit a copy of the meeting agenda to LoudCloud with your reflection.<\/p>\nQuestion 4665 Engaging Students with Listening, Speaking, and Writing<\/h1>\n
\npersuasive writing. All of these components are crucial to expanding students\u2019 growth in communication
\nskills. Part 1: Listening, Speaking and Writing Activities Use the \u201cListening, Speaking, and Writing
\nActivities\u201d template and \u201cClass Profile\u201d to complete this assignment. Using the same grade levelyou<\/a>
\nselected for your previous lesson plans or from your field experiences, select a<\/a> state standard that
\nfocuses on listening, writing, and speaking skills to develop three listening, speaking, and writing
\nactivities. Below are examples of possible activities: Persuasive writing, speech writing, debates, class
\ndiscussions, presentations on topics of student interest, persuasive advertisement, or advertisement
\ncampaign Your learning activities should be appropriate for students detailed within the \u201cClass Profile\u201d
\nand include the following: Strategies that encourage students to apply personal opinions toward the
\ninterpretation of texts Various forms of communication (verbal, nonverbal, media, etc.) techniques to
\nfoster elementary students\u2019 active inquiry, collaboration, and supportive interaction Accommodations
\nrelated to assessment and testing conditions to meet diverse needs of students Part 2: Rationale In 250-
\n500 words, rationalize your instructional choices explaining why the activities chosen are appropriate for
\nall \u201dClass Profile\u201d students and clearly focuses on creativity and student engagement. In addition,
\nexplain the elements of effective speaking. Additionally, discuss how verbal and nonverbal
\ncommunication affects the persuasive aspect of having students advertise and\/or present an idea. APA
\nformat is not required, but solid academic writing is expected. This assignment uses a rubric. Review the
\nrubric prior to beginning the assignment to become familiar with the expectations for successful
\ncompletion. You are not required to submit this assignment to LopesWrite<\/p>\nQuestion 4666 Signature Assignment: Analyze a Fictitious Statistical Study<\/h1>\n
\neach assignment requirement. Scenario: You are the new director of institutional<\/a> research at a small
\nstate university, and you have been assigned the task of analyzing information for the dean of the
\nSchool of Education regarding the performance of their undergraduate students on the often-
\ncontroversial Graduate Record Exam (GRE). Many educators believe the GRE is a poor evaluator of
\nundergraduate performance as well as a poor predictor of graduate school performance. The dean is
\nconsidering eliminating the GRE from graduate school admissions requirements. The dean has already
\ncollected data on four variables: 1) gender, 2) grade point average (GPA), 3) GRE score, and 4) graduate
\ndegree completion frequency. Your job is to develop a proposed analysis to assist the dean to make an
\ninformed decision regarding the future use of the GRE. Note: (For this assignment, you don\u2019t have to
\nproduce any data. This assignment is asking for you to develop the analyses to answer the different
\nquestions (see below 1 \u2013 4); relationships questions (What analyses can you use for relationship
\nquestions? What types of data (level of measurement)?), for effect questions (What analyses can you
\nuse to test for effects of independent variables on dependent variables?) Think on the levels of the
\nindependent variables. What types of data (nominal, ordinal, interval, ratio)?), and interaction effects<\/p>\n
\nrequired to be presented. This is similar to a question that you will encounter in your Doctoral
\nComprehensive Exams. You should provide information that shows your understanding of the different
\ntypes of analyses, as well as possible outcomes of the analyses. In addition, you have to include in your
\ndiscussion the possible conclusions based on the possible results; rejecting the null, and not rejecting
\nthe null. Using this information, develop the following foundational components for a proposed analysis:
\nA relationship research question involving GPA and GRE scores; corresponding null and alternative<\/a>
\nhypotheses; the type of statistical analysis to be employed to determine<\/a> significance; explanations of
\nfictitious outcomes identifying both non-significant and significant relationships as related to both null
\nand alternative hypotheses; and recommendations based on non-significant and significant findings. A
\nrelationship research question involving gender, GPA, and GRE scores; corresponding null and
\nalternative hypotheses; the type of statistical analysis to be employed to determine significance;
\nexplanations of fictitious outcomes identifying both non-significant and significant relationships as
\nrelated to both null and alternative hypotheses; and recommendations based on non-significant and
\nsignificant findings. An effect research question involving gender and GRE scores; corresponding null and
\nalternative hypotheses; the type of statistical analysis to be employed to determine significance;
\nexplanations of fictitious outcomes identifying both a non-significant and a significant effect as related<\/a>
\nto both null and alternative hypotheses; and recommendations based on non-<\/a>significant and significant
\nfindings. An effect research question involving gender, GRE score, and degree completion frequency;
\ncorresponding null and alternative hypotheses; the type of statistical analysis to be employed to
\ndetermine significance; explanations of fictitious outcomes identifying both a non-significant and a
\nsignificant effect as related to both null and alternative hypotheses; and recommendations based on
\nnon-significant and significant findings. Finalize your report with a written analysis of your results and
\nrecommendations for the dean based on your findings. Support your assignment with at least five
\nscholarly resources. In addition to these specified resources, other appropriate scholarly resources,
\nincluding older articles, may be included. Length: 12-15 pages, not including title and reference pages<\/p>\nQuestion 4667 Benchmark English Learning<\/h1>\n
\nencompasses various aspects of ELA including reading, writing, speaking,<\/a> viewing, listening, and thinking
\nskills. Part 1: Unit Plan For this benchmark, you will choose one of the three lesson plans you created in
\nthis course to build a weeklong unit plan. Complete the \u201cELA Unit Plan\u201d template to prepare a weeklong
\nEnglish language arts unit plan. Utilize any previously received feedback from your instructor to modify
\nand adjust instruction to meet the diverse needs of \u201cClass Profile\u201d students. For the ELA unit plan,
\ninclude the following components. Lesson title Alignment to ELA state standards Learning objectives
\nInstructional strategies Summary of instruction Differentiation Materials, resources, and technology
\nFormative and summative assessments The unit plan must focus on integrating the following elements.
\nLearning activities and instruction integrating ELA concepts on reading, writing, speaking, viewing,
\nlistening, and thinking skills that helps students apply skills to various situations, materials, and ideas.
\nDifferentiation activities based on the various cognitive, linguistic, social, emotional, and physical<\/a>
\ndevelopmental needs of students in the \u201cClass Profile.\u201d Communication<\/a> resources, including digital tools<\/p>\n
\nand global awareness. Formative and summative assessments to modify, adjust, and strengthen
\ninstruction. Part 2: Reflection In 250-500 words, summarize and reflect on the process of creating a unit
\nplan in English language arts. How does your unit plan help students successfully apply their developing
\nskills to different situations, materials, and ideas? What challenges did you face when trying to meet the
\ndevelopmental needs of all students? How can family and community support the instruction and
\nselected instructional strategies? APA format is not required, but solid academic writing is expected.
\nThis assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar
\nwith the expectations for successful completion. You are not required to submit this assignment to
\nLopesWrite. Program competencies and national standards assessed in the benchmark assignment: 2.1
\nIncorporate English language arts concepts on reading, language and child development to design,
\ndeliver and evaluate instruction on reading, writing, speaking, viewing, listening, and thinking skills, and
\nto help students successfully apply their developing skills to many different situations, materials, and
\nideas. [ACEI 2.1; InTASC 4(b), 4(d); ISTE-T 1a; MC1, MC2]<\/p>\nQuestion 4668 Integrating Multimedia efia in ELA<\/h1>\n
\nenhance the instruction in order to foster active engagement in literacy and<\/a> create a supportive learning
\nenvironment. For this assignment, create a 250-500 word digital brochure to give to families to highlight
\ntwo multimedia tools that can be used to enhance literacy instruction. Your digital brochure should
\nshow how these tools would engage students in literacy and accommodate students with diverse needs.
\nFor each multimedia tool, include: Title and description How the tool will foster students\u2019 learning and
\nactive engagement with the subject matter. How the tool creates a literate environment to engage
\nstudents in high quality texts. How the tool can be adapted to meet the diverse needs of students in<\/a>
\norder to create a supportive learning environment. The role of family in<\/a> supporting the learning activity
\nand the use of this tool. Support your brochure with a minimum of three scholarly resources. Prepare
\nthis assignment according to the guidelines found in the APA Style Guide, located in the Student Success
\nCenter. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning
\nthe assignment to become familiar with the expectations for successful completion. You are required to
\nsubmit this assignment to LopesWrite.<\/p>\nQuestion 4669 Building Your Early Childhood<\/h1>\n
\nProject this week, you will observe in an early childhood setting and then write<\/a> up your observation
\naccording to the directions below. Before Your Observation Read through the entire Assignment, so that
\nyou will be prepared to meet the requirements before, during, and after your observation. Review the
\nfollowing required resources: \u2022 Darragh, J. (2008). The view from the door: Entryways as an essential
\naspect of environmental design. Exchange, (184) \u2022 Duncan, S. (2011). Breaking the code: Changing our
\nthinking about children\u2019s environments. Exchange, (200), 13\u201316. \u2022 Greenman, J. (2007a). The child\u2019s job:
\nTalking to parents about child development. Exchange, (174), 66\u2013 \u2022 Greenman, J. (2007b). Places to live:
\nImportant dimensions of child care settings. Exchange, (178), 21\u20132 \u2022 McManis, L. D., &Gunnewig, S. B.<\/p>\n
\n14\u20132 \u2022 Walsh, P. (2008). Planning for play in a playground. Exchange, (183), 88\u201392.. \u2022 Refer to the
\nDocument: NAEYC Early Learning Program Accreditation Standards and Assessment Items pp. 105 \u2013 116
\nDuring Your Observation Note the name of the program, the age level of the children in the room where
\nyou are observing, the number of adults and their roles. Then note you responses to the following: After
\nyou have met the teacher, get down to children\u2019s eye levels: What do you see when you go through the
\ndoor? In what ways are the entryways designed to support: \u2022 Classroom community \u2022 Family\/child\/staff
\ninteractions \u2022 Transitioning In what ways does the indoor environment offer children: \u2022 Comfort and
\nsoftness \u2022 Privacy and semi-seclusion \u2022 Inclusive opportunities for a variety of developmental strengths
\nand challenges \u2022 Autonomy \u2022 Opportunities to explore and discover \u2022 Opportunities to use their
\nimaginations \u2022 Opportunities to move freely \u2022 Opportunities to take safe risks In what ways does the
\noutdoor play space offer children: \u2022 Quiet space \u2022 Open space \u2022 Active space \u2022 Inclusive opportunities for a variety of developmental strengths and challenges \u2022 Opportunities to explore and discover \u2022<\/a>
\nOpportunities to use their imaginations \u2022 Opportunities to feel and be close to<\/a> nature \u2022 Opportunities to
\ntake safe risks In what ways do the indoor and outdoor environments align with the Materials Guide
\nfrom your text? After Your Observation\u2014Evaluation and Reflection To complete this Assignment: \u2022
\nSummarize, in 2\u20133 pages, your observation, including at least three recommendations for ways to
\nimprove the program environment. Provide a rationale for your recommendations. \u2022 Create or describe
\na floor plan of the indoor environment and a plan for the outdoor play environment for your early
\nchildhood program. Also, describe aspects of the environment that make it distinctive, and incorporate
\nsuch components as comfort, softness, autonomy, discovery, etc. (Note: You may choose to represent
\nyour floor plan in any method you would like, e.g., illustrate by hand, use drawing tools in Word, take
\nphotographs, write a detailed description.) \u2022 Imagine you are giving a tour of your program to a family
\nmember who is thinking of enrolling his or her child. Write a description of the tour, detailing the way
\nyou would explain how your indoor and outdoor environments foster healthy development and learning
\nfor young children. Also, explain how your environment reflects your vision for your program and your
\nmission statement. Cite resources to substantiate your thinking. Assignment length: 2\u20133 pages for the
\nsummary of your observation and your recommendations, at least 2 pages for your floor plans or
\nnarrative description of your indoor and outdoor environment, and 2\u20133 pages for the tour of your
\nenvironment and program. Total page length for this Ass<\/p>\nQuestion 4670 Questioning Strategies<\/h1>\n
\nuse a variety of questioning strategies. Questioning engages students\u2019 depth of knowledge and<\/a>
\npromotes problem-solving and higher-order thinking. Part 1: Questioning Strategies In Topic 1, you
\nresearched instructional strategies that support a learning activity that integrates social studies and the
\narts. For this assignment, you will use the same grade level standards in social studies and the arts, and
\nthe learning objective you used in Topic 1. Examine questioning strategies that develop higher-order
\nskills, stimulate discussion, and promote inquiry and critical thinking, in order to complete the
\n\u201cQuestioning Strategies\u201d template. The questions you create should include concepts in social studies
\nand the arts, procedures and applications from social studies and the arts, activate prior knowledge for<\/p>\n
\nincludes: Social studies standard and an arts standard, grade level, and learning objectives from Topic 1.
\nA variety of five probing questions that can be used as pre-assessment and formative assessment
\nquestions. Part 2: Reflection In 250-500 words, summarize and reflect on how asking a variety of
\nquestions and using different questioning strategies can help students develop higher-order skills,
\nactivate prior knowledge, encourage exploration, and promote problem-solving and inquiry. Explain
\nhow questioning strategies can be implemented to meet the learning needs of diverse students in your
\nfuture professional practice. Support your findings with a minimum of three scholarly resources. Prepare
\nthis assignment according to the guidelines found in the APA Style Guide, located in the Student Success
\nCenter. An abstract is not required. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to<\/a>
\nsubmit this assignment to LopesWrite.<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"