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Effective Listening requires an open mind. True or False?, Repeating the subject line information in the first sentence of a memo or e-mail is redundant and should be avoided. True or False?, Because an application letter is a persuasive letter, organize it as you would a sales letter. True or False?, Good listening skills can improve speaking skills. True or False?, Most people remember what they hear much longer than what they see. True or False?, In the closing of an oral presentation, you should summarize main points. True or False?, A letter with mixed punctuation has a comma after the salutation and no mark of punctuation after the complimentary close. True or False?, The central idea of the message is the same as the purpose of the message. True or False?, The proofreader's mark "#" means that a number needs to be inserted. True or False?, Though people around the world speak different languages, nonverbal communication, such as gestures and facial expressions, generally have the same meaning. True or False?, In an active voice, the subject of the sentence performs the action of the verb. True or False?, In positive responses, the main idea of the letter comes before the letter's supporting information. True or False?, Nonverbal messages cannot stand alone or accompany verbal messages. True or False?, Authorities generally agree that speaking is the weakest link in oral communication. True or False?, Proofreading the hard copy, even after proofing on screen, helps guarantee the accuracy of the document. True or False?

T.S. Lingustrum at Low Power. What tissues are shown at A and B, What organism is this?, What type of tissue is this?, Human Blood Smear at High Power. Identify cells A and B, What is this an image of?, L.S. Vicia Root Tip at High Power. Identify stages A, B and C, L.S. Vicia Root Tip at Low Power. What is the predominant process taking place here?, Suggest where this image has been taken from., Identify vessels A and B, What is shown in this image?, T.S. Vein at High Power. What is depicted at A, What type of epithelium is shown at A?, T.S. Bronchus at Medium Power. Where would the cilia be found on this image?, What type of plant does this come from?, What features can be seen to suggest this leaf comes from a plant adapted to live in a dry environment?

ASH ESE 633 Entire Course Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-entire-class ESE 633 Week 1 Assignment Assessing Conflict Styles ESE 633 Week 1 DQ 1 History and Service Delivery Options for Students with Disability ESE 633 Week 2 Assignment Developing Curriculum Design ESE 633 Week 2 DQ 1 Non-Verbal Communication ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment ESE 633 Week 3 DQ 2 Collaborative Consultation Model ESE 633 Week 4 Assignment Helping Parents Promote Independence ESE 633 Week 4 DQ 1 Transition Planning ESE 633 Week 5 Assignment Collaborative Problem Solving ESE 633 Week 5 DQ 1 Discussion on Co-Teaching ESE 633 Week 6 Assignment Final Project ESE 633 Week 6 DQ 1 Course Reflection Discussion ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 1 DQ 1 History and Service Delivery Options for Students with Disability Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-1-dq-1-history-and-service-delivery-options-for-students-with-disability This discussion is your opportunity to achieve the week’s learning objective to examine the history and service delivery options for students with a disability. This discussion aligns with Course Learning Outcome 3 and reinforces MAED Program Learning Outcome 2. This week’s readings provided you with a look into the history of individuals who addressed the academic interests of children with disabilities. These individuals accepted many roles during the process because often there were no legal safeguards against social, academic, or legal injustices. Starting in the United States in the 1960s, advocates for children with disabilities began a strong campaign for equality. The Education for All Handicapped Children Act (EAHCA) was passed in 1975 with reauthorizations, updates, and refinements occurring continuously. Contemporary special educators continue to serve in multiple roles advocating for equality in schools, communities, and workplaces. Although the federally mandated role of special educators has evolved notably, public education for children with disabilities continues to be a dynamic and progressive area of practice. Initial Post - Begin by reading Chapter 1 in Murawski and Spenser (2011). Next, using the Ashford University Library or another source for scholarly, conduct additional research to explore the trends since 1950 in the United States related to service and delivery options for students with disabilities. Then, construct a one paragraph response for each of the following: (a) examine how the special educator’s role has evolved as student rights have changed, including consideration for compulsory education, education placement, and education rights protected by federal law; (b) examine trends in special education and the special educators’ role in public education historically and hypothesize how that role might change in the next decade; and (c) identify leaders and other notable figures who have advanced legislation for and practice of special education since the 1950s. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 2 Assignment Developing Curriculum Design Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-2-assignment-developing-curriculum-design In this assignment you will demonstrate your understanding of the following learning objective: • Identify the various roles of team members in providing academic support in an inclusive environment. The assignment represents your mastery of the Course Learning Outcome 4. Murawski and Spencer (2011) define inclusion as “an academic setting that provides support and service in the general education classroom so that students with a disability have equitable access to the same curriculum as their peers” (p. 19). Inclusion can consist of one class period up to a full day (i.e., “full inclusion”). Regardless of the time spent within the general education classroom, the overarching theme of inclusive education is collaboration between the general educator, the special educator, service providers, and paraprofessionals/instructional assistants to provide meaningful and engaging curriculum for all students. Strategies for creating materials and providing instructional delivery vary depending on your role in the collaborative education team. One method for developing and teaching lessons is through Universal Design for Learning (UDL), which is used “to reduce barriers, as well as optimize levels of challenge and support, to meet the needs of all learners from the start” (National Center on Universal Design for Learning, 2012, para. 2). Team members involved in this type of planning and delivery include the general educator and any other education or service providers who support students with disabilities in the general classroom. Another method that can be incorporated with UDL is Differentiated Instruction (DI), whereby “teachers can structure learning environments that address the variety of learning styles, interests, and abilities found within a classroom”(Willoughby, 2005). This means that teachers provide learning options, challenge levels, and assessment choices in order to engage all students according to their needs and ability levels. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 2 DQ 1 Non-Verbal Communication Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-2-dq-1-non-verbal-communication Initial Post: Review the information, photos, and videos posted on the Creating Communication website. Specifically, scroll down the page and view the two Amy Cuddy videos: Game changer: Amy Cuddy, Power Poser and Amy Cuddy: Your body language shapes who you are. After watching the videos above, examine each of the photos for the non-verbal messages the body postures convey. Next, visit a busy public place or watch a television show or movie and observe people for 30-minutes. Take note of body language, nonverbal cues, and any other valuable environmental information. Then, construct one paragraph summary for each of the following: • Where, when, and what you observed; • What you learned from your observation such as how nonverbal cues were used and how they were interpreted; • Nuances you were more aware of having completed this week’s reading; • Explain how you will use this experience and this week’s information to more effectively communicate with other educators, administrators, parents and community members in the role of a special educator. Provide specific examples. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-3-dq-1-concerns-of-the-general-educator-in-the-co-teaching-environment This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery. The discussion represents your mastery of the Course Learning Outcomes 1 & 2 and MAED Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments. While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review Co-Teaching in Inclusive Classrooms: The Pros and Cons, where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course. Initial Post - Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently. If your last name begins with the letters N – Z: You will address the concerns of the general educator in the co-teaching environment when you hear statements such as “Co-teaching? No thanks. I don’t really see the benefit of having another adult in the room if he or she doesn’t’ know the content. Plus I hear horror stories of co-teachers always coming late, leaving early, or missing class altogether” (Murawski & Spencer, 2011, p. 93). For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 3 DQ 2 Collaborative Consultation Model Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-3-dq-2-collaborative-consultation-model This discussion is your opportunity to demonstrate mastery of the objectives; analyze the value of co-teaching as an inclusion model of instructional delivery; analyze the value of collaborative consultation as an inclusion model of instructional delivery; and analyze the range of placements and services offered to students who have a disability. The discussion represents your mastery of the Course Learning Outcomes 1 & 4 and Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Hallahan, Kauffman, and Pullen (2012) definecollaborative consultation as when "...the special education teacher or psychologist acts as an expert who provides advice to the general education teacher," (p. 37). The key to the success of this model is “collaboration” of the general education teacher’s content knowledge and the special educator’s curriculum delivery expertise. The special educator’s role is to provide strategies to the general educator, outside of class time, on curriculum accommodations, meeting and documenting the IEP goals, and review student progress for those who have an identified disability (Why Co-Teaching and Collaborative Consultation, 2008). The special educator and general educator must acknowledge their individual and team value in providing an equal contribution in the student’s education, recognize personal areas of strength and weakness, and share an open line of communication and honesty (Facilitating Collaborative Consultation, 2009). Additional explanations for the purpose and roles involved in the Collaborative Consultation model visit Inclusion in the Secondary Classroom (Collaborative Consultation, n.d.). Initial Post - Either choose the prompt to explain the difference between the collaborative consultation model and the co-teaching model, or the prompt to weigh the pros and cons of each teaching model. Explain how the collaborative consultation model is different than the co-teaching model of inclusive education including its strengths and weakness in providing equal education to all students within the general education classroom. Be sure to cite at least two outside sources not included in this week’s required or recommended reading. Your goal is to remain unbiased while presenting the facts to your peers. Compare and contrast the pros and the cons of collaborative consultation model with the co-teaching model of inclusive education making sure to cite at least two outside sources not included in this week’s required or recommended reading. Your goal is to remain unbiased while presenting the facts to your peers. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 4 Assignment Helping Parents Promote Independence Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-4-assignment-helping-parents-promote-independence In this assignment you will demonstrate your understanding of the following learning objective: Justify the collaborative role of transition team members who actively participate in transition meetings and examine the steps required in a transition-planning meeting. The assignment represents your mastery of the Course Learning Outcome 5. In this assignment you will consider a hypothetical transition meeting. To make this meeting more productive, you have decided to create an informational brochure or handout that you would want others in the meeting to understand. For example, as a special educator, what would you want the general educator to know about the transition process, or what would you want the parents to know? To prepare for this assignment, view the video below titled Be a Superstar - Take the Survey - Student. This video interviews high school graduates one year post-graduation to ask “Where are You Now?” Next, reflect on how creating a realistic and attainable transition from high school to post-graduation independence takes time, planning, and a strong team of professionals and family who all have the student’s best interest at heart. The transition meeting can include the school principal (who may have links to community agencies), representatives from community agencies, a school counselor or psychologist (who was involved in assessments and interest inventories), the special educator, a general educator (who may have a role in the student’s education), the parents, and the student. In addition, parents can invite anyone else they believe will add value to their child’s independence (Levinson & Palmer, 2005). https://youtu.be/ERtdvLnS9LA Instructions Your assignment must be submitted in a brochure or handout format. Access several free examples by visiting Microsoft Office Templates or create your own template. Use the following guidelines for creating your brochure/handout. Content Definition (2 Points): Include a definition of special education transition services with a foundation in IDEA. Role (2 Points): Provide an explanation of the role of the team member you chose. For example, if you choose the child’s parents, their role is as the child’s advocate, to share with the team members what their child enjoys at home, and to keep a record of follow up information learned during the meeting.Steps (3 Points): Include each of the steps involved in the transition process with a brief explanation of how the chosen team member is a contributor at each stage.Questions (3 Points): Create at least three common questions that may be asked of this team member, including their possible answers. For example, a transition team will commonly ask parents what their child enjoys at home or where they see their child in five years. Written Communication APA Formatting (1 point): Use APA formatting consistently throughout the assignment.Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.Source Requirement (1 point): Reference six scholarly sources in addition to the course textbook that provide compelling evidence to support your ideas. All sources on the references page need to be used and cited correctly within the body of the assignment. The source for any images must be included with the brochure/handout references. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 4 DQ 1 Transition Planning Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-4-dq-1-transition-planning This discussion is your opportunity to demonstrate your understanding of the objective justify the collaborative role of transition team members who actively participate in transition meetings. The discussion represents your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8. Federal guidelines require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP meeting and focuses on the student’s interests, independence, and self-determination (Wright & Darr-Wright, 2013). The purpose of the Transition Plan meeting is for all stakeholders in the student’s education to help plan an independent future for the student. According to IDEA 2004, Transition Services refers to: is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (As cited in Wright & Darr-Wright, 2013, para 1).As noted above, IDEA has outline what is required, but parents oftentimes find the transition meeting overwhelming and intimidating with so many team member experts involved in the transition process and with unclear terms and ‘jargon’ (Bangser, 2008). Initial Post - Imagine you are a parent of a child with a disability who is preparing for a transition meeting. Read the resource IDEA 2004 Close Up: Transition Planning (Cortiella, 2007). In your post, write a question for three different transition team members (3 questions total) about topics that may not have been addressed or that need additional follow-up answers. Additionally, provide an answer to your questions with at least one scholarly resource that supports your chosen answer. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 5 Assignment Collaborative Problem Solving Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-5-assignment-collaborative-problem-solving In this assignment you will demonstrate your understanding of the following learning objectives: Analyze ways to create a collaborative school culture to promote professional growth and leadership; Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Justify the collaborative role of transition team members who actively participate in transition meetings. Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3. Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. Chapter 9 in your Murawski and Spencer (2011) text outlines the causes of conflict and how to problem-solve through negotiation strategies with peers and in a collaborative team setting. Instructions: Content The collaboration steps, as defined by Windle and Warren’s (n.d.) Collaborative Problem Solving: Steps in the Process, are listed below. Use the headings named in this section within your paper. Before the Meeting - Interests and Options (1 point): Windle and Warren (n.d.) suggest that interests are the “underlying need, want, or desire that we are trying to satisfy with our position (solution)” Consider that statement, then: Identify each team member’s interest in Lily’s post-graduation goals, including options that may be available given each team member’s point of view. During the Meeting - Perception/Emotions (1 point): Remember that by sharing why your perception is important and relevant, the team will understand why each member has a certain perspective. In this section of your assignment: Hypothesize each team member’s perceptions and the emotions tied to those perceptions, including an explanation that supports your rationale for the perception and associated emotions. During the Meeting - Define the Issue (2 points):Windle and Warren (n.d.) suggest that an issue “may be defined as an element of the dispute that represents a party’s need or interest.” Consider that statement, then: Identify one issue that the team will discuss, including a supporting rationale for your choice of this issue over others. During the Meeting - Generate Options/ Brainstorming (2 points): Windle and Warren (n.d.) suggest that “Most of us are not accustomed to inventing options and we slip easily into critiquing and judging as soon as possibilities are put on the board.” Consider this statement, then: Using each team member’s ideas, perceptions, and the overall issue, describe at least five options that may satisfy the interest of all the team members, including a rationale for your chosen options. During the Meeting - Objective Criteria/ Reach Agreement (1 point): After you have generated a list of brainstorming options, in this section of your assignment you will: Decide which option is the most agreeable to everyone, including a justification of how this agreement meets each team member’s interests, options, and perceptions. During the Meeting - Self-Reflection (2 points):Using what you learned about yourself from the Week 1 self-assessment and other knowledge you have acquired throughout the course: Write a self-reflection about the strengths and weaknesses you have in relation to the case study for this assignment. Be sure to consider what you know about how you can leverage your personal strengths as a team leader in the transition meeting in the role of special educator. For more classes visit www.assignmentcloud.com ASH ESE 633 Week 4 DQ 1 Transition Planning Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-4-dq-1-transition-planning This discussion is your opportunity to demonstrate your understanding of the objective justify the collaborative role of transition team members who actively participate in transition meetings. The discussion represents your mastery of the Course Learning Outcome 5 and the MAED Program Learning Outcome 8. Federal guidelines require children who have an Individual Education Plan (IEP) to have a Transition Plan for post-graduation beginning after their 16th birthday and, in some cases, as early as after their 14th birthday. This meeting is separate from the IEP meeting and focuses on the student’s interests, independence, and self-determination (Wright & Darr-Wright, 2013). The purpose of the Transition Plan meeting is for all stakeholders in the student’s education to help plan an independent future for the student. According to IDEA 2004, Transition Services refers to: is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. (As cited in Wright & Darr-Wright, 2013, para 1).As noted above, IDEA has outline what is required, but parents oftentimes find the transition meeting overwhelming and intimidating with so many team member experts involved in the transition process and with unclear terms and ‘jargon’ (Bangser, 2008). Initial Post - Imagine you are a parent of a child with a disability who is preparing for a transition meeting. Read the resource IDEA 2004 Close Up: Transition Planning (Cortiella, 2007). In your post, write a question for three different transition team members (3 questions total) about topics that may not have been addressed or that need additional follow-up answers. Additionally, provide an answer to your questions with at least one scholarly resource that supports your chosen answer. For more classes visit www.assignmentcloud.com, Ash ESE 633 Week 5 DQ 1 Discussion on Co-Teaching Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-5-dq-1-discussion-on-co-teaching This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze the value of co-teaching as an inclusion model of instructional delivery; Determine some of the causes of education-based conflict, and evaluate problem solving; Evaluate problem solving and negotiation strategies to resolve education-based conflict;, and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your mastery of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8. In previous weeks, you learned about the value of co-teaching including the benefit to the all the students in the classroom. However, many special educators feel that they are not a content-area expert, that they are seen as a “helper teacher”, or there is not enough planning time to properly define roles and responsibilities (Co-Teaching, 2013). Some may simply default to the classroom teacher because they do not yet have tenure, are unsure of how to approach the topic, or are simply uncomfortable with conflict and want to avoid it. To develop a successful co-teaching environment, the National Education Association (NEA) lists six steps to facilitate the collaboration between the special and general education teachers: establishing rapport, blend teaching styles, leverage strengths and weaknesses, For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 6 DQ 1 Course Reflection Discussion Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-6-dq-1-course-reflection-discussion This discussion is your opportunity to demonstrate your understanding of the objectives; Analyze ways to create a collaborative school culture to promote professional growth and leadership; and Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Additionally, the discussion represents your master of the Course Learning Outcomes 1, 2, 3 and the MAED Program Learning Outcome 8. Throughout the course you have learned the importance of collaboration between teachers in an inclusive teaching environment, how each person plays an important role as part of a team effort, and how an array of opinions can be united into one common goal using proactive problem-solving strategies. The same foundational theories can be applied to a larger system when creating a proactive school culture that is fully inclusive, and requires each stakeholder to play an important role in the team and to use proactive problem-solving to avoid potential conflicting situations. According to Nadine Engels article Principals in Schools With a Positive School Culture (as cited in School Culture Matters, (2013), contributing factors to positive culture include “a shared sense of purpose and values, norms of continuous learning and improvement, collaborative collegial relationships... and sharing experiences” (para. 4). Furthermore, according to chapter eight in Murawski and Spencer (2011), creating a collaborative school culture is akin to writing an IEP, where team members evaluate the school’s present level of performance; create a long-term goal to be reevaluated annually and short term, scaffolded objectives for meeting the long-term goal (p. 139). As Murawski and Spencer (2011) explain, we begin by thinking about where the school is in its current condition as a social culture, the parent/teacher collaboration dynamic, the emotional environment, and overall instructional practices. Then, using proactive problem-solving steps, stakeholders will share perceptions and emotions of their “Collaborative Culture” vision. Using that shared information, the overall issue will be identified (i.e., the long-term goal), and the team will brainstorm ideas for how to accomplish it. Finally, the team will determine how the school’s culture will be improved over a period of time (short term objectives) and each person’s role in the team’s success. For more classes visit www.assignmentcloud.com, ASH ESE 633 Week 6 DQ 2 Course Reflection Discussion Ash ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-6-dq-2-creating-a-collaborative-school-culture ESE 633 Week 6 DQ 2 Creating a Collaborative School Culture For more classes visit www.assignmentcloud.com, Ash ESE 633 Week 6 Final Paper Check this A+ tutorial guideline at http://www.assignmentcloud.com/ese-633-ash/ese-633-week-6-final-paper After completing this assignment, you will have demonstrated your understanding of the following objectives: Analyze the value of co-teaching as an inclusion model of instructional delivery. Analyze the value of collaborative consultation as an inclusion model of instructional delivery. Analyze ways to create a collaborative school culture to promote professional growth and leadership. Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Analyze the range of placements and services offered to students who have a disability. Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7. As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment. For more classes visit www.assignmentcloud.com

ESE 631 Complete Class To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-complete-class-Guide-ASH For more classes visit www.ese631assignment.com, ESE 631 Week 1 Assignment Special Education Law Review To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-1-Assignment-Special-Education-Law-Review For more classes visit www.ese631assignment.com Business - General Business Special Education Law Review. Using this information from the readings for this week, prepare a three- to four-page written paper summarizing IDEA, CLB, ADA and Section 504 of the Rehabilitation Act. Include a discussion on the following elements: a. The purpose or main function of each law b. The six principles of IDEA c. The six principles of NCLB d. The important elements of Section 504 and ADA. Discuss the difference between Section 504 and IDEA e. The significance of educators having knowledge of these laws when educating students with disabilities The paper must be three to four pages in length and formatted according to APA style. You must use at least two scholarly sources, in addition to the textbook, to support your claims. Cite your sources within the text of your paper and on the references page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar in your online course., ESE 631 Week 1 DQ 1 LRE and FAPE Please read the article “Least Restrictive Environment: How Do We Prepare Both Our Special Educators and Our General Educators to Comply with the Provision?” (Keuhne, 1998). According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean? How does inclusion fit into the big picture of LRE? Further, also discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education. Lastly, discuss any of your own personal experiences in being a part of an IEP team for a student where LRE was determined or any insights you might have on ensuring LRE and FAPE for all students To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-1-DQ-1-LRE-and-FAPE For more classes visit www.ese631assignment.com, ESE 631 Week 1 DQ 2 Importance of IEP Review the article from the National Dissemination Center for Children with Disabilities (NICHCY), "Contents of the IEP." Summarize these components and explain the purpose and importance of the IEP in supporting the student’s educational outcomes. Explain the role of the family in the IEP process. To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-1-DQ-2-Importance-of-IEP For more classes visit www.ese631assignment.com, ESE 631 Week 2 DQ 1 Compare and Contrast LD and CD Consider the characteristics of a student with a learning disability (LD) and a student with a communication disorder (CD). Compare and contrast the following aspects of LD and CD: a. Definition of each disability b. Characteristics of each disability c. Evaluation of each disability area d. Research-based effective instructional strategies, supports, and services What are your experiences with working with a student or individual with a learning disability or communication disorder? Have you found the characteristics discussed in the readings to be accurate? What further suggestions might you have for teaching students with LD. To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-DQ-1-Compare-and-Contrast-LD-and-CD For more classes visit www.ese631assignment.com, ESE 631 Week 2 Assignment Adapting Lesson Plans for an Inclusive Classroom To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-Assignment-Adapting-Lesson-Plans-for-an-Inclusive-Classroom For more classes visit www.ese631assignment.com Business - General Business Adapting Lesson Plans for an Inclusive Classroom. Using one (or more) of the free resources below, write a three- to four-page critique of three lesson plans (one Grade K-5 lesson, one Grade 7-8 lesson, and one high school lesson) in regard to addressing the needs of students with LD or CD. Make sure to include at least one additional resource beyond the above sources for lesson plans. Your critique should address the following elements: a. Determine the elements of the lesson that would be specifically helpful in addressing the needs of a student with LD or CD. b. Generate ideas for adaptations that you might make to the lesson to more effectively support students with disabilities. Discuss research-based strategies that could be used to enhance learning in the lesson. c. Identify potential accommodations, modifications or supplemental services, within the context of the lesson that could support the needs of students with LD or CD. d. Generate at least five ways that a teacher could leverage learning strategies, social interactions, and behavior supports within the lesson to address student needs. Sources for lesson plans: a. Classroom Resources b. Discovery Education c. Digital History d. Hotchalk Lesson Plans Page e. Lessons f. Lessons Plans g. PBS Teachers, ESE 631 Week 2 DQ 2 Response to Intervention Choose one of the research articles/presentations available through the National center on response to intervention: Research website. Summarize the research article you reviewed for your classmates and then discuss your insights on how the RTI model differs from the discrepancy model of identifying a learning disability. What are the strengths and needs of both models? What challenges exist in implementing the RTI model in schools? To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-DQ-2-Response-to-Intervention For more classes visit www.ese631assignment.com, ESE 631 Week 2 Journal Educator Reflections Educator Reflections. This week we have discussed learning disabilities and communication disorders. As you may have noticed, most students with these disabilities are in the general education classroom either part of, or most of, the school day. What is your comfort level with teaching students with learning disabilities and/or communication disorders in the general education setting? What challenges do you think you might experience? What actions can you take to mitigate these potential challenges? Journal options: a. Create a written reflection journal b. Create a Jing reflection using a screencast c. Create a Voki reflection using a talking avatar d. Participate in a peer dialogue reflection, where you discuss the questions above with a peer or colleague and write a reflection based on your discussion To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-2-Journal-Educator-Reflections For more classes visit www.ese631assignment.com, ESE 631 Week 3 Assignment Accommodation Support Plan To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-3-Assignment-Accommodation-Support-Plan For more classes visit www.ese631assignment.com Accommodation Support Plan. Read “An ADHD Case Study” and “Teaching Students with Attention-Deficit/Hyperactivity Disorder.” Create a fictional student in your classroom with either an emotional or behavioral disorder and create an accommodation/support plan. Include: a. The child’s name, grade, and disability. b. An analysis of the needs of the student, including the student’s areas of strength, areas of interest, areas of concern that might affect his or her ability to learn and interact, and the areas of organization that need to be a priority for this student. Be sure to include how you observed the different areas. c. At least two goals and specific accommodations he/she will need to be supported. Include a rationale for why each of the accommodations is the best fit., ESE 631 Week 3 DQ 1 Emotional Disorders Read "Emotional Disturbance." Define and discuss the characteristics of emotional/behavioral disabilities (EBD). Next, explain the educational implications and how IDEA plays a role in ensuring students are given the appropriate support in the classroom. Further, discuss any of your own personal insights and/or strategies for teaching students with EBD. What challenges have you typically found or would anticipate with teaching students with EBD? How can these challenges be mitigated? To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-3-DQ-1-Emotional-Disorders For more classes visit www.ese631assignment.com, ESE 631 Week 4 Assignment Research Paper To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-4-Assignment-Research-Paper For more classes visit www.ese631assignment.com Research Paper. For this assignment, you will write a five-to six-page paper on intellectual disabilities, including information from at least three peer-reviewed articles and the class text. The paper must include: a. Basic facts pertaining to the disability, including the legal definition, characteristics, and limitations in intellectual functioning and adaptive behavior. b. Ways to address the needs of students within this disability category (strategies, accommodations, modifications, assistive technology). c. Supplementary aids and services and/or related services that may be included on the IEP. d. Community resources, services, or agencies available for students and families for the selected disability category. e. Transition planning considerations for students with intellectual disabilities. f. Inclusion tips to foster the concept of a least restrictive environment., ESE 631 Week 4 DQ 1 Planning for Students with Intellectual Disabilities To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-4-DQ-1-Planning-for-Students-with-Intellectual-Disabilities For more classes visit www.ese631assignment.com Please read “Intellectual disability: Matthew’s story." Discuss what it means to have an intellectual disability and how this might impact Matthew’s overall education. Then, based on his interests and needs, discuss the supplementary supports and services that could be integrated into his IEP to support his success in school. Further, discuss specific ways in which interagency collaboration and community-based instruction could support Matthew in achieving his goals and dreams beyond high school. If applicable, share any personal or professional experiences you have had with working with students with an intellectual disability Please read “Intellectual disability: Matthew’s story." Discuss what it means to have an intellectual disability and how this might impact Matthew’s overall education., ESE 631 Week 4 DQ 2 Supporting Students with Physical Impairments To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-4-DQ-2-Supporting-Students-with-Physical-Impairments For more classes visit www.ese631assignment.com Consider the characteristics of an individual with physical disabilities. Choose one physical disability area you are interested in learning more about (e.g. spina bifida or cerebral palsy) to elaborate on. How might the characteristics of your chosen disorder affect development and learning? What accommodations could an educator make to address the needs of a student with a physical disability? What related services might support the needs of a student with this disability? What assistive technology tools or devices might provide greater access and independence for students? Consider the characteristics of an individual with physical disabilities. Choose one physical disability area you are interested in learning more about (e.g. spina bifida or cerebral palsy) to elaborate on., ESE 631 Week 5 DQ 1 Families and Autism Watch the video Families of Kids with Autism Talk about Their Successes. Post your reaction to the video, and then discuss how families of children with autism partner with educators to provide appropriate accommodations for learning and development. Imagine yourself in the role of a teacher of a child with autism in your classroom. Generate a list of research-based best practices for collaborating with the family to build a strong school-family partnership. To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-5-DQ-1-Families-and-Autism For more classes visit www.ese631assignment.com, ESE 631 Week 5 DQ 2 Transition and Self-Determination Read the articles, "Designing Individualized Education Program (IEP) transition plans" and "Self-Determination and the Education of Students with Disabilities." Identify and discuss the elements of an IEP transition plan, as well as the importance of promoting self-determination in the transition plan and process. Discuss your experiences and insights on effective strategies to teach self-determination skills to a student with a disability and what challenges you might anticipate when teaching these skills. How would you overcome these challenges to ensure students are well prepared for life beyond high school? To purchase this material click below link http://www.ese631assignment.com/ESE-631-ASH/ESE-631-Week-5-DQ-2-Transition-and-Self-Determination For more classes visit www.ese631assignment.com

ASH ECE 332 Complete Class Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-ash-complete-class ECE 332 Week 1 Assignment Theory Summary ECE 332 Week 1 DQ 1 Benefits of Preschool ECE 332 Week 1 DQ 2 Theory and Behavior ECE 332 Week 2 DQ 1 Nature vs. Nurture ECE 332 Week 2 DQ 2 Conception to Birth ECE 332 Week 2 Journal Point of View ECE 332 Week 3 Assignment Developmental Milestones ECE 332 Week 3 DQ 1 Early Language Development ECE 332 Week 3 DQ 2 Optimal Brain Development ECE 332 Week 4 DQ 1 Gender Development ECE 332 Week 4 DQ 2 Brain Development ECE 332 Week 5 DQ 1 The Importance of Play ECE 332 Week 5 DQ 2 Life ECE 332 Week 5 Final For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 1 Assignment Theory Summary Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-1-assignment-theory-summary Using the concept summary in Chapter 2 of the required text, fill in the blanks for each of the developmental theories in the table provided. (This table can be accessed in the online course.) Provide examples from your own experience or the textbook in the last column. These examples can be written or can be an image, illustration, or case scenario. In the last row, describe your ideal theory of child development, combining the elements that you believe encapsulate your own beliefs and experiences For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 1 DQ 1 Benefits of Preschool Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-1-dq-1-benefits-of-preschool As an early childhood professional, you will often be asked questions from parents and community members regarding the benefits of sending their children to preschool. After reading Chapter 1 and drawing from your experience, discuss the benefits of a preschool education For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 1 DQ 2 Theory and Behavior Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-1-dq-2-theory-and-behavior After reading Chapters 1 and 2 select a Theorist whose work most closely aligns with your thoughts regarding early development. Describe the theorist’s work and discuss how their work aligns with your own understanding and beliefs. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 2 DQ 1 Nature vs. Nurture Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-2-dq-1-nature-vs-nurture The debate concerning the influence of inherited traits and abilities compared to the influence of environment on human development has been argued for decades. The required reading this week provides information on the extent of which human development and behavior is the result of nature (heredity) and of nurture (environmental influences). In this discussion you will debate nature vs. nurture. Below is your assigned debate grouping by the first letter of your last name: a. A-M: Proponent of Nature b. N-Z: Proponent of Nurture For this debate, you must develop a persuasive, research-based argument showing the extent to which your assigned influence affects development. Be sure to utilize both the course text as well as other scholarly resources to support your argument. Remember, you are arguing that either nature or nurture is the most important influence on development. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 2 DQ 2 Conception to Birth Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-2-dq-2-conception-to-birth There are three major stages from conception to birth. They are the germinal stage (first two weeks following conception); the embryonic stage (until the end of the eighth week); and the fetal stage (until birth). Complete a table, like the one below, making sure to identify the development that happens in each stage and how the development is affected by outside influences, both positive and negative. Finally, list your recommendations for the healthy development of a child For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 2 Journal Point of View Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-2-journal-point-of-view ou are a parent of a child who has a serious peanut allergy. You are meeting with your child’s new teacher to explain this allergy and what specific needs your child has. Your goal for this meeting is to ensure your child’s comfort and safety in the classroom by communicating your expectations to the teacher. For your journal entry, reflect on the following questions: a. How do you expect your child to be treated not only by his teacher, but by the rest of the school staff? b. How would you want the school staff to talk with the other children about your child’s specific needs and accommodations? c. In addition to the teacher, who else should be involved in ensuring the safety of your child? For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 3 Assignment Developmental Milestones Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-3-assignment-developmental-milestones The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center. a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement). b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do? c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using Storybird. Watch the video, Storybird Quick Tour, for assistance. If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading. Include the following developmental milestones in your story: a. Social and Emotional § Enjoys imitating people in his play. § Shows specific preferences for certain people and toys. § Tests parental responses to his actions during feedings. § Tests parental responses to his behavior. § Prefers mother and/or regular caregiver over all others. § Repeats sounds or gestures for attention. § Finger-feeds himself. § Extends arm or leg to help when being dressed. b. Cognitive § Explores objects in many different ways (shaking, banging, throwing, dropping). § Finds hidden objects easily. § Looks at correct picture when the image is named. § Imitates gestures. § Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver). c. Language § Pays increasing attention to speech. § Responds to simple verbal requests. § Responds to “no.” § Uses simple gestures, such as shaking head for “no.” § Babbles with inflection (changes in tone). § Says “dada” and “mama.” § Uses exclamations, such as “Oh-oh!” § Tries to imitate words. d. Motor § Reaches sitting position without assistance. § Crawls forward on belly. § Assumes hands-and-knees position. § Creeps on hands and knees. § Gets from sitting to crawling or prone (lying on stomach) position. § Pulls self up to stand. § Walks holding on to furniture. § Stands momentarily without support. § May walk two or three steps without support. e. Hand and Finger Skills § Uses pincer grasp. § Bangs two objects together. § Puts objects into container. § Takes objects out of container. § Lets objects go voluntarily. § Pokes with index finger. § Tries to imitate scribbling. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 3 DQ 1 Early Language Development Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-3-dq-1-early-language-development The purpose of this assignment is to creatively demonstrate an understanding of infant developmental milestones as they pertain to cognition, motor skills, sensation, and perception. Using information from Chapter 5 of your text, write a short story about a child’s journey from birth to age 1. This can be a fictional child, or can be based on a real child. The story should be three to five pages in addition to the title page and the reference page. Use at least one reference in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center. a. Describe the child’s sensory experiences at birth (e.g. sight, hearing, movement). b. Analyze how these senses develop and become more evolved? At the age of 6 months, identify what this same child can hear, see, and do? c. Describe what a day in this child’s life might look like by age 1. Include pictures in your Word document or compose your story using Storybird. Watch the video, Storybird Quick Tour, for assistance. If you choose to create your story in Storybird, you may collaborate with a partner in class by using the collaboration tool. Make sure to notify your instructor of your collaboration and make sure both of you submit your Storybird link in a Word document for grading. Include the following developmental milestones in your story: a. Social and Emotional § Enjoys imitating people in his play. § Shows specific preferences for certain people and toys. § Tests parental responses to his actions during feedings. § Tests parental responses to his behavior. § Prefers mother and/or regular caregiver over all others. § Repeats sounds or gestures for attention. § Finger-feeds himself. § Extends arm or leg to help when being dressed. b. Cognitive § Explores objects in many different ways (shaking, banging, throwing, dropping). § Finds hidden objects easily. § Looks at correct picture when the image is named. § Imitates gestures. § Begins to use objects correctly (drinking from cup, brushing hair, dialing phone, listening to receiver). c. Language § Pays increasing attention to speech. § Responds to simple verbal requests. § Responds to “no.” § Uses simple gestures, such as shaking head for “no.” § Babbles with inflection (changes in tone). § Says “dada” and “mama.” § Uses exclamations, such as “Oh-oh!” § Tries to imitate words. d. Motor § Reaches sitting position without assistance. § Crawls forward on belly. § Assumes hands-and-knees position. § Creeps on hands and knees. § Gets from sitting to crawling or prone (lying on stomach) position. § Pulls self up to stand. § Walks holding on to furniture. § Stands momentarily without support. § May walk two or three steps without support. e. Hand and Finger Skills § Uses pincer grasp. § Bangs two objects together. § Puts objects into container. § Takes objects out of container. § Lets objects go voluntarily. § Pokes with index finger. § Tries to imitate scribbling. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 3 DQ 2 Optimal Brain Development Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-3-dq-2-optimal-brain-development The human brain is highly dependent on experiences for development. Discuss your role as a teacher or caregiver in a child’s life in terms of promoting optimal brain development through exposure to various experiences. Give three examples of appropriate stimulation (activities) you can employ in the classroom or daycarecenter to promote learning. How can you include activities outside the classroom that will reinforce the learning? How can you involve the parents and community resources (i.e., fieldtrips)? Lastly, include information on a field trip you could take your class on in your local area that would extend the learning that you included in one of your sample activities. Relate experiences from your own schooling such as field trips, community events, and activities that connected your learning to both the community and your home. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 4 DQ 2 Brain Development Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-4-dq-2-brain-development Brain-based education suggests that physical exercise is important for brain development. Research has shown that in addition to physical exercise, other activities focus on stimulating the social development and intellectual development of young children. Gerry, who is still incapable of jumping with both feet, may not be invited to join in a game of jump rope. This is an example of how a child’s individual characteristics (motor skills in this case) can affect context (social environment) and influence development (LeFrancois, 2012). Reflect back on your own development as a child, or on the development of a child you know, and provide an example of how individual characteristics affected development. Using the text and other scholarly resources, provide some suggested activities or strategies that would provide the necessary support to enhance the affected development. For example, Gerry’s teacher notices she is being excluded from the game of jump rope and intervenes by showing Gerry how to twirl the rope. Gerry is now included socially, despite her delayed motor development. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 5 DQ 1 The Importance of Play Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-5-dq-1-the-importance-of-play Children learn as they play and, while playing, they learn how to learn. Take a moment to read the article “The Importance of Play – Activities for Children.” Then, think about the childhood games that you played. Share your favorite playtime activity with your classmates and explain why it was your favorite. Describe what you learned from your play and how it enhanced your development as a child. Using your own experience with play and the information in the reading, also describe five takeaways from each article that you will use to support play and enhance the development of children under your supervision. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 5 DQ 2 Life Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-5-dq-2-life Life as we know it will change for the next generation, and those changes must be accounted for in child development. Today, television and media, the changing nuclear family, and new parenting styles play a large part in the life of a child. Research tells us that viewing violent television programs or playing violence-themed games contributes to increased aggressiveness in children. We also know that the break-up of the nuclear family and “super-parenting” can have detrimental effects on a child’s emotional and social development. It may sound difficult, but as a caregiver, you will need to find the positive influences that can enhance development and learning in all situations. Explain what you can do to help prevent the negative influences of media, parenting, and the nuclear family, and ensure their positive influence on child growth and development. Share your own beliefs about these three areas, and how you will avoid any personal bias in your approach. For more classes visit http://www.ece332entirecourse.com, ASH ECE 332 Week 5 Final Paper Check this A+ tutorial guideline at http://www.ece332entirecourse.com/ece-332-ash/ece-332-week-5-final-paper For the Final Project, you will demonstrate your understanding of the material in this course by developing a classroom plan for either an infant/toddler childcare facility or for a preschool classroom, based on Piaget’s Stage Theory. For this project, include: a. Summarize Piaget’s Stage Theory in your own words. b. Identify and describe the developmental characteristics of the selected age group. c. Design and describe the physical layout of facility or classroom that aligns with Piaget’s Stage Theory. Use evidence from the text or other scholarly resources when describing your layout. (You may use a software application that provides graphic layouts like Classroom Architect, or create your layout in a word document.) d. Create one activity for each developmental domain. Make sure to include a detailed description with a step-by-step procedure that includes required materials (i.e. clay, puzzles, etc.). Discuss how each of these activities maximizes development and align to Piaget’s Stage Theory. For more classes visit http://www.ece332entirecourse.com

ASH ENV 333 Entire Course Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-complete-course ENV 333 Week 1 DQ 1 NEPA ENV 333 Week 1 DQ 2 Environmenta Assessment(EA) and Environmental Impact-Statements (EIS) ENV 333 Week 1 Quiz ENV 333 Week 2 Assignment Socioeconomic Factors ENV 333 Week 2 DQ 1 Land Use and Development ENV 333 Week 2 DQ 2 Economics ENV 333 Week 3 DQ 1 Air Quality ENV 333 Week 3 DQ 2 Public Participation ENV 333 Week 3 Final Paper Outline ENV 333 Week 4 Assignment Environmental Impact Statements ENV 333 Week 4 DQ 1 Geology and Soils ENV 333 Week 4 DQ 2 Water Resources ENV 333 Week 5 DQ 1 Sorting through it All ENV 333 Week 5 DQ 2 Overall Impressions ENV 333 Week 5 Final Paper For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 1 DQ 1 NEPA Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/ENV-333-Week-1-DQ--1-NEPA The purpose of NEPA is: To declare a national policy which will encourage productive and enjoyable harmony between man and his environment; to promote efforts which will prevent or eliminate damage to the environment and biosphere and stimulate the health and welfare of man; to enrich the understanding of the ecological systems and natural resources important to the Nation; and to establish a Council on Environmental Quality. NEPA applies to most federal agencies projects or those receiving federal funding. Do you believe that NEPA was a step forward in environmental regulations? Explain your answer. What are the most important aspects of this regulation? Should NEPA be expanded to incorporate all projects, not just those with ties to the federal government? Why or why not? Support your position with substantive facts. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 1 DQ 2 Environmenta Assessment (EA) and Environmental Impact-Statements (EIS) Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-1-dq-2-environmenta-assessment-%28ea%29-and-environmental-impact-statements-%28eis%29 Environmental Assessment (EA) and Environmental Impact Statements (EIS). NEPA requires all projects that may adversely impact the environment to undergo the development of an EA or EIS. The initial scoping process is critical in determining how to proceed with a project. Do you think the scoping process entails too much research or does it not require enough? For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 1 Quiz Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-1-quiz For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 2 Assignment Socioeconomic Factors Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-2-assignment-socioeconomic-factors For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 2 DQ 1 Land Use and Development Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-2-dq-1-land-use-and-development Land-use and development is classified as a socioeconomic impact in regards to the proposed project characteristics. Choose a project that has occurred in your local area. Describe the project and discuss a minimum of three (3) direct land-use and three (3) indirect land-use impacts. Explain how and why they are classified as direct or indirect impacts. Economics. Economists and environmentalists are often on opposite sides of the debate when discussing the impacts caused by human interaction. When developing an Environmental Impact Statement (EIS) the direct and indirect economic impacts are heavily considered. Should the various components of economics that were discussed in Chapter Seven potentially prevent or permit a project? For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 2 DQ 2 Economics Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-2-dq-2-economics Marriott explains, “The discussion of land-use and development impacts are often combined with community effects, relocations, travel patterns, and economic effects under an umbrella term of socioeconomic impacts” (1997, p. 61). Choose one of these factors, which are found in Chapters Five through Nine. Discuss the importance of evaluating the chosen factor within the context of a proposed project. Discuss any difficulties that might be present when determining the cumulative impacts. Provide a minimum of one example from a project within your local area. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 3 DQ 1 Air Quality Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-3-dq-1-air-quality Air quality is vitally important for human health and the environment. Since the 1970’s, various regulations and amendments have been enacted to ensure an increase in air quality across the nation. The amount of regulations and constraints that pertain to the development of an Environmental Impact Statement (EIS) is daunting. Discuss several of the challenges when addressing Air Quality in both attainment and non-attainment areas. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 3 DQ 2 Public Participation Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-3-dq-2-public-participation One of the benefits of the NEPA process is the incorporation of public participation. There are numerous ways in which the average citizen can participate in the process. Which two (2) processes do you think are the most important? Which process do you think has the least impact on the overall EIS? Why? How could it be utilized better? For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 3 Final Paper Outline Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-3-final-paper-outline For your Final Paper you must select one (1) of the scenarios below. Scenario 1 You are attempting to build a wastewater treatment plant in a newly developed urban area. The site is located in an attainment area. There is a local waterway that runs through the site. The area is heavily populated. Scenario 2 You are proposing to build a power plant in an industrialized area. The site is located in an attainment area but local regulations require offsets be incorporated into the plan. The closest waterway is 1.5 miles away. The gradient of the land slopes towards the water. There is a small population of people that surrounds the industrial area. Scenario 3 You are proposing to build a recycling center in a rural area. The area consists of numerous waterways. There are many farms in the area. The population is medium in size and spread throughout the area. The area is in a nonattainment area. Scenario 4 You are proposing to build a shopping mall in a heavily populated rural area. The area adjacent to the site consists of a nature preserve. The main road into and out of the site is a single lane road in each direction. The area of the site is in an attainment area. Develop a scoping plan for the scenario of your choice. Include a minimum of three (3) alternatives as well as the no build alternative. Discuss a minimum of three (3) important criteria from each chapter regarding your proposed site (i.e., discuss land-use and development, social and neighborhood effects, economic factors, relocations, traffic and transportation, energy, historic and archaeological resources, visual resources, air quality, noise, geology and soils, water resources, floodplains and coastal areas, wetlands, and vegetation and wildlife). It is understandable that every category may not be affected by your proposed project. However, you must indicate the category and include a brief statement as to why certain criteria do not apply. Since the scenarios provided may not address every situation that could arise, you may extrapolate and be creative regarding the surrounding area. Make sure that you support any decision that you make by explaining its importance in regards to the site and the community. Provide evidence throughout your paper to support your statements. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 4 Assignment Environmental Impact Statements Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-4-assignment-environmental-impact-statements Case Study: Environmental Impacts. Search the Internet for an EIS that has been written in your local area. If one is not present in your local area, expand your search to include your county or state. Note: You are not required to read the entire EIS. These can run several hundred pages. Address the following: Briefly describe the proposed project. Does the overall format of the EIS meet the requirements discussed in Environmental Impact Assessment: A Practical Guide? Does the EIS address each of the main chapter categories (i.e., transportation, energy,air quality, noise, public safety, and water resources) Look at the alternatives. How many were originally proposed? How many were ruled out due to other constraints? Of those remaining, briefly discuss the preferred alternative. Discuss your overall impression of the specific EIS as well as the EIS process For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 4 DQ 1 Geology and Soils Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-4-dq-1-geology-and-soils The Farmland Protection Policy Act of 1981 (FPPA) (amended in 1987) provides specific criteria for projects that attempt to convert viable agricultural land to nonagricultural purposes. The impetus is the protection of a potential food source for an expanding population. The federal government can halt any project if a Section 1006 score is near 160 (out of 260 points). On the other hand, environmentalists endeavor to ensure that natural lands are afforded the same stringent protection. Review the FPPA in Chapter Sixteen of Environmental Impact Assessment: A Practical Guide. Is it important to provide a special section for protecting farmland within the NEPA regulations? Does it appear that these two purposes contradict one another by protecting open farmland and potentially disrupting natural lands? Explain your answer. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 4 DQ 2 Water Resources Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-4-dq-2-water-resources The vast majority of public opinion indicates that the protection of water resources should be high on the concerns of environmental protection. Water resources include all components associated groundwater, surface water, and marine environments. In addition to determining the impacts in relation to NEPA, there are numerous other regulations that must be considered including the Safewater Drinking Act, Clean Water Act, and the Rivers and Harbors Act. Review the flow charts (Figure 18.5a and Figure 18.5b) in “18.6 – Summary of Water-Related Permits and Legislation” of Environmental Impact Assessment: A Practical Guide. Explain one concern that NEPA preparers may have when evaluating the impacts of a proposed project in relationship to these acts. Select two (2) different acts and discuss the importance of these acts in association to NEPA and water resources. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 5 DQ 1 Sorting through it All Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-5-dq-1-sorting-through-it-all The purpose of an Environmental Assessment (EA) and/or Environmental Impact Statement (EIS) is to provide a harmonious union between human’s interactions and the environment. One EIS can take, on average, two to three years to complete. The volumes of data collection can be overwhelming, yet it is important to present the information in a way that the public can comprehend. What do you think are the most important components of the comparative evaluation process? Explain your answer and provide a minimum of two examples to support your statement. For more classes visit http://www.assignmentcloud.com, ASH ENV 333 Week 5 DQ 2 Overall Impressions Check this A+ tutorial guideline at http://www.assignmentcloud.com/env-333-ash/env-333-week-5-dq-2-overall-impressions The EA/EIS process is one of length and detail. After learning the components of the entire process, the role of public participation, and examining actual completed EIS, what are your overall impressions of the process? What do you believe could improve the entire process and purpose of the environmental documents? For more classes visit http://www.assignmentcloud.com

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