Education

A critical analysis is your reaction to the information in an article and your evaluation of the manner in which the information is presented in the article. 1) This critical analysis section of this assignment should be four complete pages, typed, using APA 6th edition format.Directions:For the topic you selected:1. Select four peer-reviewed journal articles to use in your paper. (2 pts)2. List the pointsarguments the author uses to support the thesis or make his main points as the articles relate to your topic. ( 4 pts)3. Evaluate the authors’ presentation in each article. In other words, how well did the author makes his/her point or supports the thesis of the your paper. (4 pts)4. Continue analyzing your assignment by including areas listed below. (10 points) • Criticize the facts or lack of facts, the organization, the tone, the author’s credibility. • Who wrote the articles? What do you know about the authors? • Are the articles straight news reporting, a commentary on some event or situation, an editorial? Is it just the facts or a discussion of something that has happened? • Do the authors appear objective? What kind of language does the author use? Is it emotional? • Are the facts correct, clear? Do they “seem” accurate. Is the information complete? Does it appear that some important facts are omitted? • Do the writers appear to know the subject matter? As you read the articles, do you “feel” that something is missing? Is it logical? Does it present support for his/her argument? • Is there a clear thesis? Is it adequately supported with facts and data? Are inferences made? • How is the material organized, for example: A. Chronological order B. Comparison/contrast C. Definition D. Cause/effect E. Problem/solution

Discussion Board Must use 500 words APA Format one *Bible Reference and  *Human fundamentals to human growth and developmental Infancy References. Also 3 replies 250 words each. Do the Discussion Board now and the replies will be sent to you.Topic: Case StudyThread: For your thread, you will develop a case study by creating a scenario involving a child between 3–12 years of age. Write as if the child is being referred to you or your agency for help with a presenting developmental or behavioral problem. Include adequate, yet concise information. You only need to include the most relevant details. This should include demographics, family dynamics, parenting styles, cultural considerations, influence of religion, behavioral history of the child, temperament, and other pertinent facts that make your case unique. **** Do not make your presenting problem a mental illness diagnosis like bipolar disorder or conduct disorder. Instead, the issue must be relevant to development and the challenges related to development for a child this age. ****You must include enough detail and clarification that your classmates can analyze your case study using the theories and developmental concepts from the reading(Brief Example: John is 3 years old and has just been placed in foster care. His parents were arrested after it was discovered that they were manufacturing methamphetamines in their home. His foster parents say that he cries uncontrollably and has tremors. He does not walk well and has a limited vocabulary for his age. They wonder if he has been exposed to drugs. Apparently, John and his mother stayed in the home and rarely left. The father worked various day jobs, sold drugs, and was only home late at night. His mother was very protective and affectionate towards him but established very few rules, and he was allowed to wonder freely in the home, eat when he wanted to, and sleep wherever he wanted to.)

In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4.In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3.Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measure a student’s achievement on classroom instruction. For example, can include a ‘thumbs up or thumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction.Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’s IEP written plan. The lesson you are creating must meet the needs of your 28 students, with seven who have been identified as having specialized academic and/or behavioral needs.InstructionsChoose three assessments from Informal Assessment Strategies (Links to an external site.) to rationalize how each one meets the needs of the students in your class.Content ExpectationsUsing support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:Identify three informal assessments.Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students in your class.Examine how the assessment results will inform instructional planning.Summarize at least one additional resource that provides more information on one of the three assessments you’ve chosen.Written ExpectationsSyntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.Page Requirement: Your submission must be two to three pages in length excluding a title and reference page.APA format: All in text citations, page format and references must be written in APA 6th edition format.Next Steps: Review and Submit the AssignmentReview your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.RecommendationThe MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program you will have various assessments that can be included in this e-portfolio and these will be finalized in the last course of the MASE program, Capstone course, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, GoogleDrive, or other similar applications.Success Tip: Start preparing now for the Week Six Final Assignment!The Week Six assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week Six assignment for more information.Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment.

1) Answers to Career Questions (30 points)2) Completed Educational Plan (70 points)

Write a 1–2 page paper using what you have learned in this course and at least one external source.Examine each of the following topics for one group of your choice in the LBGTQ community:

Respond in a paragraph to the discussion board. In your response, DO NOT JUST AGREE OR DISAGREE IN THE RESPONSE, tell the reason for your response. Your response must be at least 100 words. Each answer separately. UseAPA 7.Peer1AnabelWeek 9 Lecture Summary Integrating Multimediaas a ToolBullet PointsMultimedia’s basic functions are creating digital video and creating presentations. Digital video presentations can utilize existing movies that you can find on the Internet or students can produce their own movies. An alternative to printed communication is a multimedia presentation that can incorporate sound, graphics, animation, video, and text.Creating a presentation includes the following steps: plan the content, create a storyboard, options to outline, and change appearance.The first step in movie creation is to add the title and credits. The options include: fonts, colors, and text animation.Digital media presentations allow the student to prepare an innovative approach to communicating their information. Creating multimedia presentations requires students to use presentation technology to communicate their ideas. Students can build their communication skills by creating presentations that best use text, graphics, charts, audio, animations, or digital video to relay the intended message.SummaryThe design of an integrated lesson using multimedia involves the following steps: matching the objective to computer functions, research and analysis, results presentation, planning computer activities, and assessment. Matching the objective to multimedia functions involves organization of the presentation (planning, design, and layout of the presentation, consideration of the message and content), illustration of ideas, including: photographs, drawings, charts, and graphs, and digital media (research tools, presentation tools). Research and analysis involve the following steps: identify a relevant problem worthy of solving (multimedia supports data collection, multimedia supports data presentation); identify data required to problem solve, such as: sequencing for a story or task, conducting interviews; plan the specific data manipulation (writing a summary of an interview, editing the audio or video from the interview); describe how students are to present the data. Results presentation imply the presentation as an extension of data manipulation. Presentation may include: refinement of the manipulated data, and the result(s). Presentation guidelines to students should include: expectations for the final product, and a rubric for the results presentation. Planning computer activities entail the planning of activities for before, during, and after computer use. The assessment includes to assess subject-matter knowledge and skills, aspects of the technology (quality of audio, quality of images, flow of the digital video production, quality of layout, legibility of text, appropriateness of graphics and animation, sequencing of the presentation), presentation of the material, and student’s role within a collaborative project.Peer 2julioAutism Spectrum DisorderAutism: what is it, and causeAutism is a developmental disorder diagnosed in infancy and early childhood, characterized by social and emotional issues. The cause of autisms is unknown may relate to variables of genetic and environmental factors.Autism and Related disordersAutisms and related disorders are a group of developmental disorders that include (1) autism spectrum disorder characterized by deficits in communication, social interaction, and repetitive patterns of behavior. (2) Asperger’s disorder, a milder form of autism characterized by difficulty in social relations and verbal and non-verbal communication. (3) Pervasive developmental disorder (PDD) and autism spectrum disorder are used interchangeably. A PPD diagnosis does not fully meet the criteria for autism spectrum disorder; the person does have some but not all characteristics of autism. (3) RETT syndrome primarily afflicts girls that affect nearly every aspect of a child’s life—characterized by abnormal hand movement, loss of ambulatory skills, loss of communication abilities, breathing problems, seizures, scoliosis, abnormal sleep patterns, and other symptoms. (4) Childhood disintegrated disorder, also known as Heller disorder, child development is normal occurring through infancy and early childhood with a sudden and severe reversal of language and social functioning and motor skills.Symptoms and treatmentsAutism symptoms are generally characterized by deficits in social interaction, verbal and non-verbal communication, over or under reaction to sound, smell, taste, sight, touch and other sensory issues, lack and avoidance of eye contact, and repetitive behavior patents. There is no medical cure. Treatments include speech and language therapy, physical and occupational therapy, and applied behavior analysisDiagnosisSymptoms and characteristics vary from person to person from very mild to severe. Early indicators include no babbling or pointing by the age of one, no viable words by 16 months, or use of two-word phrases by the age of two. Other symptoms include poor eye contact, repetitive or stereotypy behavior patterns, and lack of social responsiveness.PrevalenceAutism is a neurological disorder it affects the brain. Biological or heredity factors may play a role. One present of the world population has autism spectrum disorder. In the United States, 1 in 68 children is diagnosed with autisms and is more prevalent in boys.What is Exceptional Student Education for Children Who are GiftedExceptional student education (ESE)Children with special learning requirements call exceptional students; this includes children with superior intellectual development and capable of high performance, refer to children who are gifted. The reason for exceptional student education (ESE) is to help each child to progress through school and prepare them for adulthood.ReferralEvaluationParents or teachers usually initiate referrals for ESE gifted services. These children exhibit rapid ability for learning, and to reason or have high scores in standardized assessments. Before referral to ESE, strategies are implemented for the student to progress in the general classroom. If these strategies are not effective, a referral for an evaluation is made.Eligibility and determinationFor an individual evaluation, written parental consent is required, and the evaluation is based on the student’s strength, learning needs, problems, and interests. The evaluation consists of tests, observations, interviews, and other information. Determination is made through an eligibility staffing meeting, student information is discussed, and a determination of ESE services for gifted students is made based on the criteria under the Florida Administrative Code, rule 6A-6.03019.Development of first Educational Plan (EP)Once the student is eligible for ESE services, a meeting is held to develop an EP. The EP team consists of parents and school staff. Parents are encouraged to participate. The EP documents determine what special services are needed, the student’s present level of performance, goals are established, and how to proceed, and reporting and measurement standards are established. In addition, a determination where services will be received, such as in the general education classroom, in a gifted class, or a combination of both. Before ESA services are provided, parental consent is required, and the EP must be drafted. The EP is reviewed at least every three years for students in grades of kindergarten to eight. For students, in grades between ninth to twelve at least every four years. As the need for the student changes over time, parents and the EP team members can request a meeting to change services.Parents as part of the teamSchool staff, principals, and ESE administrators provide information to answer questions about parent participation, rights, and responsibilities. Procedural safeguards are summary and are provided at the time of consent for an individual evaluation.SummaryStudents with autism are sometimes categorized or label as children who are gifted. These students who have been diagnosed with autism may have average or high intellectual capabilities; however, because of the associated social and behavioral issues leaning and school performance may vary or may have specific learning disabilities. These children may have few problems with speech and communication but may have problems with understanding, processing language, or have restrictive and repetitive behavior patterns. ESE services provide the support need to progress through school through intervention strategies that meet their unique needs. That may include, self-regulation, social awareness skills, and control of sensory issues.

ELENA Play is important for children in preschool and kindergarten because it provides a variety of learning opportunities. Play promotes growth and social, emotional, language, literacy, cognitive, physical, and motor development. It also provides children with the opportunity to learn skills that will help them reach school readiness. There are multiple types of play to incorporate into your schedule. In the future, I will regularly incorporate informal play, socio-dramatic play, and outdoor play in my schedule. Informal play, also known as free play, is important because it encourages children to use their imaginations, creativity, manipulate items, explore, and understand how things around them work. I will choose materials, games, and toys with care and also make sure they are items that can be seen and used in multiple ways. Socio-dramatic play is another form of play I will incorporate. This type of play offers teachable moments on responsibility, problem solving, self-expression, explore roles, and language development. I will have a dramatic play set up in my classroom with everything labeled to encourage language and literacy development. Outdoor play is another type of play that helps children develop their large muscle groups, gross motor skills, and motor coordination. Incorporating this into my schedule allows teachable moments in cooperative skills as well. I will have outdoor play in a natural environment and embark on listening walks where children can explore and listen to their natural environment. I would include moveable objects that promote exercise such as wagons, slides, balls, tricycles, bubbles, and a parachute we can use as a group. It is important to incorporate different types of play to best meet the individual needs of the children within your class. AMBER “Play is the work of the child” as noted by Jean Piaget. Play is essential for healthy development, and research shows that 75% of brain development happens after birth. When an infant smiles and makes noises and the adult or caregiver responds with the same likeness, this is an instance of play. Through play a child learns social and motor skills and cognitive thinking. Play time helps children learn to communicate their emotions, to think, and solve problems. Physical play helps a child develop their large motor skills, like when jumping and running at the park. Playing with Legos or small farm toys looks like fun, but it also serves as a way to develop their fine motor skills and cognitive development. Children gain knowledge through play and it helps them test their beliefs about the world around them. This week we learned about 9 different types of play, but I will focus on social play, physical play, and expressive play. Social play begins around the age of three and it when children start to play with others, such as sharing their toys and taking turns. In a preschool classroom there is plenty of time for social play during free choice centers and playground time. During free choice centers children might be playing with blocks to build something together, or ask for materials when building a structure independently. Physical play offers a chance for children to exercise and develop muscle strength. Playing games like tag, and hide and seek offer these kinds of experiences. Even having balance beams, and stepping stones in the classroom offer this type of movement without having to go outside. Dance parties during indoor recess also offer opportunities for physical play. Expressive play helps children learn to express their feelings. Having different types of noise makers such as rain sticks or drums in a “safe place” or “cozy corner” offers expressive play. Paint, markers, and oil pastels with paper or canvas can be a part of expressive play. Bean bags, squishies, and other items that offer varieties of textures are also ways children can be expressive while being playful. I believe expressive play is important for small children because they do not have the brain function or the vocabulary to verbally express how they feel.

A. Discuss the potential challenges you may face in your instructional setting that relate to the exceptional needs of students. Note: Examples of exceptional needs could be English language learners, gifted students, students with learning disabilities, or social or behavioral challenges. B. Explain how you would incorporate your personal philosophy of curriculum into the design and development of curriculum to address students with exceptional needs in your instructional setting. 1. Justify how your personal philosophy of curriculum would address the exceptional needs of students in your instructional setting. C. Explain how you would incorporate a specific curriculum ideology into the design and development of curriculum to address the exceptional needs of students in your instructional setting. Note: Examples of curriculum ideology could include scholar academic, social efficiency, learner-centered, and social reconstructive. 1. Justify how the curriculum ideology you would incorporate would address the exceptional needs described in part A. D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized. E. Demonstrate professional communication in the content and presentation of your submission.

Making it Visual: Customer Service Representative (CSR) Controlling a Runaway Talker on the TelephonePowerPoint and Presenters Talking pointsI have been asked by my Department Manager to develop a PowerPoint presentation and Talking points (supporting paper) for the Site. The purpose of the PowerPoint is to give concrete examples, suggestions, and ideas to create a more inviting work-training climate at my site, and to entice the staff to read your full paper on the topic. Your department manager understands your desire to make change in the way the employees handle their calls Average Handle Time (AHT) site call center. We need additional research stating that team involvement supports employee’s success. In order for your staff to buy-in to this new paradigm we must have the background knowledge and specific examples (role play between the Customer Service Representative and the Customer) to understand the necessity of change.Therefore, your presentation and paper must:Address role-play,a Average Handling Time Analyze the importance of Controlling a Runaway Talker on the Telephone Describe possible customer runaway talkers’ stressors Summarize current definitions and understandings of controlling the calls from customers. Analyze research-based information regarding how to control a chatty customer.List examples showing the importance of controlling a runaway talkerAnalyze the role of controlling a runaway talker on the telephone.Synthesize an approach, RequirementsThe presentation should include 10-15 PowerPoint slides (enough to entice your coworkers to read your supporting paper) and 1-2 pages for the talking points paper to accompany your visual presentation. Your PowerPoint should include a title slide and reference slide in addition to the 10-15 slides highlighting the major topics described above. The purpose of the PowerPoint is to persuade your employees of the importance of creating an inviting customer climate. The accompanying paper should be well organized and professional and should be written in correct APA format and credible website for a graduate level presentation.Recommended Resources any other resources you seem deem necessaryRetrieved from https://www.callcentrehelper.com/how-can-i-control-a-runaway-talker-on-the-telephone-1693.htmTake a look at our 21 Top Tips for reducing Average Handling Time and 31 More Tips for Reducing Average Handling Time for further advice for talking to chatty customers

This discussion is your opportunity to demonstrate your understanding of the objective: Compare positive proactive classroom behavior strategies.  The discussion represents an introduction to Course Learning Outcome 3 and the MASE Program Learning Outcome 1.In an authentic classroom environment, discipline procedures can either be proactive or reactive.  Proactive discipline focuses on classroom management that is “designed to promote student self-control by focusing teacher intervention as the cause of discipline problems…” (Henley, Ramsey & Algozzine, 2009, p. 288).  Reactive discipline, on the other hand, is where the teacher is responding to discipline problems instead of proactively predicting potential situations.  Teachers who anticipate and plan for student behaviors have long-term classroom management success.You notice that when Mr. Franklin tells the class it is time to stop their work and move to the next activity, it takes a long time for the class to complete their current activities, gather their materials, and transition to the next class.  Because of this lag time, the students are often late to their next class, which makes Mr. Franklin feel frustrated.  Responding to this ongoing issue, Mr. Franklin tells the class they will miss 5 minutes of their lunch time to make up for their lateness. Initial Post: Create an initial response that explains how Mr. Franklin’s response was reactive instead of proactive.  Describe at least three proactive strategies Mr. Franklin can use for a smoother transition process.  Include in your description how this strategy would be implemented with supporting evidence from the readings and Week Four’s Instructor Guidance. Guided Response: Review the posts of your classmates and that of your instructor.  Respond, using support from our assigned reading and the Instructor Guidance, to the following questions with careful attention to the details presented by your peers in the selected posts.  You must respond to at least two peers.Summarize what proactive discipline strategies means to you.Compare your peers’ response to your initial ideas of proactive discipline strategies. Explain how they are the same or different to your own ideas presented in your initial post.Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion.  This will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.