Education

This was the prompt for the discussion post:(Discuss the rights of parents and eligible students under FERPA. Be sure to answer this prompt from your professional perspective and consider various components of the student (i.e., age of the student, those who have disabilities, those who are dually enrolled in K12 and higher education, etc.)Write a response for the following discussion post:FERPA law is intended to protect the parents, students, and the educational organization’s rights to handle students’ official records. However, there are some instances where information has to be non-consensual given to certain legal authorities under FERPA regulations, 34 CFR Part 99 (U.S. Department of Education). Parents have the right to view their student’s educational records if they are the legal custodian within the forty-five-day window when the parents request the records. The educational organization does not have the right to give education information to non-custodial parents or notify parents individually of the FERPA rights. The law is a bit tricky for students who are eighteen years or older and enrolled in a post-secondary educational setting that request goes to the students and not the parents. In K-12, the parents continue to request and see their students’ academic records as long as they are the legal custodial parent and under the age of eighteen. Students also have the right under FERPA for educational records’ privacy under the Family Educational Rights and Privacy Act.This law protects each individual regarding confidentiality and has a built-in safety feature that legal authorization to specific entities such as federal, state, and local authorities can be given personal information under FERPA regulations, 34 CFR Part 99 (U.S. Department of Education). I have had to use this regulation and provide local law enforcement information. This particular student had not been in school and possibly been involved in an incident outside of regular school hours. The police need some personal information, and we provide them with what they needed; furthermore, the student was involved in a burglary of habitat and violated Texas’s truancy law. Students with disabilities have additional support and rights that fall under IDEA and in addition to other remedies with educational records (U.S. Department of Education). Parent’s rights are apparent. When the schools do not provide the corporation with the academic records or request to amend the records with incorrect information, the educational institution must consider data changes. Finally, suppose the parent or student feels that the educational institution has violated FERPA by failing to amend inaccurate information. In that case, the parents can then send a notice to FERPA with pertinent information to have the erroneous information changed.See the attachments for instructions and rubric

Assignment 1Assignment Source:Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage.Review pages 90-95 of Maxwell (2013). Note that ethical considerations apply to action research and your class project (or to any improvement inquiry that involves the collection of information from stakeholders).For this assignment, develop several paragraphs (200–500 words) that respond to the following questions:• How would your positionality as a researcher be defined—as an insider working with insiders, for instance?• How would you describe your positionality in terms of power relationships with potential stakeholder groups from whom you might interact and collect information?• What conflicts of interest exist, given your role and positionality?• Which principles learned in CITI training apply to information gathering and data collection in your own organization?• How could someone be hurt or at risk as a consequence of a focus group interview, individual interview, survey, or observational data collected in your organization?• How did you ensure ethical practices in gathering your data? • How did you ensure accuracy in your data collection? What were the results of your member checking with participants?• What are the clear benefits of the information you obtained during your interviews or focus group and do they outweigh the risks?• How might bias creep into your data collection or analysis and how might you avoid it?As you develop your paragraphs, note the following:• Address issues related to ethics, positionality, and power dynamics.• Provide specific examples and other details pertinent to your research site.• Write in clear, focused statements supported by specific examples and credible evidence.• Cite the sources provided in this week’s readings below:1. Herr, K., & Anderson, G. L. (2005). The action research dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage.2. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474.3. Kuhne, G. W., & Quigley, B. A. (1997). Understanding and using action research in practice settings. New Directions for Adult and Continuing Education, 1997(73), 23–40.

Being the parent(s) of a child with special needs or an adult with a disability is a difficult reality for many. Assistive and adaptive technology is life-changing. To assist parents and adults in their initial understanding of the technologies available, select ONE of the 13 IDEA identified disability categories and design a  bi-fold pamphlet (3 pages, front and back) that can be used to inform them of the following:Terminology specific to the technology specific to the selected disabilityThe variety of options available to support the person with the selected disability, include at least 5 devices, software or technologies)The rights of the person in regard to access to and use of the technology, citing at least one law or government regulationA summary or outline of the process used to determination how the technology is acquiredFocus the technologies selected and the disability category selected on your own future profession.Use the two-fold brochure template from Microsoft Word or download one of these templates (Links to an external site.) to design a flier that details the basic information about the technologies selected.Submit your flier to the Assignment Submission drop box.You may only submit a Word document! (no PDF, Publisher, or other file type will be accepted)See the gradebook for the grading rubric.

My position on the issue is I think students should be required to stay till the age of 18 my precise claim is I know students are dropping out before 18 and I don’t think they should.

Type a two-page report on one Nail Disorder and one Nail Disease.

Six-page Reflection Paper – Discuss four key areas that you have chosen (the four key areas listed below) in Higher educational  Law, showing your knowledge base in those topics, your practical experience, and your reflection as to what theories or models work or do not work. Expand your discussion with at least 10 recent references outside of the textbook. The paper should be at least six double-spaced pages (12 pt. Times New Roman font) APA7. This artifact is designed to go in the Higher Ed Admin competencies. Follow carefully the guidelines of the reflection paper rubric.The four key areas are;1.    Legal Planning and Dispute Resolution2.    The College’s Authority and Liability3.    Employment Discrimination4.    Affirmative ActionAfter writing five pages about these four you need to write the fifth paper about how competency, which is shown below, is related.CompetencyHigher Education administration requires theoretical knowledge and practical application in the following core competencies:Leadership and Organizational Development Competencies: This cluster of competencies addresses the organizational aspects of Higher Education,focusing on the achievement of goals and programs that make colleges and universities an educational enterprise.You need to relate this competency; (Legal and policy issues—HigherEducation administration applies and understands the scope of a legal and policy structure appropriate for their field) to the overall information for the reflection paper.The first reference isThe Law of Higher Education: Student Version 6th Edition, by William A. Kaplin, Barbara A. Lee, Neal H. Hutchens, and Jacob H. Rooksby, published by Jossey-Bass; 6th Edition (March 17, 2020)Add at least 10 recent references (between 2016 -2020).The textbook is in the attachment and the rubric also.

2 pages about- learning motivation in general.3 pages about- EFL learning difficulties.3 pages about-  MUSIC method for EFL learning motivation.

The word “education” can take on a variety of meanings. To some, receiving a high school or college diploma is the ultimate mark of being “educated,” while others take a different view. Looking past receiving a diploma, what does it mean to you personally?Hello, here is a rough draft of my answer to the question of the college admissions above.Please feel free to add or remove whatever you think would be best for admissions. Also, feel free to ask me questions if necessary.Thanks!

Please read the following chapter of Rubén Donato’s The Other Struggle for Equal Schools: Mexican Americans During the Civil Rights Era: https://ebookcentral.proquest.com/lib/washington/reader.action?docID=3406936&ppg=10   (Links to an external site.) or as pdf Donato _The Other Struggle Ch. 1.pdf The writing response should be 2-3 pages (double space) and answer the following prompts: Understanding Which obstacles did Mexican American youth face in schools, who created them, and what role did language and cultural identity play in it?  Make sure to cite specific evidence (passages or ideas, include page numbers) from the text. Reflection What is your reaction to this reading? This can be a critique of the arguments, a deconstruction of it, a new idea that you are excited about, but it must include a connection with one or more of the theoretical approaches (see list on syllabus) we are discussing in class and demonstrate that ou have a solid understanding of that approach in application. Make sure to include author and page numbers here as well.

I HAVE UPLOADED A DOCUMENT PRESENTED BY THE PROFESSOR THAT YOU CAN USE. YOU CAN ALSO USE YOUR PREFERENCE IN THIS PAPER. BE SURE TO CITE REFERENCES!! Apply skills and strategies presented in this lesson to develop a plan for teaching from “Little Things are Big” (reading/interest level 4-6). Your plan must involve a minimum of 4 reading comprehension strategies.This assignment is NOT asking for a formal lesson plan (although you are welcome to submit one if you desire).  It IS asking you to select 4 of the comprehension strategies discussed in the lectures or that you’ve identified through your own readings and describe exactly how you will use this text to explicitly instruct students in how to use that strategy to improve reading comprehension (focus of the lesson is the strategy, not the text).  A simple listing or description of activities that use the strategy is not a sufficient response.  I’m looking for your method to actively engage the students in using the comprehension strategies (“the teacher will” focus, not “the student will”). ALSO BE SURE TO CITE YOUR REFERENCES!!