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Which interventions or actions could you use to influence the student to behave appropriately? Explain your choices.

  • Which logical consequences would be appropriate?
  • Which domains of Social-Emotional Learning could be utilized in your instruction to support the student’s appropriate behavior in the future? Explain how the SEL domains will help.
  • How would you use your relationships with the student, family members, or professional colleagues to prevent this behavior from reoccurring?
  • Requirements: Be sure to reference the Levin & Nolan textbook, the IRIS Center resources, and the K-12 SEL Guide Book, as appropriate, to support your choices. Include an APA-formatted cover page, citations (where appropriate), and a References page.
  • Length: long enough to cover each topic, short enough to be interesting

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Inquiring learning and gifted student with hearing and visual impairment

1.  Students with special gifts and talents may benefit from an inquiry-based learning approach for many reasons, but planning for and implementing inquiry learning may be taxing to teachers. Imagine you are a teacher talking with a colleague about inquiry-based learning. Your colleague does not think the benefits of the approach outweigh the challenges. What might you say to argue otherwise? 

2. Compare and contrast inquiry-based learning with other teaching approaches discussed in the video, such as reading to get information. Do you remember using inquiry-based learning in your elementary or middle school years? If so, what did you like about it? Was anything frustrating to you about the approach? If you didn’t use inquiry-based learning, do you think you would have liked it? Why or why not? 

1.   In this video, you will meet Amy, a gifted sixth-grade student who has both a visual and hearing impairment. Amy’s teacher, Mrs. Golliver, describes how she adapts her teaching style, as well as special permissions that Amy has in her classroom. List the modifications that Mrs. Golliver describes and appraise whether you think these modifications support Amy’s social development. 

2.  As you watch the video, take note of Amy’s skills and how she successfully participates in class. What are some ways that the teacher can effectively support all students as they welcome Amy into the classroom and help to support her accommodations?

Recall your experiences in middle school classrooms. Identify any needs you had as a student and whether you were supported in advocating for those needs. How might you promote students’ self-determination in your classroom?

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week 2 discussion

 

The whole point of this week is to get you to contemplate the level of ethics and character that you must exhibit as an educator.

Prior to participating in this discussion forum, reflect on the Six Pillars of CharacterLinks to an external site. page, as well as the K-5 character education lesson: respecting differencesLinks to an external site. and the 6-12 character education lesson: digital citizenshipLinks to an external site. paying attention to the level of education in which you wish to serve (i.e., early childhood, elementary, middle school, high school, or adult).

Craft a thought-provoking question around the Six Pillars of Character, their importance to that level, and how you will incorporate them in the teaching and learning process. The idea is for you to further the critical thinking processes of your classmates by challenging them to broaden their awareness of the impact of the Six Pillars of Character in the field of education.

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Topic 6 DQ 1

DQ1:

A teacher with ELL/bilingual students in her classroom comes to you complaining that too much time is dedicated to assessing students and it takes a significant amount of time away from instruction. Provide a response to the teacher that helps make the connection between assessment and instruction and explains the benefits of regular assessment of ELL/bilingual learners. 

DQ2:

As an educator, you may encounter a time when you feel an ELL needs additional accommodations on a standardized assessment, but they are not allowed according to state guidelines. Review COE’s Professional Dispositions of Learners and share which statements have the biggest influence on you in deciding whether to help the student or follow the mandates. 

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Logistic plan/Logistical (coco)

Please use attachments to complete plan

 ECSU has been hit with an unexpected storm that has semi isolated  Elizabeth City and ECSU. You must work out a logistics plan for the  campus to survive for the next 7 days until power and all road access  can be restored. Include in your plan what critical supplies you will  need sent to you and how much (ie food, water etc), how will you suggest  the supplies be sent to you hwy 17 N of Elizabeth City and Hwy 158 East  of town are inoperable. Assume normal campus operations for the first  part of November with 3,000 students, staff and faculty on campus.  Inside this folder you will find resource materials, anything else you  need you can assume.  

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week 7 thelma powerpoint

  

CASE STUDIES company listed below

PREPARE A PPT PRESENTATION:.

You may use the 2 citations  provided as part of your research. Your  research must include peer-reviewed and scholarly sources. You may use internet sources for factual  information about your company, but these should be the minority of your  research. Use Trefry Library, Google Scholar, and similar library  sources.

INSTRUCTIONS – CONTENT FOR YOUR PPT ASSIGNMENT (USE YOUR WEEK 5 OUTLINE FEEDBACK):

1. Begin with Title and Agenda slides. Then introduce the company (e.g. name, type of business, its corporate structure);

2.  Summarize the case study. What happened? Define and explain the core  ethical dilemma confronting the company, with pertinent facts; 

         *this includes why it is an ethical issue; 

         *clearly define the dilemma be  clear as to the company’s situation and its ethical choices – the  action the company chose to do and at least one other, different, choice  it could have elected instead; 

3.  Identify, define, and explain the ethical framework you selected in Week  5 Assignment that supports, or is illustrated by, the decision the  company made. In explaining the framework, include definition, theory,  and an example of how it works in making a decision. How does the  company’s decision and conduct illustrate this framework?

4.  Identify, define, and explain the alternative ethical framework you  selected in Assignment 5 that could have led to a different result for  the company. Explain specifically how the company effectively could have  employed this alternative framework. Include an example of how it works  in making a decision.

5.  Identify at least one legal issue the company faced or could have faced  as a result of its decision. Examples from your studies in the course  are: contract disputes; tort claims; violation of a civil or criminal  statute or regulation (which you must identify specifically); civil  rights; employment issue; whistleblowing. It must be a different issue  from the main laws and regulations involved in the case study  violations. 

6.  Recommend: What is a take-away from this case study for exercise of  corporate social responsibility (CSR) in management of business  operations? Recommend and explain at least one CSR business practice for any business.  In determining your recommendation consider the concepts we have  studied this term. The company you have studied for this Assignment  engaged in practices that ultimately touched or affected all aspects of  its management. Your recommendation must be a specific  practice for any business to apply.  It is not sufficient to say  something like “do it differently,” or “be ethical” or “corporately  responsible.”

7.  References slide: Your references must be cited fully in APA7 format,  except on your PPT slide it is not necessary to use a hanging indent or  double space the citations. More than 7 sources are  required for exemplary level of the grading rubric.  At least 7 sources  are required for the Accomplished level of the rubric. Please see the rubric’s requirement for including scholarly and/or peer-reviewed sources.

To  refresh your understanding of peer-reviewed and scholarly sources read  the submodule “What are Peer-reviewed and Scholarly Sources?” in Course  CONTENT, under the section, Course Overview & Introduction.

9.  Speaker’s notes are required to provide your PPT narrative, either in  the notes spaces below the slides or by audio or video narrative.

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Mediation Quarrels (greg)

 Suppose  that you are the HR manager for a company. The judge in a current law  suit by a former employee has ordered mandatory pre-suit mediation. Your  boss is unfamiliar with mediation and she asks you to advise her as to  several issues regarding the upcoming mediation. Draft a memo thoroughly discussing, at minimum, the following questions: 

  1. What are the advantages and disadvantages of mediation? Is it likely to be successful? Is it likely  to make the parties more or less hostile toward one another? How do the  costs in terms of time and money compare with litigation?
  2. If  your boss has no interest in mediation, does she really have to be  there? Can she send her attorney instead? If so, are there any conflicts  of interest with respect to attorney advocate representation of which  she should be aware?
  3. Must the company actually participate in the mediation? Can your boss (or her attorney) just sit there and refuse to speak?
  4. If  your boss (or her attorney) does decide to engage in dialogue during the  mediation, what are the risks concerning information that might be  disclosed? If the mediation fails, can the former employee use such  information at trial?

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Applying Andragogy and Community (saunders)

 

Over  the past three weeks, we have studied the unique characteristics of  Andragogy. You have learned that adult learners have academic needs that  must be met by instructors.  For your assignment this week, create a  Word document, PowerPoint, or Prezi that:

  1. explains your understanding of andragogy;  
  2. includes specific examples of how you will attend to the unique needs of adult learners in your classroom; and 
  3. describes how you will build community by attending to the following:
  • warm-ups  or ice breakers you might use the first days or weeks of class or  training. Explain each warm-up or ice breaker in detail
  • other steps you will take to help build a sense of community in your classroom
  • explanations about why it is important to promote community among learners 

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Week 3 (saunders)

 

Social media headlines read “Coach Krakus leads volleyball team to league’s championship game for 1st time in coaching career.”

Coach Krakus is completing his 13th  year as head coach of a co-ed junior league (i.e., 13–15-year-old  participants) volleyball team. Yesterday, Coach Krakus’ team won their  semi-final game and will be playing in the championship tomorrow night.  During this morning’s practice session, a player on the team, Pat,  notified Coach Krakus a teammate, Marion, has being gambling (i.e.,  placing financial wagers/bets) on the team’s games.

Gambling  – the wagering of money and/or something else of value, on an event  with an uncertain outcome with the intent of winning additional money  and/or thing(s) of value.

Generally, gambling involves all three of the following elements:
»  Prize – Any item of value that is offered to the winner. This could  include money, other goods or services and/or any other thing of value,  regardless of the amount of such value.
» Chance – The “winner” of  the prize is uncertain at the time the wager is made. The use or  exercise of skill, strategy, and/or knowledge, unless it completely  negates the element of chance, does not convert an activity into  something other than gambling.
» Consideration – In order to receive a chance to win the prize, the participants provide or risk something of value.

The  volleyball league’s code of ethics clearly indicates “Gambling by  League administrators, coaches, officials (i.e., referees), and/or  athletes is prohibited. Violations of this policy constitute conduct  detrimental to the League and will subject the involved team and/or  person(s) to appropriate disciplinary action by the League’s president.  Such disciplinary action may include, without limitation, severe  penalties, up to and including termination of employment, forfeiture of  volleyball games, suspensions from participation, and expulsion from the  League.

Cite at least three (3) literary publications to support information discussed within your summary. Do  not count any of the publications (i.e., “additional resources” listed  below toward the minimum three (3) literary publications required.

Decision  making entails a cognitive, moral, and social process. Therefore,  provide information in the following order within your summary.

1. Introduction

2. Communication with team members. How  should Coach Krakus address this ethical dilemma with Marion (i.e.,  allegedly gambling on team’s games)? How should this ethical dilemma be  discussed with team’s remaining members?

3. Communication with other individuals associated with team  – Explain Coach Krakus’ ethical responsibility with respect to  notifying others (i.e., Marion’s and Pat’s parents/guardians, remaining  team members’ parents/guardians, volleyball league’s executive  administrators (i.e., president, championship event’s director) and  team’s opposing coaches.

4. Education  – Explain how Coach Krakus could educate his team members about sports  gambling. Provide at least one (1) example in order to support  explanation. 

5. Conclusion

*** Please begin a new paragraph when presenting information for each of Coach Krakus’ aforementioned responsibilities.

Examples of additional resources concerning sports gambling include:

‘It’s easy.’ Mental health experts worry sports betting is too tempting for teens

Supreme Court’s Decision on Sports Gambling – Effects on High School Games

Betting on youth football? Parents, coaches claim it’s happening

Online betting comes for kids

The Effect of Gambling on our Youth in a Modern World.

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Write” questions in page margins p. 19, 22,26

19. Think of a rhetorical situation you found yourself in recently in which you considered two or more possible responses. Write a brief paragraph in which you describe the two (or more) options you considered, and explain why you went with the one you did.

22.What kinds of composing have you done so far as a student? What are some of the features that define the works you’ve composed? Write a paragraph that conveys this to your reader. If you were to revise that paragraph for an audience beyond the classroom, maybe to a high school student about to enter college, what genre would you choose to present your ideas?

26.How might the use of sources help boost—or undermine—your ethos as a composer? Brainstorm a quick list of five ways the sources you choose could boost your ethos and five ways the sources you choose could undermine your ethos.

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