...the next update of C-Atlas, Ensoft intends to update the capabilities of C-Atlas. These improvements are intended to provide a customizable approach to evaluating a program’s design, structure, and security. Such an update seeks to address any number of problems. Analyzing a C program’s memory management is one such problem. This project would seek to use C-Atlas to better analyze C memory management. In memory leak (memory management) analysis, the user must show that for every path forward from an variable’s allocation, there exists at least one deallocation site for that variable. This task is trivial, unless the variable’s allocation and deallocation(s) are separated by a vast field of possible control flow. C-Atlas offers a flexible interface for data flow graph generation as a solution to this problem. Through this interface, one may then produce connected data flow graphs, allowing a single variable’s path to be traced through multiple functions. This visual aide can greatly increase the time efficiency of performing memory leak analysis. The idea of this project was to write a script to produce meaningful data flow graphs for analyzing memory leaks. This script will seek to help confirm (or dispute) if some allocation site is dominated by some deallocation-site along every feasible data flow path. Finally, the script will be tested on a release of the XINU kernel. RESEARCH The research portion of this...
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...Educating the Exceptional Learner SPE-226 Amy Grose December 8, 2012 IEP Lesson Plan Targeted Student: 4th grader 9 years old - Does not do well verbally, therefore cannot grasp the understanding of things in a normal classroom setting. He can follow instructions upon the understanding of the task on hand. His weakness is verbal and all academic subject areas. Student preferred modalities of learning is hands on with little verbalization. Learning Objective: To understand and try to pursue student to use more verbal communication for problem solving. Lesson Title: Problem solving in Arithmetic and Numbers Estimated time to complete: 1 month Lesson objectives: Understanding numbers, and problem solving Concept(s) learned in this lesson: Using calculators, practicing budgeting and learning about types of jobs that require problem solving. |Components |Brief description of lesson |Student grouping (individual, |Materials/Technology | | |activities |paired, small group, whole class, | | | | |etc.) | | |Engagement |Counting, sorting, and collate the |Individual grouping |Stack of papers | |...
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...During the IEP meeting, the following factors must be considered by the IEP team. Best practice suggests that the IEP team document that the factors were considered and any decision made relative to each. The factors are addressed in other sections of the IEP if not documented on this page. (for example: see Present Level of Academic Achievement and Functional Performance). You will apply the information you learned about Michael to the questions below. I recommend you be thorough in this section. Each question should be addressed in this section. Do not refer them to the PLOP or any other area of the IEP. You must fill in each section. 1. Results of the initial or most recent evaluation of the student; Michael word recognition progressed...
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...ESE 633 Week 6 Final Paper To Buy This material Click below link http://www.uoptutors.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...
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...for your student then delete any color font and the result should be a one page PLAAFP. Hope this helps! Pat King Cut and paste the finished product below into the PLAAFP text box in Success Ed - the Manager. DISABILITY IMPACT STATEMENT Adapt one of the following. Potential handicapping conditions are noted in all caps. Do not include in the HANDICAPPING CONDITION (i.e. LEARNING DISABLED) in the statement: • Student’s (Student's name) eligibility condition in the area of basic reading affects her ability to read and understand words and passages in reading. LEARNING DISABILITY • Student’s eligibility condition in math calculations affects his ability to solve math computation assignments. LEARNING DISABILITY • Student’s eligibility condition in the area of reading comprehension impacts his ability to read and understand math word problems. LEARNING DISABILITY • Student’s eligibility condition in reading affects his ability to understand the meaning of words and passages in science. LEARNING DISABILITY • Student’s educational disability condition in the area of...
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...three class include Spanish speaking ELL students as well as special needs students who each have an IEP. Selah does have a part time ELL teacher and several staff bi-lingual staff, but none are available to be in my classroom during instruction. Selah School District has recently testing data available to teachers, so I was able to pull literacy scores and reading comprehension scores for all students who were in the district for their eighth grade year. All three classes has similar results with about half of each class being proficient or advanced for literacy, but with about 10% scoring below standard and 38% scoring well below standard. As for the comprehension scores, about 60% of each class scored in a category labeled “Low Risk”, but nearly 30% scored in a category labeled “At Risk”. The rest of the students were in the “Some Risk” category. Overall, students scored very low on the vocabulary pre-test and only a few students from each class could identify even one element of civilization on the pre-test. There are four to five students in each of the classes who qualifies for an IEP and a parapro has been assigned to those classes to help take notes, answer questions for the those students and to insure conditions of the IEP are being fulfilled. Additionally, the teacher is in regular contact with the IEP case managers to make sure the modifications to assignments and assessments are appropriate. All of the data shows a large amount of disparity in student ability...
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...INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree...
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...To Whom It May Concern: I am writing in regards to a high school position at your school I believe that my enthusiasm for Social Studies, students and learning would make me an excellent candidate for this position. I believe as educators we are ourselves are constantly learning what works and what doesn’t work by our diverse students and it is essential as teachers to keep in mind the needs of each and every one of our students. I am confident that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents...
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...Ethics and Corporate Governance: Corporate Social Responsibility Contents Introduction 2 Definition of Ethics 2 Definition of Corporate Social Responsibility (CSR) 2 History of Ethics 2 Socrates 2 Plato 2 Aristotle 2 Cynics 2 Cyrenaics 2 Business Ethics 2 Nike 2 McDonalds 2 Enron 2 Wal-Mart 2 Why Business Ethics is Necessary 2 Conclusion 2 Bibliography 2 Introduction This assignment is a brief over view of ethics in the modern day era. It begins with a definition of ethics, followed by a concise explanation of corporate social responsibility. Ethics has evolved over a number of decades and still is to this day, with that a short history of ethics will be demonstrated in this assignment. Ethics determines whether or not a company has good or bad morale. Unfortunately a company that holds excellent ethics are not highlighted in the media as a company that has bad ethics. In this essay will illustrate examples of how large national and international companies came to have bad ethics. To conclude this assignment will be a brief outlay of why ethics is necessary to the business environment in this day and age. Definition of Ethics Ethics can be defined at vital concepts and essential principles of moral human conduct. It consists of the study of universal ethics such as the essential parity of all men and women, natural or human rights, compliance to the law of land, concern for health and safety and, progressively more, for the natural environment...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...example, some students may have learning disabilities and the student’s as a whole may react negatively to artworks involving polytheism. Giving the pre-assessment allowed me to fully understand what level my students are performing for that particular unit. I have found that I need to focus a lot of time on vocabulary definitions and how to apply the terms to artwork. Prompt Results of Pre-Assessment The students in this introductory level drawing class consists of students that are required to take this class as an elective or students who have an interest in drawing and wish to pursue it. The students in this class have limited experience with the concepts and skills in drawing. The pre-assessment results allow for an analysis of where the students are in terms of general knowledge. The pre-assessment for learning goal one allowed me to have a base quality level of the students’ performance. It enables me to see what each student is capable of in terms of skill and accuracy in the beginning. In learning goal two, the questionnaire provides a quick and easy “what you know” knowledge base. It enables me to know what terms and skills they already know/have developed, if any, and what material I really need to focus on. In learning goal three, the pre-assessment allows me to know their comprehension of the learning goals one and two, and are capable of...
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...unacceptable standards of behavior. (3) What I observed with Peter A was that when he had a reading assignment that was given to the entire class, it was as if the meaning of sentences and passages became lost as he struggled with the mechanics of the reading. This lead to difficulty remembering what was read when asked by the assistant that was sitting next to him. It seemed to me as well as if he had difficulty determining what information was important in the written passages provided by the teacher. This is when the teacher assistant began reading the material to Peter A. It seemed that he benefited from the opportunity to listen to her reading. When I interviewed Mrs. Sandi, she mentioned that she had noticed that Peter A sometimes became embarrassed by reading material that was obviously different from what was being read by other students in the classroom. So what she currently does now when possible is provide high-interest, low reading level texts where the content is grade level but the reading is at a lower level as opposed to simply using material that is written for a lower grade level reader. She thought lower grade level reading material may be perceived as “babyish” by Peter A and his peers. (4)The teacher integrates Peter A’s IEP goals in many different ways to help Peter A progress in the general education curriculum. Some examples of Peter A’s IEP goals and activities/routines that the teacher assures are met are that he gets referential seating...
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...Karen Park Grand Canyon University: TCH-518 November 9, 2014 Stephanie Hirsch, an executive director of the National Staff Development Council once said that, “For teachers, going to school must be as much about learning as it is about teaching. They must have time each day to learn, plan lessons, critique student work, and support improvement as members of learning teams…” (p.98). Throughout the school year, teachers have multiple tasks that are part of their daily work schedule. Among the daily work, lesson plans are essential in creating a successful learning environment for students. This is where the role of an instructional coach can be advantageous. The role of a coach is defined “with a narrower remit than mentoring, and relates to specific areas of performance and job outcomes” (Lord, Atkinson, & Mitchell, 2008). Furthermore, coaches that are in of an assistance to a classroom teacher must be able to identify “individual’s strengths and limitations, degree and elements of motivation, work ethic, beliefs, interests, vision, educational background, formative experiences, and professional goals” (Kise, 2006). Therefore, when a teacher is brainstorming a lesson plan, a coach can be a vital role in building teaching effectiveness. Purpose of the Lesson The purpose of this lesson is to build appropriate content concepts and build background knowledge of the unit, “The Gold Rush” in the fourth grade classroom. As part of the fourth-grade social studies curriculum...
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...the throats of people. But what is business ethics anyway, and why does it matter? The discourse herein hopefully highlights a cogent and logically based compilation of answers as required from the rubric of Assignments Four. While this paper is written in essay format, for the sake of clarity and precision for the reader, each section shall appropriately and clearly display the topical area or question being addressed. (1) – Define a right, a legal right, a moral right, and a human right explaining how they are related. The philosophical idea of what constitutes a ‘right’ is an age-old concept that many men of God and theorists have confronted from ancient times. One things seems clear. A ‘right’ cannot be discussed without dividing the premise from a ‘privilege.’ According to the Merriam-Webster dictionary, a right is simply defined as “being in accordance with what is just, good, or proper” as in conduct (“Right,” 2015). Judge Napolitano defined a right as “a gift from God that extends from our humanity,” as described from thinkers like Thomas Jefferson, Aquinas, and Martin Luther King Jr (“Judge Andrew,” 2010). As such, these rights are natural. The government cannot bestow them upon a human being. A human right flows from this idea. One peer-reviewed source, IEP, defines a human right as imbued with “certain moral guarantees,” (“Human Rights”). Far too extensive to...
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...little more of what my assistant tells me about David and can appreciate her stories more. For my research I read three articles. The first article was called,” Strategies for Increasing Positive Social Interactions in Children with Autism: A Case Study” by Evonn Welton, Shernavaz VaKil and Carolyn Carasea. The article was about a 13 year old girl named Caryn and the effects that Autism has on herself as well as any Autistic child’s social interactions. It discussed how Caryn has now overcome her challenge of social skills and how she did it. They give strategies as to what methods can help children with their social interactions and how they came about this method. They also discussed the assessments the children have to go through and the IEP development. They talked about inclusion and how important this is to have successful social skills, and how important the teacher’s role and peers are in helping autistic children overcome their social challenges. The second article I read was...
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