...Introduction to Special Education, Law, & Legal Issues, Policies & Procedures. Study Guide The study guide shows you how to move through the SPED Law and Legal issues Course in six weeks. You will want to tailor the weekly activities to your personal schedule and time commitment. Section Read View Study Activities Getting Ready to Pass Be sure you can access: 1. Course of Study (COS) 2. Learning Resources: Vital Source Text: Henley, M. R., Ramsey, R. S., & Algozzine, R. F. (2009). Characteristics of and strategies for teaching students with mild disabilities (6th ed.) UWillTeach Courses 3. External Websites: ParentCenter Hub IRIS Resource Locator 1. Watch the Welcome Video 2. Review the course competencies: Historical and Philosophical Foundations of Special Education Professional and ethical Practice Characteristics of Individuals with exceptional Learning Needs Special Education Law and Ethical Issues Special Education Policies and Procedure Connect with Course Mentors Email links: Dr. Amy Hughes x4920 Dr. Lynn Renz Brogan x4110 Set up a binder or online writing space for your Special Education Resource Manual Section Read View Study Activities Section 1 Historical Overview: Societal and Historical Issues, Landmark Court Cases and Laws Free Appropriate Public Education (FAPE) TEXT: Characteristics of Teaching Students with Mild Disabilities (Vital Source) Read: ...
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...in advancing their knowledge of different research principles and their applicability in social research. Students will investigate a business-related issue in their content area and design a publishable research proposal. Course Textbook Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods (9th ed.). Mason, OH: South-Western. Course Learning Outcomes Upon completion of this course, students should be able to: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Design and plan a research study. Apply statistical methods to business research. Apply research techniques to commerce and business issues. Differentiate between descriptive and inferential statistics. Devise the sampling theory into appropriate sampling distributions. Write and test a hypothesis. Contrast and compare descriptive, correlational, and qualitative non-experimental research. Contrast and compare experimental and quasi-experimental research. Write a publishable research proposal paper using APA guidelines. Apply ethical research standards. Credits Upon completion of this course, the students will earn three (3) hours of college credit. Course Structure 1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit. 2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material. 3. Reading Assignments: Each unit contains Reading Assignments...
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...Geographic for kids, there are games, videos, pictures and information on nature. | 3rd-6th | Science and Social Studies | 2. https://www.brainpop.com/ | It has a variety of subjects with videos, games, and even worksheets. | 3rd -12th | Science, Social Studies, Math, English, Engineering and Tech., Art and Music, Health | 3. https://www.khanacademy.org/welcome | There is a variety of subjects and videos on this site. | K-Beyond High School | Math, Science, Economics and Finance, Arts and Humanities, Computing and Test Prep. | 4. http://www.funbrain.com/ | Fun games to learn math and reading skills. | K-8th | Math and Reading | 5. http://www.kidsknowit.com/ | Lots of information on this sight. Movies, posters, worksheets, games, etc. | K-12th | Science, Math and Spelling | Introduction Technology has inundated our home, work place and yes, our schools. With that, one needs to look at the importance of integrating technology in the classroom and why it is so important. “Researchers, educators, administrators, policymakers, and parents are now searching for the best ways to integrate technology into classrooms in order to enhance teaching and learning” (Rafool, Sullivan, and Al-Bataineh, 2012). While incorporating technology in the classroom, one has to look at the classroom as a whole and how the technology will enhance or take away from the classroom and lessons being used. Technology is not only computers, printers, calculators and the like; it is computer software...
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...The two lessons, in similar vein, will intensify the study of gender stereotyping and portrayal of female gender in Hong Kong media; in particular analyzing their most commonly used tactics to induce target recipients the characteristics, personalities, and attributes of masculinity and femininity. Particularly, the two lessons will analyze and discuss in what ways do local print media (e.g. advertisements, magazine covers, and news) containing sexist imagery or content, convey and promote gender inequality and sexual...
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...Development Analysis Two Mini Cases 1 21 June 2012 Final Project: Development Analysis Two Mini Case Studies DeVry University Professor Mozinski, BUS412 Business Policy Development Analysis Two Mini Cases 2 Mini Case 1: Bikes for the World (BfW) Challenge or Problem: The Bikes for the World organization was formed to offer valid solutions to the transportation problems facing the poor around the world. Lack of affordable and eco-friendly transportation system led founder Keith Oberg to create BfW. Oberg states he did so in order to solve two problems: to help address the developing world’s lack of affordable, eco-friendly transportation, and to help find a better use for the glut of unwanted bikes in the United States (Thompson, 2010). (Pictured above a young boy from Nyariga, Ghana receives a Bikes for the World bicycle. Photo courtesy of the Shape Lives Foundation) Oberg’s mission was simply to “assist poor people overseas to become more productive through providing affordable bicycles for personal transport to work, school, and health services. Secondarily, provide satisfying community service opportunities to Americans—collecting bikes and spare parts--towards realizing this primary goal of helping others overseas” (BfW, 2012). Through a goal to achieve a sustained impact both here and abroad BfW has partnered with over 600 volunteers, donors, and agencies worldwide who all share a common concern for reducing waste and helping the poor earn, learn,...
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...Excerpt from FS Series #11 – innovations in financial services delivery: branchless banking C3. Case 3: Eko India Financial Services Private, Ltd. C3a. Background & Environment India has 80,000 bank branches, 110,000 cooperatives (one in every five villages), and 150,000 post offices. It is estimated that each branch serves about 15,000 people in urban areas and 32,000 people in rural areas (World Bank, 2009). Consequently, less than 60 percent of the adult population has a bank account and less than 14 percent has a loan with a bank. Microfinance services tend to be concentrated in southern states (e.g., Andhra Pradesh and Karnataka). In 2009, the Self-Help Group-Bank Linkage Program[1] covered 45.2 million households. Non-bank finance companies and NGOs — both MFIs — now reach 22.6 million clients, of whom 17.9 million are active borrowers (Sa Dhan, 2009). In January 2006, the Reserve Bank of India issued new guidelines (Reserve Bank of India/2005-06/288) allowing banks to employ business facilitators and BCs to promote financial inclusion and improve outreach. The facilitators would primarily be involved in processing and opening accounts. In addition to facilitator functions, BCs should mobilize deposits and disburse credit on behalf of the bank. C3b. The Eko Business Model Eko India Financial Services Private Ltd. is a start-up company established in mid-2007 with the goal of bringing financial inclusion to the financially underserved middle- and low-income...
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...what health is? Katz, Peberdy and Douglas (2000) suggest that there are differences in ways individuals and social groups define health, young people would say a person who is healthy is fit, energetic and has strength, whilst an older person is more likely to view it in terms of resilience and coping. The World Health Organisation defines health as a state of complete physical, mental and social wellbeing and not merely the absence of a disease or infirmity. What is defined as a health need? The concept of need is a word used often but not understood, according to Cohen (2008)economists tend to avoid the use of the term need altogether, arguing that it is overlaid with emotion and what is really meant by a health need is actually a matter of a person’s wants and demands. Naidoo and Wills (2009) say that health needs are therefore a question of identifying priorities and an alternative view is that there are universal needs, Maslow’s( 1954) hierarchy of needs suggests that all human needs are in fact health needs. What is Health promotion? It is the process of enabling people to take control over and improve their health. Nutbeam (1988) explains that health promotion represents a comprehensive social and political process, it not only embraces actions directed at strengthening skills and capabilities of individuals but also actions directed towards changing social, environmental and economic conditions so as to alleviate their impact on public and individual health. Gottwald...
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...Business Studies Revision Plan There are two exams UNIT 1 Starting a Business and UNIT 2 Growing a Business. Over the coming weeks you need to be revising key terms and completing past papers for homework. Week | Revision | Single Lesson Mini Test | Double Lesson | Homework | Grade for Homework | 23.2.15 | Unit 1.1 | Mind MapMini Test | Unit 1 May 13 Q1 and 2 | Unit 1 Jan-12 Q1 | | 2.3.15 | Unit 1.2 | Mind MapMini Test | Unit 1 May-13 Q3Unit 1 May- 14 Q1 | Revision | | 9.3.15 | Unit 1.3 | Mind MapMini Test | Unit 1 May- 14Q2 and 3 | Unit 1 Jan 12 Q2 | | 16.3.15 | Unit 1.4 | Mind MapMini Test | Unit 1 Jan-11 Q1 and 2 | Revision | | 23.3.15 | Unit 1.5 | Mind MapMini Test | Unit 1 Jan-11 Q3Unit 1 May- 14 Q1 | Unit 1 Jan 12 Q3 | | 30.3.15 | Unit 1 May- 14 Q2 | | | | | 6.4.15 | Unit 1 May- 14 Q3 | | | | | 13.4.15 | Unit 2.1 | Mind MapMini Test | Unit 2 May 13 Q1 and 2 | Unit 2 May 12 Q1 | | 20.4.15 | Unit 2.2 | Mind MapMini Test | Unit 2 May 13 Q3Unit 2 Jun 11 Q1 | Revision | | 27.4.15 | Unit 2.3 | Mind MapMini Test | Unit 2 Jun 11 Q2 and 3 | Unit 2 May 12 Q2 | | 4.5.15 | Unit 2.4 | Mind MapMini Test | Unit 2 Jun 14 Q1 and 2 | Revision | | 11.5.15 | Unit 2.5 | Mind MapMini Test | Unit 2 Jun 14 Q3 | Unit 2 May 12 Q3 | | 18.5.15 | UNIT 1 EXAM | Recap Unit 1 | Recap Unit 1 | Revision | | 25.5.15 | Unit 2 Exam Paper | | | | | 1.5.15 | UNIT 2 EXAM | Recap Unit 2 | Recap Unit 2 | Revision | | Topic List Starting...
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...Students will be given assignments on a daily basis since as preschoolers they have a shorter attention span than regular school. Assignments will reflect what has been taught and will allow the children to display their learned knowledge (Puckett, 2013). I expect all students to make effort and complete their assignments to the best of their abilities. I will design weeklong lessons themes, with different activities, to keep the children always interested. Students will be assessed by collecting their work and observing if they have gained mastery of the topic (Gillen, et al., 2011). Differentiating will aid exploration of the many approaches to use in assessing each student. At this time of learning testing is mostly visual, hence there will be few tests on writing and assessments will only be used to facilitate instruction. How I will provide students with opportunities to succeed My goal is to make my students succeed. For my super awesome preschoolers to succeed my objective is to have a school and family partnership. I will promote social-emotional and academic competence (Puckett, 2013). I plan to promote continuity, including smooth transitions of my children from one schooling level to the next i.e. preschool to kindergarten. I will finally build on each student’s learning style since the children have different ways of learning. Thank you ladies and gentlemen, here are other resources (in addition to this brochure and its sources) on...
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...International Journal of Information and Education Technology, Vol. 5, No. 6, June 2015 Towards a Model of Engaging Online Students: Lessons from MOOCs and Four Policy Documents Khe Foon Hew Abstract—The paper describes a model of engaging students in fully online or blended learning environments. To do this, I first discuss the notion of student engagement and how it relates to the Self-Determination Theory of motivation. Next, I reviewed a number of online learning policy guidelines from four professional councils around the world in order to elicit specific guidelines related to the design of online learning courses, and student engagement. Following that, I analyzed two most highly-rated MOOCs. I analyzed the structural features of the two MOOCs and the comments of both participants who completed the courses, and who partially completed or dropped out. Altogether, comments from 839 participants were examined. Finally, using these empirical data and the policy guidelines from the four professional organizations, I outline a rudimentary model of engaging students in online learning courses, based on six major instructional design elements. Index Terms—Online learning, blended learning, massive open online learning, MOOCs, e-learning, instructional design, engagement, motivation, self-determination theory. I. INTRODUCTION Online learning for both students and teachers has become one of the fastest growing trends in educational uses of technology [1]. Essentially, the main...
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...Running Head: IDEAL READING PROGRAM FOR FIRST GRADE Ideal Reading Program for First Grade Susan McClough EDUC 554 Liberty University June 28, 2013 Reading happens to be the most important factor in everyone’s live. Every subject and every aspect of a person’s life involves reading. According to Shanahan and Shanahan (2008), “Reading is commonly viewed as a basic set of skills, widely adaptable and applicable to all kinds of texts and reading situations.” Teachers have a responsibility to ensure that each student that enter their present have a strong foundation in reading. The bible identifies teacher’s roles in 2 Timothy 3:16, “All scripture is breathed out of God and profitable for teaching, for reproof, for correction, and for training in righteousness. Teachers have a responsibility to ensure they provide instructions that will promote growth for all students. Although students have various learning styles, teachers can successfully teach reading through differentiated instructions. Many teacher fail to integrate reading into their subject because they often feel like they do not have the tools need to successful implement the content area (Wilson, 2011). In this paper, I will address the how ideal reading programs for first grade students should include phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure the success of each student in reading. Phonemic awareness Phonic awareness is an important part of a strong reading foundation...
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...Secondary English-Language Arts Elementary Education Task 1: Planning Commentary TASK 1: PLANNING COMMENTARY Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored. 1. Central Focus a. Describe the central focus and the essential literacy strategy for comprehending OR composing text you will teach in the learning segment. [The central focus of the three-day?s learning segments is for students to identify and state nonfiction features and to know their purpose to locate information in a nonfiction text. During the first day?s lesson the teacher will model for the students by comparing...
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... the committees of the three countries take turns to hold the Contest in Beijing, Tokyo and Seoul. During the seven-day contest, participants join in intercultural communication, develop a comprehensive understanding of different cultures and adopt an international outlook while writing a complete business plan of a designated subject. The Contest’s participants mainly come from top universities such as Peking University, Tsinghua University, Renmin University of China, Beijing Normal University, University of International Business and Economics, Beijing Foreign Studies University in China, University of Tokyo, Waseda University, Keio University in Japan and Seoul National University, Korea University, Yonsei University in Korea. Only 30 participants from each country can take part in the final contest after the selection organized by the three committees respectively. As a university famous for business studies, University of International Business and Economics has been a major source of participants for the Contest. According to statistics provided by Program Manager of 11th OVAL China Committee, 636 participants applied for the Contest in 2011 among which 195 participants were from University of International Business and Economics accounting for 30.66% of all. Then in 2012, 459 participants applied with 111 from University of International Business and Economics making up 24.18% of all. However in 2013, only 18.64% of the 660 participants were students from University...
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...MINI COOPER: MARKETING STRATEGY, DIGITAL MARKETING, BRAND & ETHICS 10.2478/cris-2013-0005 MINI COOPER: MARKETING STRATEGY, DIGITAL MARKETING, BRAND & ETHICS MARIIA MOISEIEVA The report is designed to examine, analyse, and evaluate where appropriately the current Mini Cooper’s marketing strategy, its digital marketing initiative, branding, and the importance of ethical values in Mini Cooper as well as other organisations. That is important for understanding of the practical applications of marketing is achieved by applying theory to them. It is determined that Mini’s marketing strategy has shifted in terms of targeting and brand positioning. As previously it was an affordable iconic British car, now it has become a cool luxury car dominantly for a young segment. Its international marketing strategy is differentiated in a way that a brand is built up on the historical iconic image of Mini for the UK and associated market, but it is not associated with any values in the past for the US customers. Overall, Mini’s marketing strategy is considered to be innovative, creative, and sometimes ‘silly’, which is of great value for its young energetic target audience. Digital marketing initiative also corresponds to the latest IT and social trends worldwide by ‘digitalising’ marketing initiatives and active social networking with the consumers. Brand is a core competence and ‘everything’ for Mini. Marketing is centered on its brand, not vice versa. An analysis of the Mini’s strategy...
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...Intra- and Interpersonal Competencies (IIC) 1. Introduction 1. Human beings are social animals. We meet people and make friends throughout our life. However, building a positive relationship is not an accident; it requires understanding and efforts, and is an art to be learned and practiced. Learning, developing, expanding, and improving interpersonal skills and competencies are essential for future success. This course prepares students for their future by helping them improve themselves and their relationships with family members, friends, classmates, co-workers and even people who may be perceived as difficult. Aims & Objectives 2 This course aims at increasing students’ knowledge and understanding of basic human communication principles, identifying their strengths and weaknesses in intrapersonal and interpersonal communication, developing skills to achieve positive relationships with significant others and people around them. 2.2 By the end of the course, students should be able to: 2.2.1 understand the concept of self; 2.2.2 know themselves throughout the life span and personality types; 2.2.3 identify emotion and feelings and develop appropriate skills to express them; 2.2.4 clarify values and understand moral development; 2.2.5 develop better listening skills and master basic skills of giving and receiving responses; 2.2.6 understand features of healthy relationship and identify skills...
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