Permanent Tutor/Employment

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Individual Project:

DUE: JUNE 8TH

Select one of the options (A–E) described below. Choose one option, follow the instructions in the appropriate attachment, then prepare a 2-page (double-spaced) paper that includes each of the bulleted elements listed below.

For whichever option you choose, be sure to:

Discuss why you chose the project (a paragraph or two).

Present a summary of the results/findings (approx. 1 page). The summary of results/findings should be specific to the option (A–E) that you chose.

Your reactions to the experience (about half of a page).

What you gained from the experience (a paragraph). Provide substance, depth, and application of what has been learned in this class; in other words, try to use information gained in this class to your paper as much as possible.

A. Case Management Study: Identify an elder with some functional dependency and/or functional limitations. Describe that person’s situation (e.g., age, housing, family situation), limitations (physical and/or mental), and current resources (e.g. family, services currently being utilized). Develop a plan for that person to increase his/her ability to remain independent within the community, using formal and informal support services. Identify specific agencies and services that could be used, including phone numbers, addresses, and—when possible—a contact person. In your summary, provide a description of the person’s current situation, and then cover services and resources available to meet those needs. Be specific and name the services and agencies that can help and the type of help they can provide.

B. Do You Know Your Parents (or Grandparents) as People?: First, complete the form giving the responses you think your parents (or grandparents) will give, then have them give you their responses. This is best done when you can sit down with your parents for a couple of hours rather than over the telephone. When the questions are sensitive, inappropriate or out of date, you should substitute questions of your own. Turn in the completed form with your paper. Your “summary of results/findings” should summarize what you found; in other words, don’t just list responses given by parents/grandparents. Quotes and examples can enhance your summary.

 

C. Family Health History: Complete the forms provided. You need to be able to get information regarding your extended family members’ health. Go back at least two generations (parents and grandparents). Turn in the completed forms along with your paper. Within your “summary of results/findings” and “what you gained from it” sections you need to identify those health problems for which there appears to be a family tendency, and address what you can do now to try to avoid those problems. Include a discussion of your own health hazards based upon your current health habits, and discuss how lifestyle factors can influence your future health.

 

D. Long Term Care Facility Visit: As early as possible in the semester, contact a long term care facility (can be assisted or supportive living) and schedule a visit during which you interview a staff member and take a tour of the facility. During the interview (approx. 20 minutes) seek information on the background and history of the facility, mission, organizational structure, schedule/routine, funding source(s), personnel qualifications, etc. You might offer to send the questions ahead of time to expedite the interview portion of your visit. During the tour portion of your visit, ask to see all common rooms, a typical individual resident’s room (if possible), outside grounds, an activity in session, etc. Use the “Long Term Care Facility Visit” form provided.

 

E. Timeline Interview: Here is an opportunity to spend an hour with an older American (over 65) to learn his or her views on a variety of issues and events in the past. This can be a delightful and rewarding project. In your paper, be sure that you do not simply list questions and provide the respondent’s answers. Try to gain a sense of what was unique to people of this person’s generation. See the timeline interview guide for details, and be prepared to substitute relevant events for those that are not appropriate to the interviewee’s age group.

 
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EDU 643 Week 6 Complete (Discussion 1 & 2, Final Paper)

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Week 6 – Discussion 1

Project-Based Learning

Project-based learning has many benefits especially for students who are English language learners including:

  1. Students taking responsibility for being active learners
  2. Engaging in critical thinking and problem solving
  3. Making informed decisions
  4. Utilizing technology to enhance instruction and presentation

Watch the video below, An Introduction to Project-Based Learning.

As an ELL teacher, you are aware of the huge benefits of using this type of instruction to guide authentic content and language learning that is student-centered and highly engaging for both ELL and general education students.  This type of learning has been declined by the principal in the past, but you feel equipped with research-based information to support your request. Provide a brief 200-word email to your school’s administration explaining why the ELL classes, both self-contained and inclusive classrooms, should be allowed to pilot this type of curriculum for a three-month trial citing at least two benefits of this teaching process. Include at least one scholarly source to support your cause.

Guided Response: Respond to at least two of your classmates by taking the role of school principal and addressing at least three areas of concern that you’ve discovered in your ELL teacher’s presentation. Make sure the points you address include critical thinking, the impact of project-based learning (PBL) on future educators and students, and are supported by scholarly sources.  Be sure to revisit your post to read the teacher’s response.

 

 

 

 

Ashford 7: – Week 6 – Discussion 2

 

Community Service Learning

Read Chapter II: Case Studies of the School-to-Career Initiatives for English Language Learners (pp. 17 – 24) in A guide to involving English language learners in school to career initiatives.Then, write a minimum 300-word presentation, a two-minute Voki or a two-minute Wideo to your school board proposing a community service learning initiative for the elementary/middle/ high school where you are working or would like to work in the future. Identify at least two organizations in your neighborhood that you would like to participate in this initiative with explanation of your choices.  Make sure that you include logistical information such as transportation, timing, and parental consent.

Guided Response: Respond to at least two peers taking the role of an ELL instructor from another district/ state.  Integrate and cite the information gained from this week’s reading to identify “holes” in the proposal? Where are the strengths? Finally, how can technology be incorporated into this proposal to assess language proficiency and promote academic and social growth?

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Threa

 

Week 6 – Final Paper

SDAIE Lesson Plan

Using the Specially Designed Academic Instruction in English (SDAIE) Lesson Plan Template, you will create a lesson plan that will meet the diverse needs of English language learners (ELLs) utilizing the knowledge you have learned throughout the course. Within this lesson plan, you will need to effectively address all four areas of language acquisition: speaking, listening, reading, and writing. The lesson plan must include the following elements:

  1. Introduction: Describe the lesson information including:

 

    • Grade Level.

 

    • Learning objectives for each area of language acquisition (speaking, listening, reading, and writing). Be sure that the objectives are appropriate and written in clearly measurable terms (consult “A Model of Learning Objectives” for Bloom’s Taxonomy). Also be sure that they support the standards you discuss in the next section.

 

  1. Standards: Discuss the Common Core State Standard(s) (or your state’s standards) and English language development standard(s) for each level of learner (beginning, early intermediate, intermediate, early advanced, and advanced). Be sure that the content standards you choose are appropriate for the grade level and lesson.

 

  1. Materials: Create three teacher-made materials, student handouts, and/or other supplemental materials that are well-organized, clearly written, complete, and appealing to students (include these with the lesson plan).

 

  1. Lesson: Create a detailed lesson following the SDAIE Lesson Plan Template. Your lesson plan will include the following:

 

    • Anticipatory Set (Warm Up).

 

    • Guided Practice.

 

    • Independent Practice.

 

    • Closure.

 

  1. Be sure that your lesson includes activities and instruction which do the following:

 

    • Activates and transfers prior knowledge and build upon background knowledge of learners, including essential vocabulary and meaningful, personal connections.

 

    • Scaffolds and frontload skills, knowledge, and learning.

 

    • Addresses a variety of learning modalities and multiple intelligences, one of which must be auditory (this includes incorporating music, videos, or visiting a performing arts performance to name a few).

 

    • Includes at least one educational technology device that incorporates audio (i.e.: music, videos, interviews, etc.) as part of the lesson or a homework assignment.

 

    • Presents clear and specific plans for actively engaging students in explaining, summarizing, or reviewing the learning experience, major concepts, and key vocabulary.

 

    • Clearly indicates how students will apply the skill, strategy, or tasks learned in the lesson (independently, in groups, etc.).

 

    • Differentiates to meet the needs of all learners.

 

    • Contains measureable assessment activities (formal and informal) designed for each learning objective including a summative project-based activity.

 

  1. Reflection: Reflect on your lesson plan by assessing the effectiveness of your instructional strategies and how you encouraged student motivation. The reflection will be no more than one page in length.

While creating your lesson plan, think about motivation and the role it plays in helping linguistically diverse students to achieve success. Include strategies for your lesson that encourage student motivation. The lesson plan will be five to six pages in length (in addition to the title and reference pages) using APA format. Be sure to use at least three scholar resources in addition to the text.

 

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

 
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Policy Implementation Challenges In Social Work

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When a policy is launched, its success is dependent on a variety of stakeholders. As the politics of decision makers, executives, staff, clients, and social workers begin to influence the implementation process, their beliefs—and subsequent actions—determine the fate of the policy.

Often a social worker must step out of the comfort of his or her social service world and may find himself or herself making difficult decisions about ethical issues and/or may find himself or herself involved in implementing policies that he or she feels is against his or her social work values. How does a social worker handle the intricacies and challenges of policy implementation on both a personal and professional level?

In this Discussion, you explore policy implementation and the challenges faced by social workers during policy implementation.

Post your thoughts on whether social workers might try to undermine the implementation of specific policies. What ethical issues might they confront? Discuss how social workers can implement policies that they feel may be against their social work values. Discuss a specific policy’s impact that you would try to mitigate in the implementation phase. Provide an experience you have had with a policy you had difficulty implementing or a policy you are aware of that you would have serious qualms about implementing.

Be sure to support your post with specific references to this week’s resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.

 
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Documentary Film Review

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Students must watch one of the two documentary films and then choose to write on one of them (student choice between the two):

Cultural Criticism and Transformation featuring bell hooks

OR

White Like Me featuring Tim Wise

Please note that this assignment is to be posted on the Democracy and Difference website.  Complete directions are posted there.  As is the case with all assignments, no late work will be accepted.

 

In this class we have identified as one of our objectives the ability to fully engage, in critical ways, popular culture and its influence upon our political selves, our political sensibilities.  With our focus on “deep differences” we find ourselves examining both documentary and feature-length film texts.  The purpose of this assignment is to compare and contrast the political “story-telling” of both mediums when focused on the same subject or subject matter.

 

In 300-500 words share whether or not you believe the assigned documentary film text has the potential to transform one’s political sensibilities and how the documentary film text compares to the feature-length non-documentary film text that examines the same historical political movement and/or figure.   And, if you believe that your personal political sensibilities have been (re)shaped or transformed by a particular film and/or style of film, say so.   Again, the objective here is to share your thoughts pertaining to the major thesis presented in Democracy and Difference.

 
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OPWDD QUALITY ASSURANCE-INTERNAL AUDIT TRACKING SHEET NEEDED.

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QUALITY ASSURANCE AUDIT

OPWDD Internal Audit Criteria

NAME OF INDIVIDUAL:

Reviewer: Date of Review:

OPWDD Audit Criteria Acceptable

(Yes/No)

 Missing Document Comments
A1. Level of Care Eligibility Determination (LCED) Form
Name of Individual      
Address of Individual      
Individual’s Date of Birth      
Date of Psychological Evaluation      
Date of Social Evaluation      
Date of Physical Evaluation      
Medicaid No. (CIN) and Tabs ID      
Review Date and Signature of Qualified Person      
       
A2. Individual Plan of Protective Oversight and Safeguards      
Date of IPOP Review      
Date and Signature of Qualified Personnel

Safe guards in place to protect the recipient’s health and safety.
       
 
       
       
A3. Individualized Service Plan (ISP)      
Date of Annual ISP Review      
Date and Signature of Qualified Personnel      
Summary of Fire Safety
Type of waiver (residential habilitation), frequency of service, duration of service and effective date service began. ISP designates the agency (Edwin Gould) as the provider service.      
Identification of personal goals, preferences, capabilities and capacities relative to the need stated in outcomes      
Safe guards in place to protect the recipient’s health and safety.      
Valued Outcomes
Date of ISP Six Month Review      
Date and Signature of Qualified Personnel      
Valued Outcomes      
Summary of Fire Safety      
Safe guards in place to protect the recipient’s health and safety.
       
A5. IRA Residential Habilitation Plan      
Name of Individual      
Identification of category of waiver service provided      
Date the habilitation plan was last reviewed      
Medicaid No. (CIN)      
Safeguards identified in the Individual’s Plan of Protective Oversight that will be provided by the Habilitation Service Provider      
Valued Outcomes
Description of services and support being provided to the individual      
Sign-in sheet that proves that IRA Residential Habilitation Plan was reviewed and/or revised.      
The initial habilitation plan is written within 60days of the start date of the habilitation service and forwarded to the service coordinator.      
Date and Signature and Title of Qualified Personnel      
 
       
IRA Residential Habilitation Billing      
       
       
       
 
A.9      
       
       
       
       
       
B1.      
 
       
       
       
       
       
       
B2.      
       
       
       
 
       
       
       
       
       
 
B3.      
       
       
       
       
       
B4.      
 
       
       
       
 
       
       
B5.      
       
       
       
B6.
       
       
       
 
       
       
B7.
       
       
       
B8.      
       
 
B9.      
       
       
       
       
       
B10.      
 
       
       
       
       
 
       
C1.      
 
       
 
       
C2.      
       
       
D1.
       
D2.
 
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3-4-1 Activity

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Complete and submit your graphic organizer on marriages. To complete this assignment, review the Graphic Organizer on Marriages Guidelines and Rubric document.

SCS 100 Theme 2: Marriage Graphic Organizer

 

Using the three different representations of marriage presented in the learning block (polyandry, arranged marriages, and walking marriages), fill in the graphic organizer below. In Part A, you will have to first identify the biases you have regarding marriage and their influence on your perspective of marriage. In Part B, you will then take an objective stance and discuss the advantages and disadvantages of these types of marriage. In Part C, you will create a question a social scientist might ask to further the investigation of marriage.

 

· In this first step, do your best to identify three of your biases on marriage due to your culture and religion. The American culture and legal system generally allow only one type of marriage. What type of bias does this embed in us? The religions that people belong to and practice can also impact their biases toward marriage, depending on how their chosen religion defines marriage. How does this influence your perspective of marriage in general? How does this bias influence your perspective on these specific types of marriage?

 

Biases

 

 Bias 1:

 

 Bias 2:

 

 

 

 

 

 Bias 3:

 

 

 
Influence of the Biases

 

 

 

 

 

 

      

 

 

· While it is impossible to “check our culture and biases at the door” and become totally objective, we can identify our biases (as you have already done above) and try to ignore them in order to consider other points of view. In this next step, take a culturally relativistic standpoint (in other words, try to overcome your biases) and consider the tenets of each type of marriage. Why might these other forms of marriage be more successful or advantageous in certain contexts than the Western concept of marriage (based on love and monogamy)? Then, from that same culturally relativistic standpoint, also consider some possible drawbacks to these forms of marriage.

 

Type of Marriage Advantages Drawbacks
Polyandry

 

 

 

 

 

 

 

 

    
Arranged Marriages

 

 

 

 

 

 

 

 

    
Walking Marriages

 

 

 

 

 

 

 

 

    

 

 

· Create a question: In this learning block, you were given a lot of information about marriage and what marriage means in different cultures. You were also asked to think about what marriage means to you. The next step is to take the information you have been given and create a question a social scientist might ask to further the investigation of marriage. For example, after reading about arranged marriages, you might ask: Are rates of depression higher in women in arranged marriages? Social scientists use existing information to come up with new questions. This is the iterative process of social science research.

 
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Assignment 2: Agency Presentation

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Various agencies contribute to the social services offered in social work practice. Although the goal of many social work agencies may appear the same—to offer social services to clients who need them—each agency provides a unique approach or opportunity to deliver those needs.

As a future social worker, understanding the position of your agency in reference to the world of social work practice might provide valuable perspectives for applying your professional skills.

For this Assignment, research the agency you are working with for your field education experience. Examine the characteristics of your agency in reference to the field of social work and the types of services offered to clients.

The Assignment (8–10 PowerPoint slides, voiceover optional):

Create an Agency PowerPoint Presentation that includes the following:

  • A definition of the characteristics of the population(s) served by your agency
  • A description of the sources of funding for your agency
  • An explanation of the agency’s mission statement and a comparison to your agency learning agreement
  • A description of the organizational structure of your agency

By Day 7

Submit your Assignment

Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.

Required Readings

Garthwait, C. L. (2017). The social work practicum: A guide and workbook for students (7th ed.). Upper Saddle River, NJ: Pearson.
Chapter 7, “The Community Context of Practice” (pp. 76-86)

Averett, P., Carawan, L., & Burroughs, C. (2012). Getting “tillerized”: Traits and outcomes of students in a rural community field placement. Journal of Social Work Education, 48(1), 75–91.
Note: Retrieved from Walden Library databases.

Hawkins, J. D., Shapiro, V. B., & Fagan, A. A. (2010). Disseminating effective community prevention practices: Opportunities for social work education. Research on Social Work Practice, 20(5), 518–527.
Note: Retrieved from Walden Library databases.

Regehr, C., Bogo, M., Donovan, K., Anstice, S., & Lim, A. (2012). Identifying student competencies in macro practice: Articulating the practice wisdom of field instructors. Journal of Social Work Education, 48(2), 307–319.
Note: Retrieved from Walden Library databases.

Required Media

Laureate Education. (Producer). (2013). Community context [Audio file]. Retrieved from https://class.waldenu.edu

Note:  This audio introduction is located in the “Introduction and Objectives” section. The approximate length of this media piece is 1 minute.

 
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Principles Of Health And Disease

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Essays: (at least 300 words per prompt)

1. Kate is born with features that do not look quite normal. Her eyes are wide-set and slightly slanted. Her nose is short and flat, and she keeps her mouth slightly open. There is a straight crease across her palm, and her fifth digit is unusually short. The doctor tells her parents she has an inherited disorder. If you were the doctor what would you diagnosis Kate with? Discuss the etiology of Kate’s disorder? What is the biggest risk factor for this disorder? How can or will this disorder affect Kate? What test could have been completed to diagnosis this disorder before Kate’s birth?

2. Research one autosomal dominant disease, one autosomal recessive disease, and a sex-linked disease. For each disease discuss: 1. Etiology, 2. Signs and Symptoms, 3. Diagnosis, 4. Treatment and Prevention. Provide additional information from an outside source.

3. A 12-year-old child experiences high fever and chills. He also says that his heart feels like its pounding. Two weeks before these symptoms, the child fell off his bike and skinned his knee. This child also has a history of a heart murmur. What disease should be considered and what is the treatment? What congenital heart disease is associated with heart murmurs?

4. A 59-year-old male calls the paramedics after experiencing an episode of chest pain while shoveling snow. He describes his pain as a crushing, tight feeling that radiates to his left arm and jaw. What type(s) of heart disease is this patient experiencing (explain)? What diagnostic test would you expect the physician to order and why? What is the treatment?

A Total of 1200 words is fine.

 
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SOCW 6311 Wk 5 Assignment: Analyzing Focus Group Findings

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SOCW 6311 wk 5 assignment: Analyzing Focus Group Findings

Imagine that two focus groups have been conducted in an Asian American and immigrant community in a large urban city. The rationale of conducting the qualitative study was because it has been noted that many Asian Americans and immigrants are reluctant to seek mental health services. To further understand this issue, service providers including social workers, counselors, doctors, and nurses were recruited to discuss the barriers in implementing mental health services targeted to Asian Americans and immigrants. After the focus groups were transcribed, two research assistants were hired to conduct a content analysis of the transcripts. Refer to the Week 5 Handout: Content Analysis of Focus Groups.

As the social worker, you have been asked to analyze the focus group data and are charged with working with an advisory board in the community to formulate social work practice recommendations using the ecological model.

To prepare for this Assignment, review Week 5 Handout: Content Analysis of Focus Groups.

Submit a 3-4-page report of the following must have introduction and conclussion : Discuss      the themes found in the Week 5 Handout: Content Analysis of Focus Groups.     Based on this data, what is your analysis of the current barriers to      services?( Handout uploaded)

  1. Create      two social work recommendations to address a current barrier and explain      how the recommendation proposed addresses the findings.
  2. Discuss      how you would collaborate with the research stakeholders (e.g. service      providers and community members) to ensure that the data are interpreted      accurately and that the practice recommendations made will be culturally      appropriate.
  3. Critically      reflect on your own culture and explain how your cultural values and      beliefs may have influenced how you interpreted the focus group data. What      specific cultural knowledge do you think you need to obtain to conduct      culturally sensitive research with this group?

Support the assignment with references using assigned readings and/or additional scholarly literature.

Resources

Knight, K. R., Lopez, A. M., Comfort, M., Shumway, M., Cohen, J., & Riley, E.D. (2014). Single room occupancy (SRO) hotels as mental health risk environment among impoverished women.: The intersection of policy, drug use, trauma, and urban space. International Journal of Drug Policy, 25(3), 556-561

https://www-ncbi-nlm-nih-gov.ezp.waldenulibrary.org/pmc/articles/PMC4014526 /

Full intext citation and full references APA 7th addition  (refence for this APA provided)

 
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Write Discussion, And Write Response About Below Discussion Essay.

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Discussion topic

Sociological Imagination
C. Wright Mills’ “The Sociological Imagination” states:

“The Sociological imagination enables us to grasp history and biography and the relationship between the two within society. This is its task and promise. It is by means of the sociological imagination that human beings now hope to grasp what is happening to themselves as minute points of intersection between biography and history within society.”

Using Mills’ definition, how would you apply sociological imagination to your own life? what is the point of intersection between your personal biography and a social/historical event? (8 pts)

 

Discussion essay.

Using Mills’ definition, I could apply sociological imagination to my life with my fear of not getting into a top university. I find that society will reject me if I am unable to attend a top university and that society has depicted a picture where if you don’t get into a good school, you will struggle financially. The point of intersection with this dilemma can be rooted as far back as I can remember where growing up, the questions always asked were what school do you go to, what are your grades, and where do you want to go to college? That along with the media’s constant mention of only top universities made it seem that if you are to be in anything but the top, you will not be accepted.

 
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