1. What were the two main findings in the PARC Case (1971) ?
2. Identify by exceptionality the students who were eligible for Exceptional Student Education under the provisions of the Education for All Handicapped Children Act (94-142) passed in 1975?
3. Do the parents have to pay for the education if their disabled child attends a public school?
4. Why is a regular education teacher included in the IEP (Individual Education Plan) team?
5. Define the term, appropriate education.
6. Define the term, Individual Education Plan or IEP.
7. What did the U.S. Supreme Court decide in the Rowley Case?
8. What did the U.S. Supreme Court decide the school had to provide in the Tatro Case?
9. In Cedar Rapids v. Garret, The U.S. Supreme Court decided that the school had to do what for the student?
10. What was the decision of the U.S. Supreme Court in Honig v. Doe?
11. Explain when a school must hold a manifestation determination hearing?
12. Explain when a school must develop a behavior intervention plan (BIP) for a student?
13. What is the definition of a least restrictive environment or LRE?
14. What is the definition of related services?
15. What did the U.S. Supreme Court decide in Schaeffer v. Weast (2005)?
16. What does the term: Response To Intervention (RTI) mean for public school principals and teachers?
17. What did the U.S. Supreme Court decide in Winkelman v. Parma City School District (2007) ?

Customer is requesting that (gibbs) completes this order.

The purpose of this paper is to give you the opportunity to critically examine a health promotion problem for an at-risk group or population in your specified Practice Learning Environment or geographic community. You are to develop a health education plan targeted for a specific group in the community.

Georgraphic community : Red Hook Brooklyn NY 11231

1. Identification of Specific Health Promotion Need :

Health Promotion needed : Health awareness - such as routine exam, chronic disease, STD (10 points)


Describe the scope of the need.
Describe why this is a priority problem and the rationale for why you have chosen this health promotion problem.
Use Healthy People 2020 as a resource to identify age specific health risks or needs.
Give an overview of the population or group for which this is a health promotion need. (This data should be taken from the assessment section of your Cultural Assessment or Community Analysis paper.
Identify factors that might affect learning or barriers. (example- values, culture, language, physical or functional issues).

2. Establish Health Education Outcomes (15 points)

Develop two to three appropriate health education outcomes to guide what you plan to do.
What is it that you see as the outcome of the plan? Remember they must be measurable and relate back to the need. ( example ??" for senior women you might want to ultimately see an increase in mobility, flexibility, and physical activity; Therefore, an outcome might be a 10% increase in attendance at an exercise or restorative yoga class you might want to start.

What behaviors do want to see changed in this group?
What health indicators would you like to see changed?

3. Design the Health Educational Plan (20 points)

Describe your health education plan.
Identify what you plan to teach and give rationale for why you are going to present the specific content. (Example: if you are planning a health fair or a series of classes for senior citizen women at the local health center what content will you present and why).
Develop an outline and identify rationale for each section. Describe how this health education plan will reduce risk and promote health in this group.

4. Implementation of the Health Education Plan (10 points)

Identify appropriate methods based on assessment of educational needs, program outcomes and identified content.
Give rationale for using specific strategies. (lecture, video, gaming, role play etc.) Again consider age, functional status, literacy, etc.


5. Evaluation of Educational Effectiveness (25points)

Since you wont actually be implementing the plan, describe how you would assess the effectiveness of the health education plan.
How would you evaluate your outcomes from section two? In other words, how do you know if what you did worked?
Identify specific health indicators or behaviors you would use to assess learning.
Describe what other services would be necessary to reduce risk in this population.

6. APA and grammar (20 points)
There are faxes for this order.

This is a previous order that I need revised according to the corrections on the paper and according to the rubric. Remember this is a doctoral level, concept paper. No darted statements. Must be professional concept paper material. Hope this information, I've cut and pasted helps in your re doing this assignment. Sources should only be 5yrs old. Thank you. Any questions call me at 12398217730





The effectiveness of using technology in the reading curriculum for low level students with special needs




Improving Reading Skills of Low-Level Special Needs Students through the use of Technology






















Irwin N Kellen


Concept Paper For: ARC: 8966 CRN: 58770




























July 30, 2007








--> Introduction[Author:T]


Technology and literacy have a very strong link and scholars have been keenly interested in discovering various aspects of their relationship. Fisher and Molebash (2003) in their study wrote that it was the Digital Divide, amongst many other things, that creates a division in learning. which has reminded --> us [Author:T] about They pointed out that the distance of accessibility that people in different parts of the world have when dealing with the latest advancement in information technologies. It is these reminders that --> make us face the fact that [Author:T] literacy, which is the main aim of a digital economy, is still not as accessible as it could or should be. This is one of the main reasons why organizations like the E-rate have devoted more and more time and effort into constructing a sound and efficient technical and informative setup of various schools in different parts of the world (Fisher and Molebash, 2003).


Most researchers and educationalists make the mistake to treat of treating literacy and technical proficiency on different scales. However, the truth of the matter is that one cannot exist or work efficiently without the success of the other. A good example of this is visibly present in the past decade: the Technology Literacy Challenge Fund of 1997 aimed to advance technical learning and skills of every student while the No Child Left Behind Act of 2001 aimed to adopt a more technologically-driven structure to boost the overall literacy amongst students. However, both failed to realize that neither can obtain their objectives without understanding that technical proficiency and literacy go hand in hand.


The main focus of this paper, hence, will be to define literacy, in the context of reading, and also discuss its connection with technology as well as present the advancements in the department of literacy/reading in special education. --> We will draw attention [Author:T] to the scope of special education in the fields of literacy/reading. A secondary aim of this paper will be to evaluate ways that will allow provide teachers with a wide array of choices in teaching low level special-needs students to read/understand what they have read in order to and make them part of the literate society.


--> Literature Review[Author:T]


Fisher and Molebash (2003) have defined literacy/reading, as a whole, as purely a means to extract meaning and understanding from a form of information or knowledge database. What technological improvements --> has[Author:T] done is given the teachers and students a wide spectrum of choices to extract this information. At first all educational exchanges were mainly aural but with time the advent of books, libraries, the media, journalism, television, the Internet, video games; etc making teachers' the task of the teachers has gotten easier. --> and the accessibility of the students has increased[Author:T] . However, when dealing with the students who have special needs, mere accessibility is not the answer and all efforts on technology integration have to include the easier understanding and interpretation of the text available (Fisher and Molebash, 2003).


May (2003) found that even though technological improvements, even though, have made the job of the teacher easier; it has not actually decreased the workload. A teacher still has more than --> 2 [Author:T] dozen children in his/her class and there are various teaching/learning capabilities and methods that these teachers still have to understand. This difference in teaching/learning is even more enhanced amongst the special-needs students. A teacher cannot overlook a behavioral pattern or force a learning technique upon his/her students. This is one of the main ways that technology has helped the teachers. They can now use the everyday mechanisms to explain different educational theories with the help of other technological tools or interpretations. However, for technology to actually help in the long run, the teachers need to make sure that the students are giving their input and are involved in the utilization of the technology so as to ensure a higher success rate of education through technology (May, 2003).


--> Teale et al. [Author:T] (2002) concluded in their study that the use of technical advancements and proficiencies in the educational structure helped enhance the reading and writing skills of the special-needs students ( --> Teale et al. [Author:T] 2002). The main reason for this is that technology integration attracts the children motivates students and instigates engages them to learn more and more. However --> the[Author:T] teachers have to be careful that the technology being used does not hinder or slow down the process of learning for the special-needs students as their learning curves are very different form those of the normal students. Asselin (2001) in his study highlighted that The value of educational time spent on using technology to support students' literacy development rests on its ability to promote higher-level thinking, collaboration, constructivism, speed and information evaluation--i.e., those competencies required for the 21st century ( --> Asselin 2001[Author:T] ).


The 21st century looms with the need for great technological sense and knowledge for all its future businessmen and managers. This is one of the main reasons why the students of the 21st century need to get become accustomed to using these advancements and their implementations. and acquire knowledge of these advancements and their implementations. This is also what has led to the incorporation of technology in a classroom setting. All these technologies aim to increase the students' intensity of wisdom, cooperation and text assessment. A good and simple illustration of this could be is a book review, . This could which can be an individual task or even a group task and the child (or children) could be asked to use that uses software programs such as applications like Kidspiration and Timeliner. These applications could software programs help the students highlight visualize their thoughts and opinions as well as communicate them efficiently. Now literacy reading skills education is are very important not only for the reading skills of both normal students but also and special-needs students because they are not just exposed exposure to literacy is not only through books anymore. In fact, their the range of information is more vast and varied in accordance with the technical improvements; this is why the teaching of literacy/reading is far trickier then before. Teale et al. (2002) explained this: --> Technology profoundly affects the learning and teaching of literacy as well as the nature of literacy itself. It always has. The development of book technologies in the early 1500s set in motion the need for book literacies and many of the abilities we currently teach in our classrooms. Today, new literacies emerge as new technologies for information and communication demand new skills for their effective use. These include the literacies of word processors (e.g., using a spell checker or knowing how to format a paper), e-mail (e.g., managing a digital address book or effectively using an electronic mailing list) and the Web (e.g., using search ngines to locate information on the Internet or knowing effective strategies to critically evaluate Web site information). As a community of literacy educators, we are responding to the emergence of these new literacies in many ways [Author:T] (Teale et al. 2002).


--> [Author:T] Technology profoundly affects the learning and teaching of literacy as well as the nature of literacy itself. It always has. The development of book technologies in the early 1500s set in motion the need for book literacies and many of the abilities we currently teach in our classrooms. Today, new literacies emerge as new technologies for information and communication demand new skills for their effective use. These include the literacies of word processors (e.g., using a spell checker or knowing how to format a paper), e-mail (e.g., managing a digital address book or effectively using an electronic mailing list) and the Web (e.g., using search engines to locate information on the Internet or knowing effective strategies to critically evaluate Web site information). As a community of literacy educators, we are responding to the emergence of these new literacies in many ways. --> (Teale et al. 2002).[Author:T]




To improve the reading skills of special-needs students, the teachers are aiming to teachers use technology to improve student skills in the following spheres to make them: Making them (a) hear word tones, of the words, Making them (b) decipher and interpret words their use and interpretation, Making them (c) understand their overall expressions, Making them (d) understand the word span, of words, and (e) Making them become knowledgeable and confident with their reading style.


--> Making them hear tones of the words,


Making them decipher their use and interpretation,


Making them understand their overall expressions,


Making them understand the span of words,


Making them knowledgeable and confident with their reading style. [Author:T]


Numerous agencies are also involved to help the teachers and the special-needs students on the department of with reading/literacy. One of the many organizations involved is the Software & and Information Industry Association. Grogan (2002) analyze --> s[Author:T] one of the latest studies conducted by The Software & Information Industry Association and confirms that the use of technology helps develop the reading and speaking skills of the special-needs students through by boosting their spelling sense, plus span of words, expression and overall understanding of the text. He also proposed that to cater to the different learning curves of the special-needs students, teachers could employ a multimedia literacy program that incorporates text, acoustics, images and manipulatives (Grogan 2002).


May (2003) --> notes [Author:T] that one of the most successful ways with which that reading amongst the special-needs students has been enhanced by using technology has been in the is through group book reviews. The class is first given a list of books to choose form and then the students are divided in different groups based on their choice of book. There are prearranged meetings, and the pages that need to be read in each group are decided before students meet in groups. meetings are also decided from before. After this is done all special needs students are to During group meetings students engage in certain leaning task that involve the interpretation of the story, the characters and their choices, the plots, the twists, the climax, the main incidents and their denotations. etc. The whole idea is to make the children focus on what the story is about and how it has evolved through events and different interpretations (May, 2003).


May (2003) found that one of the most commonly used applications in this group book review task is the AlphaSmart mainly because of its simplicity and popularity among the special-needs students. The task would mainly involve the interpretation and rewriting of the story so that the teacher is aware of how well the student understands the plot and how much work he/she does. This also helps the teachers analyze the influence that the group opinions might have on the individuals within the group.


May (2003) notes that amongst other applications that are fast becoming part of the curriculum for improving the reading and understanding of the special-needs students are Kidspiration and Timeliner. The Kidspiration software program application helps the students recall the main events and characters of the story and their influence on the overall plot while the Timeliner application software program helps the students to analyze the timeline in which the major incidents in the storyline took place and their aftermath on the following timelines (May, 2003).


May (2003) writes that one other another technique that is now being used within a classroom of with special-needs students is the teacher reading the story out aloud . the whole story. After the story is completed the teacher asks the and then having the students to roam around their environment and take pictures that they feel relate to the story. that had been read out loud. They then come back and Then students use the AlphaSmart software application to paste their pictures and explain in a paragraph why, how, and where in the plot they feel that the pictures relates to the story. This tests three things: one, (a) the student concentration of the students, two their (b) student level of understanding of the general plot, and three, their (c) student imagination. This is an important implementation because it opens the students' horizons and allows them to see the general links and relations that their own lives might have with the stories that they read. The implementation of taking the pictures is one way that this has been successfully achieved. This use of a camera is a very flexible application and is being used in different ways for different special-needs students (May, 2003).


May (2003) found that cameras are being used to also expand the span of words or vocabulary amongst the special-needs students. The teacher hands out a set of words to the students and explains their use and different interpretations and then asks them to head out and take photographs in accordance to what they have understood. Any good reader will relay that the best part about reading is the expressions and vocabulary. Vocabulary is mainly an understanding of the use and interpretation of the words being used, and this process has helped the special-needs students in their reading skills when wherever it has been included in the curriculum (May, 2003).


There have been criticisms made on the use of technology and how it changes or lessens the expectations from for the students on a large scale. May (2003) argues that the truth of the matter is that with the increase in distractions that are present nowadays, the students need to be constantly engaged within a classroom setting and the use of technology does that extremely efficiently.


The misconception that exists amongst many still is that technology is the answer to all teaching hazards when dealing with the special-needs students; however, May (2003) notes that it is the proper incorporation of the technology available that makes the teacher's job easier. The use of technology is a fairly new concept and has been regularly used in the past decade or so, however, the results in the reading and comprehension skills of the special-needs students are undeniably better.


May (2003) notes that teachers have to analyze the technology that will be most useful for the student in accordance to, both, its implementation and the students' capabilities. If the incorrect technological tool is used it will hamper learning and decrease the level of confidence of the student. Also the teachers cannot expect the students to understand the use of the technological tool without initial instruction and explanation of its use.


--> Advancing Technologies [Author:T]


The three most successful applications that hve enhanced the literacy education over the years for the special-needs students are: --> (1) [Author:T] (a) voice detection software,


(2) (b) tele-cooperation operations of the Internet, and (3) (c) Personal Digital Assistants (PDA) and new portable processors or devices.


Fisher and Molebash (2003) in their study traced the track of technological advancements and point out that at the advent of the 21st century, all of the above applications were still being tested hypothetically on the drawing board. The speed at which these have been practically implemented and yielded successful result is simply astonishing. They said that Fisher and Molebash found that all technological advancements have followed the pattern that Gordon Moore had pointed out more then 4 decades ago. He had Moore said that in theory all microchips had the capacity to improve and enhance within a period of 18 months to --> two[Author:T] years. This statement, called the Moore's law, has held true since that day and stands true for the digitally driven society today. The alteration or adjustment in the to Moore's Law is that Moore had restricted the phenomenon of speedy advancements to the speed of microchips while in today's society this theory holds true to include everything from the speed, to power, to memory, and to the price (Fisher and Molebash, 2003).


This rapid increase in the advancements of technology is one of the main reasons for the incorporation of tools like computers and cameras and others in the school setting because without them the children students will not only be bored but also the educational setup would be backward and not up to the par of what is required in the developing societies. Computers, Nintendo, cell phones, e-mail and the World Wide Web have become such an integral part of the daily life that it is hard to imagine a time when they did not exist. The use of technology within a classroom setting of special-needs students makes these students more confident and comfortable in thinking that they can operate all these things and tools that the normal students operate. can, not to mention the improvement These technology tools also improve in their special needs students' reading and comprehension skills. that are also a direct result of the use of technology. This ubiquity of technology, like PDA, TVs, cell phones, video games, Walkmans, computers, and modern publishing resources, is why all types of students feel more accustomed and engaged in a classroom where technology is incorporated in the academic curriculum.


Prensky (2000), in answer to the criticism of the application of technology in educational structures, explains that the thought processes and attitudes have shifted dramatically between the past three generations and in correspondence to these changes in attitudes the teaching methods need to be altered as well. Fisher and Molebash (2003) agree that it seems extremely logical to analyze the patterns and learning curves of the current generation before completely discarding the use of technology in educational standards mainly because its seems too easy for the students (Fisher and Molebash, 2003).


One of the most useful applications to enhance the reading skills of the special-needs students, thus far, has been the tele-collaborative venture that uses the Internet as its main source of communication. The significant fact of the Tele-collaborative ventures is that it mainly incorporates some of the most commonly used mechanisms of telecommunications like the tools e-mail, debate mediums, synchronous chats, and videoconferencing. All of these tools and mechanisms are then use to communicate within and amongst classroom, schools, and universities as well as across borders to address the commonalities and difficulties faced by the special-needs students. Once these commonalities are identified then numerous organizations join hands to work on problem-solving techniques and structures. Judi Harris (1998), in her study on technology integration in the reading curriculum for low level students with special needs has divided the tele-collaborative based applications and implementations into three groups: (a) interpersonal exchange, (b) information collection and analysis, and (c) problem solving. -->


Interpersonal Exchange,


Information Collection and Analysis, and


Problem Solving. [Author:T]


She further divides these three categories into 18 different activities. The interpersonal exchange includes:


--> Tele-mentoring


Key-pals or pen-pals through the use of Internet


Electronic facades


Question-and-answer exchanges


International classrooms


Imitations or masquerades [Author:T]


The Information Collection and Analysis section includes:


--> Electronic printing


Date or knowledge-based communication


Mutual data investigations


Tele-outings or tele-fieldtrips


Knowledge catalog construction [Author:T]


The Problem Solving section includes:


--> Corresponding problem solving


Knowledge explorations


Contemporary response exchanges


Public interaction ventures


Tele-based problem solving


Replications


Chronological problem solving [Author:T]


Hawkes & and Good (2000), in their study highlight that one of the main reason for the improvements in the learning capabilities of K-12 special-needs students has been through is the result of the execution of the tele-collaborative ventures. They also go on to say said that the teachers' work is made a lot easier and less hectic because they have more options, outlooks, practices and encounters that they can learn from and employ when dealing with the different learning curves of the special-needs students. (Hawkes & Good, 2000). The tele-collaborative ventures have also shown flexibility and adaptability in genres beyond the reading and comprehension skills of special-needs students. One good example of the flexibility of tele-collaborative ventures is given in the study conducted by Dawson, Mason and Molebash (2000). In this study they analyzed the behavioral patterns and results achieved by teachers who were topographically apart but were tele-collaborating on issues that sparked mutual interest like example-based educational methods, internet forums, cross-border university alliance, and similarly patterned or dissimilarly patterned method of teaching. The researchers concluded that the level of tele-collaborative communication and ventures helped in the growth of teaching techniques and information, enhanced the similarities and difficulties that are faced by teachers of special-needs students irrespective of their geographical location, increased the span of learning techniques, encouraged feedbacks as well as helped understand the practical executions of numerous teaching theories.


Enough practical applications and evaluations have shown that the proper and informed execution of the tele-collaborative ventures can immensely benefit the K-12 special-needs students and encourage them to look for multiple interpretations, improve their reading skills and increase their span of knowledge as well as vocabulary (Fisher and Molebash, 2003).


--> The Personal Digital Assistants [Author:T]


The rise in the use and success of the Personal Digital Assistants (PDA) is one of the main reasons why it is now being used on such a large scale in the educational institutions as well. Even though the PDA was initially used as a storage device for the names, dates, reminders and/or addresses, it has now become versatile enough to provide the teachers with a sort of an electronic calculator and mobile computer that they can use to access the Internet, perform online tests and assessments, record results, and scores, and allow teachers to have the option of data keeping tools and keep grade books. The popularity of the PDA has forced the Education Committees in Florida to create an efficient software based on the PDA format that will help the special education teachers to document student activities and follow the aims and objectives of students' Individualized Education Plan (IEP) aims and objectives (Fisher and Molebash, 2003).


Fisher and Molebash (2003) pointed out that the PDA can also allow the teachers to manage or oversee a group of students and gather/record the facts in their ongoing discussions. This recording though was once believed to be painstaking, but with the use of PDA teachers can now collect this information is now done without much effort by using PDAs and teachers can then use the information gathered to analyze students' the comprehension abilities of the students and hence modify their teaching methods accordingly (Fisher and Molebash, 2003). They also asserted that the PDA beyond helping the with the compilation and evaluation of information could also can be used for marking as well i.e. the PDA can measuring and ranking the overall performance of the students in the class by analyzing whatever information has been entered by the teacher (Fisher and Molebash, 2003).


One of the most important features of the PDA is the accessibility to the --> i[Author:T] nternet and the online books. It is true that the generation gap makes some teachers want to carry on with the real books and the while students prefer the --> PDF[Author:T] format. The advantage of having a book stored in the PDA is that it can show the meaning, pronunciation and use of a word that the student did not recognize (Fisher and Molebash, 2003).


The downside with the use of PDA though, as Fisher and Molebash (2003) highlight, is that the overall monitoring by the teachers would have to increase. This simply means that the easy access to the email or internet for the students might be distracting and destructive if used inappropriately and the notes passing between students will become easier and difficult to control. Hence the monitoring and repercussions would have to be made stricter (Fisher and Molebash, 2003).


--> Voice Recognition Technology[Author:T]


Fisher and Molebash (2003) pointed out that the emphasis on learning how to type has grown in importance over the years and now students, along with learning how to read and write, are expected to learn how to type as well. Most of the time, teachers use the computer lab time to allow the students to type and increase their typing speed with time. However, when dealing with special-needs students, this is not always easy. The current format of the keyboard is based on the Sholes' QWERTY which was designed by Christopher Latham Sholes in the 1870s. Over the years, people have been reluctant to change the format as it was seen as too much of a hassle to teach the typists to type in an updated and more efficient keyboard (Fisher and Molebash, 2003).


--> Wetzel (1991) [Author:T] in his study had made predictions on some of the problems that the special education teachers might face with the passage of time in the advent of a technologically driven society. --> Dorsey (1994) [Author:T] explained how the implementation of the voice recognition technology was extremely helpful for the special-needs students to express their thought and philosophies particularly the one who suffered from dyslexic. Mitchell and Scigliano (2000) also experimented the use of Voice Recognition Technology (VRT) for the special-needs students although the students they focused on were those who had problems with their sight. --> Brown (1992) in his study also evaluated the usefulness of the VRT and the sample of special-needs students he utilized were the one who were mentally retarded and/or suffered from cruel physical perils. [Author:T] Myers (2000) in his study analyzed the use of VRT in the enhancing of language abilities for immigrant or non-native citizens (Myers, 2000). Fogg and Wightman (2000), in their study also pointed out that the use of VRT helped shorten the time span for conducting interviews or discussions. All these studies prove one thing: that VRT is an essential part of the society we live in and it is particularly important for the special-needs students (Fisher and & Molebash, 2003).


The most likely progress that is expected of the VRT module is that it will soon recognize our speech and convert it to text simultaneously. Fisher and Molebash (2003) recognized that the use of VRT will change the way the future generations will read and write, but they also highlighted that the challenge for most educators will be to incorporate the language capabilities such as like reading and writing in a way that is easy to adjust to and comprehend (Fisher and Molebash, 2003).


--> Conclusion[Author:T]


It is extremely hard to imagine what the future holds for us in terms of the technological advancements. , but keeping the Moore's Law and similar theories in mind we can use the assumptions to demonstrated the need to develop the instructional methods and techniques that incorporate technology. Fisher and Molebash (2003) explained that by keeping the Moore's law in mind, it is not absurd to assume that by the end of the first two decades of the 21st century the Intel projects will be able to develop and use microchips that will encompass nearly 1 billion transistors, which if continued, will make the human brain and intellect obsolete in comparison to the power and ability of the computer chips (Fisher and Molebash, 2003).


Even though the assumptions we make about the future can be wrong and inaccurate, the fact of the matter remains that they can still be of great use to the present. If the current special-needs educators are given targets and aims to achieve in accordance to with the technology being used, they will not only develop a more sound and efficient instructional structure but they will also be able to analyze and evaluate what needs to be done to keep up to pace with the computational advancements of the future. Fisher and Molebash (2003) suggested that to make literacy the only ultimate goal the special-needs instructors will need to construct a method have to incorporate technology that will make it simpler for the special-needs students to access, comprehend and transfer information and opinions so that they can participate in this world where information is everywhere (Fisher and Molebash, 2003).


--> References[Author:T]


Your references are not in the proper format. Below is an example of how they should appear in the reference list. Change to this format:




Angelides, P. (2004). Restructuring staff meetings. Journal of Staff Development, 24, 58. Retrieved January 22, 2006, from Wilson Web Database.




Black, S. (2003). Try, try again. Surgery's bumpy learning curve applies to teaching. Journal of Staff Development, 24, 8-32. Retrieved December 12, 2005 from Wilson Web Database.






Asselin, M. (2001). Literacy and Technology. Teacher Librarian 28 (3): 49.


--> Brown, C. (1992). The sound-to-speech translations utilizing graphics mediation interface for students with severe handicaps. [ERIC Document Number ED403727][Author:T]


Dawson, K. M., Mason, C. L., & Molebash, P. (2000). Results of a telecollaborative activity involving geographically disparate teachers. Educational Technology & Society, 3(3), 470-483.


--> Dorsey, R. C. (1994). Do what I say! Voice recognition makes major advances. Technos, 3(2), 15-17. E-Rate.[Author:T]


Fisher, D, Molebash, P. (2003). Teaching and Learning Literacy with Technology. Reading Improvement. 40: 2.


Fogg, T., & Wightman, C.W. (2000). Improving transcription of qualitative research interviews with speech recognition technology. [ERIC Document Number ED441854]


Grogan, D. (2002). Phonemic Awareness: Technology Lends a Hand. Principal 81 (4): 62-64.


Harris, J. (1998). Activity structures for curriculum-based telecollaboration. Learning and Leading With Technology, 26(1), 6-15.


Hawkes, M., & Good, K. (2000). Evaluating professional development outcomes of a telecollaborative technology curriculum. Rural Educator, 21(33), 5-11.


May, S.W. (2003). Integrating Technology into a Reading Progam. T H E Journal. 30: 8.


Mitchell, D. P., & Scigliano, J. A. (2000). Moving beyond the white cane: Building an online learning environment for the visually impaired professional. Internet and Higher Education, 3, 117-124.


Myers, M. J. (2000). Voice recognition software and a hand-held translation machine for second-language learning. Computer Assisted Language Learning, 13(1), 29-41.


Prensky, M. (2000). Digital game-based learning. New York: McGraw-Hill.


Teale, W., L. Labbo, C. Kinzer and D. Leu Jr. (2002). Exploring Literacy on the Internet. The Reading Teacher 55 (7): 654.


--> Wetzel, K. (1991). Speaking to read and write: A report on the status of speech recognition. Computing Teacher, 19(1). 6-10.[Author:T]


















Special Education 1






No bold


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Clarify thisrewrite as a sentence.


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do not use et. al. here because it is the first time you are citing this research. See page 208 in the 5th ed. APA Manual


Since this is the same paragraph and no other research appears between this information, it is understood that this relates to Teale. Therefore, only the yr. is needed.


Delete the before teachers, students, children, etc.


Replace Asselin 2001 with the page number for this quote.


Not cited properlysee page 118 APA Manual. Quotes40 or more words are indented from left margin and single spaced with the page number at the end. I have shown the correct format.


Delete quotation mark


Delete quotation mark and Teale et al. 2002. Replace with page number in parentheses.


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Change to analyzedAPA rule. Always use past tense


Always use past tense


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Change to the format used above - use the a, b, c format instead of bullets.


Change to a, b, c format


Cage to a, b, c to comply with APA format


No bold


Check to see if Interent should be capitalized


This is the first time you have used this term. Did you mean, PDAif so change to PDA. If you meant PDFspell out the term and then put PDF behind it in parentheses.


Do not bold any headings


Research can't be older than 10 years. Delete.


Delete - older than 10 years


Delete research too old


No bold


No bold


delete


Delete research too old


Delete research too old






Concept Paper Rubric




Student's Name: _________________ Committee Chair: __________________


Submission #: ________ Committee Member: __________________


Date: __________




Item

Comments




Overall


a) Approximate length is 12 pages, excluding title page and reference pages


b) Consistent with APA and Style Guide







a)




b)






Title Page


a) Is descriptive of AD study


b) Useful for keyword searches


c) Is within 10-12 words







a)


b)


c)






Introduction


a) Explains the setting of the study


b) Contains organizational profile


c) Includes other salient information







a)


b)


c)




Statement of the Problem


a) Actual problem indicated


b) Documented evidence of problem provided


c) Impact of problem is clearly stated


d) Stated as declarative sentence


e) Problem statement is concise and focused


f) Problem is in range of student's influence







a)


b)




c)


d)


e)




f)




Preliminary Literature Review


a) Provides contextual background


b) Reveals related issues


c) Reviews similar problems elsewhere


d) Provides significance to your approach to the study


e) Includes major/seminar research articles pertaining to study


f) Written in an integrated manner







a)


b)


c)


d)




e)




f)




Purpose of the Proposed Project


a) Intent of proposed project clearly explicated







a)








Initial Research Questions


a) Formulation based on theory, previous research, and professional experience


b) Stated in the form of a question


c) Focused and clear







a)




b)


c)




Brief Description of Methodology and Research Design


a) Presents an overview of the methods to be utilized to address research questions


b) Explains appropriateness of methods and provides rationale for selection









a)




b)






Anticipated Outcomes


a) Description of expected study results


b) Detail of the importance of conducting the study as well as possible impact on practice and theory







a)


b)




References


a) List consistent with citations in the text


b) Use of peer-reviewed research


c) Include retrieval dates if obtained from Internet







a)


b)


c)

































2








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CAPSTONE PAPER INSTRUCTIONS

Overview of Paper:
The topic of the educational program for this Capstone project is Parenting Education for Teen Mothers. I would also like a section to be about identifying Postpartum Depression signs and symptoms, since this population has a high prevalence for depression. This assignment should be one that lends itself to an educational intervention with a particular population (The population that I am interested in is Hispanic Teen Mothers in Rio Grande Valley as this is the majority population in the area). Perform a thorough research of the topic and write a Literature Review. The Literature Review should consists of scholarly sources and contain the latest research on the topic. Through critical analysis of the literature, the student will identify key concepts that should be included in an educational intervention. The student will then develop a teaching plan/curriculum based on his or her research. This will be a very thorough plan, including a plan for evaluation.

Papers should be in APA format. Final papers must, at a minimum, include the following headings and related content:

1. Title page
2. Abstract?this should be on a separate page and follow APA guidelines for an abstract. The abstract is generally written last as it provides a synopsis of the entire paper.
3. Introduction?Introduce the reader to the topic you will be addressing. Include the rationale for an educational intervention with the target population.
4. Literature Review (see ?Literature Review Guidelines? for specific details)
5. Description of Education Project (see ?Education Project Guidelines? for specific details).
6. Conclusion/Closing Thoughts?Summarize how this intervention will benefit the identified population and the potential benefit to them as well as the field of health/wellness. This is the one section of the paper where you can provide some personal thoughts.
7. References
8. Tables (if applicable)
9. Appendices (if applicable)?this is a good place to put teaching materials or handouts to be used in the intervention. If you will use materials that you did not develop, be sure to provide full credit to the source. If you develop materials, be sure to provide a full reference list within handouts or other materials.

LITERATURE REVIEW INSTRUCTIONS

The Literature Review is an important first step in planning any health promotion program. Research related to health is constantly changing and health related interventions should be based on the most recent information. Health promotion interventions should also be based on fact and consider characteristics of the population being addressed.

Please use the following steps in completing the Literature Review:
1. Review all materials in the course addressing how to write a Literature Review
2. Use Liberty University?s research portal to find pertinent journal articles related to your topic and potential teaching project.
3. Obtain and review at least 20 articles based on the above search. At least 1 of the articles should come from a Christian- or Biblically-oriented journal.
4. Through a review of the literature, important themes or ideas should start to emerge. For example, if you research obesity, you?ll find that diet and exercise are key components of weight control. If you are addressing obesity in a certain population, you may find that issues of body image or cultural food preferences are also important themes to address. The identified themes can serve as headings in your paper. You may also choose to have sub-headings as well if you identify broad themes.
5. Identify key points from the literature and write your review based on these. Rather than reviewing each article one at a time, write based on topics or themes and integrate information from each source as needed.
6. Summarize what you?ve learned from the literature and how you will use it in developing a teaching project.

The Literature Review should be written in APA format and will be graded on the following elements:

1. Use of current, peer reviewed journals (published within the last 7 years)
2. Depth of analysis and identification of key elements of the literature
3. Quality and depth of writing
4. Grammar and Format
5. Application to teaching project
6. Application of a Christian worldview to the topic

EDUCATION PROGRAM INSTRUCTIONS

Education is an important part of the health/wellness field. The Literature Review you?ve already written should serve as the foundation for an Education Program. Based on your identified topic and population to be educated, an Education Program should be developed. It should contain the following elements:

1. Rationale for education?why is it needed?
2. Target population characteristics
3. Program objectives?what do you want the students to know at the end of the educational intervention? Make them specific enough to measure. Your objectives can be knowledge or behavioral.
4. Number of sessions and timeline?how many weeks or months will the education last? How many times a week will you meet with participants?
5. Lesson plan and agenda for each session?Lessons should include specific elements you learned about in the Literature Review. You may want to utilize information from previous coursework, particularly health promotion models, as part of planning lessons. Be sure to address any cultural or developmental considerations (such as with children) in creating lessons plans and/or activities. Address how you would integrate a Biblical worldview into the lessons or activities.
6. Evaluation of learning?Describe how you will evaluate if participants have gained knowledge and/or modified behavior. You may describe short as well as long term evaluation methods, depending on your program.
7. Follow-up?Describe if there will be follow-up after the completion of the education and what it will entail.
8. Handouts?Include copies of handouts you will use if applicable. These should be placed in an appendix. Be sure to give credit if the handouts are obtained from a source such as the American Heart Association. You can reference the appendix when describing how and when handouts will be used.
9. References?provide a complete list of references used in planning the program utilizing APA format.

Have fun in creating your Education Plan. You are planning the education but can bring in guest speakers, plan group activities, field trips, multi-media presentations, or assign homework.

Please choose and answer two (2) out of the four (4) questions below.
( Answer followed by the queations. Do not have to be essay, but just answer as paragraphs.Answer whatever the questions asked. Answer as clear as you can)

1.) Explain what Positive Behavior Support ("PBS") is and why it is the most effective way to work with student behaviors. Describe what a good PBS general education classroom might look like.
2.) What are some of the changes and additions to Special Education that have occurred over past thirty years (since the initial law was passed in 1975)? How have they affected the educational programs for students with special needs? You do not need to cite specific laws or cases.
3.) Describe the Student Study Team (SST); in the book this is called the Intervention Assistance Team; and the Individualized Education Plan ("IEP") system from the time a teacher sees a child is having difficulties in class to the time the IEP team meets to determine eligibility.
4.) Describe the IEP process after a student has qualified for services based on what you have read in the book and have learned by working with your classroom group's student profile (for example, why is it important to develop Present Levels of Performance before you write goals and objectives?).

Section I.
Given all the interest in influenza and vaccines now that we are have moved to WHO pandemic level 5 for H1N1(swine flu), and are still at pandemic level 3 for H5N1 (avian flu), and the current economic climates causing a downturn in insurance levels, there is renewed interest in immunization, and immunization clinics and outreach as a way to address health concerns.

Your public health department is interested in developing this thinking. They want your PHN( public health nurse) or Community Health Educator Dept to develop a plan for encouraging and increasing immunization in your county. They are leaving it up to the department to choose the emphasis adult, elder, child, encourage on-time every time or catch-up those off schedule, or some combination, or general immunization campaign based on the county population needs.

You are to develop a plan for this program. You need to develop two interventions that the public health nurses could implement. Remember, these are community interventions, and need to focus on community, not individuals.

For your essay, you are to develop 2 interventions that public/community health nurses could use to meet this mandate.
1. Give rationale for your intervention choices
a. This would include designating which county you are working in, and giving rationale for type of emphasis chosen.
2. Give enough detail about the intervention for an implementing group to be able to implement your intervention.
3. Link interventions to demographics, and health and disease information, including epidemiologic information.
4. Need to give rationale linking chosen interventions, activities and the expected outcomes.
5. Essay format, outline format, table format or logic model acceptable. Whichever layout chosen all information requested has to be included.
6. If you choose logic model format drawing tools in Word are under View, choose toolbars, choose drawing. Or you can use drawing programs such as the free program available as part of OpenOffice.org office software.

Good sources of information about immunizations
(you can go beyond this list of sources, if you desire, but you dont have to for an excellent response)
General immunization information for the US
CDC webpage on vaccines and immunizations - http://www.cdc.gov/vaccines/
Immunization Action Coalition http://www.immunize.org/

Three below are more research and safety oriented, but do include some ideas about immunization distribution, education and clinics
Draft National Vaccine Plan http://www.hhs.gov/nvpo/vacc_plan/2008plan/draftvaccineplan.pdf
WHO immunization safety office http://www.who.int/immunization_safety/en/
WHO immunization program http://www.who.int/immunization/en/


Note these sites are large and full of information, you could spend hours wandering through them, so be strategic about the kind of information you need to get ideas for your plan or for giving rationale for your chosen interventions.

Plan should be 3 pages in length (double spaced).


Section II: Using the articles below, construct a community health education plan for the health concern discussed in the article.
Plan should include:
Community identification,
Target group,
Rationale for community/target group identification,
Education strategy,(how will the education be done-teaching method)
Rational for education strategy,
Basic message of the health education outreach
Rationale for basic health message,
Methods of outreach to the community for participation
Rationale for outreach methods
Methods of evaluating health education including outcomes of health education,
Plan for involvement of other groups besides PHN in health education project (that is how will PHNs involve other organizations in health education), rationale for choice of other groups to involve, and
General timeline for projected health education project

Note this is a community health education project/campaign, not the education of a series of individuals think community as client, not individuals as client. Need at least one reference that is not a text book.


Plan should be 3 pages in length. (Can lay this out as a chart/table or outline and not essay, if you choose, but must include the required information)

Article title is:
Study: Few Hispanics in LA County advised to get tested for HIV

Study: Few Hispanics in LA County
advised to get test for HIV
Friday, March 2, 2007
(03-02) 05:21 PST Los Angeles (AP) --
A majority of primary care providers in Los Angeles County failed to advise their Hispanic patients to get tested for HIV, according to a new study.

The percentage of AIDS cases for Hispanics in the county has increased from 20 percent of all new cases in the 1980s, when the epidemic began, to 43 percent in 2002, according to the latest figures available from the county Department of Public Health.

Researchers said the lack of HIV testing is one reason most Hispanics who become ill find out they are HIV-positive less than a year before developing AIDS.

The UCLA study, released Thursday, said only 41 percent of the 85 primary care providers surveyed had regularly offered advice about sexually transmitted diseases during the six month period covered in the report.

"There are two issues here: a lack of health care access for Latinos in general and the cultural stigma attached to HIV/AIDS," said Rosa Solorio, assistant professor of family medicine at UCLA's School of Medicine who co-wrote the study.

A vast majority of the surveyed practitioners, who included doctors, nurses and physicians assistants, offered fewer than 20 HIV tests each during the period covered in the study, which was conducted in 2004 by the UCLA AIDS Institute. The Centers for Disease Control and Prevention recommends physicians in high-HIV risk areas offer testing to every patient.

"There are still many cultural taboos in Latino culture about sex," Solorio said, offering one reason practitioners may have been reluctant to suggest HIV testing.
"We just don't talk about it publicly." Solorio said a patient's fear about the cost of a test and subsequent counseling may also be a factor.
Section III: This essay is should answer two questions.
First, discuss how at least one of the concepts from this course will be useful in your future OR current career in nursing or community health education (identify your career area in nursing/community health education). Dont forget identify the concept and give a brief definition of the concept.
Second, briefly discuss how in your future career in nursing or community health education will be able to use the services provided by PHNs/ Community Health Educators for your patients/communities. Essay should answer both questions and be under 2 pages.


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PLEASE LABEL EACH UNIT DISCUSSION THANK YOU

CE 320 UNIT 7 DISCUSSION

In this week?s reading, you learned about the strengths and weaknesses of the assessment tools available to measure a child?s progress and ability levels. You have also learned about early intervention services including an Individual Family Service Plan (IFSP) and an Individual Education Plan (IEP). Additionally, you learned that each assessment can be used to direct y our lessons as you work to address each student?s weaker performance areas and support the child?s stronger areas of development. Please respond to this three-part discussion in three paragraphs and support your responses with research and references from your reading:
Acting in the role of the Service Coordinator for Child Find, explain will you want your parents to know about the process of screening and diagnostic testing and your role in the process. What type of questions might a parent ask a service coordinator?
Evaluate the services offered by two organizations in your state that cater to children with developmental delays.
Some children are already involved in schooling situations and have yet to be identified. In your role as an early childhood professional, you will use observational instruments in conjunction with more formal assessments. Give an example of a parent conference using these assessments to explain to the parents the need for a referral for additional diagnostic testing.
Analyze how diagnostic testing help s early childhood professionals in planning intervention programs?


CE320 UNIT 8 DISCUSSION

n this week?s reading, you discovered techniques that are appropriate for teaching children with communicative disorders. You also learned about the Working Memory Theory and its application to language development, including strategies to enhance the children?s working memory. The role of the early childhood professional was emphasized in the assessment and referral process. Based on your reading, please respond to the following:
After reading the article by Montgomery, Magimairaj, and Finney found in your library reading this week , please respond to the following :

Explain how understanding the conceptual model of working memory helps you in selecting strategies to take in helping a child that may have a communicative disorder. Please give an example of a strategy that you might use with a child with a specific communicative disorder.
Construct a scenario of a team approach that could be developed when working with a child that has a specific communicative disorder. You should identify the communicative disorder that the child has in this scenario and provide research and techniques/strategies that are known to be effective with this type of communicative disorder.
Evaluate the benefits for family and children in being connected to organizations associated with a specific communicative disorder. These organizations can be found from the list in your chapter reading or from an internet search.

UNIT 9 DISCUSSION

n this week?s reading, you delved into the ethical practices that are unique to the early childhood professional. In discussion, you will discuss this as well as the types of moral language and pedagogical experiences that you will find in this setting.
Describe a care-as-worry scenario that you may experience in the parents that release the care of their child to you. Provide information in your scenario that describes how you will alleviate the parents worry through strategies that promote home to school connections. Please use references from you research.
Compose your own ethical statement concerning the communication between the school and home.


THIS IS FOR UNIT 8 DISCUSSION

Please read the articles below found in the KU Library:

Toth, K., Munson, J., Meltzoff, A. N., & Dawson, G. (2006). Early predictors of communication development in young children with autism spectrum disorder: Joint attention, imitation, and toy play. Journal of Autism & Developmental Disorders, 36(8), 993?1005.

Bergeson, T. R., Houston, D. M., & Miyamoto, R. T. (2010). Effects of congenital hearing loss and cochlear implantation on audiovisual speech perception in infants and children. Restorative Neurology & Neuroscience, 28(2), 157?165.

Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010). Working memory and specific language impairment: An update on the relation and perspectives on assessment and treatment. American Journal of Speech-Language Pathology, 19(1).

Click the Presentation icon to view an interactive ear model that explains the physiological structure of the ear as well as causes, prevention, and treatment of ear infections.

ID: CE320-08-06-R

Complete the following:

? Summarize the participating family?s background and other relevant demographic information. Note if you used a real family or a family within The Neighborhood.
? Identify the three prioritized nursing diagnoses that are the basis for the Health Education Tool.
? Explain the educational goals and objectives of your Health Education Tool and Educational Session.
? Explain how Watson?s theory of human caring provides a framework for the Health Education Tool and Educational Session.
? Explain the steps to implement and evaluate the Health Education Tool and Educational Session.
? Explain or demonstrate the Health Education Tool.
? Explain how the tool relates to a Healthy People 2020 LHI.
? Explain how the participating family?s health needs represent greater community health and environmental issues.
? Explain how the tool coordinates with, complements, or replaces community and public health services.
? Identify your own values and potential cultural biases and the family?s cultural, spiritual, and ethical values
? Explain how to manage potential conflict with personal values and biases during the educational session.
? Describe the epidemiological influences that affect the health and well being of the family.
? Explain how you might advocate for the family.
? Explain how to encourage family members to become partners in their own care.
? Describe the family?s capability and willingness to comply with the Health Educational strategies.
? Support your presentation with a minimum of 5 peer-reviewed sources.

Prepare an 18- to 25-slide Microsoft? PowerPoint? presentation including detailed speaker?s notes. The presentation should be between 10 and 15 minutes.

Note. You must remove all personally identifying information such as the family members? names. Refer to family members by initials only.

Submit the following with your assignment:

? Health Education Tool and any supporting materials
? Clinical Log for time spent conducting research for the Health Education Tool
? Clinical Log for time spent conducting the Educational Session
? Attach the completed Windshield Survey, Family Assessment, and Community Assessment as appendices to the presentation.

Content
20 points possible Points available Points earned
? Summary of relevant family demographic information, prioritized nursing diagnoses that are the basis for the Health Education Tool, description of how the family?s health needs represent greater community health and environmental issues, and family?s response to the Health Education Tool and Educational Session 3
? Explanation of educational goals and objectives, description of Health Education Tool, steps for implementation and evaluation of Health Education Tool and Educational Session, discussion of how the student might advocate for the family, discussion of how to encourage family members to become partners in their own care. 4
? Explanation of how the Health Education Tool relates to a Healthy People 2020 LHI and description of epidemiological influences that affect the health of the family. 4
? Discussion of how the Health Education Tool coordinates with, complements, or replaces community and public health services. 3
? Description of student?s and family?s values and cultural biases, and discussion of how the student?s own personal values and cultural biases may have influenced the development of the Health Education Plan and/or Educational Session. 3
? How Watson?s Theory of Human Caring provides a framework for the Health Education Tool and Educational Session. 3
Format
5 points possible Points available Points earned
? Follows rules of grammar, usage, and punctuation
? Appropriate language and literacy levels
? Has a structure that is clear, logical, and easy to follow
? The presentation includes relevant media and visual aids that are consistent with the content
? Slide transitions are present, logical, and maintain the flow throughout the presentation
? Includes minimum of 5 peer-reviewed sources
? Includes required speaker?s notes
? Meets required presentation timeframe 5

family's educational needs
1)smoking cessation
2)family time
3)diet & education
4)family stress and coping

brief history about family

I have decide to choose Miss S for my family project,miss S is a 67years old African American born in Africa and come to the US at the age of 20 she does housekeeping .She is married to his husband Mr S 69 .who is on disability dur to stroke.They have five children, three boys and two girls.The older daughter is battling with colon cancer which has metastasis .The families are all disturbed at this time and need assistance and encouragement .As per Miss S ,she told me the daughter is on a trach vent because she suffer from anaphylactic reaction from iv contrast dye during a CT scan of the abdomen and is in an acute rehab.She is now responsible for her daughter's two boys.She is willing to give me more information about her family I decide to choose this family because her story is interesting and pathetic I was introduces to Miss S, as I was trying to get permission from the project manager at one of the health department where I will be doing my clinical hours.We talked and I explained to her what I will be doing for the next few weeks and she agreed .So on that note, Miss Michelle If you can give me the green light to get to know this family more it will be great.

Legal Rights of Students with Disabilities
Task: Write a paper (suggested length of 5 pages)

A. Summarize the six key components of the original 1975 IDEA (Individuals with Disabilities Education Act).

Refer to website: http://www.askresource.org/Publications/Six_Principles_IDEA.pdf
(I have attached a pdf document for this web article)

Discuss with enough information to show that you understand what components are. Use bullet points to show each of the six components.

B. Summarize the key components of the following IDEA re-authorizations:
(I have attached pgs. 51, 52, 55)
PL 99-457 (1986)-pg. 51, 52
PL 101-476-pg. 52
PL 105-17 (1997)-pg. 52
IDEA 2004: PL 108-446-pg. 55

Tip: Pay special attention to the changes that refer to Parents, Teachers or the Student. If the law talks about changes in Parent rights or participation, Childrens (students) changes in services or Teacher qualifications make sure you address those areas.

C. Summarize, in sequential order, the mandated IDEA guidelines and processes for referring a student with a suspected disability for evaluation for special education services.

Tip: This should be done from the teachers point of view. Make sure you are starting from the point the student is seen struggling in the classroom all the way to when the student is placed in Special Ed. and receives services.

Make sure you talk about the actual referral; i.e. What is in the referral? What is required for the referral? What are the components of the referral?

Dont do this section in bullets. Do in essay format.

IDEA Guidelines for referral: (I have attached pgs. 63-72)
Pre-Referral
Referral
Assessment
Instructional Programming/Appropriate Placement
Designing Individual Instructional plans; Individualized Education Program and Individualized Family Service Plan


D. Incorporate the following four intervention concepts as an extension of what you addressed in Part C above:

Pre-referral interventions-Pg. 63, 3rd paragraph
Multi-disciplinary team-Pg. 66, 1st paragraph
Norm-referenced and criterion-referenced tests-Pg. 66, 3rd paragraph
Individualized Education Plan-Pg. 68

Tip: Discuss how these interventions fit into the referral process? Parts C and D need to be combined. The intervention concepts should be placed in Bold letters. Insert the concepts and definitions as they relate to the referral process.

Here are some examples of how to incorporate these interventions into Part C:

Using the intervention concept: Norm-referenced and criterion-referenced tests

Referral process/guidelines: The student is then evaluated using norm-referenced tests and or criterion-referenced tests.

Intervention concept: A norm-referenced test is . and a criterion-referenced test is .

Using the intervention concept: Individual Education Plan

Referral process/guidelines: An I.E.P is developed for the student.

Intervention concept: An I.E.P is ...

Include all in-text citations and references in APA format.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly

Reference List:

Gargiulo, R. M. (2006). Special education in a contemporary society: An introduction to exceptionality. Belmont, CA: Wadsworth/Thomson Learning.

http://www.askresource.org/Publications/Six_Principles_IDEA.pdf

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Guidelines for Health Education Plan
You are to develop a health education plan targeted for a specific group in the community.

This paper is worth 20% of your final grade.

The format and grading rubric is:
1. Identification of Specific Health Promotion Need (10 points)

Choose a health promotion need you have identified in Section III (Problem List) of the Community Analysis paper
Describe the scope of the need.
Describe why this is a priority problem and the rationale for why you have chosen this health promotion problem.
Use Healthy People 2020 as a resource to identify age specific health risks or needs.
Give an overview of the population or group for which this is a health promotion need. (This data should be taken from the assessment section of your Cultural Assessment or Community Analysis paper.
Identify factors that might affect learning or barriers. (example- values, culture, language, physical or functional issues).
2. Establish Health Education Outcomes (15 points)

Develop two to three appropriate health education outcomes to guide what you plan to do.
What is it that you see as the outcome of the plan? Remember they must be measurable and relate back to the need. ( example ??" for senior women you might want to ultimately see an increase in mobility, flexibility, and physical activity; Therefore, an outcome might be a 10% increase in attendance at an exercise or restorative yoga class you might want to start.
What behaviors do want to see changed in this group?
What health indicators would you like to see changed?
3. Design the Health Educational Plan (20 points)

Describe your health education plan.
Identify what you plan to teach and give rationale for why you are going to present the specific content. (Example: if you are planning a health fair or a series of classes for senior citizen women at the local health center what content will you present and why).
Develop an outline and identify rationale for each section. Describe how this health education plan will reduce risk and promote health in this group.
4. Implementation of the Health Education Plan (10 points)

Identify appropriate methods based on assessment of educational needs, program outcomes and identified content.
Give rationale for using specific strategies. (lecture, video, gaming, role play etc.) Again consider age, functional status, literacy, etc.

5. Evaluation of Educational Effectiveness (25points)

Since you wont actually be implementing the plan, describe how you would assess the effectiveness of the health education plan.
How would you evaluate your outcomes from section two? In other words, how do you know if what you did worked?
Identify specific health indicators or behaviors you would use to assess learning.
Describe what other services would be necessary to reduce risk in this population.
6. APA and grammar (20 points)

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Chapters 5 and 6 are about Planning and Control, two of the four functions of management. Chapter 7 provides details about strategies and strategic management.

Planning is a process of setting performance objectives an determining ow to accomplish them. ~ Pg. 112

Chapter 5: Planning is the first of the four management functions. See the graphic at the bottom on page 113 which outlines how good planning benefits us. Notice that through the following pages, those ideas are explored in more detail. Figure 5.2 does an excellent job of demonstrating how each planning layer in a business from management down, all build on each other so the entire organization is focused on reaching the company's goals.

Don't miss Table 5.1 Steps in the Planning Process and the importance of defining your objectives first. Have you heard that old saying, "If you don't know where you are going, how will you know when you get there?". A good example of objectives happens right on Southwestern College's Campus. College students who have met with their academic counselors to develop their Student Education Plans, have written objectives for which courses they need to take to earn the certificates or degree they would like to obtain. Having written objectives provides the focus that a business or a department needs to have to accomplish their plan as well. Objectives should be very specific so you can easily determine when you've reached them. Our book defines Objectives this way: Objectives are specific results that one wishes to achieve. ~ Pg. 113

Read about the many types of plans: short-range, long-range, strategic, policies, procedures and budget and methods such as forecasting and benchmarking. Planning puts us on the right path.


Controlling is the process of measuring performance and taking action to ensure desired results. ~ Pg. 134

Chapter 6: Controling is another of the four management functions. Controlling is measuring results, being aware, staying informed, and making changes along the way when necessary. Our book refers to controling as an "after action review". We all practice control whether we realize it or not. Good examples are: We control our own time and what we work on and accomplish. We control our personal budgets, how much we spend and where we spend it. How does a good manager control projects in the workpace? A good manager collects the information and facts needed to make wise decisions and changes when necessary. They control the results by closely monitoring the progress. Read about input, output, feedback, charts and other business tools managers use to monitory and control results so they can take corrective action as needed.

A strategy is a comprehensive plan guiding resource allocation to achieven long-term organizational goals. ~ Pg. 158

Chapter 7: The purpose of strategic planning is to gain a competitive advantage and advance the company by wisely allocating existing resources. Strategies are developed at every level of the company from corporate, to department, individual functions, right down to individual strategies for each employee. In this chapter you will read about organizational strategies, growth and restructuring strategies, global, cooperative and e-business strategies. Developing strategies first, helps the business management team write appropriate objectives to support the organizations strategic plans. Spend additional time reviewing Figure 7.1 - What Are the Steps in the Strategic Management Process? on the bottom of page 166.



Complete your assigned reading before you complete this assignment. The information in the textbook reading and this module are pertinent to this assignment. Take your time to learn more about planning, controlling and writing and measuring objectives.

We are studying planning and controlling this module which are two of the four management functions. Let's practice these functions as a skill building activity. Refer to your book and assigned reading on developing an objective and planning and controlling.

Instructions:

Develop a 1-page, single spaced paper. Add your name to the top of the paper.
Write 1 clearly stated Objective for the grade you plan to earn in this course.
Write 1-paragraph describing your plan for attaining your Objective (the grade you stated).
Write 1-paragraph describing your Control process including measuring progress and what corrective action you will take if necessary.
Return to this Assignment to attach and submit your paper before the module deadline, following the instructions in this module.

You will interview a general education teacher about responsibilities in the development of the IEP (individual education plan) and issues related to Response to Intervention as a mechanism for identifying students with disabilities. You will generate questions and then formulate responses that will be posted to the Discussion Board.

The change process requires identifying a problem (or set of problems) and then gathering ideas for solutions. In order to identify appropriate solutions, one must develop a clear, overarching vision for organizational purpose and direction (You need to know where you are going before you can plan how youll get there.). Within the scope of that vision, organizational leaders and stakeholders must develop achievable goals for obtaining and sustaining desired results. Giving consideration to the problem identified, articulate the overarching mission that you believe should be realized in order to achieve the desired change. Then create three to five goals that you believe will serve as benchmarks for accomplishing the mission

For example, the overarching mission might be to prepare students to successfully enter the workforce. Short- and long-term goals (benchmarks) might include:

Generate a career pathway program that helps students identify their strengths and interests and design an education plan that meets their needs (shorter-term)

Create courses that directly support skills and knowledge students need to successfully enter the contemporary workforce (longer-term)

Another example might be the mission of training a sales staff to outperform its competitors. Goals might include:
Develop a curriculum that embodies best practice standards for increasing sales performance

Design training that engages staff and motivates them to perform at higher levels

NOTE: Must deal with education

Please write to teachers or someone in teaching profession. I need a title page, an abstract page, 6 pages of text and a page for references. For every quotation and paraphrase from a written source, I must submit a copy of the original text, with the quoted or paraphrased passage highlighted. Please include with submission. Below is a copy of my original proposal:

Subject: Proposal to Write a Research Paper on the No Child Left Behind Act of 2001.
The No Child Left Behind Act of 2001 promised to reform the school system. It focused on improving teacher quality, school choice and accountability and assessment (US Department of Education, 2010). This research will examine how the act changed the way teachers teach. The purpose of the proposed paper is to inform public school teachers, school administrators, public policy makers and parents of school age children that No Child Left behind does not allow teachers to demonstrate their true talents, as it forced them to teach for the test.

Problem
No Child Left Behind added extreme pressure on schools and individual teachers to make certain that students performed to the acceptable standard. Teachers were used to a degree of freedom to add activities or even change the curriculum. Due to time restraints, pressures to perform and inadequate funding, teachers have found themselves teaching for the test. The limits placed on teachers by the need to make certain that their students were performing up to par created unanticipated gaps in the educational system. For instance, the teacher must now play the averages in the classroom. This leaves many students behind, such as bilingual students, who are at a disadvantage at test time (Menken, 2006). Other groups of students are left out of the equation as well. These gaps need to be resolved so that the system is fair to all learners. Teachers need more flexibility than teaching to the test allows so that they can better address the needs of all students in their classrooms.

Topics to Investigate
In my report, I will discuss how No Child Left Behind has changed teaching methods in the classroom. I will focus on the following:
What is the problem with No Child Left Behind?
What is No Child Left Behind?
What caused teaching methods to change since the passing of the act in 2001?
What effect does it have on bilingual students, special needs students and gifted students?
What is the status of teaching methods?
The solution to the problem is re-training.
Re-train teachers to teach the curriculum and focus on the full body of knowledge and skills represented by test questions

The advantages of re-training
The disadvantages of costs in terms of time and money
The call to action of implementing such change

Reader
You are my initial reader. Your concern is that I produce a report that is timely, logical, thorough, and well written. Because you are an educator, the report topic might interest you.
Primary readers for this proposal will include public school teachers in the United States. Secondary audiences may include school administrators, public policy makers and parents of school age children. Each of these audiences has a vital stake in the success of the educational system. Public school teachers and school administrators are under tremendous pressure to make certain that their students performed to the acceptable standard. Parents want their children to succeed in school and have a well-rounded education.

Methods
I will use library research and online research. The following materials on the Web or in the Ft. Bend County Library appear to be useful:
Irving, M., Nti, M., & Johnson, W. (2007). Meeting the Needs of the Special Learner in Science. International Journal of Special Education. 22 (3): 109-118.
Menken, K. (2006). Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners. Bilingual Research Journal. 30 (2): 521-546. Eric Digest. Eric Identifier: EJ750294
Ottalini, D. (2008). No Child Left Behinds Emphasis on Teaching to the Test Undermines Quality Teaching. UM News Desk. Social Issues. University of Maryland. Retrieved February 28, 2010, from http://www.newsdesk.umd.edu/sociss/release.cfm?ArticleID=1576
Sonnenblick, J. (2008). The Presidents education plan is hurting students and teachers. School Library Journal. May 1, 2008. Retrieved February 28, 2010, from http://www.schoollibraryjournal.com/article/CA6555540.html
US Department of Education. 2010. Elementary and Secondary Education. Retrieved February 28, 2010, from http://ed.gov/policy/elsec/guid/states/index.html.

Describe my education plans and goals, (Could be anything) I wish to address the following topics in my goal statement: motivation for education(I want to be a mobile application developer), work experiences, extracurricular activities(could make it up). and unusual circumstances that have affected my grades(make up some reason to tell why I got low grade in last quarter) 2 pages limit

i want to write my admissions essay on being dyslexic but in comparison to my 3 cousins who are autistic. I was diagnosed with dyslexia in 2nd grade and kept back in 3rd. Although i was very intelligent my reading skills were poor and i was unable to keep up as i was always learning to read instead of reading to comprehend information. I was then given an Individual Education Plan (which we had to fight for and my parents had to get attorneys so the school would provide me with Orton Gillingham) which they then did provide me Orton Gillingham Services and i eventually learned to cope with my learning difference. I received and still do all my books on tape and learned to manage my disability. It was not until my 3 cousins were diagnosed with Autism that i learned what a real disability was and in fact i signed off on my IEP in 8th grade because i felt i wanted to be mainstreemed in high school and not stand out as being different. After dealing with my cousins i volunteered my services at a foundation for Austistic children and realized that although i have a slight disability it is nothing in comparison to what my 3 cousins have and what they have to deal with everyday. I want to maybe compare the two disabilities and say how thankful i am that i overcame or deal with my disability and how i have tried to help children with Austism who will be unable to ever completely recover from what they are suffereing from. My cousins Christian now 14, and twins Lucas and Robey who are 9 (and not as severe as christian) will always be different but they are special people for who they are and i want to point out how much i have enjoyed working with them and will continue to help them and other children afflicted with this diagnosis. I think if you can articulate an essay that sounds sympathetic yet triumphant for what i have seen and overcome and how i hope to help other learning disabled or autistic children that would be a good college essay. If you need more specific information please email me at [email protected]
Thank you

For the organization where you work or the specific department or functional area you are familiar with, develop a Written Report to include each of the following:

1. Describe the overall organization and the unit you will be discussing.
2. Create two organizational charts ??" a master chart for the overall organization and a chart for the specific department or function.
3. Develop an annual plan and a 5-year strategic plan for the unit.
4. Develop a recruiting plan for the organizational unit utilizing the information. Provide a chart that reports on employee turnover by quarter and by year for the last three years.
5. Provide information on the current budget for the unit including revenue and income and direct and indirect expenses. You have just been informed that you will be required to reduce the budget by 10% and you are already half way through the fiscal year. Where will you reduce cost?
6. Identify committees that you might expect to see in the unit and provide a one or two sentence description of the committee function, approximate number of people on the committee and any primary expertise that might be needed.
7. Outline an orientation program for new employees and identify areas for employee education and skills training (One year education plan).
8. Describe in detail how you would get your group off dead-center to discuss a problem that has arisen in the unit.
To develop the paper you will need to perform some research into health care organizations and the different aspects of management and leadership styles. Be sure to use APA form and style.

my major is respiratory therapist
Here I am attaching you the Instructions that the professor gave us .

Portfolio Assignment #2

1. Title Page
- Title of the Areas (e.g. Academic Planning and Career Exploration)
2. You will need to choose one (and include it) *PERSONAL artifact that you have created in class that you feel best represents your Academic Planning (this can be a self-assessment, reflection, journal, assignment, etc.).
3. You will need to choose one (and include it) *ACADEMIC artifact that you have created in class that you feel best represents your Academic Planning (this can be a self-assessment, reflection, journal, assignment, etc.).
4. *My Education Plan
5. Reflection:
a. In your reflection you must answer the following questions for each one of the *artifacts. This can all be on the same page. In short, you are ?proving? to me why you feel these helped your Academic Planning in your personal life and academic life.
- Why did you choose this artifact?
- How do you feel that this relates to Academic Planning?
6. You will need to choose one (and include it) *PERSONAL artifact that you have created in class that you feel best represents your Career Exploration (this can be a self-assessment, reflection, journal, assignment, etc.).
7. You will need to choose one (and include it) *ACADEMIC artifact that you have created in class that you feel best represents your Career Exploration (this can be a self-assessment, reflection, journal, assignment, etc.).
8. Exploration Paper
9. Reflection:
a. In your reflection you must answer the following questions for each one of the *artifacts. This can all be on the same page. In short, you are ?proving? to me why you feel these helped your Career Exploration in your personal life and academic life.
- Why did you choose this artifact?
- How do you feel that this relates to Career Exploration?

Topic
You are the admitting nurse in the medical care ward of your local hospital. Mrs. Wood, aged 73, presents for admission for one of the following reasons.

Osteoporosis

Use a 'healthy model of ageing' approach.
Your answer should relate directly to Mrs Wood and her condition. Essay format is not required for this assignment. You will obviously dedicate more work to the area that has more marks allocated to it.

Question 1 - Pathophysiology - 600 worlds
Describe the normal ageing changes that would occur in Mrs Wood. (10 marks)[When asked to describe the normal ageing changes that would occur in Mrs Jones please describe the changes you would expect to see in an elderly patient with the condition you have chosen. In other words, how does her condition impact on her and the aging process. Is it normal to see this condition in the aged? If so, why and what signs and symptoms would you see. Essentially you are describing the pathophysiology of the condition, why we see it in the elderly and what S & S would alert you to the condition.]



Question 2 - Communication - 300 words
Discuss how you would present this information to Mrs Wood so that she was able to understand the reason for this admission. Give an example of your conversation using your own words. (5 marks)[Question 2 asks you to explain how you would present the reason for Mrs John's admission to her so that she is able to understand it. That is, explain the pathophysiology of ageing in layman's terms (not like in question one where you will have detailed aging in nursing terms). Please use the exact language that you would use. For example,

Mrs Jones, you have had to come into hospital today because you have a condition called hypertension. What happens in hypertension is that there is narrowing of your blood vessels so they go from being very wide to becoming very narrow. When they become narrow they can cause problems like those that you experienced today - dizziness and chest pain. This is becuase not quite enough blood and oxygen is getting to your brain and your heart. What we are going to do is to give you some medication to help make your arteries wider and talk to you about some ways you can help yourself feel better by watching what you eat and by doing a little bit of exercise.]


Question 3 - Education - 300 words
Outline what health education you would incorporate into Mrs Wood's plan for care while she is hospitalised. (5 marks/300 words)[Question 3 asks you to incorporate some health education into Mrs John's care plan and this education will be specific to the particular condition you have assigned to her. That is, the pharmacist will talk to her about her medication, the physio will talk about her exercise program, the dietian will talk about nutrition etc. Please specify the types of material you would expect each specialist to cover. This will highlight how the nurse can coordinate the pre-discharge information that needs to be passed to the patient so that they are able to help manage their care in the community.
Question three asks you to outline the health education you would incorporate into the plan of care whilst hospitalized. So you would discuss the reason why you would be incorporating that information into the education plan. Why would you include a dietian' referral, physio referral etc. e.g. A dietian's referral is important because nutrition is an identified risk factor in the elderly and particularly in those with diabetes and malnutrition. This is because of x, y and z factors.



Question 4 - Health Care Team -300 words
Outline the various health professionals you would involved in Mrs Wood's plan for care while hospitalised and discuss each of their roles in the team. (5 marks) NB: It is not sufficient to say "Podiatrist - works with feet." [Question four asks you to give the information of each specialist in more detail. This will examine what specific information each specialist will cover. When you are discussing pharmacological issues this will also flow into question 5.



Question 5 - Pharmacology - 300 words
Discuss the specific medication administration considerations that would be required for Mrs Wood. (5 marks)

Question 6 - Discharge Plan - 600 words
Develop a discharge plan for Mrs Wood. Include rationales for each aspect of the plan. Remember, discharge planning should commence at admission, so in your plan identify how the discharge plan relates to the plan of care developed for Mrs Wood's hospitalisation. The focus should be on 'healthy ageing'. (10 marks)

References must be used for each question. A reference list is to be attached at the end of the case study. You are expected to provide a minimum of 15 references for this assignment. These are to include but not limited to a mix of journals, books, internet sources and organizational policies and protocols.

Marks will be deducted for inadequate presentation and referencing.

Rationale
Students will be able to demonstrate an understanding of the normal aging changes that occur as people age as well as an understanding of the concept of healthy aging. This is necessary in nursing as historically the focus has been on the illness model of care rather than on the wellness model of care. As primary care givers in the health system nurses need to be able to provide care that is appropriate for the stage of life their patients/clients are at.

RESOURCES YOU COULD USE

Prescribed text(s)
Miller, C 2004, Nursing for wellness in older adults, 4th edn, Lippincott, Sydney.



Recommended reading
Abrams, W & Fletcher, A 1999, The Merck manual of geriatrics, Merck, Sharp & Dohme. (Any recent edition.)

Ebersole, P, Hess, P & Luggen, A 2004, Towards healthy aging, 6th edn, Mosby, St Louis.

Eliopoulos, C 2001, Gerontological nursing, 2nd edn, Mosby, St Louis

Gray, L et al. 2000, 'Geriatric medicine', A pocket guide for doctors, health professionals and students, 2nd edn, Ausmed; Melbourne.

Hudson, R (ed.) 2003, 'Dementia nursing', A guide to Practice, Ausmed, Melbourne. This is a wonderful resource, succinctly presented and well referenced. The principles covered in this package (it also comes with a CD ROM) pertain to all contexts of gerontic nursing, not just dementia care.

Nay, R & Garrat, S 2004, Nursing older people: Issues and innovations, 2nd edn, Churchill Livingstone, Sydney

Nolan, M, Davies, S & Grant, G, (eds) 2001, Working with older people and their families, Open University Press, Philadelphia.

Osterweil, D, Brummeis-Smith & Beck, JC 2000, Comprehensive geriatric assessment, McGraw-Hill.

Staunton, P & Chiarella, M 2002, Nursing and the law, 5th edn, Churchill Livingstone, Marrickville.

Stockslager, J & Schaeffer, L, (eds) 2003, Handbook of geriatric nursing care, 2nd edn, Lippincott Williams & Wilkins

Theobald, M 2003, Delirium risk management program resource kit, Ballarat Health Services, Ballarat, Victoria.

Students undertaking this subject are advised to read pertinent journals, such as
Abstracts in social gerontology: current literature on aging

Australasian Journal on Ageing

Geriaction

Journal of Gerontology

Journal of Applied Gerontology

Journal for Prevention and Healing: Advances in wound care

Nursing Homes; long term care management

Journal of Gerontological Nursing

Relevant Internet sites
Aged and Community Services Australia
http://www.agedcare.org.au

Aged Care Standards and Accreditation Agency
http://www.accreditation.aust.com

American Geriatrics Society
http://www.americangeriatrics.org

Australian Association of Gerontology
http://www.aag.asn.au

Australian Institute of Health and Welfare
http://www.aihw.gov.au

Canadian Association of Gerontology
http://www.cagacg.ca

Commonwealth Department of Health and Ageing
http://www.healh.gov.au

Cota National Seniors
(previously Council on the Ageing and National Seniors Association).
http://www.cota.org.au

Gerontological Society of America
http://www.geron.org

Merck Manual of Geriatric Medicine
http://www.merck.com

National Aged Care Alliance
http://www.naca.asn.au

National Gerontological Nursing Association
http://www.ngna.org

National Institute on Ageing
http://www.nia.nih.gov

Older Women's Network
http://www.own.org.au

SeniorNet Association
http://www.seniornet.com.au






Assessment 1: Marking Criteria
Value: 40% of final grade

Student Name_____________________________________________________

Criteria Grade:

E = excellent work
W = well done
S = satisfactory
N = needs improvement
P = poor
criterion meet to an exceptionally high standard
criterion meet to a high standard
criterion met but depth and/or breath somewhat limited
criterion met to an acceptable standard just, but there is much room for further development
criterion not met; either not addressed or treated very superficially





E
W
S
N
P

Presentation
No marks awarded but up to 20% of marks will be deducted from total mark for work poorly presented.

Legibility






Grammar/use of English






Format (page no's, title page, footers,
spacing 1 1/2 etc.)






Structure/Development
No marks awarded but up to 20 % of marks will be deducted from total mark for work poorly presented.

General Introduction






Body of paper is well organised






Paragraphing






Linking ideas/signposting






Content - 100%






1. Normal ageing changes (10 marks)






2. Presentation of information to patient (5 marks)






3. Education in care plan (5 marks)






4. Allied health team (5 marks)






5. Medication administration (5 marks)






6. Discharge plan with rationale (10 marks)






Academic Referencing Technique

No marks awarded but up to 40% of marks will be deducted from total mark for work poorly referenced and resourced.

APA referencing system correct in paper






APA referencing system correct in reference list






Appropriate use of nursing and other literature - at least 15 references are used as supporting evidence for the paper including own extra research






Appropriate systematic reference to subject readings and textbooks






Correct use of quotes






General Comments





Mark:___________
Lecturer signature:___________________
Date:_______

Purpose: The purpose of this assignment is to give you the opportunity to synthesize and apply knowledge you have gained from all your courses, toward the completion of a comprehensive community project. In addition, this project will serve as a measure of your ability to think critically, communicate effectively, and plan therapeutic nursing interventions. You will select a community to study and in which you will complete your assessment. This will serve as the Practice Learning Environment. The Windshield Survey portion of your assessment should be completed by driving around the community. The Windshield Survey is comprised of general qualitative observations that give you a snapshot of the community. Follow the guide in the Stanhope text (7th edition pg 355) to briefly address the major elements of the survey. You are to use the same community you will be using to complete the Cultural Assessment and the Health Education Plan. You can then utilize the data for all three assignments. The demographic data can be obtained online, through the public library, county or township administration buildings. All information needed for this project is in the public domain and easily accessible. This paper should not exceed twenty pages of text. Appendices, tables and references are not included in those twenty pages. This paper will be completed in sections on specified dates and submitted in the end in its entirety. Please access Student Resources button for more information.

SECTION I: Definition of Community (5 points)
Identification and history: Give a brief description of the area to be assessed in terms of geographic location and population size. Describe how the community developed. Describe significant trends and events related to current function and characteristics. (example ?" was this a manufacturing community that has suffered plant closings and job loss? Describe the impact.) (5 points)

SECTION II: Assessment (25 points)
Description and characteristics of community) Windshield Survey See Table 15-5 on page 355 in Stanhope textbook (10 points)

Community resources for helping families in the community achieve optimal level of wellness. Many of the resources can be listed as an appendix. Use your narrative to summarize and analyze the special strengths and deficits of the listed areas. Include citizen knowledge about resources and utilization or access problems. (8 points)

Health Resources
Type of services available: health department, private MD, dentist, hospital clinic, pharmacy, health promotion, mental health
School and occupational health services
Official and voluntary services
Self help and support groups
Service organizations, faith-based programs
Citizen safety and protective services
Police and fire
Shelters for victims of abuse
Others: neighborhood watch etc.

Services of senior citizens senior centers, meals on wheels, transportation, day care, long term care.

Community welfare services beyond city/state aid as provisions for emergency food, shelter and clothing.

Recreation

Biostatistics (7 points)
Present the following data in table form. This section of your text should consist of a summary and analysis of the significant findings of your tabled data. Since statistical data is meaningful only when related to trends or as compared to state and national norms, all data should be represented in your tables in this manner with illustration of comparison.
Demographic data: dependency ratio <18 and >65 years, ethnic characteristics, median educational level, unemployment rate, per capita income and percent of families living under the poverty level.
Vital statistics birth and death rates, mortality for leading causes of death, infant mortality
Health statistics morbidity of major communicable diseases (AIDS, STDs, TB) incidence of child abuse and neglect, teenage pregnancy, other disease identified by community as significant, incidence of crime.

SECTION III: Analysis and Diagnosis of Problems and Assets: (25 points)

Community Identified Health Needs and Assets : (10 points)

Students should interview a number of community residents, leaders and health care professionals regarding their perceptions of prevailing health needs, concerns, issues and assets of their community.)This section should include at least three interviews. Interview data can be summarized by individual response and placed in an appendix. The text of your paper will summarize and analyze the interviews addressing areas such as concerns expressed most frequently or noted by particular segments of the community (i.e. youth, elderly physicians, young families).

The following list suggests persons you should include in your interview process: Health care providers including school or occupational health nurses, home health and hospital nurses, mental health workers; clergy, police and fire personnel; city officials, educators, youth, elderly; business and professional people; people of the street, shoppers; informal leaders.

Problem or Asset Identification/ Community Diagnosis (15 points)

This is your opportunity to analyze and synthesize the data in order to develop a prioritized community problem list. Be able to support your conclusions with assessment data found in the body of your paper. Diagnoses of the community should not be limited to needs or problems. Positive statements about coalitions, groups, etc. could be made in which case the nursing role would be to maintain and enhance the situation.

In this section you must analyze all the data you have presented in the above sections, and establish a prioritized community problem /diagnosis list of at least five problems. Identify rationale and criteria you used in prioritizing the list. Use chapter 15 in Stanhope as a key reference for your criteria (See pages 361 & 367 Table 15-7). Provide support for each diagnosis Indicate any community action currently directed on behalf of each problem area. Most of this section should have been covered in your community resource section.

Select one identified Health Promotion problem you have identified in this section to use in your Health Education Plan assignment (See guidelines and rubric for Health Education Plan in Assignments).

SECTION IV: Planning, Implementation, and Evaluation: (25 points)

This is a key section of this paper. In this section you are to make recommendations for feasible community nursing interventions for each of the problems you identified. You are to develop a desired goal and outcome objective for each diagnosis and a feasible plan of action. Include in this section what community organizations you would involve in these interventions.

Also address at least two health policy implications derived from your analysis. For example ?" if you find that increased lead levels are a problem in this community, what implications would this have for health policy makers in the community? Could it be that more dollars for lead screening should be required? or expanding medical assistance coverage for better follow up? What about expanding Head Start dollars to include lead prevention?

Crucial to the plan is the evaluation of its effectiveness. Develop a strategy for evaluating the effectiveness of your recommended goals and outcomes. What outcome measures would you use?

Pages 366 ?" 370 in Stanhope present excellent examples in table form to use guides.



There are faxes for this order.

Analysis of a Geographical Community (Practice Learning Environment)


Purpose: The purpose of this assignment is to give you the opportunity to synthesize and apply knowledge you have gained from all your courses, toward the completion of a comprehensive community project. In addition, this project will serve as a measure of your ability to think critically, communicate effectively, and plan therapeutic nursing interventions. You will select a community to study and in which you will complete your assessment. This will serve as the Practice Learning Environment. The Windshield Survey portion of your assessment should be completed by driving around the community. The Windshield Survey is comprised of general qualitative observations that give you a snapshot of the community. Follow the guide in the Stanhope text (8th edition pg 420) to briefly address the major elements of the survey. You are to use the same community you will be using to complete the Cultural Assessment and the Health Education Plan. You can then utilize the data for all three assignments. The demographic data can be obtained online, through the public library, county or township administration buildings. All information needed for this project is in the public domain and easily accessible. This paper should not exceed twenty pages of text. Appendices, tables and references are not included in those twenty pages. This paper will be completed in sections on specified dates and submitted in the end in its entirety. Please access Student Resources button for more information.


Planning, Implementation, and Evaluation: (25 points)

This is a key section of this paper. In this section you are to make recommendations for feasible community nursing interventions for each of the problems you identified. You are to develop a desired goal and outcome objective for each diagnosis and a feasible plan of action. Include in this section what community organizations you would involve in these interventions.

Also address at least two health policy implications derived from your analysis. For example ??" if you find that increased lead levels are a problem in this community, what implications would this have for health policy makers in the community? Could it be that more dollars for lead screening should be required? Or expanding medical assistance coverage for better follow up? What about expanding Head Start dollars to include lead prevention?

Crucial to the plan is the evaluation of its effectiveness. Develop a strategy for evaluating the effectiveness of your recommended goals and outcomes. What outcome measures would you use?

Pages 423, Table 18.11) in Stanhope present an excellent example to use as a guide

Please note will provide previous related papers

Will also provide a sample paper for reference as in what is expected. Thank you.

1. APA format
2. Please include running head: PRESIDENTIAL FITNESS TESTING

The paper is on Presidential Physical Fitness Testing and the improvement of scores.

The paper needs the following steps:

National Significance
Local Significance
Research Question
Hypothesis
Review of Literature
Methods
Population
Instruments
Procedure of data analysis
References

This is the sample paper provided by the instructor(obviously different topic):

Introduction

National Significance

As recently as a generation ago, there were few classrooms in the United States that included students with special needs. Before then, as many as one million students with special needs did not even attend school; and if they did, they were segregated from the general population and placed into a special class or a different school altogether.
But all of that changed in 1975 with the passage of the Individuals with Disabilities Education Act (IDEA) and its subsequent amendments in 1997 and 2004. Students with special needs were now moved from segregated classrooms into general education classrooms because of this legislation (Ward, Montague, and Linton, 2003). IDEA mandated that students with special needs be educated in the least restricted environment (LRE); in other words, the same environment as students without disabilities, and thus, inclusion was born.
For all students in the classroom to be successful, paying attention to the curriculum to meet state standards, strategies in instruction delivery, and the classroom environment must all be given careful attention by the teacher. This means differentiating instruction to meet individual learning needs of all students in a heterogeneous environment. No longer can there be a "one size fits all" attitude if inclusion is to be successful, so it is important to research if such a shift is beneficial or detrimental to any portion of the student population.
Local Significance

The purpose of this proposal is to compare achievement scores of students with special needs in a heterogeneous classroom environment to those who remain in a self-contained special education classroom. The sixth through eighth grade classrooms are part of a school district that uses a hybridized middle school concept in central Illinois. While there are no gifted programs, this school district tracks students by offering accelerated classes in math, literature, and language arts. There are also self-contained special education classes in grades six through eight with some students with Individualized Education Plans (IEP) being pushed into general education classrooms depending on their abilities as stipulated in the IEPs. The district has not made a formal school-based decision to place all self-contained students into general education classes. Currently, any such placements are a result of collaboration by the general education and special education teachers. This study will examine how using inclusion of students with special needs into a heterogeneous classroom will affect achievement scores on standardized tests as compared to students who remain in a self-contained environment.
Research Question

The purpose of this proposal is to explore whether students with special needs, when placed into general education reading and mathematics classrooms, can achieve higher scores on standardized tests than if they remain in a self-contained special education classroom. Results of these scores will be used as one variant to determine if all students from a self-contained learning environment should be placed into a general education classes during the next academic year. Does the placement of students with special needs into general education classes versus self-contained classes increase scores on achievement tests?


Hypothesis
Students with special needs who are placed into a general education reading and mathematics classrooms will achieve higher than similar students who are not placed into these classes.






































Review of Literature

While conducting this descriptive research project, Patterson and Graham (2000) studied the interactive relationship between a teacher's thoughts while teaching in an inclusive classroom and his subsequent actions, both of which affect student learning. Five junior high teachers who taught in inclusive classrooms, three in a large city in Canada and two in rural towns in Australia, volunteered to participate in this study because they could articulate their in-flight thoughts experienced while teaching. Triangulated data were obtained from: (1) semi-structured interviews, (2) stimulated in-flight thoughts while viewing videotaped lessons, and (3) researcher field notes. The first step in conducting this study included the researchers visiting the teachers to discuss details of the study while also becoming familiar with the perspective into the participant's teaching style. During the second step, researchers conducted two semi-structured interviews with each participant to identify the principles that guided their teaching. In the third step, a complete lesson, presented to the target class, was videotaped by the researcher. Five minutes later, the teacher was shown the videotape and asked to recall his thoughts during a stimulated recall interview.
Results of this study indicated that experienced teachers, during their in-flight thinking, could predict students' actions and thoughts. Another finding in four of the five teachers was related to a teacher's awareness and ability to express feelings and emotions.
This study also concluded that inclusive classroom teachers treat students according to their individual characteristics, not because they have a predetermined categorization of those students. These findings suggest that teachers should focus more on the individuality of all students rather than focusing on whether or not a student has a disability.
Luster and Durrett (2003) conducted an exploratory study to analyze whether placement of students with disabilities in a general education classroom compared to separate special education classrooms would increase student achievement on state assessments and also increase graduation rates. Student achievement in grades four and eight in all 66 school districts in a Southern state were analyzed. Comparison of the eight most and eight least inclusive districts which represented approximately 25 percent of the 66 school districts was made using a visual examination of the data. Data, using a one-tallied correlation analysis, included: (1) graduation rates for students with disabilities, (2) language arts and math scores for grades four and eight, (3) on-level test participation by students with disabilities, (4) group performance scores for the subgroup of students with disabilities, and (5) district performance scores. Results were positive for all correlation coefficients with the exception of on-level test participation for fourth grade test performance. This study is important because it shows positive relationships between greater inclusion and student results. However, it should be noted that effective instructional practices may have had a larger impact on these positive results than inclusion alone.
According to Martin, Ireland, and Claxton (2003), success in the inclusionary classroom for students with disabilities requires that all stakeholders agree and focus on key factors. Educators appear to be the most resistant because of the extra time required to modify the curriculum to make accommodations for this group of students (Brown, 1997). Short and Martin (2005) conducted a case study to address the attitudes and perceptions of inclusion held by: (1) students, (2) general education teachers, and (3) special education teachers. A rural high school in a Midwest state was the setting and the population included: (1) high school students, (2) general education teachers, and (3) special education teachers. To be eligible for the study, students with disabilities had to have classes in both an inclusionary setting as well as self-contained. General education students had to be in classes where both inclusion existed and did not. Special education teachers had to co-teach with a general teacher in an inclusive class as well as teach self-contained classes. General education teachers had classes that were both inclusive and only general education. The sample size for this study included: (1) 29 students with disabilities, (2) 43 students without disabilities, (3) seven special education teachers and (4) 13 general education teachers. Student population included 32 males and 40 females; while teacher population included 5 males and 15 females. This mixed design study included: (1) conducting observations, (2) Likert-type surveys, and (3) interviews with the sample population.
Results showed that special education teachers, students with disabilities, and general education students felt that socialization was the greatest benefit to inclusion while general education teachers ranked it as one of the lowest benefits. All four groups ranked feeling comfortable in the inclusionary classroom as one of the lowest benefits. General education did not see a benefit to inclusion. Special education teachers had a more positive toward inclusion than did the other three groups. Differences in attitudes toward learning more in the inclusionary classroom and class size with the addition of students with disabilities also were found to be significant. This study is important because it shows general education teachers attitudes and perceptions about inclusion. While overall positive, there is still great concern for (1) time allocation, (2) the addition of support services, and (3) additional training to be better prepared to teach students with disabilities.
Cole, Waldron, and Majd (2002) reported on a study that compared the effects of inclusive programs on the achievement success of students without disabilities and those with mild disabilities. In each of six school corporations/special education cooperatives in the state of Indiana, two inclusive elementary schools and two elementary schools that used the resource-pullout model were chosen. There was a sample size of 428 students with mild disabilities with 234 of those being taught in special education resource classes and 194 students being taught in inclusive classrooms. Thirty-six classrooms from the same schools were randomly chosen with the same proportion of general education students. Each school identified the classrooms as either inclusive or non-inclusive. The instrument used was the Basic Academic Skills Samples (BASS) that assesses in the areas of math and reading. The BASS was given to participants in fall, 1998, and spring, 1999. Results showed that 60.7% of students without disabilities in inclusive schools made progress in math compared to 37.5% in general education classes. Results in reading for the same sample showed progress at 53.6% and 45.9%, respectively. Results in math for students with disabilities in an inclusive setting showed that 43.3% made comparable or greater progress than students without disabilities. In the resource setting 35.9% made comparable or greater progress than students without disabilities. This same sample made 45.9% and 41.9%, respectively, in reading. The biggest gain in achievement came with students identified with mild mental handicaps. In math, these students placed in an inclusive setting made progress at 50.0% compared to 37.7% in a resource setting. In reading, their scores were 40.0% and 29.5%, respectively. This study indicates that an inclusive setting makes a strong argument for inclusion.





















Methods
Population

Currently the targeted middle school does not have any self-contained students with disabilities in general education mathematics and reading classes. There are approximately 55 students in self-contained (homogeneous) classes in grades six through eight who are taught those subjects by highly qualified special education teachers. The independent variable would be the placement of these students into an inclusionary classroom. The control group would be the students in the self-contained classroom. All students, no matter what their placement, would be taught using a cooperative learning model that focuses on differentiated instruction. In the inclusionary classroom, all students, regardless of ability, would work together on assignments. A special education teacher will co-teach with the general education teacher and both would provide accommodations such as modified assignments, preprinted notes, graphic organizers, etc., to those students with IEPs. In the self-contained classroom, the special education teacher would teach the same curriculum to the students who remain in the homogeneous class.
Instruments

All students whose IEPs have designated them as having deficits in reading and math and who would traditionally remain in a self-contained classroom for those subjects will be given the ISAT Grade Level Sample Achievement Tests (Illinois State Board of Education). An experimental design using a randomized pretest-posttest control group design would be followed. During the first full day of school, the pretest would be administered by the special education teacher. Once these practice tests are scored, students would be divided into two groups: those who met or exceeded the standards and those whose scores were below standard benchmarks or who would be considered on academic warning. Since reading and mathematics are both designated deficits on these students' IEPs, there may not be many students who meet or exceed the standards. For this reason, the mean of all the scores in each subject would be determined. At this point, students would be assigned to either an inclusive (intervention) classroom or remain in a homogeneous (control) classroom using stratified random sampling based on an equal number of students above and below the mean of the scores. Since the sample is not very large, stratified random sampling is used because it "increases the likelihood of representativeness," according to Frankel and Norman (2003, p.100). The control group and the intervention group would each have approximately 10 students at each grade level. The posttest would be administered in late spring and their scores would be compared to the pretest scores in reading and mathematics.
Procedure of data analysis

Currently, all students are tested every spring in the subjects of reading and mathematics using the instrument known as the Illinois Standardized Achievement Test (ISAT). The scores on these tests are used to measure a school's Adequate Yearly Progress (AYP) in those subjects (Illinois State Board of Education). It is expected that student achievement should improve every year with additional instruction. Federal legislation known as the No Child Left Behind Act of 2001 (NCLB) created strategies and accountability standards that school districts must follow to help improve student achievement (Ward, et al., 2003, p. 1).
The ISAT Sample Test scores are the dependent variable in this study and the results of the posttest will be compared to those of the pretest in both the heterogeneous classroom and the homogeneous classroom. If the increase in the average scores in reading and mathematics in the intervention group is greater than those of the control group of students, then the intervention of the inclusive classroom would be considered successful and the hypothesis could be supported. A recommendation of inclusion for all students would be considered for the following school year based on the data.
Limitations to this study would include the mean scores of this pretest-posttest design being too low for the intervention group. Even if posttest scores of the intervention group were higher than the scores of the control group, they still may not be close enough to meeting the standards on ISATs. Students would have to be evaluated on an individual basis to determine how successful they would be in future inclusive environments. Other considerations would include behavioral issues, especially an increase in inappropriate behavior.














References

Brown, D.L. (1997). Full inclusion: Issues and challenges. Journal of Instructional

Psychology, 24, 24-28. Retrieved July 8, 2008, from PsychINFO database.

Fraenkel, J. R. & Wallen, N. E. (2003). How to Design and Evaluate Research in

Education, (5th ed.). Boston: McGraw Hill.

Illinois State Board of Education (n.d.). Assessments. Retrieved July 8, 2008, from
http://www.isbe.net/assessment/default.htm
Luster, J. N. & Durrett, J. (2003). Does educational placement matter in the performance

of students with disabilities? Paper presented at the Annual Meeting of Mid-

South Educational Research Association, Biloxi, MS. ERIC

Document Reproduction Service No. ED482518.

Paterson, D. & Graham, L. (2000). Inclusive teaching from the inside: What teachers
think. Paper presented at the International Special Education Congress 2000, Manchester, England. Retrieved July 8, 2008, from http://www.isec2000.org.uk/abstracts/papers_p/paterson_1.htm
Martin, B.N., Ireland, H. & Claxton, K. (2003). Perceptions of teachers on inclusion in

four rural midwest school districts. The Rural Educator. 24(3), 3-9.

Short, C. and Martin, B. N. (2005). Case study: Attitudes of rural high school students

and teachers regarding inclusion. The Rural Educator. 27(1), 1-10.

Ward, M.M., Montague, N, & Linton, T.H. (2003). Including students with disabilities
and achieving accountability: Educators' emerging challenge. Corpus Christi: Texas A & M University. ERIC Document Reproduction Service No. ED481111.

Your 35 year old patient has been diagnosed with candidiasis of the intertrigenous areas of her inner thighs. She is concerned that this is a sexually transmitted disease. What education would you provide this patient with respect to the how this type of skin infection typically develops and the treatment?

Describes the pathophysiology associated with the development of candidiasis
Develops a patient education plan that includes how the infection typically occurs and current treatment
1)Used APA 6th edition style guidelines consistently and accurately.
2)Porth,C.M. & Matfin, G. (2009). Patho physiology: Concepts of altered health states (8th ed.)
Philadelphia, PA: Lippincott, Williams & Wilkins.
3) use any two peer review articles
4) use any Adv practice article.
Thanks
Customer is requesting that (rbwpenn) completes this order.

Customer is requesting that (rbwpenn) completes this order.

Education

Pedagogy

LESSON PLAN

please write three lessons plan according to the attached performa. YOU CAN CHOOSE ANY THREE LESSON PLANS THAT ARE RELATED TO THE CULTURAL ASPECTS SUCH AS FOOD Recipe or any lessons . Page one and two are to be stayed as it is. you will be working from page 3 and after as I provide you with an example of a lesson plan in the performa and you can change the information according to your lessons gradually.
please, then write a critical analysis in the end of the performa as to why (rationale) you teach these lessons such as education and culture related issues. these lessons have to be taught according to communicative integrative approach, the method is also needed to be mentioned . please in your analysis relate some pedagogical theories to support your argument.

Education
Instructions
Education: Is College a right or a privilege?.... Compared to other countries .value we place on ed reflected in its access-

for public school (in California) I agree with we have to make a free to go a college.( I need strong reasons!)

Here is a suggested structure:

INTRO
-Argumentative Thesis =

Although (c), (a) because (b)
a=assertion
b=reasoning (premises)
c= opposition

BODY
-Definitions

-Explanations
Context


OPPOSITION(Pro-IntelDes)
-

Answer to Opposition/ASSERTION


CONCLUSION
Restate thesis, summarize the essay, call for action

4-5 pages
more than Three secondary academic sources


Note: I'm from Korea. I want you to write about other coutries' situation of Education. How they are concerened about ecducation.


Topic
Education: Is College a right or a privilege?.... Compared to other countries value we place on ed reflected in its access