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Paper Instructions:

1. Describe and explain the steps of the Joint Planning Process, then how the steps work within the functions of the Adaptive Planning and Execution (APEX) Enterprise.
   2. What is important to step two of the Joint Planning Process; mission analysis?
   3. How as a NCO can you assist your leaders in the joint planning process?
   4. What is the difference between Step 1 Planning Initation in JPP and Step 1 Receipt of Mission in MDMP?
   5. Explain Multi-Domain Operations (MDO). Provide examples from the DATE scenario
   6. Using the D.A.T.E. Caucaus scenario, and the 1AD ATROPIAN IRON OPORD name some example lines of operation and decisive points the division staff should be tracking.
   7. What criteria validates a COA?
   8. How does a NCO’s experience help the staff in achieving a valid COA?
   9. What is key for the staff in Course of Action Approval?
   10. What is the purpose of the APEX enterprise?
   11. Describe the four operational activities using the D.A.T.E. scenario.
   12. When in JPP do you think it is vital for a senior NCO to engage with the staff?

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Paper Instructions:

Unit IV Mini Project

Instructions:

As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—Operational Air Emission Rates—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.

1. Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.

2. Open your proposal draft from Unit III, and make any improvements to your draft using your professor’s feedback from the Unit III Mini Project.

3. Open the Unit IV Study Guide, read the Unit IV Lesson, and then review the calculations demonstrated and explained regarding the operational air emission rates, 5-hour average period, and potential to emit (PTE) statistical model calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.

4. Make your Unit IV work the third level 1 heading, titled “Operational Air Emission Rates.” Describe the environmental, health, and safety (EHS) implications of VOCs in the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the natural and anthropomorphic variables causally related to adverse health effects on humans. Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) calculating maximum hourly and annual emission rates, (b) reporting the emission rate averaged over a five-hour average period compared to the DEQ permit limits, and (c) reporting the potential to emit compared to the DEQ permit limits.

5. In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.

Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.

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Paper Instructions:

Allocate at least 6 hours in the field to support this field experience.

Spend time observing at least one content area classroom that services ELLs in a Title 1 setting. Let your mentors know that you are observing the implementation of SEI strategies.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

In 500-750 words, summarize and reflect upon your observations within the classroom or classrooms that you observed highlighting on the SEI strategies utilized and the accommodations the instructor made during instruction for the cultural differences of the learners.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

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Paper Instructions:

How is learning a cultural process? What evidence, if any, do you see of learning as a cultural process?

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Paper Instructions:

Unit IV delves into pollution prevention in the construction, electronics, and coal-fired power plant industries. From your personal and work observations, please share pollution prevention opportunities for any of those three industries. Alternatively, conduct on-line research on one of the above industries and share pollution prevention opportunities.

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Paper Instructions:

For this benchmark assignment, based on data gathered from your class profile, and in working with your mentor teacher, select a strand, cluster, and set of standards appropriate for the grade level and content area of your practicum placement. (Physical Education grade 5 or 6)  From this information, you will create an original, comprehensive assessment plan. 

Part 1: Assessment Plan Summary

In creating the assessment plan, include an introduction that provides a 250-500 word summary of a 3-5 day unit of study to contextualize your assessments. Your summary should include:

Learning targets/objectives that are aligned with your standards and consistent with the unit of study that you have summarized.
Instructional strategies that are appropriate and effective in promoting student achievement of the learning objective.
Targeted reasoning skills to be measured that are aligned with your standards and consistent with the unit of study that you have summarized.
The different ways a student can demonstrate knowledge and skill attainment.
The needed tools and resources to develop these skills in the content area.
Academic language for the unit of study, including key vocabulary, form, and function.
Potential use of technology to support assessment, in the form of engagement and addressing student needs.
Part 2: Assessments

Consistent and aligned with these items, create one pre-assessment you would use for this unit. Your pre-assessment should assess:

Prior student knowledge.
Student interest.
Create three formative assessments that would appear in this unit. Your formative assessments must be:

Aligned to the standards and objectives listed in the unit.
Minimize bias and document learning.
Differentiated for the populations described in your class profile.
Create one summative assessment that consists of:

Specific directions for the student.
Three short-answer response items that require the use of varied targeted thinking skills.
At least 15 multiple-choice questions assessing reasoning by focusing on a variety of particular reasoning skills or reasoning tasks.
One restricted response essay item that clearly identifies the tasks to be performed.
Modified short answer response and multiple choice items for students on IEPs.
An analytic scoring guide for the restricted response essay item that describes the criteria and features to be scored.
An answer key that includes answers for the short responses, multiple choice items with explanations for each option, and a sample answer for the extended response essay.
Part 3: Conclusion

In finalizing your assessment plan, include a conclusion that provides a 250-500 word rationale for the original assessments you created. Discuss how the pre-assessment data would help you to plan for instruction.

Discuss the feedback you received from your mentor teacher on your assessment plan. Explain how you used the information from the class profile you created and describe how the assessments are aligned to the objectives and differentiated for the population of students represented in the class profile. Discuss how you could provide feedback to your students based on the assessment data you would get if you executed this plan.

Indicate the professional collaboration needed to ensure the delivery of an effective learning experience, based on the unit plan.

Submit your class profile, introduction, three formative assessments, one summative assessment, and conclusion to your instructor as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information:
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
MA in Secondary Education

3.1: Candidates use formative and summative assessments that minimize sources of bias to support, verify, and document learning. (InTASC 6a, 6b)

3.2: Candidates plan for instruction based on formative and summative assessment data, prior student knowledge, and student interest. (InTASC 7d)

3.3: Candidates effectively use assessment data to give feedback. (InTASC 6d, 6g)

3.4: Candidates select and create learning experiences and assessments that are appropriate for curriculum goals and content standards, aligned to learning objectives and are relevant to students. (InTASC 7a, 6b)

3.5: Candidates use appropriate strategies, develop appropriate sequencing, and provide multiple ways to demonstrate knowledge and skill. (InTASC 7c, 8a)

3.6: Candidates plan collaboratively with colleagues and other professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs. (InTASC 2f, 7e, 9c, 10a, 10b)

3.7: Candidates guide students in using a range of technology tools to access, interpret, evaluate, and apply information in content area. (InTASC 8g)

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Paper Instructions:

Applied Behavior Analysis - Verbal Behavior Change Procedure - Elementary Verbal Behavior. VERBAL OPERANTS. (Research).


At this point in the course, you have learned about various teaching strategies within applied behavior analysis including discrete trial training, incidental teaching, and pivotal response training. You have also studied in-depth verbal behavior in the realm of assessment and teaching.

For this week’s Assignment, you will design a behavior change procedure with an elementary verbal behavior using discrete trial training, incidental teaching, or pivotal response training. (Research the teaching choices before selecting). You choose the age of the client, the presenting verbal behavior problem, and the behavior analytic teaching strategy.

Using behavior analytic terms (research), provides detailed descriptions of the following components of an original behavior change plan:

a) The client and the target verbal behavior(s).

b) An analysis of the elementary verbal behaviors and operants that currently exist in the client’s repertoire.

c) Your behavior change procedures, along with a clear rationale as to why you selected these particular methods for the client.

d) Supporting citations (must be more than 3 sources) from the research literature showing that your selected method is based on evidenced-based best practices.

THIS SECTION IS WORTH 60 POINTS

When describing the behavior change plan, clearly discusses the following:

a) Any ethical, social, cultural, practical, or individual considerations that were made when designing the behavior change plan. Please view ethical codes at  

https://www.bacb.com/wp-content/uploads/2020/05/BACB-Compliance-Code-english_190318.pdf

b) Your plan to measure the client’s progress along the way and how you might modify the procedure if needed as you go. (Research: Verbal Behavior- Milestones Assessment (VB-MAPP), Assessment of Basic Language and Learning Skills Revised (ABLLS-R), Verbal Behavior Assessment Battery (VBAB).

c) How you plan to evaluate the success or failure of the behavior change plan. (Research ABA Data Methods to keep track of data (charts, data sheets) or research from the following: Verbal Behavior- Milestones Assessment (VB-MAPP), Assessment of Basic Language and Learning Skills Revised (ABLLS-R), Verbal Behavior Assessment Battery (VBAB).

THIS SECTION IS WORTH 40 POINTS

The Assignment should:

Be 4 pages in length. The 4 pages length does not include the title page and reference page.

In addition, a minimum of three peer-reviewed scholarly sources should be used to show support for your selected methods of behavior change.

Follow Assignment directions (review grading rubric for best results).

Use correct APA formatting per the APA Publication Manual , 6th Edition.

Demonstrate college-level communication through the composition of original materials in Standard American English.

Be written in Standard American English and be clear, specific, and error-free. If needed, be sure to use the Writing Center for help.

TOTAL OF A 100 POINTS.

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Paper Instructions:

Option 2: Environmental and Evolutionary Psychology Brochure

Prepare a motivational brochure for national park visitors, explaining the psychological benefits of spending time in nature and/or with animals. Support your points with information from peer-reviewed research studies.  

Address the following in your brochure:

•    Demonstration of application of theory-based motivation (expectancy-value, self-worth, social comparison, and so forth) for learning to change behavior
•    Identification of intrinsic and extrinsic rewards in spending time in nature and/or with animals

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Paper Instructions:

Find a qualitative research study and discuss their approach to triangulation. How was the approach to triangulation in your article influenced how you will plan to use triangulation for your research study? please cite reference

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Paper Instructions:

Find a qualitative research study and discuss their approach to ensuring credibility, trustworthiness, conformability, and transferability. How does this differ from your understanding of qualitative research methods of validity, realiability, credibility, and generalizability? Please cite reference

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Paper Instructions:

How is lack of motivation decaying our teens lives

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Paper Instructions:

Assignment Instructions:
• Choose one of the three case studies at the end of this document.
• Read the case study carefully.
• Please answer all three of the following questions and number your responses.

Case Study Critical Thinking Questions
1. DIAGNOSIS AND RATIONALE: What is the most appropriate DSM-5 diagnosis and
why? Do not just list DSM-5 diagnostic criteria for your choice. Instead, explain why this
individual’s symptoms best fit your chosen diagnosis.
2. DIFFERENTIAL DIAGNOSIS: Please include a discussion of other disorders that would
need to be ruled out in order to make your diagnosis. How do you make your differential
diagnosis?
Differential diagnosis refers to all of the diagnostic categories that you seriously
considered during the diagnostic process. Because the symptoms present in the case
study suggest the possibility of several disorders, a thorough discussion of disorders that
you excluded is warranted. In other words, you should discuss why you assigned the
diagnosis/diagnoses that you did and why you ruled out others.
3. TREATMENT: Based on your diagnosis, what treatment or treatments would you
recommend for this case? Please justify your selection of treatment modality. What
theory of etiology is your treatment recommendation based on?