Discuss how the MACS would prioritize resources. As you respond to your classmates, discuss why you think they will choose this prioritization. Explain your rationale.

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1.   Terrorists are now using social media platforms such as Facebook, LinkedIn, and Twitter to promote propaganda and recruit new members. Do you believe that social media outlets are doing enough to combat terrorism? Why, or why not? What additional measures should they take to deter the use of their platforms for terrorist activity?

2.   Global terrorist organizations use improvised explosive devices (IEDs) to inflict damage and to instill fear in society. In many countries and wars overseas, the use if IEDs is quite common. However, in the United States, the use of IEDs is quite rare. Given the ease at which an IED can be manufactured, why do you think gangs, criminals, and homegrown terrorists do not use them more frequently in the United States? Do you think we will see a change in the frequency of IED use in the United States?

3.   Select Hurricane Katrina, the Boston Marathon bombings, or another recent disaster or terrorist event that has happened in the United States. What was one nongovernmental organization that assisted with the incident, and what resources (personnel and supplies) did they provide?

4.

Consider the scenario below.

The northwestern United States has experienced a blackout. Washington, Oregon, and Idaho are all without power. Assume your state and jurisdiction is located in either Washington, Oregon, or Idaho. The unusually hot summer for the area has resulted in high electrical consumption, which has overloaded the electricity grid. Today, the core servers and remote sites began to fail. The power system in the area experienced a major loss of all systems. Within 1 hour, nearly one third of each state was affected. Throughout the blackout areas, businesses shut down, rioting became an issue, traffic became gridlocked, people were stranded in elevators, and the 911 system became jammed with all of the response calls. Responders are having a hard time responding because of the traffic gridlock. Media outlets are reporting that the power outage is because of a terrorist attack, even though it is unknown.

 

During the incident, please describe the actions that your jurisdiction would take utilizing the multiagency coordination system (MACS). Discuss how the MACS would prioritize resources. As you respond to your classmates, discuss why you think they will choose this prioritization. Explain your rationale.

 

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Write a paper (1,250–1,500 words) in which you consider the application of the Collaborative Planning and Diagnostic Instrument offered in the Rubin textbook to the creation of a mutually collaborative relationship with the community. Include the following in your paper:

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The school exists to serve the community more than the community to serve the school. However, a mutually collaborative relationship has significant benefits to both school and community. Harnessing the support of alumni residing locally can lend significant support to this relationship. In this assignment, you will consider methods to harness the support of alumni in the creation of a mutually collaborative relationship with the community. For this assignment, the learner will continue working with the Collaborative Planning and Diagnostic Instrument included in the Rubin textbook. The learner will use the information gathered in phases 1-5 and develop a comprehensive plan for cultivating and maintaining a collaborative environment for a K-12 institution and community.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Refer to the Collaborative Planning and Diagnostic Instrument discussed in Resource 1 Planning and Assessment in the Rubin textbook.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.

Directions:

Write a paper (1,250–1,500 words) in which you consider the application of the Collaborative Planning and Diagnostic Instrument offered in the Rubin textbook to the creation of a mutually collaborative relationship with the community. Include the following in your paper:

  1. A research-supported discussion of how phases 6-14 could be applied to creating a mutually collaborative relationship with the community.
  2. A research-based discussion of how alumni could be engaged to support the application of phases 6-14 as described above

 

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Explain the choice of assessments and any re-teaching that could be necessary. Explain how understanding cultural, ethnic, gender, and learning differences creates a more relevant learning experiences and promote ethical practice.

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When developing an instructional unit plan, an effective teacher will consider the placement within a sequence of events of the model curricula. Multiple perspectives of diverse backgrounds and the use of technology are embedded.

For this assignment, based on the knowledge and skills you have gained in the course:

  1. Develop a 5-day instructional unit plan that could be adapted to the current curriculum map in the classroom.  The unit plan should be in the grade level and content area that matches your field experience placement.
  2. Your field experience of teaching small groups in weeks 3 and 4 will be 2 of the 5-day unit plan. Days 1, 2, and 5 can be built around the small group instructional plans. Use the “COE Lesson Plan Template” for each lesson.  Include details on the resources and materials needed for the unit plan to be effective for all students and adequate for the discipline. If you are using websites or videos, provide a link to those sites in the lesson plan template.
  3. Be sure you are considering the unique learning needs of each student. Create an engaging unit plan that pays special attention to the appropriateness and effectiveness of the learning experiences planned and the opportunities to develop students’ knowledge and skills. In addition, pay close attention to relevant objectives as they support the embedded standards. Create relevant assessments that align to the appropriate learning goals and content standards.
  4. Your unit plan needs a cover sheet that outlines the grade level, subject area, and topic you are covering in the unit. The audience for this lesson would be the classroom you are currently completing your field experience in. Collaborate with your mentor teacher where appropriate.
  5. Additionally, in a 500-750 word reflection explain the process by which you continued to follow a curriculum map and developed five lessons to support the curriculum. Provide a rationale for the strategies selected and sequencing built. Explain the choice of assessments and any re-teaching that could be necessary. Explain how understanding cultural, ethnic, gender, and learning differences creates a more relevant learning experiences and promote ethical practice.

 

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Explain the choice of assessments and any re-teaching that could be necessary. Explain how understanding cultural, ethnic, gender, and learning differences creates a more relevant learning experiences and promote ethical practice. was first posted on September 4, 2019 at 7:45 am.
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Discuss adaptations to the (1) environment, (2) modification of student outcomes, (3) special intervention or instruction for the student, (4) use of different materials, and (5) assistive technology to support David’s learning.

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After working with David for the past six months, Mrs. Warren, his Kindergarten teacher, initiated a referral to determine whether he ha a disability. She served as a member of the interdisciplinary team, they completed the special education evaluation process, as well as development of the initial Individual Education Plan (IEP). The team determined David had a specific learning disability in reading and written expression.

While developing the IEP, the team discussed David’s strengths and needs within the general education classroom.

Ms. Warren said, “It’s hard for David to keep up with the class during reading readiness and prewriting activities. His reading readiness/reading skills are below grade and age level, and the Kdgn. materials are too difficult for him to work independently. He is able to retell the story accurately and answer comprehension questions.”

David’s progress is very slow when he was asked to share or write his answers toquestions at the end of each story. His printing is very difficult to read. The extensive time it takes for him to share or write his thoughts impeded him from remembering details.

Mrs. Warren also shared that David seemed to enjoy working in the listening center with the story books on tape and feels confident in the computer lab. She felt frustrated about how hard it is to use the Kgdn. level curriculum with him. “Although I differentiate instruction and assessment for my students, making accommodations for a child with an identified learning disability is pretty new to me.”

Using this case study develop and discuss adaptations and/or modifications for David’s meaningful inclusion in Mrs. Warren’s classroom. The response to this exam is a narrative format, not a list. Please title each response 1 and 2.

1. David has a Specific Learning Disability in READING READINESS/READING. (This included tracking print left to right, comprehension and re-telling of oral stories etc.) Discuss adaptations to the (1) environment, (2) modification of student outcomes, (3) special intervention or instruction for the student, (4) use of different materials, and (5) assistive technology to support David’s learning.

2. David has a Specific Learning Disability in WRITING READINESS/WRITTEN EXPRESSION. (This includes fine motor skills in grasping a writing tool etc.) Discuss adaptations to the (1) environment, (2) modification of student outcomes, (3) special intervention or instruction for the student, (4) use of different materials, and (5) assistive technology to support David’s learning.

 

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