Write a 750-1,000 word narrative informing the mother the different developmental milestones, including brain development, which her child should go through from ages 6 months to 5 years

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You are working in an early childhood program at your local daycare. One day you are approached by a mother who has a 6-month-old baby girl named Kaylee. The mother is concerned that she does not know how and when her baby should be developing. She is seeking your advice about developmental milestones that her child should experience from now until entering kindergarten and what she can do to assist her baby in reaching these milestones in the areas of nutrition, health, and safety.

Write a 750-1,000 word narrative informing the mother the different developmental milestones, including brain development, which her child should go through from ages 6 months to 5 years. Include guidance on how she can promote development successfully, especially focusing on the areas of nutrition, health, and safety.

In addition, include 3-5 resources for the mother that depict both typical and atypical development and help to explain how nutrition, health, and safety can promote healthy brain development, for future reference.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

2. As a teacher you will have many students and they will all come with a different story.  Environmental factors and health care will look different in each one of the students.  It is very important to identify and address the diverse needs without stereotyping the child.

Part 1: Class Profile Analysis

Analyze the “Class Profile,” paying specific attention to environmental and cultural factors related to the following areas:

· Parental involvement

· Socioeconomic status

· English language learners

· Medical issues

· Ethnicity

In 500-750 words, summarize the strengths and needs of the class in relation to the above factors and share how this data will guide you in your lesson planning and communication and collaboration with families.

Part 2: Lesson Plan Adaptation

Analyze the “Healthy Living Lesson Plan” and consider how you could differentiate the lesson activity based on the needs and strengths of the class depicted in the “Class Profile.” Complete the “Healthy Living Lesson Plan” by including differentiation for the following groups of students:

· English language learners

· Students with special needs

· Students with gifted abilities

· Specific needs depicted in the “Class Profile”

Below the “Healthy Living Lesson Plan,” describe in 250-500 words how you would differentiate the lesson activity for typical and atypical development and explain your reasoning.

Submit your analysis and lesson plan adaption as one submission.

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.

Balanced Literacy Lesson Plan

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Summative Assessment – Balanced Literacy Lesson Plan

As you found in Week Four, there are many variations of balanced literacy. The main consistencies are that balanced literacy includes reading, writing, listening, and speaking. In addition, the main blocks of balanced literacy are known as Read-Aloud/Shared Reading, Guided Reading, Word Study, and Independent Reading.

  1. For your final assignment, you will create a balanced literacy lesson plan for grades pre-K to third. In a 10- to 12-page paper (not including title and reference pages) written in APA style, include the following components: Grade Level (pick a grade from pre-K to third)
  2. Anchor Standard
  3. Text—include author/illustrator, title, brief summary
  4. Complete this chart. Make sure all your activities support each other and align with the anchor standard. See below for guidance/prompts.

Balanced Literacy Block

Your Example

Read-Aloud/Shared Reading

Word Study

Guided Reading

Independent Reading

  1. Explain how reading, writing, listening, and speaking are promoted in your lesson plan. (All four should be featured in each block.)
  2. Describe how your activities support the anchor standard.
  3. Describe your assessments. How do these assessments evaluate students’ reading skills and/or progress?
  4. Discuss the benefits of teaching from a balanced literacy approach.

Below are some prompts to help you plan your balanced literacy blocks:

Balanced Literacy Block

Guidance—Do not include this column in your chart

Read-Aloud/Shared Reading (30 minutes)

Revise your Week Four, Discussion 1 assignment.

In this block, the teacher activates prior knowledge and interactively reads aloud a piece of quality writing to the whole class. The teacher will stop at planned points to ask a variety of questions that elicit student response. Following the teacher’s modeling and prompting, students learn to think deeply about text, to listen to others, and to develop their own ideas. This block is not meant for students to just listen to the teacher reading aloud; it is designed for students to interact with the teacher and learn how to think about text from the teacher. The teacher uses this time to explicitly model reading strategies and skills that the students need to learn. For younger readers, you might want to read from a “big book” that has large print and pictures. Logistically, you could also use the document camera to show the book pages on the big screen. Traditionally, teachers have read on the carpet as well. You need to somehow arrange it so students can see your text.

Describe or show via video how you will read aloud the text and how you will model questioning and thinking strategies. Be very specific about listing the questions you will ask and at which points in the book or text you will ask the questions or model the critical thinking. Indicate page numbers, etc.

Write this out so that a substitute teacher can implement your lesson plans.

Word Study(10 minutes)

Revise your Week Four, Discussion 2 assignment.

In this block, the teacher works with the whole class to develop word study or vocabulary skills. Word study is the study of our alphabetic symbol system. This includes mini-lessons that address one of more of the following: phonics (letter/sound relationships), morphemic analysis (using word parts to denote meaning), and automaticity for sight words. Word study involves both the decoding (reading) and encoding (phonics and spelling) of our symbol system; the objectives of word study are to help students make meaning from an author’s message and to help them convey meaning in their own messages.

Describe one word study activity that supports your Read-Aloud and that can be implemented to the whole class. How would you present this to your whole class? How will you facilitate the students’ learning and make sure they are all engaged and challenged?

Write this out so that a substitute teacher can implement your lesson plans.

Guided Reading (40 minutes; you will meet with each group for 10-20 minutes)

Revise your Week Four Written Assignment.

Guided reading groups are also known as strategy groups. In this block, the teacher meets with a small group of students who read at the same reading level. The teacher works on specific strategies or skills. Each student has a copy of the text, which can be a basal, passage, or trade book. The teacher uses this time to explicitly model and practice.

Create a guided reading lesson plan for one of the following reading level groups: Far Below Grade Level Reading Expectations, Below Grade Level Reading Expectations, At Grade Level Reading Expectations, Above Grade Level Reading Expectations, or Far Above Grade Level Reading Expectations. Your guided reading lesson plan must include the following components: group level, text, objectives, phonics skills or word study, pre-reading, new vocabulary, during-reading, after reading, and writing connection.

Write this out so that a substitute teacher can implement your lesson plans.

Independent Reading

Review your work for Week Five, Discussion 2.

In this block, the teacher sets up routines for students to engage in independent reading. There may be time for SSR or DEAR, but for the most part, teachers are conducting guided reading group lessons while students are independently reading and/or participating in literacy centers. Independent reading is a time when students read text (either self-selected or teacher recommended) at their independent reading level to practice reading strategies and/or develop fluency and automaticity. This is not free reading; it is purposeful reading. Teachers may also confer with individual students at this time for brief reading conferences. Teachers also have students respond to the text in meaningful ways through writing, sketching, etc.

Describe how you will accommodate independent reading. Be specific about routines, student expectations, teacher expectations, texts, etc. Include a description of your classroom library.

Write this out so that a substitute teacher can implement your lesson plans.

Source: Adapted from: http://www.methuen.k12.ma.us/images/ELA_Mapping/Balanced Literacy Model.pdf (Links to an external site.)Links to an external site.

Note: As you have noticed, this final assignment pulls various tasks from the course. You may use your previous assignments from this course, but make sure to revise appropriately to ensure alignment and flow. You need to make sure that you include reading, writing, listening, and speaking in each block. You also need to make sure that all your activities in each block support the anchor standard and, that together, all the activities make sense. Include all instructional materials, including handouts, word cards, manipulatives, etc. Be as detailed and specific as possible. You want to include scripts and procedures. Pretend that you are writing lesson plans for a substitute teacher.

Genesis Energy Cash Position Analysis

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The Genesis Energy operations management team is now preparing to implement the operating expansion plan. Previously, the firm’s cash position did not pose a challenge. However, the planned foreign expansion requires Genesis Energy to have a reliable source of funds for both short-term and long-term needs.

One of Genesis Energy’s potential lenders tells the team that in order to be considered as a viable customer, Genesis Energy must prepare and submit a monthly cash budget for the current year and a monthly cash budget for the subsequent year. The lender will review the cash budget and determine whether or not Genesis Energy can meet the loan repayment terms. Genesis Energy’s ability to repay the loan depends not only on sales and expenses but also on how quickly the company can collect payment from customers and how well it manages its supplier terms and other operating expenses. The Genesis Energy team members agreed that being fully prepared with factual data would allow them to maximize their position as well as negotiate favorable financing terms.

The Genesis Energy management team held a brainstorming session to chart a plan of action, which is detailed here.

Evaluate historical data and prepare assumptions that will drive the planning process.
Produce a detailed 2 year cash budget that summarizes cash inflow, outflow, and financing needs.
Identify and compare interest rates, both short-term and long-term, using debt and equity.
Analyze the financing mix (short/long) and the cost associated with the recommendation.
Since this expansion is critical to Genesis Energy expanding into new overseas markets, the operations management team has been asked to prepare an executive summary with supporting details for Genesis Energy’s senior executives.

Working over a weekend, the management team developed realistic assumptions to construct a working capital budget.

Sales: The marketing expert and the newly created customer service personnel developed sales projections based on historical data and forecast research. Please use the sales projections provided in the template. See “Download” in item 1 below.
Other cash receipt: Rental income $15,000 per month for Y1 and 20,000 for Y2.
Production material: The production manager forecasted material cost based on cost quotes from reliable vendors, the average of which is 45 percent of sales
Other production cost: Based on historical cost data, this cost on an average is 30 percent of the material cost and occurs in the month after material purchase
Selling and marketing expense: Six percent of sales
General and administrative expense: 18 percent of sales
Interest payments: $10,000—Payable in December Y1 and $0 payable in December Y2.
Tax payments: $15,000—Quarterly due on 1st of April, July, October, and January
Minimum cash balance desired: $25,000 per month
Cash balance start of month (December): $10,000
Available short-term annual interest rate is 8 percent, long-term debt rate is 9 percent, and long-term equity is 10 percent. All funds would be available the first month when the firm encounters a deficit
Dividend payment: None
Based on this information, do the following:

Using the Cash Budget spreadsheet, calculate detailed company cash budgets for the forthcoming and subsequent year. Summarize the sources and uses of cash, and identify the external financing needs for both the forthcoming and subsequent years.

Download this Excel spreadsheet to view the company’s cash budget. You will calculate the company’s monthly cash budget for the forthcoming year and quarterly budget for the subsequent year using this information.
In an executive-level report, summarize the company’s financing needs for the forecast period and provide your recommendations for financing the planned activities. Be sure to comment on the following:Your recommended financing solution and cost to the firm: If Genesis Energy needs operating cash, how should it fund this need? Are there internal policy changes with regard to collections or payables management you would recommend? What types of external financing are available?
Your concerns associated with the firm’s cash budget. Is this a sign of weak sales performance or poor cost control? Why or why not?
Write a 7-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M3_A2.doc.

By the due date assigned, deliver your assignment to the Submissions Area.

Assignment 2 Grading Criteria Maximum PointsCalculation of a detailed company cash budget for the upcoming year is complete and correct.
All inflow and outflow calculations are correct.
Summary of the sources and uses of cash, and identification of the external financing needs for the upcoming year is complete and correct.48Explanation how the assumed budget of this project will effect dividends for shareholders is clear, specific, and complete. The explanation includes all factors that the firm considers in dividend-decision making.32Recommended financing solution and cost to the firm are clear, complete, and correct. Financing solution includes short-term debt, long-term debt, or even equity.44Explanation of concerns associated with the firm’s cash budget and if it is a sign of weak sales performance or poor cost control is clear, complete, and correct.48Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.

Describe at least five universal behavior characteristics for the population of students you’ve chosen.

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Universal Learning Characteristics

In this assignment you will demonstrate your understanding of the learning objective: Identify universal learning characteristics of students with mild to moderate disabilities.  Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, 2 and 6.

Although every child is unique, those with similar categorized disabilities, have universal learning and behavior characteristics.  For example, traditional instruction can be delivered with strategies that have shown to be successful for students identified as having learning disabilities.  Similarly, universal proactive classroom intervention techniques for children with mild to moderate behavior disabilities have also been demonstrated to be a successful approach to addressing these individualized needs.

Instructions
Create a graphic organizer using Popplet ( http://www.popplet.com/ ) or Microsoft Word  (http://culturequest.us/creatinggraphicorganizersa.htm) to demonstrate universal learning and behavior characteristics and strategies for a disability of your choice.  Use table 2.1 “Generally Accepted Categorical Descriptions of Students with Mild Disabilities” and table 2.2 “Summary of Instructional Strategies by Functional Domains” to identify a population and their characteristics.  Here is a model to follow:

  • Universal Learning Characteristics 
     http://popplet.com/app/#/2229785

Content Expectations

  • Define, in one sentence, the disability you’ve chosen.
  • Describe at least five universal behavior characteristics for the population of students you’ve chosen.
  • Explain at least five behavior strategies to support the Universal Behavior Characteristics.
  • List at least three resources you accessed to identify Universal Behavior Characteristics and strategies.
  • Describe at least five universal learning characteristics for the population of students you’ve chosen.
  • Explain at least five instructional strategies to support the universal learning characteristics of the population of student’s you’ve chosen.
  • List at least three resources you accessed to identify universal learning characteristics and instructional strategies.

Written Expectations

  • APA Formatting: Use APA 6th edition formatting consistently throughout the timeline.
  • Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement: Reference the website or video selected in the appropriate section.