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EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk
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EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk
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Throughout this course, you have had the opportunity to examine various populations at risk and learn about strategies and resources to support these groups. You have reviewed many websites that offer services for a variety of populations at risk as well, which have hopefully served as models for your website that is finalized for this Final Project. In the Final Project, you will demonstrate mastery of the five course learning outcomes by completing the website resource you have been designing throughout the course that describes what you learned about children and families at risk as well as a specific population you selected as a focus during Week Five. Additionally, the website you create here may be an effective artifact to include in your MAED program eportfolio during your enrollment in the Capstone, EDU695, and will likely be useful to you as a resource for future professional work with your chosen population at risk from this project.
Create your Final Project to using the content and written communication instructions below. Use the Grading Rubric to review your Final Project before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Six Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion before the last day of the course when this Final Project is due.
Content Instructions
You must use the same website that you have been constructing throughout the course for this Final Project. Your website will have several “pages” or links including:
a. Homepage/General Information Page (2 points): Create a homepage or opening page that includes;
o A title for the page.
o Your working definition of at risk.
o A professional mission statement, which is your statement about your current or anticipated professional role working with children and families at risk.
o An Autobiography, which is a brief introduction about you including professional or volunteer experiences related to social, educational, or other related fields pertaining to groups at risk and your professional goals. In this autobiography, share how you intend to use what you know about groups at risk in your current or future professional role. If you lack experience in related fields, share your professional goals including the field and/or role you intend to pursue and how you intend to use what you know about groups at risk in that role. As an option, include a picture of yourself. Ensure the image is one you would want visible on the website, which may be viewed by potential employers.
o A logically organized menu list that links to the pages in the website.
b. Page–Poverty (2 points): Summarize what you learned from the Week One Discussion; Evaluating the Impact of Poverty including; (a) an overview of the impact poverty has on children and families, (b) a description of at least one source of support such as a program, policy, or model, or approach, and
(c) the additional resource previously located and shared during Week One. Consider the feedback provided during the discussion to enhance your original thinking and response. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk.
c. Page–Child Protection Services & Child Maltreatment (2 points): Include (a) an Overview that is one-to-two paragraphs and describes the role of child protection agencies and policies that protect children, (b) support your overview with an example of a parenting program that you reviewed in Week Two Discussion Two, and (c) resources, including at least one source to support the description and one from the Rubin (2012) text supporting the parental program. Add the Child Protection Agencies Infographic. The Child Maltreatment brochure from Week Three will already have been uploaded as an attachment or link during Week Three. A distinguished response would also describe how this knowledge will serve you professionally when working with children or families at risk.
d. Page–Homelessness (2 points): Use what was discussed in Week Three role-play discussion to inform this page. Include; (a) an Overview that is one-to-two paragraphs summarizing what you learned while comparing and contrasting issues of homelessness in New York and Chicago. A distinguished response will include enhancements to your original discussion response from Week Three based on the reciprocal feedback received during the discussion; (b) your perspective about the supports reviewed such as programs or policies and their overall effectiveness as well as either the recommendation you made for the cities or your ideas for potentially applying what you learned to another city; (c) at least three resources, including at least one resource from your own state or city of residence, and last, (d) the visual compare/contrast graphic created during Week Three.
e. Page—Students At-Risk (1 point): Include an introduction of the School-Based Efforts: A Plan to Support Youth At-Risk assignment completed during Week Four that describes changes or enhancements you made to the presentation following its evaluation and the feedback you received during Week Four. Also, describe how the information learned about students at risk will serve you professionally when working with children or families at risk. Include your presentation as an attachment or link on this page.
f. Specialization Pages Instructions: Create three additional pages in your website linked from the Homepage. Title the pages specifically for your selected group at risk as shown in Content Expectations below.
g. Page– Specialization Group: Overview (4 points): Create a page titled with the name of your Specialization Group (e.g.: Child Refugees: Overview). Include a two-to-three paragraph description of the chosen population at risk including risk indicators, statistical data, and associated short and long-term implications and at least one suitable graphic. A minimum of two references must be cited in-text.
h. Page–Specialization Group: Strategies (4 points): Create a page titled Strategies that is linked from the Homepage. Include on this page
o resilience indicators that may target solutions.
o a description of at least two strategies (i.e., frameworks, models, approaches, strategies, programs, or interventions) that can be used to effectively work with the chosen population at risk including at least one derived from the Rubin (2012) text.
o explanation of the potential or intended outcomes of the two strategies.
o supporting evidence from at least two additional scholarly sources to support the explanations
i. Page–Specialization Group: Resources (4 points): Create a page titled Resources that provides a minimum of five resources including the Rubin (2012) text, offering information and support for the chosen population at risk. Ensure this page includes resources appropriate for an audience of educational and/or community-based professionals serving the chosen population at risk as well as members of the population and that these resources are formatted in APA. Each resource must be annotated with a two-to-three sentence description saying what the resource is and how it might be used for supporting or for direct support to the chosen population at risk.
j. Text Version (3 points): Provide a text version of the website in a Microsoft Word document that includes a link to the website you created for this final project. The text version of your website or other multimedia creation will be eight-to-ten pages in length if you have created the content requested. The purpose of the text version is to provide a document to check the content of your site for originality through the TurnItIn software and to provide a place for your instructor to give you embedded feedback comments about the content of your website.
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EDU 644 Week 6 DQ 1 Course Reflection
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EDU 644 Week 6 DQ 1 Course Reflection
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In this final discussion, reflect upon your overall learning experience and relate it to your earned specialization and/or advanced degree as well as your current or future practice serving at-risk children and families. Your reflection must include the learning you have gained about the topics of this course and learning from the creation of your website. Review the Week Six Instructor Guidance to further support your response to this discussion. You may respond to this discussion in written form, or through a video and/or audio recording of yourself using the digital technology of your choosing.
Initial Post: Create an initial post that addresses the following:
- What new insights have you obtained about at-risk children and families overall?
- What specific concepts have you learned that have left a more lasting impression or impact on you? How and/or why have these concepts impacted you more significantly than others?
- What affirmations have you gained about your current or future role working with at-risk children and families from reflecting on your learning? Be sure to indicate what your professional focus is (e.g., education, early childhood education, family and community service, etc.).
- How has the construction and review of others’ websites added value to your learning experience? Include challenges you may have experienced during the process and how you overcame them.
Guided Response: Respond to a minimum of two peers. Make an effort to respond to someone in a similar professional field and one with a different professional focus. What similarities and differences did you discover between your peers’ and your own overall learning and lasting impressions? Provide specific feedback regarding the potential application of their learning to their professional practice. How does the value they gleaned from the website construction and sharing opportunities support and differ from your own reflection on this process? As mentioned in prior discussions, though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with the course topics.
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EDU 644 Week 5 DQ 1 More Website Sharing and Feedback
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EDU 644 Week 5 DQ 1 More Website Sharing and Feedback
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This discussion provides a second opportunity to share your website. Again, sharing your website for feedback provides you with perspectives on your design and content to consider for enhancing your website before you finalize it during Week Six. To prepare for this discussion, construct a mission statement and add it to the homepage of your website. To construct your mission statement, consider the models you reviewed during the Week Four assessments and the tips for writing an effective mission statement from Education World. Next, update your working definition of at-risk. Then, be sure you have created pages for and linked to your Week Three Child Maltreatment Brochure and the Week Four School-Based Efforts: A Plan to Support At-Risk Youth assignment. Finally, if you have not already, adjust your website’s design using the feedback from peers and the instructor received during Week Three.
Initial Post: Create an initial post that includes a link to your website and addresses the following:
a. Describe the inspiration behind the design of your own mission statement.
b. Discuss the changes made to your working definition of at-risk and how you believe the changes improved upon your original draft. If you made no changes, explain why not.
c. Explain where and how you made revisions to any artifacts and/or the design of your website based on the feedback previously received from peers or your instructor’s evaluation of the work.
d. Introduce peers to the Child Maltreatment Brochure you developed during Week Three by briefly describing what you learned about the topic and about designing an effective brochure while creating it. Discuss any challenges associated with designing the brochure as well as what you like best about your creation.
e. Introduce peers to the School-Based Efforts: A Plan to Support At-Risk Youth assignment you developed in Week Four. Briefly discuss some of the most important concepts learned while researching and preparing this assignment. What do you like best about this creation or the process of creating it?
f. Describe what you like so far about the process of gradually adding to your website and sharing so as to participate in reciprocal feedback.
Guided Response: Respond to a minimum of two peers after reviewing their websites and initial post messages. Provide specific feedback including questions to your peer regarding their mission statement, revisions to their working definition of at-risk, and the Week Three and Week Four assignments. Provide a recommendation for possible enhancements or improvements that could enhance their website’s design and/or content. Continued engagement with peers and the instructor about feedback received is encouraged to maximize your learning from this discussion.
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EDU 644 Week 5 Assignment Group At-Risk Specialization Mind Map
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EDU 644 Week 5 Assignment Group At-Risk Specialization Mind Map
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This assignment provides the opportunity for you to specifically plan the Final Project in Week Six by brainstorming and outlining each required component of your website using a mind map. For this assignment you will select a specific group at risk as a specialization. There are additional groups identified this week and listed as recommended resources to select from. These groups include child immigrants of Central America, homeless veterans, and sub-groups relating to poverty. You may also elect to focus on one of the groups or a sub-group of those already researched during Weeks One thru Five, which comprise the sections of your website.
You will then plan your content and design of this assignment using a digital mind mapping tool, such as bubble.us, coggle, Popplet, Mural.ly, or any other free digital mapping tool of your choosing. Remember to view the privacy policies of each mind mapping option, which are linked with the Recommended Resource description for each recommended tool. If you are unable to complete this assignment using a mind mapping tool, communicate the issue with your instructor before the assignment due date.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Five Instructor Guidance page, the Week Six Final Project description, and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion.
Content Instructions
Using one of the recommended mind mapping tools or another of your own selection, create your assignment to include the following content components. Criterion labels from this list should be used as markers for your mind map to organize your information. A sample mind map using Poppletis available in the Instructor Guidance for this week.
- Central Marker: Group at Risk Specialization (1 point): State the group at risk you have chosen as your specialization.
- Marker: Overview Page Components (3 points): Include notes for each required component for the specialization overview page including; the targeted populations website is intended for, associated risk indicators and implications of the selected group at risk, statistical data, and supporting resources.
- Marker: Strategies Page Components (4 points): Include notes for each required component for the specialization strategies page including; resilience indicators, three strategies (including one from Rubin (2012) and one team-based approach), potential/intended outcomes, and supporting resources.
- Marker: Resources Page Components (1 point): Include a minimum of ten recommended resources for the specialization resources page. A combination of research-based, scholarly literature including but not limited to resources included in the course work and electronic resources from organizations related to your selected group at risk are represented.
Written Communication Instructions
• Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
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EDU 644 Week 4 DQ 2 School District and School Building Supports
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EDU 644 Week 4 DQ 2 School District and School Building Supports
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There are many risk indicators impacting not only a student’s ability to succeed in a school environment, but also the ability for a school and/or district to make progress and meet the achievement expectations at state or federal levels. To prepare for this discussion, beyond reviewing the Week Four Instructor Guidance, you will investigate general at-risk groups and behaviors, as well as information pertaining to students with disabilities.
Begin by investigating the National Center for School Engagement website to gain insight as to various risk indicators commonly observed in at-risk youth in school environments. This resource also provides strategies for re-engagement that support the building of student resilience including parental involvement, truancy, youth development philosophies & approaches, and reengagement supports or strategies. Next, access your state’s Department of Education website, specifically for their special education link (which may also be titled something similar to Exceptional Student Services). Read the mission statements; notice that your state’s website may have a far-reaching statement as well as specific missions for funding, programming, and resources. Investigate some of the programs and resources available from your state and review the methods the state uses to provide assistance to schools.
Now, investigate a school district website in your local community or state. Look for information similar to what you observed in the National Center for School Engagement that describes supports for a variety of at-risk groups. In most cases, district-based websites include direct links to the individual schools located in the district. Therefore, you may find a special program or intervention model offered at a specific school that would help inform your response to this discussion. Additionally, look for information pertaining to special education. You may find this information under a link titled “Departments” or something similar. Read the mission of the school district. Look specifically for programs and approaches offered for students with disabilities.
Initial Post: Create an initial post that addresses the following:
a. Cite the website for the school district you evaluated.
b. Describe at least one school- or district-level program, model, or approach showcased regarding parental involvement, truancy, reengagement supports or strategies, or youth development.
c. Discuss how the school district’s special education mission statement either supports or differs from what was observed from the state’s special education mission.
d. Share an example of a program or policy from the district or a particular school that supports what was stated in the state’s website and explain how the program or policy aligns with that of the state’s positions or policies.
e. Describe your impressions of the types and levels of supports offered in the school district, sharing something that impressed or surprised you as well as anything you found to be lacking from the supports offered.
Guided Response: Respond to a minimum of two peers. In replies, consider the differences and similarities between your observations and impressions and that of your peers. As mentioned in prior discussions, though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you to further the conversation. This continued interaction gives you more opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
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EDU 644 Week 4 DQ 1 Making a Difference – Biotech Academy
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EDU 644 Week 4 DQ 1 Making a Difference – Biotech Academy
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At-riskchildren benefit from access to specific programs that support their success in a school environment. By providing opportunities that students can connect with, the probability of them staying in school and matriculating to a two- or four-year college or university will increase. Biotech Academy in San Jose, California is an interdisciplinary program that focuses on bioscience. The program and its faculty, however, provide supports for at-risk students that go far beyond academics. To prepare for this discussion, watch the nearly 10-minute video Biotech Academy: A catalyst for change. Note that this video can also inform your completion of the Week Four Assignment.
Initial Post: Create an initial post that addresses the following:
a. Share a minimum of three things you observed showing how teachers at Biotech Academy instigate and maintain student support and success. Be sure to consider what characteristics they have to have and what behaviors and practices they need to present to their students.
b. Describe the impact collaboration between teachers, parents, and students has on student success as well as having a spirit of cooperation instead of competition between students.
c. Discuss two to three observations you made that show relevancy between Biotech Academy instruction & supports and what students need in post-secondary education and employment. Be sure to address how having such relevancy for student learning impacts their ultimate success.
d. Discuss how traditional school environments might learn from Biotech Academy and employ in their school culture so as to potentially increase graduation rates and matriculation to post-secondary education and employment for at-risk students.
Guided Response: Respond to a minimum of two peers. In your replies, consider how your peers’ observations and impressions compare to yours. For example, what did your peers observe that you did not or that you agree with but did not share in your initial response? Provide specific feedback to your peers’ regarding the relevancy between Biotech Academy and post-secondary education and employment, as well as to your peers’ perspectives regarding traditional school environments adopting strategies similar to those demonstrated by Biotech Academy teachers. As mentioned in prior discussions, though two replies is the basic expectation, for deeper engagement and l
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EDU 644 Week 4 Assignment School-Based Efforts A Plan to Support At-Risk Youth
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EDU 644 Week 4 Assignment School-Based Efforts A Plan to Support At-Risk Youth
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This assignment is an opportunity for you to apply what you learned from this week’s discussions in a relevant way based on your own preferred area of focus. In this assignment, you will look through the lens of a particular professional role that you either have related experience in or intend to take in an anticipated professional practice. The roles to select from relate to one or more professions that are integral to assisting children and families at risk. Assuming the role of the professional you have identified, your task in this assignment is to prepare a professional presentation for a diverse group of professionals, such as school principals or district administrators, social service providers or community outreach providers, medical professionals, and other related service providers.
Using the information gleaned from the two discussions this week and the National Center for School Engagement website, as well as the three articles listed under Required Resources as supporting research, you will prepare a professional presentation with the purpose of informing participants of facts pertaining to youth at risk as it relates to student academic success. Additionally, your goal is to not only bring awareness to the forefront regarding truancy, parental involvement, special education and more, but to show the relationship each group of professionals has to the subject of academic success for students at risk—the role they play in contributing to that success. Moreover, the presentation offers an opportunity for the various professionals to collaborate in an effort to problem-solve or devise potential solutions to any of the specific areas identified as being problematic. Your presentation will be included in the Week Six Final Project and should include enhancements based on the feedback gained from its evaluation during Week Four.
Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Four Instructor Guidance page and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, this assignment will be added to your website.
Content Instructions
Use the presentation software of your choice or consider one of the recommendations in the Recommended Resources for Week Four. Submit your presentation for evaluation to the Week Four Assignment location and upload it as an attachment or link to your Students at Risk page in your website.
- Introduction (1 points): Create an introduction that states the role you have assumed, the audience your presentation is for, and the purpose of the presentation.
- Youth At Risk (3 points): Present at least eight indicators (examples) of youth at risk, such as those shared by SchoolEngagement.org,LDonline.org, those listed as Recommended Resources, or others discussed during Weeks One thru Four of this course, citing the National Center for School Engagement website and at least one additional scholarly source. Students with learning disabilities must be included as one of the eight indicators.
- Effects and Implications (2 point): Present seven-to-eight behaviors associated with being at-risk and three potential short- and long-term implications of these behaviors on a student’s ability to achieve academic success. Cite the National Center for School Engagement website and at least one additional scholarly source.
- Solutions – Create a Framework (2 points): Present three points related to the school’s role in establishing youth development philosophies, such as approaches for creating a positive school climate that encouraging positive relationships between adults and youth and professional to professional. Cite the National Center for School Engagement website and at least one additional scholarly source.
- Solutions: Integrating a Framework (2 points): Present what schools can do specifically to integrate the framework with staff, community, and parental support/involvement. Include a successful program, model, strategy, or approach to serve as an example of a potential solution. Cite theNational Center for School Engagement website, the source of your example, and at least one additional scholarly source.
- Participant Activity (2 points): Construct an engaging activity that encourages the audience for the presentation to provide feedback regarding their own respective, potential role in supporting a school’s efforts to create and integrate a framework for students at risk, that encourages ideas for potential solutions, and states how participants will interact, collaborate, and share ideas to all in attendance.
- Slide Design (1 points): Seven-to-ten slides that use relevant graphics, sound, and/or animation that assist in presenting the overall main point. Slides have a consistent theme, format, and font that augment the readability of the presentation.
Written Communication Instructions
- Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
- Source Requirement (1 points): Utilize at least two additional scholarly sources in addition to the National Center for School Engagementwebsite and required articles. All sources on the references page need to be used and cited correctly within the body of the assignment.
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EDU 644 Week 3 DQ 2 Tale of Two Cities and Homelessness
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EDU 644 Week 3 DQ 2 Tale of Two Cities and Homelessness
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This discussion is an opportunity to compare and contrast policies and resources that support homeless children and families from two different cities, New York and Chicago. The information you analyze will either support a recommendation you make to either city or an idea for potential application of supports elsewhere. Additionally, the graphic will be included as part of your Week Six Final Project Prepare for this discussion by reviewing the required resources listed below for each city and by reviewing the Week Three Instructor Guidance.
- Chicago Resources: Review the All Chicago website, the Chicago Coalition for the Homelesswebsite, and the newspaper articles from Hirst (2013) and Steinberg (2012) about homelessness in Chicago.
- New York Resources: Review the Covenant House website, the Safe Horizon (2014) homeless youth facts page, and the Saulny (2012) newspaper article about homeless youth in New York.
Initial Post: Review the resources provided above. Create an initial post that includes the two parts described below.
Visual: Use a visual graphic of your choice such as a Venn diagram or chart using PowerPoint, SmartArt features in Microsoft Word, or Thinking maps® to compare and contrast the following five factors pertaining to homelessness:
a. Statistical data about the prevalence of youth homelessness in New York and Chicago.
b. Statistical data regarding populations of homeless, including youth.
c. Types/levels of supports available including, but not limited to, shelters, community and school-based supports, etc.
d. The policies supporting homelessness in each state.
e. At least one other interesting statistic or learned information of your choice about homelessness.
Description: Along with the attachment of your graphic, describe in one to two paragraphs the information about homelessness in New York and Chicago that interested or surprised you. Discuss how the information enhanced what you already knew about homelessness. Additionally, describe your viewpoint about the programs, policies, supports, or resources explored in terms of their overall effectiveness or potential for effectiveness. Finally, either suggest one recommendation for the cities of New York and Chicago about how they can serve groups and individuals, including homeless youth, or discuss how one policy or resource you discovered could potentially benefit another city such as one you reside in or that is familiar to you.
Guided Response: Respond to a minimum of two peers. In your responses, discuss how the information in your peer’s visual comparison varies from your own. Did your conclusions about the policies in these states vary? If yes, discuss what might account for those variations. Respond to those areas your peers found surprising as well as their recommendation for improvement. You are encouraged to ask a question for clarification or to stimulate further thinking about their idea. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the topic of homelessness.
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EDU 644 Week 3 DQ 1 Website Sharing and Feedback
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EDU 644 Week 3 DQ 1 Website Sharing and Feedback
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EDU 644 Week 3 Assignment Child Maltreatment Policies Brochur
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EDU 644 Week 3 Assignment Child Maltreatment Policies Brochur
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This assignment focuses on analyzing policies about child maltreatment in the United States where, as noted in the Week Three Instructor Guidance and the Rubin (2012) recommended readings for Week Three, it is a growing national issue. This assignment is another opportunity to further apply 21st century technology skills as you create an informational brochure meant to inform the public in a variety of potential environments about child maltreatment in the United States and in a specific state of your choosing. Your finished brochure will be included in your website as part of the Week Six Final Project. Beyond reading the Week Three Instructor Guidance and the recommended chapters from Rubin (2012), review the State of California (2014) website resources for services related to children’s and youth health, the CDCP (2014) website about preventing child maltreatment, the Child Help (2014) website programs page, and the CAPA (2014) webpage about their programs and services to learn about child maltreatment and policies related thereto. Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Three Instructor Guidance and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, add the flyer as a link or attachment to the page on your website titled Child Protection Services & Child Maltreatment.
Content Instructions
Using a digital software program such as Microsoft Publisher or Lucidpress.com, create a single-page, 3-panel, front-to back brochure that informs the public about the realities of child maltreatment in the United States and a specific state of your choosing. The brochure should be designed to appeal to audiences in a variety of settings, such as offices of school counselors or nurses, community centers and outreach facilities, public health facilities, and social services departments. Use the “Save As” option to save your brochure as a PDF. Submit the PDF version as your assignment for evaluation and include the attachment or link if constructed from an online source such as Lucidpress to your website.
- Title (1 point): Include an engaging title for the brochure.
- Maltreatment Information (2 points): Include a description of what constitutes child maltreatment, abuse, or neglect; tips for prevention, tips for parents or caregivers, and reporting abuse. Include at least two supporting resources cited in-text and in a References section.
- Statistical Data (1 point): Include at least three items of statistical data, audience-appropriate graphics, and two-to-three points about child maltreatment in the United States and your selected state. Include at least two supporting resources cited in-text and in a References section.
- Policy or Program Resource (3 points): Describe at least two policies, programs, models, or other source of support for parents, caregivers, schools, or others. Include at least two supporting resources cited in-text and in a References section.
- References: (1 point): Include a references section with at least four scholarly sources in addition to the Rubin (2012) textbook for any summarized, paraphrased, or quoted material in your brochure, including images and graphics. All sources in the references section should be used and cited correctly within the body of the assignment.
- Formatting (1 points): Brochure is a PDF, 8.5×11 inches in size, single-page, 3-panel, front-to-back design that uses graphics, and has a consistent theme/format to augment the readability of the brochure.
Written Communication Instructions
• Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
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EDU 644 Week 2 DQ 2 Role-Play! Which Programs Will We Keep
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EDU 644 Week 2 DQ 2 Role-Play! Which Programs Will We Keep
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In this discussion, you will continue examining child protection services by evaluating the effectiveness of child protection resources from organizations that provide information and support for at-risk families. Specifically, we assess the outcomes of parenting programs for at-risk families using role-play. To prepare for this discussion, review any of the various chapters from Rubin (2012) listed in the Recommended Resources for Week Two, as well as the Week Two Instructor Guidance. When responding to this discussion, depending on the first letter of your last name, you will select either the California Department of Health Care Services website or the Los Angeles County Department of Child and Family Services website and speak from a specific role about whether to keep or terminate a specific program that supports at-risk children and families.
- If your last name begins with A-M, speak from the role of a Los Angeles County Department of Child and Family Services official who wants to maintain an existing parenting program that supports at-risk children and families.
- If your last name begins with N-Z, speak from the role of a State of California Director of Health Services who wants to eliminate a specific parenting program that supports at-risk children and families to reduce costs for the state.
Initial Post: Speaking from the role you are assigned, write an initial post about whether to keep or eliminate a specific program that supports at-risk children and families. Use the two websites listed above, the recommended Rubin (2012) readings for Week Two, and at least one additional scholarly source to provide support for your argument. Be sure to state which role you are assuming in this role-play activity and the specific program you are discussing at the beginning of your initial post. Next, write your argument as a formal letter to the citizens of your assigned locality (i.e., either LA County or the State of California). Your letter should be written succinctly (i.e., it should not be lengthy) and persuasively and include a specific call to action (i.e., to either keep or eliminate a specific program).
Guided Response: Respond to a minimum of two peers. In each response, assume the role of a press agent for a local newspaper and interview your peer. You can do so by asking questions about the ramifications of keeping or terminating the program. This will elicit further critical thought from peers about their arguments. Though personal opinions may be expressed in the replies, it is expected that you will write an objective response that is designed, again, to promote further critical thinking by peers about their arguments. Please keep personal opinions about the programs discussed to a minimum and focus on evidence-based responses. As with other discussions, though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have provided for you to further the conversation and demonstrate critical thinking on this topic.
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EDU 644 Week 2 DQ 1 Child Protection Agencies Infographics
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EDU 644 Week 2 DQ 1 Child Protection Agencies Infographics
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In this discussion, the focus is on examining agencies responsible for child protection. You will sharpen your technology skills by creating an infographic about a specific agency. Infographics are a way to visualize data and information using text and graphics and can be powerful instructional tools, as noted in the Teaching With Infographics presentation and further explained in the Week Two Instructor Guidance. Prepare for this discussion by reading Rubin (2012) Chapter 1, the Principles and Philosophy resource, and the Week Two Instructor Guidance. Then, using the software of your choosing, be sure to attach or link to your infographic in your initial post. Your infographic will be included in the Week Six Final Project.
Initial Post: Create an infographic using the software of your choice that includes the following:
a. An engaging title for the infographic.
b. A summary of a specific child protection agency’s vision, mission, guiding principles, or philosophies.
c. A summary of how the agency’s philosophies, principles, and key policies support or align with the philosophical tenets promoted by the Adoption and Safe Families Act (ASFA) 1997.
d. At least one image in the infographic.
e. A references section that cites all information summarized in the infographic, including the child protection agency you researched and at least one other local, state, national, for-profit or non-profit organization.
Guided Response: Respond to a minimum of two peers. In your responses, discuss the design of the infographic (e.g., colors, layout, graphics) and the quality of the information shared. Make recommendations to peers about how they might enhance their infographic, drawing on the principles discussed in the Teaching With Infographics presentation for design of infographics, and about the content summarized. Though two replies is the minimum expectation for this discussion, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have provided to you to further the conversation. Remember, this continued engagement also provides you with opportunities to demonstrate your content expertise, critical thinking, and any real world experiences you may have with the topic of child protection agencies.
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EDU 644 Week 2 Assignment Supporting Families At Risk – Website Construction
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EDU 644 Week 2 Assignment Supporting Families At Risk – Website Construction
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This assignment provides you the opportunity to begin early construction of your website by building a foundation from which to continue development during the remaining weeks of this course and finalize in the Week Six Final Project. To prepare for this assignment, review the website creation options listed in the Recommended Resources for Week Two and the Week Two Instructor Guidance. Next, begin creation of your website using the content and written communication instructions below.
Note that for the two topics learned thus far; poverty and child protection, only pages with placeholders are created. Summarized information and artifacts pertaining to these topics will only be evaluated in the Week Six Final Project. However, at any point during the course, you may consult the Final Project requirements and add things at your own pace. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, please contact the instructor using the Ask Your Instructor discussion.
In a single-page Word document, include a link to your website and the title of your website. Also include your definition of at risk. Submit your assignment to the course for evaluation.
Content Instructions
• Website Title – Homepage (1 point): A descriptive title for the website located on the homepage of the website.
- Definition of At Risk – Homepage (2 points): Your working definition of the term “at-risk” located on the homepage of the website crafted during Week One.
- Poverty Page (1 point): Create a page including section headings for an Overview of Poverty, Support, and Resources. Be sure to link the page to the homepage.
- Child Protection Services & Child Maltreatment Page (1 point): Create a page including section headings for an Overview of Child Protection Services and Maltreatment, Support, and Resources. Be sure to link the page to the homepage.
- Homelessness Page (1 point): Create a page including section headings for an Overview of Homelessness, Support, and Resources. Be sure to link this page to the homepage.
- Students at Risk Page (1 point): Create a page including the following section headings; Professional Presentation and Professional Application. Be sure to link this page from the homepage.
Written Communication Instructions
• Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
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EDU 644 Week 1 DQ 2 Evaluating the Impact of Poverty A Review of Quality Online Resources
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EDU 644 Week 1 DQ 2 Evaluating the Impact of Poverty A Review of Quality Online Resources
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Post Due by Day 3.An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA website and how this knowledge will be useful to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
c. Describe the organizational and content features of the Poverty USA website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
Guided Response: Respond to a minimum of two peers. In your responses, compare your peers’ summaries of the Poverty USA website to your own and discuss how your summaries differed and what may account for those differences. Review the additional resource your peers’ provide and consider their description. What else might effectively describe the type of information in the resource? Finally, discuss the resources reviewed and the organizational and content features your peers’ said they might emulate, considering whether you might also emulate those design features in your website. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to respond to any comments or questions others have provided to you.
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EDU 644 Week 1 DQ 1 What It Means to Be At – Risk and Why It Matters
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EDU 644 Week 1 DQ 1 What It Means to Be At – Risk and Why It Matters
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It is likely that you have at least heard the term at-risk used in a variety of contexts, but you may not know exactly what is meant by this commonly used term. When working in a community or educational environment, one must be aware of the scope of at-risk groups so as to implement or guide them toward appropriate and effective supports or services. In this discussion, you will analyze a variety of descriptions of at-risk groups and behaviors associated with them for the purpose of acquiring your own working definition. You will include this definition in your website that is created throughout the course and finalized during the Week Six Final Project and make adjustments to your working definition during Week Six when you reflect upon how your definition has expanded.
Prepare for this discussion by reading the Week One Instructor Guidance and reviewing the following resources that provide descriptions of at-risk groups and the behaviors associated with them:
U.S. Department of Health & Human Services: At-Risk Individuals
• A website defining at-risk individuals.
U.S Department of Health & Human Services: Factors That Contribute to Child Abuse and Neglect
• A website about child abuse and neglect.
American Academy of Child and Adolescent Psychiatry
• An article describing violent behavior in children and adolescents.
Teachnology
• A website defining the concept of being at-risk.
National Center for School Engagement
• A website offering descriptions for youth at risk.
Initial Post: Considering the descriptions in the websites provided above, create an initial post that addresses the following:
a. Discuss which of the websites most effectively described the term at-risk as it relates to establishing and enhancing your understanding of the phrase.
b. Write a working definition of the term at-risk in your own words. Review the Week One Instructor Guidance for what constitutes a working definition.
c. Explain what the personal value is in having knowledge of groups at risk in relation to your current or anticipated future work with children and/or families.
Guided Response: Respond to at least two peers. In your responses, discuss how your peers’ selections of effective website descriptions compare to your own and offer feedback on their definition of “at-risk” giving specific suggestions that will enhance their definition. Additionally, consider your peers’ explanations of the value of having awareness of groups at risk and discuss how their ideas for this value differ from your own. Asking questions of peers that clarify points from their initial posts is also encouraged. Though two replies is the basic expectation for this discussion, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember that for all discussions in this course, continuing to engage with peers and the instructor beyond the minimum requirements will further the conversation and provide opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics.
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