Category: Education

Overview 
Students are to research an assistive technology device (JUST PICK ONE) and critique its benefits and effects for students with special needs in a visual presentation of your choice.  
Definition of ONE AT Device
Assistive technology (AT) is any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities.
Assistive technology helps people who have difficulty speaking, typing, writing, remembering, pointing, seeing, hearing, learning, walking, and many other things. Different disabilities require different assistive technologies.
(https://www.atia.org)
Content 
Make sure that your presentation includes:
introductory slide that lists your name, course, professor’s name and date
Purposes of the Device you selected  – ways it is used
Designated population – ages, grades, ability level
Special training for use – for administrators, teachers, support staff, students and families
Instructions / directions – for administrators, teachers, support staff, students and families
Teachers manual / supplemental materials
Assessment – formative (learning for) and summative (learning of) 
Cost – initial/maintenance cost(s), out of pocket, insurance coverage 
Critique the device including positive and negative aspects – such as, functionality of day to day use, value in other aspects of life, impact on future skills
Describe the ways that you would incorporate this assistive technology device into your classroom and provide three examples with explanations.
Reflection of your professional/personal thoughts and recommendations for the use of this assistive technology device.
Conclusion slide that captures your overall message on assistive technology, such as a quote, a saying, an image, etc.
Presentation Format
Visual presentations can be designed and delivered using Powerpoint, Prezi, a Padlet, Google Slides, Peardeck, Nearpod, and/or a platform of your choice. Please discuss your preferred method of presentation with the professor. . 
For all visual presentations in this class, it is encouraged to incorporate a new pedagogical tool to enhance your presentations. Some examples would be: Edpuzzle, Flipgrid, Youtube videos, TED Talks, Digital Stories. Use additional media like video, photos and other graphics to illustrate your points. 
Minimum 20 slides slides total (excluding title and reference page/slide)
Use words and phrases (bullet points) instead of full sentences (24 point font is recommended) 
Cite any sources that you use, including our textbook, case studies, videos, interviews, books, journals, survey, data, graphics, etc. 
Use of AT Device: Suggested Topics
AT Device support a gamut of disabilities. To help you choose the AT Device for this assignment, please consider the following possible topics:
Autism spectrum disorders
Blindness and low vision
Deafness and hard of hearing
Computer access problems
Communication disorders
Mobility impairment
Mounting systems
Learning disabilities
Cognitive disabilities
Web accessibility
Augmentative and alternative communication devices (AAC)
Suggested devices 
Speech-to text software (Speech Recognition) 
Alternative Augmentative Communication Devices 
Alternative Keyboards 
Text-to-Speech software 
Electronic Pointing Devices 
Joysticks, Trackballs, and Touchscreens 
Screen Readers 
iPads / iPods 
Interactive White Boards 
Math Software 
Screen Magnifiers 
Switch Adapted Toys 
Dynavox 
Kurzweil Reader 
FM System 
Visio Book 
Additional Resources 
Kawasaki’s 102030 rule for presentations: http://blog.guykawasaki.com/2005/12/the_102030_rule.html 

Throughout this course, we’ve been investigating the concept of truth. What is truth? Through early and contemporary texts that examine how individuals seek and record the truth through the perspectives of various disciplines, we’ve come to better understand how people define this concept.
Your goal is to answer the question, “How does individual perception and belief shape our understanding of the truth? It’s time to reflect on everything we’ve learned in this course, and in 6-8 double spaced pages, use the texts we explored to make your argument.
To do this, you may draw on our lectures, readings, and/or outside (but reputable) sources tomake your point. Your paper should be well researched and adhere  to APA style in both format (APA formatted, 12-point font, Times New Roman or similar) and referencing.
You must mention each of our core readings, including:
 True History by Lucian of Samosata
 Select readings from Tattvartha Sutra (Jainism), Buddhist texts and Vedas (Hinduism) –
it’s fine to use just one of these.
 Jacques Cartier and His Four Voyages to Canada
 Bad Blood: Secrets and Lies in Silicon Valley by John Carreyrou – this should be used
heavily as we have not yet discussed this in an assignment.

Effective instruction takes practice and continued adjustment from the teacher. Each time a lesson is taught, a teacher learns something new about effective teaching practices through self-reflection, especially when implementing multiple content areas in one lesson for cross-disciplinary instruction. Continuing to practice and receive feedback from other experienced teachers is an important part of a teacher’s professional practice.
Allocate at least 5 hours in the field to support this field experience.
Part 1: Literacy Activity Implementation
For this field experience, deliver the literacy activity you created with your mentor in Topic 3, or a lesson of your mentor’s choice, to the whole class or a small group of students that your mentor has selected. Remember to focus on:
Instructional strategies for literacy development.
Differentiation, including accommodations to meet the diverse needs of students.
Creating engagement and promoting discussion.
If possible, implement the activity with multiple class periods or groups. After each implementation, meet with your mentor and reflect on any adjustments you may need to make before working with the next group.
Part 2: Mentor Feedback
After your implementation, ask your mentor the following:
How effectively did I integrate literacy into the activity?
Were students engaged?
How effectively did I meet the needs of all students?
What did I do well and what can I do better?
Use any remaining field experience hours to assist the mentor in providing instruction and support to the class.
Part 3: Personal Reflection
Write a reflection in 500-750 words summarizing your implementation experience, mentor’s feedback, and your reflection. Address the following in your reflection:
How did I integrate literacy into the activity?
How did I know if the students met the learning objective of the activity?
How did I differentiate by using resources and/or technology to make necessary accommodations in the activity?
What do I feel went well in the class and what might have gone better?
What adjustments were made between implementations or need to be made before the activity is implemented with another group of students?
What would my next steps be for working with the group or groups of students?
APA format is not required, but solid academic writing is expected.

Assessment Description
I have attached everything that you should need for this Essay 
You have a standard practice of displaying all student work in your classroom. Recently, you assigned students to write any essay and submit a pictorial depiction on the person they considered to be their hero. One of your students submitted an essay on Jesus and a drawing of the Last Supper.
Write a  550 word essay in which you discuss:
Any legal issues regarding the grading of your student’s essay and whether you could display the student’s work.
How does the First Amendment apply to this situation?
Include at least five references in your essay. At least three of the five references should cite U.S. Supreme Court cases.Topic5Syllabus.pdf
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.  apa-7th-edition-template-without-abstract.docx
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. POS-500 Rubric – First Amendment_ Religion and Educationtopic5.pdf

Read chapters 3 and 4 in Fiore, D. J. School-Community Relations, Fifth Edition. 1. Describe a recent public information event or news event that happened in your district or one that involved your school. 2. From your perspective, were the details of the event effectively communicated to the school’s staff and community? 3. Was the communication inclusive in terms of outreach toward community members from multiple backgrounds (e.g., racial, ethnic, cultural, linguistic, sexual orientation)? Why or why not?

There are nine microcultures that make up our cultural identity – class, race, ethnicity, gender, language, religion, exceptionality, age, and geography. All of us belong to a subgroup within each microculture, but our composite identity is based on 1) the relation between us and the dominant subgroup in each microculture, and 2) on the interaction among microcultures. For example, I may be Jewish living in a predominantly Christian community, and that cultural conflict may have a negligible or a profound impact on me. Likewise, being female with three male brothers and no sisters may affect my attitudes and behavior and influence the way I view the world.
Watch the first 15 minutes of the video to better understand microcultures: https://youtu.be/TpAb4GRidmg?si=sWmYx5rROEpRo-rz
In your cultural autobiography, you will introduce yourself while addressing at least four of the nine microcultures. It is not enough merely to state, for example, that you are a White, Irish American, English-speaking male etc. or a second-generation Chinese American, multilingual female who was raised in a middle-class family etc. You must take each microculture one at a time and explain how your membership in a particular subgroup has helped to create the kind of person you are and is likely to influence the kind of educator you will become. It may be easier to begin with the microculture that currently has the most impact on you as a cultural person and work down to the least influential microculture. This should take some careful thinking.
You will write a minimum of two full pages introducing yourself. Use at least four of the nine microcultures to explain how your identity is impacted by various subgroups. Bold each of the microcultures you use. Photos may be included (will not be included in page count). Save your assignment as directed in the syllabus: 
Name and save all assignments using this format: 
LastNameFirstName_nameofassignment. For example, if your name is Jane Doe, then, save your document as DoeJane_Insider_Outsider Experience
Formatting: The following include the formatting guidelines. This is part of your grade. 
Please submit as a Word file only. PDFs, online links, or other formats will not be accepted. 
Double-space the text and use 12-point Times New Roman font.
Use APA style for citations and references. 
Submit through the Word document in the assigned discussion board in BlazeVIEW by June 13th by 11:59pm.  
Peer Responses: Post a minimum of two substantive response posts to classmates by  June 15th at 11:59 pm.
Substantive responses add to the original post by offering similar or contrasting examples, asking and answering questions, and making connections to peer posts. 

This paper should included differeing view points of the ban of flavored vapes and e-cigs within the U.S. full directions are included

all the details for this project are in the file attached ! please make sure the media artical u use should date between 10 may2024 to 06 june,2024. also provide with url of media article. the article should be minimum 1000 words. please refer to everything in the file attached it is very imp u follow all the details. Thank u

In this culminating academic style paper, you will analyze Montgomery’s novel, Anne of Green Gables to consider how she, as a white European settler, engages with, reproduces, and reinvents narratives of childhood as it relates to discourses of settler presence on Indigenous land. You will extend your conversation to the academic literature to examine at least one salient theme pertaining to childhood such as innocence, ignorance, agency, and development to name a few. Finally, you will reflect autobiographically on how your understanding of childhood is changing, being challenged, or resisting transformation.
Guidelines
Thus far, you have engaged in some autobiographical writing (Assignment 1) which continues to serve as an exploration of the lens of the self to read and interpret both texts and the world. In this final assignment you will continue to read through this lens as you follow and analyze the figure of the child in Lucy Maud Montgomery’s novel, Anne of Green Gables. As such, in your introduction to the essay, you will revisit the autobiographical work you did in Assignment 1 to help me understand why you have chosen to fix your gaze or focus your reading on the aspects of the text you have selected. For example, my reading tends to focus on those childhoods that are absent from this canonical text such as Indigenous and arrivant childhoods. This emphasis stems from my personal journey leading up to this point as I teach and engage with this text. My awareness is shaped by the weariness derived from my traumatic passage from the postcolonial Caribbean to settler colonial Canada where I now occupy stolen and contested Indigenous land. Next, you will present your reading of the text with two (2) specific commentaries in mind. First, you will consider the settler colonial context from which Montgomery writes (See Kauanui, 2016; Tuck, E., & Gaztambide-Fernández, 2013; Veracini, 2011). This means doing some historical background work and considering adjacent experiences and representations of childhood that we have discussed in class that are absent in Anne of Green Gables, including Indigenous and racialized arrivant experiences (i.e., Pauline Johnson’s 1893 writings and the history of the Black presence in Africville and the Nova Scotia Home for Coloured Children). Second, you will consider representations of childhood in Anne of Green Gables while thinking about how the child reproduces and resists normative discourses of childhood (such as innocence, agency, deviousness, impulsiveness, loving/happy/hateful, the good student, development etc.). Third, as you consider these configurations of childhood in the text, you will pay close attention to how this is part of a settler colonial discourse. For example, you might want to discuss how Montgomery’s children ensure and secures settler presence and future on land imagined to be native to settlers and where Indigenous people are disappearing to extinction (see Montgomery’s 1891, A Western Eden). Finally, in your conclusion you will close your essay with a short autobiographical reflection on how your thinking about childhood has changed through this course, again, beginning from your positionality.
Suggested Organization of the Paper
I. Introduction
Autobiographical Lens: Revisit autobiographical work from Assignment 1.
Explain the choice to focus on the figure of the child in Anne of Green Gables.
Personal context and positionality (i.e., for me it is linked to a traumatic passage from the Caribbean to settler colonial Canada).
II. Settler Colonial Context in Montgomery’s Writing (Lec 6)
Historical background: Understand the context from which Montgomery writes.
Consider adjacent experiences and representations of childhood absent in Anne of Green Gables (Indigenous and racialized arrivant childhoods).
Reference scholarly works from weekly readings.
III. Representations (reproductions/resistances) of Childhood as it Relates to Settler Colonialism
Analyze how the child is portrayed in the novel.
Identify normative discourses of childhood (innocence, agency, deviousness, impulsiveness, desiring, imaginative, developing etc.)
How are these reproduced and or resisted? How do her actions both reproduce and challenge normative expectations and configurations of childhood?
How do these discourses of childhood secure settler presence on contested Indigenous land? 
V. Conclusion: Reflecting on Childhood
Autobiographical reflection: How has your understanding of childhood evolved during this course?
Acknowledge personal positionality and growth.
Consider the complexities of settler colonial narratives and their impact on representations of childhood.
Literature Requirements & Reminders
You will need to cite a total of ten (10) scholarly articles/books. Seven (7) of these can be from the course readings while three (3) must be new scholarly articles from your own research that are relevant to your reading and analysis. You can reference additional, non-scholarly references (websites, videos, blogs), or other artistic works (i.e., A Red Girl’s Reasoning; Tannis of the Flats), but they do not constitute scholarly articles.
Paper should be at least 3000-3500 words, approximately 10-12 pages double spaced, NOT including references.
References should be formatted using APA both in-text and for the reference list
As a reminder, a well-organized paragraph should:
open with a thesis statement that is then,
supported by scholarly literature which gets further support from, 
textual evidence from the novel that illustrates the thesis statement, then, 
return to the scholarly literature to extend the argument and insert your own interpretations.
Transition to the next paragraph and its thesis logically.
Artificial Intelligence, Chat Bots, and Large Language Model Use
Generative artificial intelligence (Generative AI or GenAI) is a category of AI systems capable of generating text, images, or other media in response to prompts. These systems include ChatGPT and its variants Microsoft CoPilot, Bing (built by OpenAI) and Bard (built by Google), among several others. Other Generative AI models include artificial intelligence art systems such as Stable Diffusion, Midjourney, and DALL – E. 
Any use of GenAI systems to produce assignments for this course is not permitted. All work submitted for evaluation in this course must be the student’s original work. This is not to say do not use AI in your research and help with writing, rather, I am interested in knowing you, your voice, and your experiences in writing. The submission of any work containing AI-generated content will be considered a violation of academic integrity (“Use of Unauthorized Materials”).
I will be using GPTZero to evaluate the AI content of your writing. I will randomly select a few passages from your text and plug it into the chat box. I encourage you to do the same. Up to 25% of your text can be AI written. This generally means that if you use AI and other tools such as Grammarly to help with grammar and to revise your own writing, it should still fall within an acceptable range of original content. As a guide, remember I am more interested in hearing your voice. I am not checking for correctness/accuracy per say, but rather how you intellectually grapple and struggle with concepts through your own, autobiographical, meaning making processes. In short, I want to learn from your very unique and idiosyncratic readings as I conduct my own research on Lucy Maud Montgomery and her writings

Coding Exercise– Using the Arkansas Financial Accounting Handbook  https://www.apscn.orgLinks to an external site./ , complete the 21 code number that would be used in school accounting system for each item on this worksheet. Be sure to complete a cover sheet and reflection of learning on how it relates to the following standards for this assignment. (NELP 6.1, 6.2, 6.3) 
Component 6.1 Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.
Component 6.2 Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.
Component 6.3 Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.
CODING ASSIGNMENT
Using the Arkansas Financial Accounting Handbook provide the 21-digit code number to be entered into APSCN. 
Use the current Arkansas Financial Accounting Handbook link provided in the Canvas Resources module.
APSCN 21 number code
__ __ __ __ /__ __ __ __ /__ __ __ /  __ __ __ /    __ __           / __ __ __ __ __
Fund & Source of Funds/ Function/  Location/ Program/ Subject Area/ Object
Example:
2223/ 2212/ 002/ 000/ 00/ 63310
Copy and paste the following items into a Word document. Fill in the blanks for the Fund & Source of Funds, Function, and Object for each of the following expenditures. Provide an APA formatted cover sheet and a reflection of learning regarding the assignment. 
1. Federal 6-B, Resource Room, Regular Employee
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
2. Teacher salary, Third Grade, Regular Employee
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
3. Operating, Instruction-Regular Programs-HS, Social Security
Certified
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
4. Operating, Instruction-Regular Programs-Middle School, Social
Security Classified
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
5. Teacher Salary, Support Services-Guidance Counselor, Regular
Employee
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
6. Teacher Salary-NSLA, Support Services-Guidance Counselor,
Regular Employee
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
7. Operating, Instruction-Regular Programs-Athletics, Electricity
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
8. Operating, Instruction-Regular Programs-Elementary, Natural Gas
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
9. Activity Fund, Instruction-Regular Programs-Athletics, Gasoline
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
10. Operating, Instruction-Regular Programs-Elementary, Instructional Materials
__ __ __ __ / __ __ __ __ / 000 / 000 / 00 / __ __ __ __ __
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