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CHEM 221 Santa Barbara City College Ester Formation Synthesis Procedures Lab Report

CHEM 221 Santa Barbara City College Ester Formation Synthesis Procedures Lab Report.

Soooooo, this lab is long, but I had fun haha! Which means you’ll have fun, right? We straight up made Orajel haha! Well, we make benzocaine, which is an ingredient in Orajel! Cool, right? It’s easy peasy too, but it does take a while. We are preparing it from p-aminobenzoic acid and ethanol in the presence of an acid catalyst. For the lab video, we are required, not only too have tons of fun, but also to calculate the percent yield of the product, label the IR and NMR provided as well as answer a few questions in the lab worksheet. This weeks lab quiz is pretty much based on the video as well, so make sure you watch it! We will also be required to do a simulation this week, which comes along with a worksheet that needs to be filled out for your report. That’ll be all though! Try and watch the video without laughing k? hahaha Watch the video below and also complete the lab simulation for the
synthesis of Ethyl Benzoate. All the deetz are in the worksheetWatch the quick lecture video first, then the experiment video!https://youtu.be/tBjyciKyQ2Q (Links to an external site.)
https://youtu.be/884vBqA_Ud0 (Links to an external site.)
CHEM 221 Santa Barbara City College Ester Formation Synthesis Procedures Lab Report

Aim This experiment is carried out to determine how the equilibrium position of the chemical reaction of the solution Fe(SCN) (aq)2 with its iron (III) ion, Fe (aq)3 and thiocyanate ion, SCN (aq)– shifts when the factors such as concentration and temperature are varied. Introduction Chemical reactions that continue until one of the reactants is completely used up are said to have proceeded to completion as the reactions stop and the reactants which are not in excess will be converted completely into the products. However, most chemical reactions do not proceed to completion. Chemical reactions, specifically reversible reactions, have the tendency and resilience to alter its condition to achieve the state of equilibrium. The system is said to be in chemical equilibrium when the rates of the forward and backward reactions are balanced, which are equal. The relative concentrations of the reactants and the products in an equilibrium mixture is described as the equilibrium position. Changes in experimental conditions (stress) such as concentration, pressure, temperature and catalyst may disturb the chemical equilibrium, hence cause shifting in equilibrium position that more or less of the desired product is produced. The Le Chatelier’s principle is the principle introduced and implemented to determine the direction or shift of the position of equilibrium in order to counteract the experimental variables present in the reaction as well as relieve the effect of the stress. In this experiment, we will investigate the equilibrium reaction between the Fe (aq)3 , iron(iii) ion and SCN (aq)– , thiocyanate ion. The equilibrium reaction of this experiment can be shown by the following equation: Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) The product of this reaction, Fe(SCN) (aq)2 is a complex ion that imparts an intense, blood-red color of the solution. Thus, the intensity of the solution determines the amount of Fe(SCN) (aq)2 . Part A of this experiment investigates the effect of concentration on the position of equilibrium, which then followed by Part B, how the temperature changes affect the position of equilibrium. Equipment and Safety Submitted to “Preparation for Practical 3– Factors Affecting the Position of Equilibrium”. Method / Procedure Refer to the procedure provided on the Moodle, Factors Affecting the Position of Equilibrium Practical. Results Data Presentations: The aqueous equilibrium between the ions Fe (aq)3 and SCN (aq)– in Fe(SCN) (aq)2 can be shown as below: Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Part A: Concentration Changes Table 1: The effect of concentration changes on the aqueous equilibrium after one drop of 0.1 M Fe(NO3)3 (aq), KSCN(aq), NaF(aq), AgNO3(aq) or equal volume of water is being added Test Tube Test Added Colour Changed to Equilibrium shifted A 0.1M of Fe(NO3)3(aq) Reddish-orange Forward (shift to the right) B 0.1M of KSCN(aq) Dark orange/ orange-pink Forward (shift to the right) C 0.1M of NaF(aq) Pale yellow Backward (shift to the left) D 0.1M of AgNO3(aq) Cloudy yellow (white precipitate) Backward (shift to the left) E Equal volume of water Pale yellow (nearly transparent yellow) Backward (shift to the left) F Control group Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Part B: Changes in Temperature Table 2: The effect of temperature changes (hot and cold) on the aqueous equilibrium after placing the test tubes in hot water and ice water Test Tube Water Temperature Colour Changed to Equilibrium shifted 1 Hot, 373K Pale yellow Backward (shift to the left) 2 Cold, 276K Dark orange Forward (shift to the right) F Control group Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Data Analysis and Discussion The results of Part A and Part B have already tabulated in the data presentation session. Observations Part A: Concentration Changes Test Tube A Based on the result recorded, it can be observed that a reddish-orange colour appears after adding one drop of 0.1M Fe(NO3)3(aq) . Explanation: Control group:Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Ionic equation of Fe(NO3)3aq: Fe(NO3)3aq→Fe (aq)3 3NO3(aq)– The Fe (aq)3 ion produced from Fe(NO3)3aq causes the concentration of Fe (aq)3 ion, which is the reactant of the solution Fe(SCN) (aq)2 to increase. As the concentration of Fe (aq)3 ion (the reactant) is increased, according to Le Châtelier’s principle, the equilibrium position will shift in the direction that tends to reduce the concentration of Fe (aq)3 ion (the reactant) of the reaction. Thus, the final equilibrium position of the equation Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 will shift forward to the right. This is because, by doing so, some of the reactant will be used up, hence the concentration of Fe(SCN) (aq)2 increases, causes the colour to intensify, the solution appears in reddish-orange colour. Test Tube B Based on the result recorded, it can be observed that an orange-pink/dark orange colour appears after adding one drop of 0.1M of KSCN(aq) . Explanation: Control group:Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Ionic equation of KSCN(aq): KSCN(aq)→K (aq) SCN (aq)– The SCN (aq)– ion produced from KSCN(aq) causes the concentration of SCN (aq)– ion, which is the reactant of the solution Fe(SCN) (aq)2 to increase. As the concentration of SCN (aq)– ion (the reactant) is increased, according to Le Châtelier’s principle, the equilibrium position will shift in the direction that tends to reduce the concentration of SCN (aq)– ion (the reactant) of the reaction. Thus, the final equilibrium position of the equation Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 will shift forward to the right. This is because, by doing so, some of the reactant will be used up, hence the concentration of Fe(SCN) (aq)2 increases, causes the orange-pink/dark orange colour of the solution to intensify. Test Tube C Based on the result recorded, it can be observed that a pale yellow colour appears after adding one drop of 0.1M of NaF(aq) . Explanation: Control group:Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Ionic equation of NaF(aq): NaF(aq)→Na (aq) F (aq)– Overall equation: Fe(SCN) (aq)2 NaF(aq)→NaSCN(aq) FeF6 3–(aq) After 0.1M of NaF(aq) is added to the solution Fe(SCN) (aq)2 , it will dissociate into Na (aq) and F (aq)– . Na (aq) reacts with SCN (aq)– from the Fe(SCN) (aq)2 to form NaSCN(aq) and Fe (aq)3 reacts with F (aq)– to form FeF6 3–(aq) , leading to a reduction of concentration of SCN (aq)– and Fe (aq)3 , which are the reactants of the system. The NaSCN(aq) formed is a pale yellow liquid, which is the result of our final solution. Hence, according to Le Châtelier’s principle, the equilibrium position is shifted backward to the left because the system is trying to compensate for the lost or removed SCN (aq)– and Fe (aq)3 ion when they react with the NaF(aq) added. By shifting the equilibrium position backward, the concentration of SCN (aq)– and Fe (aq)3 ion are restored, then the concentration of the backward reaction increases again, which is indicated by the fact that the colour of the solution in test tube C becomes pale yellow. Test Tube D Based on the result recorded, it can be observed that a cloudy yellow colour appears after adding one drop of 0.1M of AgNO3(aq) . Explanation: Control group:Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Ionic equation of AgNO3(aq): AgNO3(aq)→Ag (aq) NO3 (aq)– Overall equation: Fe(SCN) (aq)2 AgNO3(aq)→AgSCN(s) Fe(NO3)3(aq) After 0.1M of AgNO3(aq) is added to the solution Fe(SCN) (aq)2 , it will dissociate into Ag (aq) and NO3 (aq)– . Ag (aq) draws off SCN (aq)– from the Fe(SCN) (aq)2 to form AgSCN(s) which is a solid, leading to a reduction of concentration of SCN (aq)– , which is the reactant of the system. The product, AgSCN(s) indicates that white precipitate is formed, causes the cloudiness observed in test tube D. In accordance with the Le Châtelier’s principle, the decrease in the concentration of SCN (aq)– ion leads to the decrease in the concentration of Fe(SCN) (aq)2 of the overall equation. The equilibrium position is shifted backward to the left as the system is trying to compensate for the lost or removed SCN (aq)– ion when it reacts with AgNO3(aq) . By shifting the equilibrium position backward, the concentration of SCN (aq)– is restored, then the concentration of the backward reaction increases again, and that is the reason why we observed cloudy or milky yellow of the final solution in test tube D. Test Tube E Based on the result recorded, it can be observed that a pale and nearly transparent yellow colour appears after adding equal volume of water. Explanation: Control group:Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) Ionic equation of H2O(l): H2O(l)→H (aq) OH (aq)– In test tube E, the addition of equal volume of water will increase the volume of the final solution and cause decrease in the concentration of the Fe(SCN) (aq)2 , Fe (aq)3 and SCN (aq)– respectively, but it has no effect on the initial amounts (moles and number of particles) of the ions as n=CV . As the solution is diluted, in accordance with the Le Châtelier’s principle, the equilibrium position will shift towards the side which has a greater number of particles, means that the equilibrium position is shifted backward to the left. Therefore, the colour of the solution in test tube E is faded compared to the initial colour and appears to be pale and nearly transparent yellow. Part B: Changes in Temperature Test Tube 1 Based on the result recorded, it can be observed that a dark orange colour appears after the test tube is immersed in a beaker of ice-water. Explanation: Control group:Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) As the temperature decreases, the intensity of the colour of the solution is higher, which appears dark orange, indicating that the equilibrium position shift forward to the right as there are more product, Fe(SCN) (aq)2 than reactants, Fe (aq)3 and SCN (aq)– . In accordance with the Le Châtelier’s principle, the equilibrium shifts in such a way that the temperature increases again by favouring the exothermic reaction, which heat is released. More Fe (aq)3 and SCN (aq)– are converted into Fe(SCN) (aq)2 at such low temperature. Hence, this also means that the equilibrium constant, Kc changes as well, Kc will decrease as more product Fe(SCN) (aq)2 is formed than the reactants Fe (aq)3 and SCN (aq)– . Test Tube 2 Based on the result recorded, it can be observed that a pale yellow colour appears after the test tube is immersed in a beaker of hot water. Explanation: Control group:Fe (aq)3 SCN (aq)– ⇌ Fe(SCN) (aq)2 (pale yellow) (colourless) (red) As the temperature increases, the intensity of the colour of the solution is lower, resulting in pale yellow, indicating that the equilibrium position shift backward to the left as there are more reactants, Fe (aq)3 and SCN (aq)– than product, Fe(SCN) (aq)2 . In accordance with the Le Châtelier’s principle, the equilibrium shifts in such a way that the temperature decreases again by favouring the endothermic reaction, which heat is absorbed. More Fe(SCN) (aq)2 ions are converted into Fe (aq)3 and SCN (aq)– at such high temperature. Hence, this also means that the equilibrium constant, Kc changes as well, Kc will increase as more reactants Fe (aq)3 and SCN (aq)– are formed than the product Fe(SCN) (aq)2 . Improvements a) Repeat Part A and Part B of the experiment several times then compare the results recorded so that the accuracy and the reliability of the results will increase. b) We should use a pipette to fill the test tubes to one-third of its volume with the solution of Fe(SCN) (aq)2 instead of determining or estimating the volume by human sight. Estimating the volume of Fe(SCN) (aq)2 by human sight without an equipment will result in a higher or lower volume, cause the results lacking of accuracy. Green Chemistry One of the principles of green chemistry implemented was waste prevention. We prioritize the waste prevention in order to avoid unnecessary and unwanted wastage during and after the experiment. For instance, we should measure the exact volume of solution Fe(SCN) (aq)2 that is needed to be used for Part A and Part B of the experiment rather than wasting by pouring out an excess volume of it and resulting in wastage. Besides that, we consider the hazards of the chemicals used before the experiment such as the AgNO3(aq), which is a strong oxidizer that can cause skin irritation and burning. Besides that, Fe(NO3)3aq is a corrosive liquid as well that can cause eye irritation once our eyes are exposed to it. A lower concentration which is 0.1 M is used for both AgNO3(aq) and Fe(NO3)3aq . From this consideration, it will inherently minimize the risk of accidents during the experiment. The 3rd and 12th green chemistry principles which were ‘less hazardous chemical synthesis’ and ‘safer chemistry for accident prevention’ respectively are applied to this experiment. Conclusion According to the results recorded in Part A and Part B of this experiment, it is evident that the results support the aim which I previously stated that factors such as concentration and temperature play important and vital roles in affecting the position of equilibrium of the solution Fe(SCN) (aq)2 with its iron (III) ion, Fe (aq)3 and thiocyanate ion, SCN (aq)– . Further, the principles being implemented and demonstrated were displayed above. To sum up our results, for Part A of this experiment, in accordance with the Le Châtelier’s principle, the equilibrium position will shift forward to the right, cause higher intensity of the solution Fe(SCN) (aq)2 if the concentration of the reactants, Fe (aq)3 and SCN (aq)– are increased. Moreover, for Part B of this experiment, Le Châtelier’s principle also states that if the temperature of the solution Fe(SCN) (aq)2 increases, heat is absorbed, thus the equilibrium position will favour the endothermic direction which shifts backward to the left, cause lower intensity of the solution Fe(SCN) (aq)2 . Therefore, the chemical reaction will consist of more reactants, Fe (aq)3 and SCN (aq)– than product, Fe(SCN) (aq)2 . References None
Finance project. I don’t know how to handle this Excel question and need guidance.

I ALREADY DID THE EXCEL SHEET AND THE CALCULATIONS I ONLY NEED YOU TO WRITE ABOUT IT FOLLOWING THE GIVING STEPS BELOW.
Bull Dog is a craft brewery and pub located in Carrboro, North Carolina. In a span of three years, the owners have established a successful and profitable brewery in a competitive market. However, the owners now need to decide whether they should invest in equipment and labor to bottle some of their best selling beer. This case gives students the opportunity to use skills in reflective thinking, analysis, ethical understanding, and reasoning. After completion of this case, students will be able to:

Calculate net present value (NPV),
Assess those strategies the company might choose to promote its growth in the brewing industry,
Evaluate those strategies to decide on the best fit for the company with the environment and the community,
Explain how various pricing strategies would impact the company’s bottom line, and
Give detailed reasons for a specific choice.

The Deliverable
Please write a 2 -3 page paper (single-spaced within paragraphs, double-spaced between paragraphs, 1 inch standard margins, 12 PT Times Roman font) answering each of the questions below.

Introduction: Summarize the case in your own words. Is the brewery ready to expand?
NPV Calculation: Create an Excel spreadsheet to calculate the net present value of investing in bottling (including the purchase of the label machine and training). Do not include the calculation of NPV in your paper, but describe the NPV for this project in your paper and create a table (call this Figure 1) highlighting the key assumptions made and your answer. Be definitive. Would you or would you not invest in this project?
Optional: Sensitivity Analysis (price of beer): How sensitive is the investment decision to the price of beer? The owners chose to sell its beer at a high price. Would the investment decision be the same if the beer sold for $1.00 less per six-pack at retail? Recalculate the NPV and be definitive. Would you or would you not invest in this project?
CSR: The partners discussed more engagement in other social responsibility initiatives as they continue to grow. Describe initiatives Bull Dog could engage in to help its own triple bottom line (Social, Environmental, and Financial)?
Conclusion: After evaluating NPV, what would you suggest should be Bull Dog’s next steps? In light of the financials, how should this brewery move forward with the project?

Finance project

Biology homework help. This paper is on Week 5: Professional Leadership Communication and the Practice Scholar. The purpose of this paper is to provide the student with the opportunity to explore and explain verbal, non-verbal, and written communication at the highest professional level.,Professional Leadership Communication and the Practice Scholar,Purpose,The purpose of this paper is to provide the student with the opportunity to explore and explain verbal, non-verbal, and written communication at the highest professional level. This assignment allows for the assimilation of professional leadership competencies as a doctorally prepared practice scholar. Assignment content supports professional formation, communication, and dissemination of skills relevant to the, DNP practice scholar.,Course Outcomes,This assignment enables the student to meet the following course outcomes:,CO3: Differentiate attributes of effective leaders and followers in influencing healthcare. (PO 6),CO4: Assimilate attributes for intra-/inter-professional collaboration across healthcare settings (PO 8),CO5: Formulate selected strategies for leadership and influence across healthcare systems. (PO 8),Due Date(s),The Late Assignment Policy applies to this assignment.,The assignment title is due by Sunday 11:59 p.m. MT at the end of Week 5.,Total points possible:, 350 points.,Preparing the Assignment,Follow these guidelines when completing each component of this assignment. Contact your course faculty if you have questions. It is each student’s responsibility to save and maintain all artifacts required in the e-Portfolio,The assignment will include the following components within 5-7 pages (not including title page or reference page):,Title Page (Title matches the first-page title),Use the following ,required, ,Level 1 headings:,Verbal Communication Competencies and the Practice Scholar,Non-verbal Communication Competencies and the Practice Scholar,Written Communication Competencies and the Practice Scholar,Conclusion,Introduction (Note: Do not use “Introduction” as a heading). Place the paper’s title on the first line.,In a brief paragraph, introduce your paper’s topic and establish its importance.,Present a clear purpose statement and a mini-outline, in sentence format, of the paper. The best introductions outline the paper according to the major sections in the assignment guidelines (which are the required level 1 headings for the body of the paper).,Verbal Communication Competencies and the Practice Scholar,This section describes the leadership competency of verbal communication for the DNP practice scholar.,Present your understanding of the components, comportment, and collaborative nature of effective and ineffective verbal communication as a leader.,Non-Verbal Communication Competencies and the Practice Scholar,This section describes the leadership competency of non-verbal communication for the DNP practice scholar.,Present your understanding of the positive and negative behaviors of non-verbal communication as a leader and examples of each.,Written Communication Competencies and the Practice Scholar,This section describes the leadership competency of written communication for the DNP practice scholar.,Include your understanding of (a) professional tone & style, (b) use of standard English, and (c) strategies for effective writing as a DNP leader in documents such as emails, memos, curricula vitarum, grant proposals, white papers, poster presentations, project dissemination manuscripts, and other formal written forms of professional leadership communication.,Conclusion,Recap the paper’s purpose statement and mini-outline criteria.,Draw major conclusions from the body of your paper.,Summarize the importance of effective communication competencies for the DNP leader.,Clarity of writing,Use consistent standard English grammar and sentence structure is evident throughout the paper. The sentences and wording should be clear and concise, without slang, colloquialisms, street language, or conversational style.,Paper should be generally free of grammar, punctuation, spelling, and typographical errors.,The paper should be organized and use the required Level I Headings headers and others as needed to organize the content., ,Attachments,Click Here To Download,Biology homework help

experienced accountant and business writer required. need someone who is able to translate the excel financial information into paper..

experienced accountant and business writer required. need someone who is able to translate the excel financial information into paper.. I have attached several key documents case reference is the guideline and instructuion of the assignment lavish lawn garden company case study information with all finances information needed a spreadsheet of different analysis BUSA 508 assignment 0 revised – this will be the final paper submitted along with excel

Inclusion and Least Restrictive Environment in Physical Education

term paper help In comparison of both Inclusion and Least Restrictive Environment both are ethical and useful in the education setting, but as we all know all things have cons and pros. While the Inclusion format maybe be useful and effective to some educators it might not be for others and the same for the Least Restrictive Environment. In this essay I will explain the differences and effectiveness of both applications and how they both can be used in the educational setting and generalize a broader understanding of the how professionals can apply them thoroughly and efficiently to the curriculum to help the future generations of tomorrow. Inclusion is the instructive routine with regards to teaching kids with incapacities in homerooms with kids without handicaps. The Education of All Handicapped Children Act, promised all children a public education for the first time. Prior to the law, enacted in 1975, only large districts provided any programming for special education children, and often the SPED kids were relegated to a room down near the boiler room, out of the way and out of sight (“Inclusion Definition for General and Special Educators,” 2018). There are commonly two models for incorporation: push in or full consideration. Push In is a specialized curriculum educator enter the homeroom to give guidance and backing to the youngsters. The push in educator will carry materials into the study hall. The instructor may work with the kid on math during the math time frame, or maybe perusing during the proficiency square. Full inclusion puts a custom curriculum instructor as a complete accomplice in a study hall with a general training educator. The general instruction instructor is the educator of record, and is in charge of the tyke, despite the fact that the kid may have an IEP. There are systems to assist youngsters with IEPs succeed, however there are additionally numerous difficulties. Almost certainly not all instructors are appropriate to accomplice in full incorporation, however aptitudes for joint effort can be scholarly. Separation is a unimaginably significant device to assist youngsters with handicaps prevail in a comprehensive homeroom. Separation includes giving a scope of exercises and utilizing an assortment of methodologies for youngsters with various capacities, from learning incapacitated to skilled, to effectively learn in a similar study hall. Individuals with incapacities and specialized curriculum, incorporation protects open doors for understudies with inabilities to learn nearby their non-crippled companions when all is said in done instruction study halls. Special education professional Gretchen Walsh M.S. Ed., who runs the Academic Support Center at Notre Dame College, gives a concise synopsis when she says “Inclusion is important because through our diversity we certainly add to our creativity. If you don’t have a diverse classroom or a diverse world, you don’t have the same creative levels and I think our strength lies in our diversity” (“Inclusion,” 2013). Least restrictive environment is a separation includes giving a scope of exercises and utilizing an assortment of methodologies for youngsters with various capacities, from learning incapacitated to skilled, to effectively learn in a similar study hall. “Environment” makes least restrictive environment sound like a spot. In any case, it really is increasingly about your tyke’s instructive program. Where your kid learns is just one bit of the program. LRE is part of the Individuals with Disabilities Education Act (IDEA). IDEA says that children who receive special education should learn in the least restrictive environment (“Least Restrictive Environment (LRE): What You Need to Know,” 2019). The aim of LRE is to ensure that children who get specialized curriculum are incorporated into the general instruction study hall as regularly as could be expected under the circumstances. LRE implies that, to the most extreme degree proper, school regions must instruct understudies with incapacities in the customary study hall with fitting guides and supports, alluded to as “strengthening helps and administrations,” alongside their nondisabled peers in the school they would visit if not handicapped, except if an understudy’s individualized training program (IEP) requires some other course of action. Least restrictive environment and inclusion instructional placements in physical education has it advantages and disadvantages. Some of inclusions advantages are most clear focal points of incorporation are the understudies with inabilities can be coordinated socially with their companions. They can make durable kinships that would not be generally conceivable, and these fellowships can give them the abilities to explore social connections later on throughout everyday life. Their companions can go about as good examples for social aptitudes through their collaborations with one another, while in a homogeneous homeroom, their lone good examples would be understudies with handicaps who may do not have a similar social ability that they do. This is particularly valid for all the more seriously crippled understudies who might be put in a setting with understudies who have next to zero social cooperation. By learning in a comprehensive homeroom rather, they are presented to non-incapacitated understudies connecting in a typical social way. Understudies with handicaps can likewise profit scholastically in an incorporation setting. In a well-structured consideration study hall, notwithstanding, the instructor utilizes incorporation techniques to enable understudies to succeed scholastically. Along these lines, understudies experience higher desires – both from their friends and their educators, just as the positive scholastic good examples of their non-incapacitated cohorts. Today’s school systems are continuously moving towards inclusion, rather than homogeneous grouping (“The Advantages and Benefits of Inclusion for Special Education Students,” 2010). Nonetheless, regardless of the expectation, there are hindrances of comprehensive instruction too. Not all understudies learn at a similar pace or have similar abilities aced, especially those with learning inabilities. The understudies with handicaps, for example, sound-related preparing issue or Asperger’s disorder, might be seriously influenced to a point where they can’t remain in venture with the homeroom educational program paying little respect to what practices or strategies are set up to assistance them ascend to meet their friends. When presenting this specific kind of struggle youngster should be placed in a least restrictive environment. In spite of its planned objective of mainstreaming all understudies with handicaps into the general training populace, full incorporation still misses the mark regarding giving sufficient instruction to all. One noteworthy issue is the way areas attempt to satisfy it. Additionally, a few understudies with inabilities aren’t sufficiently put. It might be expected to beneath essential aptitudes in perusing, composing, or math; scholarly or enthusiastic handicaps; or the understudy’s powerlessness to get to the training. In any case, this powerlessness to arrive at specific understudies uncovers the constraints of full incorporation. Understudies with scholarly inabilities, for example, mental hindrance won’t almost certainly get to the instructive material in an Algebra class, or understudies with physical incapacities, for example, quadriplegia will never join a varsity baseball crew. the detriment is that a few understudies will be lost – much of the time, school authorities’ eye full-consideration as being financially savvy or a sign that the school is doing the beneficial thing by teaching all. One might say (in any event with the last mentioned), school authorities will disregard appropriate position and overlook the understudy’s instructive needs (notwithstanding passing over much-required facilities to help the understudy out of luck. This stems from a federal law that states that students with specials needs should be taught in the “least restrictive environment” possible and given the same standard of education as children who are not disabled (Gibbons, 2019). In spite of endeavors to form understanding and acknowledgment among understudies, there will still be errors and cases of bullying may happen. Children with extreme introvertedness frequently have behavioral issues that can be troublesome and other understudies may get disappointed with these behaviors. They may not get it why this understudy is being permitted to act in an unexpected way or why they are getting “uncommon consideration” from their instructors. Adapted physical education instructors must have a cherish for youngsters and a want to see children with inabilities develop and succeed. Instructors must have an imaginative and imaginative mentality, beside fabulous issue fathoming abilities in arrange to make and encourage fruitful adjusted exercises. Tolerance is basic, as numerous children can be troublesome both physically and candidly to work with. With numerous adjusted instructors working with both traditional and disabled students, these PE instructors must be both learned and adaptable in arrange to supply the correct sorts of exercises for each bunch or challenge. Some adapt exercises that can be done under such settings would be adapting exercises and alter rules and or environment to permit for secure support inside expansive bunch activities, reinforce dialect and discourse communication amid activities, use bigger balls that empower the fingers to be amplified, perform showings a few times, and utilize verbal prompts to coordinate attention encourage discourse and discourse sounds utilize sign dialect, signals, and picture communications. In 2010, the US Department of Education made recommendations to increase accessibility in physical education classes (Wang, 2019). Here are several ways adapted teachers challenge and solutions when including special needs students in physical education are sensory integration, behavior, class size, team building, professional development, accessibility and have alternatives. Adapted education lecturers play a necessary role in not solely serving to youngsters generally keep match, however conjointly specifically providing the support and atmosphere necessary for disabled youngsters to remain healthy and develop vital skills. In general, the choice of your tyke’s training ought to be inspected painstakingly dependent on what is best for their individual needs. Guardians ought to think about the educational plan, the school condition, and the measure of particular consideration their tyke will get (from educators and showing associates), and in the event that they decide to standard their youngster, screen their advancement intently and adjust the instruction plan in like manner. References Gibbons, E. (2019). Weighing the Pros and Cons of Integrated Classrooms | American Autism Association. [online] American Autism Association. Available at: https://www.myautism.org/weighing-pros-cons-integrated-classrooms/ [Accessed 7 Aug. 2019]. Inclusion. (2013, August 10). Retrieved August 7, 2019, from https://www.specialeducationguide.com/pre-k-12/inclusion/ Inclusion Definition for General and Special Educators. (2018, January 17). Retrieved August 7, 2019, from https://www.thoughtco.com/what-is-inclusion-3111011 Least Restrictive Environment (LRE): What You Need to Know. (2019, August 5). Retrieved August 7, 2019, from https://www.understood.org/en/school-learning/special-services/special-education-basics/least-restrictive-environment-lre-what-you-need-to-know The Advantages and Benefits of Inclusion for Special Education Students. (2010, March 12). Retrieved August 7, 2019, from https://www.brighthubeducation.com/special-ed-inclusion-strategies/66128-advantages-and-benefits-of-inclusion/ Wang, K. (2019). 7 Ways to Include a Student with Special Needs in Physical Education – Friendship Circle – Special Needs Blog. [online] Friendship Circle — Special Needs Blog. Available at: https://www.friendshipcircle.org/blog/2013/11/12/7-ways-to-include-a-student-with-special-needs-in-physical-education/ [Accessed 7 Aug. 2019].

Islamic Radicalization of An American Citizen Hypothetical Task Force Paper

Islamic Radicalization of An American Citizen Hypothetical Task Force Paper.

Write a 2- to 3-page paper:Create a hypothetical task force in response to the threat you selected.Include local, state, and federal agencies.Assign each agency a role in either preventing the threat or responding to an attack. Be specific.Describe the ways each part of your task force will operate to stop the threat.Explain how each part of the task force is integral to its success.Case study selected:Malik, an American citizen, has recently converted to Islam. He frequently visits websites sympathetic to radical jihadists and is planning on visiting relatives in the Middle East. He is employed, married, and has two children. He feels that Sharia law should be recognized in the United States.2 pages is sufficent. APA format with 2 references
Islamic Radicalization of An American Citizen Hypothetical Task Force Paper

intervention project (West Nile Virus)

intervention project (West Nile Virus).

Individual write-up intervention project of a public education/awareness campaign to be completed. This brief, written paper should include the following elements:Introduction/Recap and Outreach Description – Describe your topic (West Nile Virus) and what you propose for your community outreach/education campaign.Goals and Objectives – Being as specific as possible identify the three main Goals of your project and the Objectives you will use to accomplish them, for example:Goal: Increase Recycling in the Dormitories by 20%i. Objective 1: Education campaign with flyersii. Objective 2: Pizza night competitioniii. Objective 3: Change collection bin location and sizePersonal Engagement – Reflecting on what you learn from researching the issue and analyzing it from a systems analysis perspective, develop some type of personal engagement effort around this topic. Encouraging personal engagement in the target audience could take a variety of forms:Personal actionsGroup actionsPolicy changesThe more specific you can make the suggestions, the more points you will receive. For example, provide some information on clearinghouses that help people take action, actual websites were they can write to policy makers, numerical examples of the impacts their behavior changes could have, etc.Funding Needs –Provide an estimate of the funding that would be required to complete your project. Almost all projects will have at least the following budget categories:Salaries/BenefitsEquipmentSupplies and ServicesTravelThe Semester Project Will Be Evaluated On These CriteriaIntellectual Content – How well researched and referenced is this effort? Is a systems analysis approach clearly utilized to both analyze the problem and develop a solution? How creative was the systems analysis of the issues and was this analysis used to offer potential solutions that could bring about meaningful change? Was the effort well-written and clear?Integration of system thinking and climate change topic with health outcomes.Professional, Accessible, and Clear Explanations and Writing – Were the final products delivered in an effective and professional manner? Is the content clear? Were all of the required content areas addressed? Meaningful Personal Engagement – Was the project meaningfully engaging? Is it apparent that some effort and care went into the development and delivery of the project? In other words, was the effort genuine and meaningful? Timeliness of Completion and Delivery – Is the project on time? This will impact all other evaluation areas.
intervention project (West Nile Virus)