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Project Risk Register with Short paper describing the importance of risk management to the project sponsor

Project Risk Register with Short paper describing the importance of risk management to the project sponsor. Paper details   The Project is Smart Dumb Phone WK3AS1 Risk Register The register must include at least 10 risks and the associated information required for each risk as found in the Risk Register template provided. The instructor is willing to accept a Risk Register format of your own choosing, as long as the key areas of the register are included. Submit a short paper in which you will describe your plan to manage risk in the project by Sunday at midnight. The paper should be written as if you are writing to your project sponsor who has little or no understanding of the importance of risk management. In the paper, you need to explain the importance of risk management in ‘layman’s’ (non-project management) terminology and use some of the risks you identify as examples of how important risk management is for the overall success of the project. Paper format: 5 pages maximum (less is expected), Times New Roman, 12-point font, and double spaced. • • • • • Risk Register with Short paper describing the importance of risk management to the project sponsor
Week 1 Culture Environment Discussion.

I’m working on a management discussion question and need an explanation to help me learn.

Requirements:Write a reply minimum of 150 words for each discussion1 and discussion 2Discussion 1Culture is complex and several dimensions like Language, Customs and Taboos, Values, Time and Punctuality, Business Norms, Religious Beliefs and Celebrations, aspects of culture all determine and shape the companies and their corporate cultural standards.undefinedToday’s culture has resulted in public and private pits and fraud investigations of colleagues, managers and CEOs, as well as long-awaited publicity and encouragement as men and women have shown fraud in the past. Netflix culture cannot continue as an employee, but Netflix culture contributes to the success of the organization. Netflix maintains very high standards for its employees, ensuring that everything is done efficiently and correctly. In addition, all employees are very clear about their responsibilities and continue to work hard to maintain their position on Netflix. Guaranteeing employee loyalty is also a great benefit, as long as you meet the requirements to continue working at Netflix.undefinedThe potential disadvantage and positive effect of the “Netflix route” is that Netflix users gain a higher level of freedom and responsibility in their “Netflix route”. Direct feedback is encouraging, and trust and discretion are key gatekeepers, as employees gain access to confidential information and are ultimately given an idea of how they spend things and how they spend their vacation time. Companies do have written value statements which are vague and mostly ignored.undefinedNetflix culture is unique to Netflix, with different sounds. It not only encourages employees to make independent decisions, shares information openly, widely and carefully, is very honest with each other, and keeps people very efficient. Avoid the rules. Netflix is creating “lower cost, greater scale, and better entertainment than the world has ever seen.” There are many companies that do not have a clear culture and are growing slowly and steadily, but that is okay. If everyone is working on building an innovative, disruptive, successful and fast-paced business that attracts and retains the best talent, Netflix is a role model.ReferencesPutter, B. (2018, December 4). Netflix’s Company Culture Is Not For Everybody And That’s Exactly How It Should Be. Forbes. Discussion 2:How have the current cultural environment of our country shaped the way that companies are looking at their own corporate cultural standards?Corporate Culture is derived from people’s behaviors, innovation, and customer service. Although the origin is unknown and its originality is questioned, the cultural environment is considered a company’s top priority as it can either haunt them or guide them to success as it’s been doing for top tech giants. The current cultural environment is leaned toward sexual harassment prevention, social advocating, fostering creativity, employee freedom, and other perks such as working from home, flexible timing, and free lunches.2. What are the potential downfalls and positive influences of the “Netflix way”?The “Netflix way” is considered as a system, used by the tech giant, that manifest the culture where corporate utilizes complete transparency, individual responsibility, and where no rule codes are applied; where the potential downfalls may include, workers attitude may create a pretentious and/or narcissistic environment, and create a fear in the employees of being fired, even if their development and/or performance is excellent, over social matters. However, the positive influence which this culture creates can also include becoming a high-performance culture where everyone wants to be their best-self, socially and working wise, in order to maintain their job and lifestyle.How does Netflix’s internal culture negatively or positively affect their ability to stay competitive and deliver cutting-edge content?Netflix’s internal culture affect them in a really positive way, at least on my opinion. Their sharp employees are always walking on eggshells, but also, because of this, it makes employees maintain their high-performances and their attitudes on their best. That’s what maintains the tech giant on the top of, not only streaming services, but companies in the world, always innovating and delivering cutting-edge content. References:Chang, C. L. H., & Lin, T. C. (2015). The role of organizational culture in the knowledge management process. Journal of Knowledge Management, 19(3), 433-455.Hickman, C. R., & Silva, M. A. (2018). Creating excellence: Managing corporate culture, strategy, and change in the new age. Routledge.
Week 1 Culture Environment Discussion

Introduction Societies are full of discords regarding same sex intimacies. Natural intimacies are known to exist between partners of opposite sex. This is mainly because over the years, societies have shown discomposure when faced with issues regarding homosexuals. Societies consider homosexuals as those deprived of moral standings. They also consider such people as perverse and less responsible compared to heterosexuals. Homosexuality started in the ancient times and has drawn different views over the years. These views depend on different structures and cultures of societies in the world. For instance, some societies, as has been observed in most boys, have no problem with female homosexuals, but they are homophobic. They consider male homosexuals as outcasts and label them as fag. In essence, intimacies between men, which are popularly known as gay, have received intense criticism as compared to intimacies between women (lesbians) in the contemporary world. This paper will discuss situations under which some intimacies have been applied as homosexuality, while others have been withheld (Robinson, 2011, p. 1). Homosexuality Homosexuality is referred to as a condition in which an individual experiences sexual desire or behavior towards another person of the same sex. It has varied effects on people as well as the society. The church shuns and labels it as an abomination as well as unnatural act. Get your 100% original paper on any topic done in as little as 3 hours Learn More Several factors have been proposed as causal to homosexuality in the human population. In addition, most societies consider homosexuality as degrading, in effect, looking down upon those found to engage in such relationships. This has been proved in the UK and United States, among other countries where physicians have been found to degrade patients who have such relations. However, its common knowledge that homosexuality has been with us since the origin of humanity. What have changed significantly are the terms used to refer to it in different cultures, times and political eras. Homosexuality can sometimes be used to refer to the terms of orientation, attraction, identity, or preference. The contemporary world has increasingly used the term orientation as a soft stance on promoting homosexuality. This is mainly because, without homosexuality, then there would be no options except heterosexuality (Pascoe, 2005, p. 34-48). Over the years, use of the term gay has evolved. In the past it referred to homosexuals, whether male or female homosexuals. Recent usage has majored mainly on male homosexuals. This shows an emerging bias on considerations for homosexuals as well as their labels. Various terms have been employed in defining sexual orientations during these periods. These include gay, lesbian, heterosexuals, bisexuals, homosexuals, sodomy, as well as fag, among others. We will write a custom Essay on Homosexuality: Why only some intimacies are labeled as homosexuality specifically for you! Get your first paper with 15% OFF Learn More It has also been noted that the society is increasingly using terms considered as soft on homosexuality. In fact, in comparison, bisexuals have been generally accepted in most societies to homosexuals. Interestingly, it is a fact that even bisexuals are homosexuals in addition to being heterosexuals. This shows how relenting the society has been towards these groups as the world becomes more liberal. Moreover, United States and the UK, among other Western cultures have witnessed increased pressure to give homosexuals equal rights as heterosexuals. These have included jobs in high positions, healthcare services, and military services as well as other significant opportunities in the society (Sussex Publishers, LLC., 2011, p. 1). Discussion It is obvious that with increasing liberalization, homosexuals have found some soft grounds in the society. In some places like the United States, they have come out in numbers to press for recognition of their rights to be accepted in the society. This is tending towards similar happenings witnessed in the biblical story of Sodom, who are said to have moved several steps further in promoting homosexuality and sodomy. The changes, which have been influenced by political, societal, and economic, among other factors have led to labeling of some intimacies as homosexual, while others have been withheld. Emphasis have focused on male homosexuals, with clear indications tending towards allowing female homosexuals while at the same time prohibiting male homosexuals. Not sure if you can write a paper on Homosexuality: Why only some intimacies are labeled as homosexuality by yourself? We can help you for only $16.05 $11/page Learn More Most research findings conducted in the United States and UK high schools have conveyed boys as homophobic. In fact, it is suggested by social theorists like Pascoe, among others, that boys use humor to help them integrate since they are homophobic (Hayes, 1998, p. 1). Terms used to refer to homosexuals over the years and their implications Several terms have been used to refer to homosexuals. These terms have drawn diverse understandings among different people in various parts of the world at different periods. For instance, fag has been used by most youthful males to ridicule weaklings among them as well as male homosexuals. This term has never been used by girls as far as homosexuality among them is concerned. Studies in River High that researched behaviors of boys and girls to homosexuality revealed that this term is only common among boys when they ridicule gays. In essence, as opposed to the known masculinity in men, fag refers to them as weaklings and less masculine. This gives the impression that men who are supposed to be masculine and attracted to the less masculine girls are turning around to their otherwise masculine men. It then makes sense to call such people weaklings as they take the place of women in sexual activities. This does not mean that women are weaklings; however, they are less masculine as compared to men (Pascoe, 2005, p. 34-48). Other terms used in reference to homosexuals include gay, lesbians, among others. The former was initially used to refer to both male and female homosexuals; however, it has received much popularity in referring to male homosexuals. The term gay has received masculinity conception in the contemporary society. This was also observed among the River High students during Pascoe’s research. The society tends to label male homosexuals as gay as compared to women. Researchers on the other hand believe that gay refers to both male and female homosexuals. This shows how society has applied homosexuality to male homosexuals, while withholding that of women and bisexuals. Sodomy has also been used when referring to sexual activity between men in the recent past. In fact, this term has drawn the worst of understandings as it is usually applied in court cases when referring to sexual act without consent (rape case in homosexual). Another term that has been applied is Lesbianism, which relates to sexual attraction, activity, or behavior between females. This term has continually been accepted in some sections of the society or rather it has not received the harshest of criticism as compared to the other term as like fag, gay or sodomy (Plummer, 2011, p. 222-241). Why some intimacies are applied as homosexuality while others are withheld In sharp contrast, the recent past has witnessed continual acceptance of lesbianism in some sections of the society. Society seems to consider male-male sexual interaction as unnatural and despicable compared to female-female sexual interaction. Research conducted in River High showed that boys are highly homophobic than girls and must employ the use of humor to maintain relationships between themselves. This shows how much the majority in society prohibit male homosexuals as compared to those that prohibit female homosexuals. This has led to unequal labeling of homosexuals with the male groups receiving harsher terms like homosexuals, sodomizers, gay and fag, while their female counterparts receive softer terms like lesbianism (Lisa, 2011, p. 1). Examples of situations where homosexuality has been applied or withheld Use of the term homosexuality has been utilized mainly when referring to male homosexuals. It has however been increasingly withheld when referring to female homosexuals (lesbians). In fact, Lesbianism is increasingly getting universal acceptance throughout major cities like New York, among others. On the other hand, male homosexuals get mole labels such a fag, gay, sodomizers, among others. This can be attributed to males who are highly homophobic, compared to women (Spitz, 1999, p. 1). Conclusion Homosexuality has raised different views from diverse societies and social theorists as well as religious groups. The paper has defined homosexuality as the condition under which an individual experiences sexual desire, attraction, or behavior towards another of the same sex. Several terms have been used to label homosexuality; these include fag, gay, sodomy, lesbianism, and bisexual (individuals who poses both homosexuals and heterosexuals behaviors). Among the terms listed above, sodomy reflects the worst of those terms as it can be prosecuted in court especially when done without consent of one party. Interestingly, it mostly refers to male sexual activities. Another term that raises concern is gay, which has predominantly been used to refer to male homosexuals. In addition, fag is commonly used to ridicule male homosexuals. This shows how much homosexuality has been applied on male homosexuals and increasingly withheld among lesbians. Societies therefore seem to favor lesbianism to male homosexuals (Katz, 1997, p. 45-47). Reference List Hayes, L. (1998). Are lesbians more accepted by society than are gay men? [online]. CSUN. Katz, J. (1997). Homosexual and Heterosexual. In A Queer World: The Center for Lesbian

Introduction To Expressive Language Disorder English Language Essay

We use our abilities to speak and write in an effort to inform and request; they are the skills we use most often to accomplish our daily tasks. This ability serves as the foundation for our day, our week, and our lives. Yet, as I begin this paper, and consider the process of organizing and presenting my thoughts, the information I have gathered, and determining what is worth sharing, I feel the challenge of communication, a frustration felt many times over by students with Expressive Language Disorder. How often do we find ourselves struggling to communicate effectively? We can all think of occasions where we might have presented things more efficiently, written more clearly, or said something differently. For the majority of us this is more a condition of unpreparedness, spontaneity, or just being human. However, for children with Expressive Language Disorder, it is about an actual inability to compose or articulate their thoughts. Imagine yourself immersed in an environment where you can understand what people are saying to you, and you can read all the signage around you. You can find your way around this environment by what you are told by others and by what you can read for yourself. What you hear, read and understand can even be complex. However, when it becomes time for you to express your own thoughts, or to respond to others, your mind presents you with a limited selection of words to choose from. You struggle to put these words in order so that they will be understood. You may even have trouble remembering the words you have at your disposal each time you are expected to use them. Certain conversations and expressions are beyond your limits, and you learn to recognize these limits quickly. This invariably can cultivate a belief that it is easier simply not to engage in these interactions rather than struggle to communicate the things you want to say, or risk underscoring their meaning. You eventually settle for choosing only occasional exchanges, rather than opening your mouth to speak, or putting a pencil to paper to write. It isn’t difficult to understand how a child who experiences these things eventually becomes less interested, more frustrated, and can be perceived by those around him as inattentive or unintelligent. As with virtually all learning disabilities, initial diagnosis can be difficult in that Expressive Language Disorder shares and emulates characteristics, both in its developmental onset and in its progressive manifestation, with other speech disorders. So which traits are distinct to this disability and what methods are preeminent in searching for and recognizing these subtle characteristics? Expressive language disorder in children between the ages of five and thirteen is commonly defined as a learning disability that features disordered communication, characterized specifically by difficulties in written and verbal expression. At its onset, creating complex sentences poses considerable difficulty, as does remembering words within a limited vocabulary set. In some instances there may also be abnormalities in articulation. (1) However, in every instance of expressive language disorder diagnosis, the preeminent characteristic in meeting an accurate diagnosis is a pronounced difference between a child’s receptive functioning (understanding, listening and writing) and their expressive functioning. That is, they have more difficulty speaking and writing than the average person their age and general developmental level. While speech ability is specifically impaired by comparison to developmental expectations for their age group, language comprehension is within normal limits. (2) This assessment can be a difficult one to make, especially in young children. Their perception and comprehension must be recognized as an unaffected cognitive process, while their capacity for expression of oneself and the given material around them must be determined as problematic. Parents and educators recognize that the pace and cadence at which children develop can differ significantly, especially in acquiring language skills. However, many experts, including those parents and educators, disagree on when exactly the appropriate time to initiate intervention for a child who shows signs of ELD. While some experts push for early intervention, some believe that once a child reaches age four or five intervention should be initiated, and that for younger children, waiting to see if they catch up in development is a better approach. (2) The consensus among language specialists seems to recognize that in addition to tests that require spoken answers to gauge both comprehension and response, non-verbal tests must also be utilized. As a rule, a child’s hearing is evaluated with the recognition that auditory limits, whether mild or severe, will affect the ability to construct sentences similarly to those children with expressive language disorder. Also, testing should take into account the primary spoken language in a child’s household if it is something other than English, and tests should be administered in their primary language if possible. This obviously would have an effect on a child’s vocabulary and sentence building in English. [e.g.(4)] Beyond these initial and essential preliminary evaluations, further tests for speech and language delays in children can escalate to assessments more specifically targeting clinical diagnoses such as Mental Retardation, Autism, Dysarthria and other specific learning disabilities, including but not limited to cognitive or receptive language disorders. These considerations all reflect the importance of differential diagnosis relating to expressive language disorder. For our purposes we look to further examine the distinctions of ELD which clarify its definition. In considering the attributes of ELD, it is important to recognize a few distinctions that aide in defining and distinguishing it from other communication disorders. Primarily, it is important to recognize that expressive language disorders differ from speech problems. Speech disorders involve a child’s physiology, specifically the physical structures of the tongue, mouth and voice box and their subsequent functionality which directly affect the physical formation of words. Language disorders are affected by cognitive considerations, this being the area of the brain that controls the processing of language and the ability to use that language. There is also receptive language capabilities- interpretation of information the child receives. “Since different areas of the brain control receptive and expressive language processing, it is possible to have difficulties in just one of these areas, but still have normal or above normal intelligence and reasoning abilities in all other areas.”[e.g.(5)] It is also worth noting that despite these normal intelligence levels, children with ELD may appear more limited and less capable than they actually are because of their inability to express themselves. Very often a child with ELD may have a comprehension of language and subject matters in school that is as well developed as their classmates.[e.g.(6)] However, their ability to express the ideas they do comprehend to others around them is impaired, not their actual understanding. This essentially means that these children may understand words that they simply cannot use themselves when constructing sentences. Comprehension of sentences of a complex nature and intricate instructions may be very manageable for these children despite their inability to compose their own unique statements and responses. [e.g. (4)] By definition, ELD can actually be categorized in two types. These variations can overlap characteristically and can be difficult to differentiate from one another. The first type is Delayed ELD and is characterized by a child¿½s slow language development, but the usual sequence or pattern of other developmental milestones are normal. The second type is Disordered ELD which is characterized by slow language development with both the sequence of development and the pattern of grammatical errors being recognized more different than normally expected. [e.g.(8)] While delayed language development may commonly be corrected with early language intervention, it is also more likely to be overlooked and viewed as a matter of eventual self-regulation. There is a very fine line between ‘delay’ and the conventions around it and ‘disability’ and their subsequent treatments. As with all early intervention, therapy may be only as successful as its implementation allows for, and timing along with diagnostic accuracy are both of the utmost importance. [e.g.(9)] In exploring what defines Expressive Language Disorder we have considered specifically what universal traits it displays in school aged children, which communicative properties it affects and which it doesn’t, and the variations it can exist under. But how is ELD defined by the institutions from which the disorder expects recognition and treatments under- namely American school districts and the scientific community which in turn defines by its own diagnostic criteria? From the perspective of Part 200 of the Regulations of the Commissioner of Education, school districts may categorize ELD as a Learning Disability, listed as the sixth of eleven categories used to identify “a handicapping condition which “requires special services and programs approved by the State Education Department.”; “Learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural or economic disadvantage.” [e.g.(10)] The Diagnostic and Statistical Manual of Mental Disorders or DSM is published by the American Psychiatric Association and provides a common language and standard criteria for the classification of mental disorders. Despite the sometimes controversial and perhaps negative connotations of necessarily referencing learning disabilities (which encompass mental, physical and emotional challenges) as mental disorders, the DSM serves as a guide for clinicians and researchers and is frequently used to determine and communicate classifications for disorders based on diagnostic information.[e.g.(11)] The DSM is currently in its fourth edition (DSM-IV-TR) having been revised several times and has the following assessment in regard to the diagnosis of ELD; “There are four general criteria for diagnosing expressive language disorder. The first is that the child communicates using speech at a level that is less developed than expected for his or her intelligence and ability to understand spoken language. This problem with communication using speech must create difficulties for the child in everyday life or in achieving goals. The child must understand what is being said at a level that is age-appropriate, or at a developmental level consistent with the child’s. Otherwise the diagnoses should be mixed receptive-expressive language disorder. If the child has mental retardation, poor hearing, or other problems, the difficulties with speech must be greater than is generally associated with the handicaps that the child has.” In addition to this assessment, the DSM also assigns numbers for each disorder and its diagnostic criteria. In this particular case, expressive language disorder is 315.31. In order to meet the diagnostic criteria of the DSM, a child must exhibit the following or meet all of the following: A. The scores obtained from standardized individually administered measures of expressive language development are substantially below those obtained from standardized measures of both nonverbal intellectual capacity and receptive language development. The disturbance may be manifest clinically by symptoms that include having a markedly limited vocabulary, making errors in tense, or having difficulty recalling words or producing sentences with developmentally appropriate length or complexity. B. The difficulties with expressive language interfere with academic or occupational achievement or with social communication. C. Criteria are not met for Mixed Receptive-Expressive Language Disorder or a Pervasive Developmental Disorder. D. If Mental Retardation, a speech-motor or sensory deficit, or environmental deprivation is present, the language difficulties are in excess of those usually associated with these problems.[e.g.(12)] The specific traits that both the Regulations of the Commissioner of Education standards and the Diagnostic and Statistical Manual of Mental Disorders provide set the classification for the purposes of recognition and assessment in academia and mental health. How a child’s ELD (and the degree to which it creates limitations) is ultimately defined can directly influence both the type and degree of subsequent preventative intervention. Many of us are familiar with situations in which a very young child might not speak as early or as often as their families would like. While many children do eventually develop their own preferences and frequencies for speech that are unique to their personalities, stimulatory levels, and surroundings, others may find themselves at a distinct disadvantage due to ELD long before school is even a possibility for them. Expressive language disorder itself is a relatively common childhood disorder. It is estimated that between three to five percent of all children in the United Kingdom have ELD. Estimates among the US population are not available. [e.g.(13)] In the United States it has been estimated that language delays occur in ten to fifteen percent of children under three years old, and in three to seven percent of school aged children. Not all these delays will be eventually contributed to ELD. For reasons that are unknown, boys are more commonly diagnosed with communication disorders overall than girls are. Studies suggest that developmental expressive language disorder occurs two to five times more frequently in boys than in their female peers.[e.g.(4) As with the specific type of expressive language disorder that a child can develop, the actual causes for the disorder have also been categorized into two different distinctions. They are developmental expressive language disorder and acquired expressive language disorder.[e.g.(3)] These variations by their nature are similar to many other considerations for causes of disabilities in that they also can originate as a result of either genetic or environmental influences. The developmental derivative of ELD typically appears when a child is first learning to formulate and imitate the sounds around them by speaking. Developmental expressive language disorder does not currently have a known cause.[e.g.(4)] Some studies have indicated through MRI analysis of structural brain differences that genetic roots in family clusters account for similarities in inherited language disorder. Sixteen researchers and clinicians specializing in this particular field are continually making efforts to understand what the causes of developmental ELD might be. [e.g.(3)] The acquired variant of ELD is caused by damage to the brain. It can result suddenly after such events as a stroke, seizure or traumatic head injury and therefore can occur at any age. The developmental form of the disorder is far more common than the acquired type.[e.g.(4)] The characteristics and symptoms of ELD differ from one child to the next and depend on the child¿½s age and the severity of the disorder. [e.g.(3)] They do however share certain similarities in that they can manifest within a family of characteristics that typify the disorder. As previously touched upon earlier in this presentation, comprehension of what they are being told is not an issue for children with ELD. However, speaking itself and the requirements for crafting words into sentences is where the difficulty lies. A child with ELD may face academic difficulty in not just the expected subjects of reading and writing, but also in any classwork that requires note taking, oral presentations, or spoken participation. The child with ELD may face challenges in making friends, as they have difficulty connecting with their limited vocabularies, and difficulties in engaging in complex imaginary and cooperative play due to the verbal interactions they require. For example, a child with ELD may not be able to describe a movie they have seen, limiting their shared experiences with peers.[e.g.(3)] Specific symptoms are numerous and can include any one of the following: ¿½ Frequently having trouble finding the right word ¿½ Having a limited and basic vocabulary ¿½ Using non-specific vocabulary such as ¿½this¿½ or ¿½thing¿½ ¿½ Using the wrong words in sentences or confusing meaning in sentences ¿½ Making grammatical mistakes, leaving off words (such as helper verbs) and using poor sentence structure ¿½ Relying on short, simple sentence construction ¿½ Using noticeably less words and sentences than children of a similar age ¿½ Relying on stock standard phrases and limited content in speech ¿½ Repeating (or ¿½echoing¿½) a speaker¿½s utterance ¿½ Inability to ¿½come to the point¿½ or talking in circles ¿½ Problems with retelling a story or relaying information ¿½ Inability to start or hold a conversation ¿½ Difficulty with oral and written work and school assignments in older children. [e.g.(8)] These symptoms are all signs that both educators and parents may recognize in the children they supervise and engage with. Depending on the environment and the circumstances, some of these indications of ELD can be extremely subtle ones to anyone not looking for them, especially if these children have ample opportunities to simply keep quiet and refuse spoken or written tasks and interactions. A perfect example of different symptoms affecting speech can be found at the following YouTube location; [e.g.(18)] Expressive language disorder¿½ Sariah Age 10 ¿½ A very brief conversation with this little girl might not necessarily sound any alarms on a given day, but repeated interactions might redefine any assumptions about her traits initially being labeled as tired, distracted, shy or self-conscious behavior. In reference to behavioral considerations, those that can germinate due to expressive language disorder are numerous. To be unable to communicate adequately can effectively undermine both interpersonal relationships and sense of self to such a degree that children can struggle greatly to develop socially. Inability to participate in group activities can lead to purposeful isolation and avoidance on the part of these children. Problem behaviors in the form of aggression or distracting behaviors may become the method the child most uses to communicate and have their needs met. The anxiety, frustration, and feelings of distress the child feels can manifest in difficulty falling asleep and staying asleep and problem behavior surrounding bedtime and other normal family routines. Some parents report a great deal of conflict and non-compliance with their child with ELD, which may be a symptom of frustration with the child¿½s inability for adequate self-expression on both sides of the parent-child relationship. Repeated school absences, poor self-image and failing grades can all occur as the situation escalates.[e.g.(3)] It is important to also note that such unfortunate stresses on a child struggling with the effects of ELD can find themselves being dually diagnosed with other disorders and conditions; “Although the prognosis of the disorder is very good and most of the children overcome their language difficulties, some studies suggest that children with language disorders may be at risk for mood and behavior disorders. Some researchers report that half of children diagnosed with ELD and referred for speech therapy may also be diagnosed with Depression, Anxiety Disorder, Attention Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), or Oppositional Defiant Disorder (ODD).” [e.g.(3)] These consequences only serve to exemplify the importance of instructionally based intervention for children who have language difficulties. It is also of great benefit to acknowledge and recognize how successful teaching methodology and strategy can be for children contending with ELD. Purposeful intervention that is designed to prevent, eliminate and/ or overcome obstacles that might otherwise keep a child from learning and from full active participation in school and society is as the goal of every special education program. As in every instance of program planning, coordination between special educators, general educators, parents and speech pathologists is integral to a child’s success and improvement. For the purposes of specialized teaching methods, placement

AIU Network Programmability And Automation Discussion

essay writing service free AIU Network Programmability And Automation Discussion.

You were just hired as a network engineer for a medium-size firm. You have multiple offices and a complex array of interconnected components, communication protocols, and services provided by these components and protocols. Your boss is not technical and is asking that you provide details on the interconnected components, communication protocols, and services found within the company so that he can understand the IT infrastructure. Explain the following in detail:Explain the following set of interconnected components and how they communicate:Hosts (e.g., wireless devices, laptops, PDAs)Packet switches (e.g., access points, routers, switches)Connected links (e.g., wireless, copper, fiber)Provide the protocols used for corporate communications. Use at least 3.Define the purpose behind protocols (e.g., HTTP, TCP, IP, UDP). Discuss the message formats and procedures that components use for communication. Discuss some of the services that components and protocols provide to the corporation (discuss at least 3 of the following examples):File sharing, telephony, teleconferencingReliable data deliveryE-commerceRemote access to data/information2-3 pages APA format, Cite Sources.
AIU Network Programmability And Automation Discussion



Instructions:You are the producer of the 6 p.m. show.You have the following content for tonight’s newscast.Put the stories in the proper order, identify their types and correctly time the rundown for the show.Alabama Tornados)Tornados ripped through 22 Alabama counties today.Statewide, more than 100 homes have been destroyed and dozens of people injured.The only fatalities were in Pike County.You have a 2:00 wrap up package of statewide weather stories. Your anchor lead in is 30 seconds(Bufferson Tornado) The same or another tornado struck the Burfferson Mobile Home Plaza on the west side of Troy, destroying eight homes, killing four people and injuring four others.You have a 2:00 package. Your anchor lead in is 30 seconds(Conference) Before the bad weather struck, a news conference had been scheduled in which Gov. Bentley, Mayor Reeves and others were to have announced a major new industry coming to Pike County.That news conference has been rescheduled for Friday.You have a: 30 copy story(Drug Dealer) The body of a suspected drug dealer was discovered behind a building in downtown Saturday morning.Police are investigating.You have a 1-minute package following up on the story your station ran Saturday. Your anchor lead in is 30 seconds(Troy Tornado) One tornado passed near the Troy University campus and flattened the Trojan Villas apartment complex.Miraculously, no one was killed or injured, because all of the residents were taking final exams.You have a: 40 VO video and a: 22 sound bite from a witness. Your anchor script is 45 seconds.

How does this definition of chemistry relate to this lab?

How does this definition of chemistry relate to this lab?.

 chemistry is the science that deals with the composition and properties of ssubstances.and various forms of matter.The lab was where we burned a candle and made quantative and qualitative observations on it. How does this lab relate to this definition?
How does this definition of chemistry relate to this lab?