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SPD-510-O500- Professional, Ethical and Legal Practices and Policies in Special Education Week 2 Essay Paper: – Determining the Least Restrictive Environment

SPD-510-O500- Professional, Ethical and Legal Practices and Policies in Special Education Week 2 Essay Paper: – Determining the Least Restrictive Environment.

Determining the Least Restrictive EnvironmentIDEA requires that special education students be provided a free and appropriate public education (FAPE) in the least restrictive environment (LRE). Special education teachers are among of the decision makers who identify what is the most appropriate, least restrictive educational environment for each student for whom an Individualized Education Program (IEP) is developed. It is important that special education teachers be aware of the benefits and restrictions of each type of placement setting and know how to provide an individualized, effective education for students with disabilities.Part 1: Graphic OrganizerCreate a graphic organizer outlining five placement settings inside and outside of the school setting. For each placement setting, describe how that placement can support students with mild to moderate disabilities. Include the possible benefits and drawbacks of each placement setting as well.Part 2: EssayWrite a 1,000-1,250 word essay regarding the FAPE requirement of IDEA. Based on FAPE, discuss how the LRE should be appropriate in meeting student needs and following legislative guidelines. In addition, discuss the factors that should be used to determine the appropriate placement in the LRE for students with disabilities to ensure they receive a free and appropriate public education. Discuss how a student might move through a continuum of placements (e.g., inclusion, resource, self-contained) to best meet his or her needs and level of support.Support your findings with a minimum of three scholarly resources.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
SPD-510-O500- Professional, Ethical and Legal Practices and Policies in Special Education Week 2 Essay Paper: – Determining the Least Restrictive Environment

Florida National University Apple Inc SWOT Analysis Discussion

Florida National University Apple Inc SWOT Analysis Discussion.

This assignment has 3 parts; please submit all parts on 1 file (it should take around 2 to 3 pages total)Part 1 – Chapter 4 on the essentials of planning and strategy explains what a SWOT Analysis is. Choose a company from the Fortune 500 (http://fortune.com/fortune500/list/) of your choice, research the company and create a SWOT Analysis for them.Part 2 – After reading Chapter 5 on decision making, creativity, and innovation; think of the kinds of issues that are arising in your simulation game; think of hypothetical examples of real situations that could arise in a real coffee shop and write about solutions you may implement if you were able to. Part 3 – Chapter 7 is on Job Design and arranging work. In your own words; explain the difference between Job involvement, Job enlargement, and Job rotation? What is the difference between Job enrichment and job enlargement?Due 11/15
Florida National University Apple Inc SWOT Analysis Discussion

Write a one-page current event using a certifiable article on relations between the US and Japan.  Articles should be selected

essay help online free Write a one-page current event using a certifiable article on relations between the US and Japan.  Articles should be selected from English-language news sources based in East Asia where possible. For current events involving Japan and the United States, the news article should ideally be chosen from Japanese or other East Asian news sources like The Asahi Shimbun or The Japan News.   

1906 San Francisco Earthquake: Eyewitness Story Essay (Critical Writing)

I have seen many natural disasters on television but never have I witnessed any natural disaster, like the 1906 San Francisco earthquake. It is like I went to hell and back in the same day. On the morning of April 18th 1906, I was staying with my friend Tom in San Francisco after a night-long celebration of my cousin’s graduation. Many friends and family came to wish my cousin a long and fruitful life, now that he had finished his university education. As soon as nightfall struck, everybody was preparing to leave for home but my cousin, Tom, and I decided to continue with the celebrations till the wee hours of the night. However, about midnight, my cousin left for home. Tom and I continued partying but not even the several bottles of tequila we took could prepare us for what we would witness that day. Early that morning, most of us were still asleep. The moon crept in and out of the room, like a late evening silhouette, but its lazy rays did little to signal us what we would expect for the rest of the day. Tucked in our beds, we snore like we had no worries at all. About 5:12am, there was a strong ground shake that almost sent us falling off our beds. I remember glancing at the alarm clock as soon as I heard the first shake. For a moment, I thought the alarm clock rang and I knocked it over accidentally as I tried to silence it. I was wrong. It was the movement of the bedroom floor that had tipped it over. Failing to comprehend what was going on; I was in time to prevent the lampshade from falling. Everything that was movable was shaking, and items hanged on the bedroom wall fell and shattered on the ground. Amazingly, Tom slept through the first seconds of the commotion. I rudely hit him on the abdomen to wake him up, and almost like a jolt, he jumped off the bed. I could almost see his heart racing because he looked like he was accosted by a ghost. I shouted “I think there is an earthquake!” No sooner had I finished this sentence, our bedroom floor started to shake violently. Frightened for our lives, we rushed downstairs to find the television leaping from its cabinet and falling four feet to the floor. Heavy objects which were scattered around the house also danced on the floor in unison. Soon, the staircase cracked and the lights went off. We started panicking and I could see a stream of sweat gliding down Tom’s forehead. For a moment, we stood in the middle of the living room hoping the shaking would stop but we stared at the ceiling a minute too long to realize that we hoped for a miracle. The house could not stop shaking. The ceiling started cracking and the last wall hanging fell into pieces under the might of the earthquake. We still stood in the middle of the living room unable to comprehend what was happening. Tom stared at the falling paintings in disbelief. He had convinced his parents to let him have the house for the night as we celebrated John’s graduation but he could not believe the same house that he swore to hold together was falling in pieces. In the next couple of seconds, the shaking became so intense that the roof was ready to fall on our heads. Fortunately, we managed to rush out of the house in our pajamas before part of the wall caved in. Tom rushed to the side of the house to see if the gas main was broken but luckily he found it had not. For the first time in many years, neighbors were gathered around their houses, staring in disbelief at their shaking houses and conversing silently in low tones. The shaking went on for a while before it got really intense and the buildings started swaying left and right in what almost looked like eternity. I later understood that the buildings shook for about five minutes before they collapsed (Nobleman 3). The intensity of the earthquake was unprecedented. The injuries we would have suffered if we were still trapped in our houses were unimaginable. I doubt if we would have made it alive. Suddenly, there was a loud bang, like an explosive went off. We were all too scared to stand at the same spot as the banging sound rented the air but some of us only ran a few feet away before we realized that it was the sound of a damaged gas pipe that had exploded. Soon, there were about three more loud bangs and almost four houses caught fire simultaneously. Almost like the disaster was orchestrated, there was a strong wind that started to blow from the east. In no time, objects were flying around our neighborhood. Tress started falling, telephone and electricity poles crashed into one other and people started to roll on the ground like they were having a bad dream. Unfortunately, the burning houses were fueled by the winds and soon, almost the entire block was in flames. Houses burnt like a scene from a movie. One would have thought there was a bomb dropped in the neighborhood. The growing intensity of the fires made everyone really scared. Some women started to scream while others shouted “We are going to die!” Minutes after the shaking subsided, people were still terrified as most of them clutched together in fright, casting gazes at the skies like they were about to cave in too. The roads had cracked and some even formed huge holes on them like a comet had crashed on earth. Exiting the neighborhood by road was almost impossible. Avoiding the intensity of the burning houses we walked to safer grounds. Get your 100% original paper on any topic done in as little as 3 hours Learn More Being new to California, you would think its inhabitants were used to earthquakes; however, the sheer sight of fear in the eyes of the victims confirmed otherwise. Earthquakes with a magnitude of 4.0 (or thereabout) were not that uncommon in California (Nobleman 1). In fact, after talking to Tom, he mentioned that some of these earthquakes even go unreported. However, he acknowledged that the day’s earthquake was nothing like he had seen before. Later we confirmed that, the earthquake hit a magnitude of 7.7, with some reports saying it was as high as 8.25 (Nobleman 1). As dawn gave way to daylight, we could see fire burning from the horizon. Many buildings around the neighborhood had also caught fire but the number could not be compared to the burning buildings we could see from the horizon. There was a sudden silence in our vicinity as the aftermath of the earthquake set in but there were still a few one-off shouts of cries echoing through the air. Everyone was a little jumpy because every little aftershock was treated like a signal of another strong earthquake. Since most of our belongings were destroyed in the earthquake, we hitched a ride to town to get some food, water and batteries because we knew the electricity poles were destroyed and there would be a blackout. Halfway into town, we witnessed the damage that the earthquake had caused. For instance, the 14 freeway (which was a hallmark of the vibrancy of San Francisco) had collapsed into the interstate five, thereby cutting the traffic flow between California and its neighboring states. What made us more frightened were the peeling mountain roads that fell below us when we drove into town. From the back of our truck, we could barely see the tarmac. I did not understand why our driver did not panic (because we did). Past the mountain roads, trees were scattered along the roads, blocking the traffic flow (it was like a giant had come and pulled them off their roots). Inside San Francisco, the damage was worse than I could ever imagine. The wide boulevard that often bore a big “welcome to Francisco” sign was destroyed. In fact, it was difficult to determine where the streets and the ruins parted. A few kilometers into town, there was a growing pungent smell and we could barely catch our breath under the California heat. As we drove through the streets, we bounced over piles of concrete rubbles. If we were walking on foot, it would not be difficult to sprain our ankles over the rough terrain. The material damage in the town could not be compared to the humanitarian disaster that was taking shape. Rescue workers were pulling dead bodies from fallen buildings, but in their eyes, we could see the dying hope of getting more survivors. A drive to the supermarket which ordinarily took us 45 minutes took us about four hours. We reached the supermarket and found a long line of terrified people waiting to buy supplies. Fortunately, the supermarket still stood strong, though it had some cracks on its walls. The devastation we saw on peoples’ faces was understandable because not far away from the supermarket, there were sights of burning oil field fires, exploding vehicles and burning (or burnt) buildings (Nobleman 1). After doing our shopping, we did not have anywhere to go. Our home was completely destroyed and no one would let us hitch a ride back to our neighborhood again. Also, the train lines were not working and there were very few people who would let us stay with them for the night. The phone lines were equally not working, so we could not communicate with anybody to ask them if they had a place where we could stay for the night. After acknowledging that we had very limited options, Tom resorted to sending numerous text messages to his friends asking them if they were okay. As night fell, we remained stranded in San Francisco. We went into an evacuation center (an elementary school gymnasium) where we registered our names and joined the group of 300 homeless people. The evacuation center was very huge and it had a multipurpose design which was almost meant to accommodate earthquake disaster victims. The building was also firmly strong, and in my analysis, it was build to withstand very strong earthquakes. We camped there for several days before we left the town. Works Cited Nobleman, Marc. The San Francisco Earthquake of 1906. New York: Compass Point Books, 2007. Print. We will write a custom Critical Writing on 1906 San Francisco Earthquake: Eyewitness Story specifically for you! Get your first paper with 15% OFF Learn More

Research Paper Help!! American Literature

Research Paper Help!! American Literature. I don’t understand this Literature question and need help to study.

American Literature Research Paper Assignment

Requirements:
-MLA Format with a Works Cited page
-2000 words (the Works Cited Page does NOT count towards the word count)
-Selection of at least 1 author covered in the course with at least 1 of their works covered in the course as a primary source. You may use 2+ authors or 2+ sources, but at least 1 author and 1 source must be from our course.
-2 outside sources minimum (databases, online articles, etc. *Wikipedia does NOT count as a reputable source.*)
You may use outside sources (databases, books, articles, internet); however, if you plagiarize, you will receive a 0 for the paper. Please refer to the OWL Purdue website in the Research Paper Folder and the other resources provided if you have questions about source formatting in your paper. You’re always welcome to ask me as well.
Plagiarism is where you use someone else’s information either word for word (direct quote) or in a paraphrased or summarized format without giving the source credit. So, punctuating and parenthetical citations along with the WCP are VERY important. Plagiarism is a serious concern. You will submit your essay through Turn It In, which checks for the use of outside sources. A first time plagiarism offense will result in a 0 for the assignment; a second-time plagiarism offense will result in an F for the course. So, basically, don’t steal what’s not yours. Just simply give credit where credit is due.
You should pick a piece of literature that we’ve studied in this class this semester (for example: a selection of Dickinson’s poetry, “Uncle Tom’s Cabin” by Stowe, etc.).You will want to select a fairly important piece.The purpose of this paper is to discuss each of the goals/objectives for the course in one paragraph each, using the piece you have selected to discuss. Below are the 5 Goals for the course. In your paper, you need a paragraph addressing each of these 5 goals below. You are not limited to only 5 body paragraphs in your paper, but you are required to have at least 5.

Understand the work as an expression of individual and human values
Respond critically to the work(s) (analyze)
Articulate informed personal reactions to the work(s)
Show an appreciation for the aesthetic principles that guide

within an historical and social context

During what time period was the piece written?
What is happening in America during the time period the piece was written?What was America like during this time period?
What is happening in American society during the time period the piece was written?What was society like?
How does what is happening in this historical period or in society reflected in the piece?
How does the historical time period or what is happening in society affect how or why the piece was written?
What are the values seen in this piece from the time period?

What type of piece did you choose? (poem, essay, play)
What are some of the literary terms used in the piece? (theme, form, rhyme, feet/meter, other poetry terms or literary elements)

What is your reaction/opinion of the piece?
What reaction does the piece cause? (sadness, shock, enjoyment, etc.)

or govern the work(s)

“Aesthetic” means beauty, so what is beautiful about the piece? (language, imagery, description, etc.) Give examples.
What makes the piece a quality work?

Demonstrate knowledge of the influence of literature on intercultural experiences

How did this piece influence the culture/society in which it was written?
How has this piece (or this type of literature) affected literature or our culture today?
Are any of these values (religion, work ethic, social values) still present today in our culture today?

Research Paper Help!! American Literature

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