Tag: Education

  • [Solved] Course Capstone : Annotated Bibliography

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    I need someone to help with the file – ## UPDATED-SampleAnnotatedBibliography-1-4.pdf – ## AnnotatedBibliographyexample.docx – ViewAssessment.html **## UPDATED-SampleAnnotatedBibliography-1-4.pdf** 1 Copyright 2021 by University of Phoenix. All rights reserved. [Cover Page: You may include a cover …

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    – ## UPDATED-SampleAnnotatedBibliography-1-4.pdf

    – ## AnnotatedBibliographyexample.docx

    – ViewAssessment.html

    **## UPDATED-SampleAnnotatedBibliography-1-4.pdf**

    1

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Cover Page: You may include a cover page for your annotated bibliography.]

    Annotated Bibliography

    Student Name

    Institution Name

    Course/Number

    Faculty Name

    Due Date

    2

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Annotated Bibliography Description: An annotated bibliography is a list of references of

    books, articles, web pages, and other sources. The reference is listed first and is followed by a

    summary, or annotation, of the source. The annotation informs the reader of the relevance and

    quality of the sources. Each entry should be listed in alphabetical order by the author’s last name,

    just like on a reference page, and formatted according to APA guidelines.]

    DuFour, R. (2002). The learning-centered principal. Educational Leadership, 59(8), 12–15.

    In this short article, DuFour describes his experience as a principal and the issues he

    faced in that role regarding instructional leadership. DuFour promoted a shift from

    instruction-oriented leaders to learning-oriented leaders, citing the need to focus on

    outcomes rather than process in education. To facilitate this change, DuFour recommends

    the implementation of a systemic method of monitoring and evaluating student progress.

    [Annotation Point of View: The annotations should be written in third person point of

    view just like an academic paper.]

    Films for the Humanities and Sciences. (Producer). (2014). Internet research: What’s credible?

    Films on Demand.

    http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

    This video examines the risks taken with using popular search engines to locate resources

    for academic work. It shows that most resources available online are not guaranteed

    reliable or peer reviewed. Some tips are offered to help alleviate some search issues and

    to aid in locating appropriate resources. Detailed reasons to not use Wikipedia and like

    sites are provided. [Sources: Academic sources should be relevant and credible. Include

    sources that are more recently published so the research is up to date.]

    **## AnnotatedBibliographyexample.docx**

    1

    3

    **Annotated Bibliography**

    XXXXXXXXX

    University of Phoenix

    MPH/530 Epidemiology Concepts And Public Health Diseases

    Robert Vella

    2/3/2023

    **Annotated Bibliography**

    This annotated bibliography explores the disproportionate impact opioids have on the American Indian and Alaskan Native (AI/IN) communities. AI/IN communities have the highest rates of addition and overdose deaths in the United States compared to any other racial or ethnic group. Over the years, AI/IN have been misclassified which resulted in an underrepresentation of people affected by opioids. Opioids within AI/IN communities can be linked to historical trauma, systematic inequalities, and other social determinants of health (lack of income, job security, and healthcare). AI/IN also lack knowledge of what an opioid is, how, why, and when they should seek treatment. Healthcare access is limited within these communities due to underfunding and geographical location creating a barrier when seeking treatment. The United States must recognize this a public health crisis and begin to advocate and create inclusive policies to provide treatment that is couples traditional and cultural treatments.

    Celedon, I., Telles, V., Dickerson, D., Johnson, C., Schweigman, K., West, A., & Soto, C. (2022). Exploring Culturally Based Treatment Options for Opioid Use Disorders Among American Indian and Alaska Native Adults in California.
    _Journal of studies on alcohol and drugs_,
    _83_(4), 613–620.
    [https://doi.org/10.15288/jsad.2022.83.613](https://doi.org/10.15288/jsad.2022.83.613)

    This article details a study of 163 American Indian and Alaska Native (AIAN) people, who have a history of opioid use disorder (OUD), and assess whether they prefer traditional or cultural healing treatment. The study includes 21 adult focus groups, eight recovery centers and 13 tribal and urban organizations in California. Participants expressed their concerns of the community being unaware of OUD being a disease, ways to help, and available treatments. Participants described the importance of having an inclusive community and shared their desires for treatment to be complimentary to their cultural practice such as healing ceremonies. Those who had received treatment through therapy and 12-step programs mentioned they could not fully heal until they received cultural healing. This article outlines how significant cultural understanding is. By gaining knowledge of the AI/AN traditions, mainstream medicine and programs can find ways to incorporate or suggest treatments that incorporate cultural traditions.

    Joshi, S., Weiser, T., & Warren-Mears, V. (2018). Drug, Opioid-Involved, and Heroin-Involved Overdose Deaths Among American Indians and Alaska Natives – Washington, 1999-2015.
    _MMWR. Morbidity and mortality weekly report_,
    _67_(50), 1384–1387.
    [https://doi.org/10.15585/mmwr.mm6750a2](https://doi.org/10.15585/mmwr.mm6750a2)
    This article outlines the disproportionate rate of death due to opioids for AI/AN people in Washington from 1999-2015. AI/AN people had (and still have) the largest mortality rate due to overdose, compared to any other race in the United States. The article details how AI/AN people were misclassified on their death certificates and therefore did not account for an accurate amount of people whose lives had succumbed to drug use. A recalculation was completed after death certificates were compared to birth certificates, which illustrated the CDC had underestimated the number of deaths for AI/AN by 40%. These findings demonstrate the importance of accurately classifying individuals to address public health crisis within communities by providing education, resources, funding, and accessible healthcare.

    Qeadan, F., Madden, E. F., Mensah, N. A., Tingey, B., Herron, J., Hernandez-Vallant, A., Venner, K. L., English, K., & Dixit, A. (2022). Epidemiological trends in opioid-only and opioid/polysubstance-related death rates among American Indian/Alaska Native populations from 1999 to 2019: a retrospective longitudinal ecological study.
    _BMJ open_,
    _12_(5), e053686.
    [https://doi.org/10.1136/bmjopen-2021-053686](https://doi.org/10.1136/bmjopen-2021-053686)

    This article provides comprehensive historical data on the increased number of deaths due to opioids over two decades (1999-2019) amongst AI/AN people. The study showed an increase in opioid-related mortality rates from 5.2 to 33.9 per 100,000 AI/AN people. More specifically, the increase for women rose from 3.9 to 26.1 and men from 6.5 to 42.1 per 100,000. The study takes a deeper dive and outlines the death trends of opioids combined with other substances such as alcohol, benzodiazepines, cocaine, and methamphetamine. AI/IN continue to have the largest number of opioid related deaths each year compared to any other race. This suggests a much greater public health issue. Why does AI/IN communities suffer significantly compared to other races? The article suggests this is due to historical trauma (colonization), racism, inaccessible treatment, and socioeconomic factors. To address the opioid crisis, public health officials need to focus on the underlying factors that can led to addiction. Treatment should include culturally sensitive methods, address social determinants of health, and discrimination.

    Singh, G. K., Lee, H., Kim, L. H., & Williams, S. D. (2024). Social Determinants of Health Among American Indians and Alaska Natives and Tribal Communities: Comparison with Other Major Racial and Ethnic Groups in the United States, 1990-2022.
    _International journal of MCH and AIDS_,
    _13_, e010.
    [https://doi.org/10.25259/IJMA_10_2024](https://doi.org/10.25259/IJMA_10_2024)

    This study describes the health disparities in AI/IN communities amongst other racial and ethnic groups from 1990-2002. The research presented shows AI/IN people have the lowest life expectancy and highest rates of mortality (premature, infant, and maternal). AI/IN communities experience mental illness, disability, unemployment, poverty, and limited education and access to healthcare at a disproportionate rate compared to other races. This is a major public health concern that needs to be addressed. There needs to be a stronger presence of healthcare within these communities. One idea is to incorporate telehealth and digital health literacy, however a gap would still remain as low-income communities have limited access to computers, laptops, electronics, and internet. This article suggests there should be a focus on increasing internet access to allow exposure and support of telehealth and other health information and services that create a digital divide.

    Waugh, E., Ivanich, J., O'Keefe, V., Usher, J., Haroz, E., Goklish, N., Kastler, G., Nestadt, P., & Cwik, M. (2023). Understanding opioid use within a Southwestern American Indian Reservation Community: A qualitative study.
    _The Journal of rural health : official journal of the American Rural Health Association and the National Rural Health Care Association_,
    _39_(1), 179–185.
    [https://doi.org/10.1111/jrh.12662](https://doi.org/10.1111/jrh.12662)

    This article offers insight of American Indian youth and young adults understanding of opioid use. It uses qualitative data and takes place on a Southwestern American Indian Reservation. It is important to note, the interviews were completed by tribal members who wished to gain a better understanding of opioids use and misuse. 18 individuals participated in in-depth interviews between August 2019 and March 2020. This study showed the participants lack knowledge surrounding opioids, they were unable to define an opioid and some made assumptions that sleeping pills, allergy medicine, and cough medicine would be considered as such. This study suggested that there needs to be more education surrounding opioid use, addiction, as well as why and how opioids would be prescribed. Educating family members to provide support would be beneficial as well. This study makes mention of the large number of AI/AN people who died every year from opioids and encourages studies be done in different regions as they may share similar lifestyles but are different. This study had a small sample size so it would not be beneficial to create a generalization based on this information, but it does create some insight.

    **Conclusion**

    This annotated bibliography discusses how opioids play a significant role in mortality

    within American Indian and Alaskan Native communities. It describes AI/IN people as the largest communities who die from opioids and overdose, over decades, compared to any other race. It suggests that to address this public health crisis there needs to be advocacy and policies created that focus on socioeconomic factors, discrimination and other social determinants of health that can led to opioid use. Telehealth can help to create access to healthcare with additional focus on ensuring there is proper internet and computer access. When initiating treatment, it is important to include culturally centered treatment paired with traditional treatments.

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

    **## UPDATED-SampleAnnotatedBibliography-1-4.pdf**

    1

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Cover Page: You may include a cover page for your annotated bibliography.]

    Annotated Bibliography

    Student Name

    Institution Name

    Course/Number

    Faculty Name

    Due Date

    2

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Annotated Bibliography Description: An annotated bibliography is a list of references of

    books, articles, web pages, and other sources. The reference is listed first and is followed by a

    summary, or annotation, of the source. The annotation informs the reader of the relevance and

    quality of the sources. Each entry should be listed in alphabetical order by the author’s last name,

    just like on a reference page, and formatted according to APA guidelines.]

    DuFour, R. (2002). The learning-centered principal. Educational Leadership, 59(8), 12–15.

    In this short article, DuFour describes his experience as a principal and the issues he

    faced in that role regarding instructional leadership. DuFour promoted a shift from

    instruction-oriented leaders to learning-oriented leaders, citing the need to focus on

    outcomes rather than process in education. To facilitate this change, DuFour recommends

    the implementation of a systemic method of monitoring and evaluating student progress.

    [Annotation Point of View: The annotations should be written in third person point of

    view just like an academic paper.]

    Films for the Humanities and Sciences. (Producer). (2014). Internet research: What’s credible?

    Films on Demand.

    http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

    This video examines the risks taken with using popular search engines to locate resources

    for academic work. It shows that most resources available online are not guaranteed

    reliable or peer reviewed. Some tips are offered to help alleviate some search issues and

    to aid in locating appropriate resources. Detailed reasons to not use Wikipedia and like

    sites are provided. [Sources: Academic sources should be relevant and credible. Include

    sources that are more recently published so the research is up to date.]

    **## AnnotatedBibliographyexample.docx**

    1

    3

    **Annotated Bibliography**

    XXXXXXXXX

    University of Phoenix

    MPH/530 Epidemiology Concepts And Public Health Diseases

    Robert Vella

    2/3/2023

    **Annotated Bibliography**

    This annotated bibliography explores the disproportionate impact opioids have on the American Indian and Alaskan Native (AI/IN) communities. AI/IN communities have the highest rates of addition and overdose deaths in the United States compared to any other racial or ethnic group. Over the years, AI/IN have been misclassified which resulted in an underrepresentation of people affected by opioids. Opioids within AI/IN communities can be linked to historical trauma, systematic inequalities, and other social determinants of health (lack of income, job security, and healthcare). AI/IN also lack knowledge of what an opioid is, how, why, and when they should seek treatment. Healthcare access is limited within these communities due to underfunding and geographical location creating a barrier when seeking treatment. The United States must recognize this a public health crisis and begin to advocate and create inclusive policies to provide treatment that is couples traditional and cultural treatments.

    Celedon, I., Telles, V., Dickerson, D., Johnson, C., Schweigman, K., West, A., & Soto, C. (2022). Exploring Culturally Based Treatment Options for Opioid Use Disorders Among American Indian and Alaska Native Adults in California.
    _Journal of studies on alcohol and drugs_,
    _83_(4), 613–620.
    [https://doi.org/10.15288/jsad.2022.83.613](https://doi.org/10.15288/jsad.2022.83.613)

    This article details a study of 163 American Indian and Alaska Native (AIAN) people, who have a history of opioid use disorder (OUD), and assess whether they prefer traditional or cultural healing treatment. The study includes 21 adult focus groups, eight recovery centers and 13 tribal and urban organizations in California. Participants expressed their concerns of the community being unaware of OUD being a disease, ways to help, and available treatments. Participants described the importance of having an inclusive community and shared their desires for treatment to be complimentary to their cultural practice such as healing ceremonies. Those who had received treatment through therapy and 12-step programs mentioned they could not fully heal until they received cultural healing. This article outlines how significant cultural understanding is. By gaining knowledge of the AI/AN traditions, mainstream medicine and programs can find ways to incorporate or suggest treatments that incorporate cultural traditions.

    Joshi, S., Weiser, T., & Warren-Mears, V. (2018). Drug, Opioid-Involved, and Heroin-Involved Overdose Deaths Among American Indians and Alaska Natives – Washington, 1999-2015.
    _MMWR. Morbidity and mortality weekly report_,
    _67_(50), 1384–1387.
    [https://doi.org/10.15585/mmwr.mm6750a2](https://doi.org/10.15585/mmwr.mm6750a2)
    This article outlines the disproportionate rate of death due to opioids for AI/AN people in Washington from 1999-2015. AI/AN people had (and still have) the largest mortality rate due to overdose, compared to any other race in the United States. The article details how AI/AN people were misclassified on their death certificates and therefore did not account for an accurate amount of people whose lives had succumbed to drug use. A recalculation was completed after death certificates were compared to birth certificates, which illustrated the CDC had underestimated the number of deaths for AI/AN by 40%. These findings demonstrate the importance of accurately classifying individuals to address public health crisis within communities by providing education, resources, funding, and accessible healthcare.

    Qeadan, F., Madden, E. F., Mensah, N. A., Tingey, B., Herron, J., Hernandez-Vallant, A., Venner, K. L., English, K., & Dixit, A. (2022). Epidemiological trends in opioid-only and opioid/polysubstance-related death rates among American Indian/Alaska Native populations from 1999 to 2019: a retrospective longitudinal ecological study.
    _BMJ open_,
    _12_(5), e053686.
    [https://doi.org/10.1136/bmjopen-2021-053686](https://doi.org/10.1136/bmjopen-2021-053686)

    This article provides comprehensive historical data on the increased number of deaths due to opioids over two decades (1999-2019) amongst AI/AN people. The study showed an increase in opioid-related mortality rates from 5.2 to 33.9 per 100,000 AI/AN people. More specifically, the increase for women rose from 3.9 to 26.1 and men from 6.5 to 42.1 per 100,000. The study takes a deeper dive and outlines the death trends of opioids combined with other substances such as alcohol, benzodiazepines, cocaine, and methamphetamine. AI/IN continue to have the largest number of opioid related deaths each year compared to any other race. This suggests a much greater public health issue. Why does AI/IN communities suffer significantly compared to other races? The article suggests this is due to historical trauma (colonization), racism, inaccessible treatment, and socioeconomic factors. To address the opioid crisis, public health officials need to focus on the underlying factors that can led to addiction. Treatment should include culturally sensitive methods, address social determinants of health, and discrimination.

    Singh, G. K., Lee, H., Kim, L. H., & Williams, S. D. (2024). Social Determinants of Health Among American Indians and Alaska Natives and Tribal Communities: Comparison with Other Major Racial and Ethnic Groups in the United States, 1990-2022.
    _International journal of MCH and AIDS_,
    _13_, e010.
    [https://doi.org/10.25259/IJMA_10_2024](https://doi.org/10.25259/IJMA_10_2024)

    This study describes the health disparities in AI/IN communities amongst other racial and ethnic groups from 1990-2002. The research presented shows AI/IN people have the lowest life expectancy and highest rates of mortality (premature, infant, and maternal). AI/IN communities experience mental illness, disability, unemployment, poverty, and limited education and access to healthcare at a disproportionate rate compared to other races. This is a major public health concern that needs to be addressed. There needs to be a stronger presence of healthcare within these communities. One idea is to incorporate telehealth and digital health literacy, however a gap would still remain as low-income communities have limited access to computers, laptops, electronics, and internet. This article suggests there should be a focus on increasing internet access to allow exposure and support of telehealth and other health information and services that create a digital divide.

    Waugh, E., Ivanich, J., O'Keefe, V., Usher, J., Haroz, E., Goklish, N., Kastler, G., Nestadt, P., & Cwik, M. (2023). Understanding opioid use within a Southwestern American Indian Reservation Community: A qualitative study.
    _The Journal of rural health : official journal of the American Rural Health Association and the National Rural Health Care Association_,
    _39_(1), 179–185.
    [https://doi.org/10.1111/jrh.12662](https://doi.org/10.1111/jrh.12662)

    This article offers insight of American Indian youth and young adults understanding of opioid use. It uses qualitative data and takes place on a Southwestern American Indian Reservation. It is important to note, the interviews were completed by tribal members who wished to gain a better understanding of opioids use and misuse. 18 individuals participated in in-depth interviews between August 2019 and March 2020. This study showed the participants lack knowledge surrounding opioids, they were unable to define an opioid and some made assumptions that sleeping pills, allergy medicine, and cough medicine would be considered as such. This study suggested that there needs to be more education surrounding opioid use, addiction, as well as why and how opioids would be prescribed. Educating family members to provide support would be beneficial as well. This study makes mention of the large number of AI/AN people who died every year from opioids and encourages studies be done in different regions as they may share similar lifestyles but are different. This study had a small sample size so it would not be beneficial to create a generalization based on this information, but it does create some insight.

    **Conclusion**

    This annotated bibliography discusses how opioids play a significant role in mortality

    within American Indian and Alaskan Native communities. It describes AI/IN people as the largest communities who die from opioids and overdose, over decades, compared to any other race. It suggests that to address this public health crisis there needs to be advocacy and policies created that focus on socioeconomic factors, discrimination and other social determinants of health that can led to opioid use. Telehealth can help to create access to healthcare with additional focus on ensuring there is proper internet and computer access. When initiating treatment, it is important to include culturally centered treatment paired with traditional treatments.

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

    **## UPDATED-SampleAnnotatedBibliography-1-4.pdf**

    1

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Cover Page: You may include a cover page for your annotated bibliography.]

    Annotated Bibliography

    Student Name

    Institution Name

    Course/Number

    Faculty Name

    Due Date

    2

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Annotated Bibliography Description: An annotated bibliography is a list of references of

    books, articles, web pages, and other sources. The reference is listed first and is followed by a

    summary, or annotation, of the source. The annotation informs the reader of the relevance and

    quality of the sources. Each entry should be listed in alphabetical order by the author’s last name,

    just like on a reference page, and formatted according to APA guidelines.]

    DuFour, R. (2002). The learning-centered principal. Educational Leadership, 59(8), 12–15.

    In this short article, DuFour describes his experience as a principal and the issues he

    faced in that role regarding instructional leadership. DuFour promoted a shift from

    instruction-oriented leaders to learning-oriented leaders, citing the need to focus on

    outcomes rather than process in education. To facilitate this change, DuFour recommends

    the implementation of a systemic method of monitoring and evaluating student progress.

    [Annotation Point of View: The annotations should be written in third person point of

    view just like an academic paper.]

    Films for the Humanities and Sciences. (Producer). (2014). Internet research: What’s credible?

    Films on Demand.

    http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

    This video examines the risks taken with using popular search engines to locate resources

    for academic work. It shows that most resources available online are not guaranteed

    reliable or peer reviewed. Some tips are offered to help alleviate some search issues and

    to aid in locating appropriate resources. Detailed reasons to not use Wikipedia and like

    sites are provided. [Sources: Academic sources should be relevant and credible. Include

    sources that are more recently published so the research is up to date.]

    **## AnnotatedBibliographyexample.docx**

    1

    3

    **Annotated Bibliography**

    XXXXXXXXX

    University of Phoenix

    MPH/530 Epidemiology Concepts And Public Health Diseases

    Robert Vella

    2/3/2023

    **Annotated Bibliography**

    This annotated bibliography explores the disproportionate impact opioids have on the American Indian and Alaskan Native (AI/IN) communities. AI/IN communities have the highest rates of addition and overdose deaths in the United States compared to any other racial or ethnic group. Over the years, AI/IN have been misclassified which resulted in an underrepresentation of people affected by opioids. Opioids within AI/IN communities can be linked to historical trauma, systematic inequalities, and other social determinants of health (lack of income, job security, and healthcare). AI/IN also lack knowledge of what an opioid is, how, why, and when they should seek treatment. Healthcare access is limited within these communities due to underfunding and geographical location creating a barrier when seeking treatment. The United States must recognize this a public health crisis and begin to advocate and create inclusive policies to provide treatment that is couples traditional and cultural treatments.

    Celedon, I., Telles, V., Dickerson, D., Johnson, C., Schweigman, K., West, A., & Soto, C. (2022). Exploring Culturally Based Treatment Options for Opioid Use Disorders Among American Indian and Alaska Native Adults in California.
    _Journal of studies on alcohol and drugs_,
    _83_(4), 613–620.
    [https://doi.org/10.15288/jsad.2022.83.613](https://doi.org/10.15288/jsad.2022.83.613)

    This article details a study of 163 American Indian and Alaska Native (AIAN) people, who have a history of opioid use disorder (OUD), and assess whether they prefer traditional or cultural healing treatment. The study includes 21 adult focus groups, eight recovery centers and 13 tribal and urban organizations in California. Participants expressed their concerns of the community being unaware of OUD being a disease, ways to help, and available treatments. Participants described the importance of having an inclusive community and shared their desires for treatment to be complimentary to their cultural practice such as healing ceremonies. Those who had received treatment through therapy and 12-step programs mentioned they could not fully heal until they received cultural healing. This article outlines how significant cultural understanding is. By gaining knowledge of the AI/AN traditions, mainstream medicine and programs can find ways to incorporate or suggest treatments that incorporate cultural traditions.

    Joshi, S., Weiser, T., & Warren-Mears, V. (2018). Drug, Opioid-Involved, and Heroin-Involved Overdose Deaths Among American Indians and Alaska Natives – Washington, 1999-2015.
    _MMWR. Morbidity and mortality weekly report_,
    _67_(50), 1384–1387.
    [https://doi.org/10.15585/mmwr.mm6750a2](https://doi.org/10.15585/mmwr.mm6750a2)
    This article outlines the disproportionate rate of death due to opioids for AI/AN people in Washington from 1999-2015. AI/AN people had (and still have) the largest mortality rate due to overdose, compared to any other race in the United States. The article details how AI/AN people were misclassified on their death certificates and therefore did not account for an accurate amount of people whose lives had succumbed to drug use. A recalculation was completed after death certificates were compared to birth certificates, which illustrated the CDC had underestimated the number of deaths for AI/AN by 40%. These findings demonstrate the importance of accurately classifying individuals to address public health crisis within communities by providing education, resources, funding, and accessible healthcare.

    Qeadan, F., Madden, E. F., Mensah, N. A., Tingey, B., Herron, J., Hernandez-Vallant, A., Venner, K. L., English, K., & Dixit, A. (2022). Epidemiological trends in opioid-only and opioid/polysubstance-related death rates among American Indian/Alaska Native populations from 1999 to 2019: a retrospective longitudinal ecological study.
    _BMJ open_,
    _12_(5), e053686.
    [https://doi.org/10.1136/bmjopen-2021-053686](https://doi.org/10.1136/bmjopen-2021-053686)

    This article provides comprehensive historical data on the increased number of deaths due to opioids over two decades (1999-2019) amongst AI/AN people. The study showed an increase in opioid-related mortality rates from 5.2 to 33.9 per 100,000 AI/AN people. More specifically, the increase for women rose from 3.9 to 26.1 and men from 6.5 to 42.1 per 100,000. The study takes a deeper dive and outlines the death trends of opioids combined with other substances such as alcohol, benzodiazepines, cocaine, and methamphetamine. AI/IN continue to have the largest number of opioid related deaths each year compared to any other race. This suggests a much greater public health issue. Why does AI/IN communities suffer significantly compared to other races? The article suggests this is due to historical trauma (colonization), racism, inaccessible treatment, and socioeconomic factors. To address the opioid crisis, public health officials need to focus on the underlying factors that can led to addiction. Treatment should include culturally sensitive methods, address social determinants of health, and discrimination.

    Singh, G. K., Lee, H., Kim, L. H., & Williams, S. D. (2024). Social Determinants of Health Among American Indians and Alaska Natives and Tribal Communities: Comparison with Other Major Racial and Ethnic Groups in the United States, 1990-2022.
    _International journal of MCH and AIDS_,
    _13_, e010.
    [https://doi.org/10.25259/IJMA_10_2024](https://doi.org/10.25259/IJMA_10_2024)

    This study describes the health disparities in AI/IN communities amongst other racial and ethnic groups from 1990-2002. The research presented shows AI/IN people have the lowest life expectancy and highest rates of mortality (premature, infant, and maternal). AI/IN communities experience mental illness, disability, unemployment, poverty, and limited education and access to healthcare at a disproportionate rate compared to other races. This is a major public health concern that needs to be addressed. There needs to be a stronger presence of healthcare within these communities. One idea is to incorporate telehealth and digital health literacy, however a gap would still remain as low-income communities have limited access to computers, laptops, electronics, and internet. This article suggests there should be a focus on increasing internet access to allow exposure and support of telehealth and other health information and services that create a digital divide.

    Waugh, E., Ivanich, J., O'Keefe, V., Usher, J., Haroz, E., Goklish, N., Kastler, G., Nestadt, P., & Cwik, M. (2023). Understanding opioid use within a Southwestern American Indian Reservation Community: A qualitative study.
    _The Journal of rural health : official journal of the American Rural Health Association and the National Rural Health Care Association_,
    _39_(1), 179–185.
    [https://doi.org/10.1111/jrh.12662](https://doi.org/10.1111/jrh.12662)

    This article offers insight of American Indian youth and young adults understanding of opioid use. It uses qualitative data and takes place on a Southwestern American Indian Reservation. It is important to note, the interviews were completed by tribal members who wished to gain a better understanding of opioids use and misuse. 18 individuals participated in in-depth interviews between August 2019 and March 2020. This study showed the participants lack knowledge surrounding opioids, they were unable to define an opioid and some made assumptions that sleeping pills, allergy medicine, and cough medicine would be considered as such. This study suggested that there needs to be more education surrounding opioid use, addiction, as well as why and how opioids would be prescribed. Educating family members to provide support would be beneficial as well. This study makes mention of the large number of AI/AN people who died every year from opioids and encourages studies be done in different regions as they may share similar lifestyles but are different. This study had a small sample size so it would not be beneficial to create a generalization based on this information, but it does create some insight.

    **Conclusion**

    This annotated bibliography discusses how opioids play a significant role in mortality

    within American Indian and Alaskan Native communities. It describes AI/IN people as the largest communities who die from opioids and overdose, over decades, compared to any other race. It suggests that to address this public health crisis there needs to be advocacy and policies created that focus on socioeconomic factors, discrimination and other social determinants of health that can led to opioid use. Telehealth can help to create access to healthcare with additional focus on ensuring there is proper internet and computer access. When initiating treatment, it is important to include culturally centered treatment paired with traditional treatments.

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

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  • [Solved] wwww

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Start by choosing a client, such as a friend or family member who would like to lose weight. Please follow these instructions: 1. Determine client’s goal weight (start with ideal body weight and consider % body fat, personal goals, etc). 2. Determine client’s current calorie needs. Use Harris-Benedi…

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    Assignment Prompt & Instructions

    Start by choosing a client, such as a friend or family member who would like to lose weight.
    Please follow these instructions:
    1. Determine client’s goal weight (start with ideal body      weight and consider % body fat, personal goals, etc).
    2. Determine client’s current calorie needs.  Use      Harris-Benedict or Mifflin formula.
    3. Determine the calorie deficit needed to help the      client reach his/her goal weight.  Be realistic regarding the size      calorie deficit your client can tolerate from diet and the deficit that      he/she can produce from exercise.
    4. Determine the calorie deficit from both diet and from      exercise.  When in doubt, split the difference.
    5. Subtract dietary calorie deficit from total caloric      needs (step 2).  This will give you your goal kcal level per day.
    6. This is where the real fun begins – meal plan      development! Now you must think in terms of real food.
    7. Use the Food Intake Patterns document as a reference      for a meal pattern based upon kcal level.  On this attached document      you will find kcals broken down into the appropriate number of servings      for each food group.  **While this is a historical document and      refers to the Food Guide Pyramid, daily food group amounts per kcal level      are accurate.**
    8. Develop a meal plan and 1 day sample menu for your      client based upon his/her recommended kcal level.
    9. **Write a one-page summary on recommendations      that you would give the client and include the meal plan that you have      formulated.**
    \
    food_intake_patterns1.pdf](https://www.sweetstudy.com/files/food-intake-patterns1-pdf "food_intake_patterns1.pdf")

  • [Solved] 555- types and purpose

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    There are various assessment strategies that teachers should use in their classrooms. Different assessments can be used for a variety of purposes, including determining if each student achieved the desired outcomes of a lesson or evaluating data to determine if re-teaching needs to occur. Assessing …

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    Assignment Prompt & Instructions

    There are various assessment strategies that teachers should use in their classrooms. Different assessments can be used for a variety of purposes, including determining if each student achieved the desired outcomes of a lesson or evaluating data to determine if re-teaching needs to occur. Assessing students before, during, and after instruction guides the teacher in how to modify and adjust instruction to meet the various learning needs of students.
    **Part 1: GoReact Presentation** Imagine your principal has noticed how successful you are in using various types of assessments in your classroom and has asked you to present your knowledge in an upcoming professional development for grade level teachers.
    Create a 10 slide digital presentation that introduces the types and purposes of classroom assessments and the use of assessment data to guide future instruction and next steps in planning. You will narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.Address the following assessment types in your presentation:
    – Preassessment/Diagnostic
    – Formative
    – Summative
    For each assessment type, provide the following:
    – Brief description of the assessment type, including its purpose and link to classroom instruction.
    – At least 3-4 general strategies or tools for the assessment type.
    – At least one specific example of the assessment type, using your learning objective and lesson summary from Part 2 of the Topic 1 assignment to align with the assessment examples. _Ensure your learning objective has been revised if instructor feedback was provided._
    Additionally, include the following in your presentation:
    – Discussion of the importance of using multiple methods of assessment, prior knowledge, and learner interest to support student engagement, monitor student progress, and guide decision-making.
    – Description of 4-5 technologies/digital tools that can be used to assess student learning, record assessment data, and/or communicate assessment information to students, families, and school or district stakeholders.
    **Grade Level:** Second Grade
    **Subject Area (ELA or Math):** Math
    **ELA or Math State Standard:**
    Tennessee – Operations and Algebraic Thinking, Grade 2, Standard 2.OA.A.1 (use addition and subtraction within 100 to solve one- and two-step word problems such as adding to, taking from, putting together, taking apart, and comparing, with unknowns).
    **Learning Objective:**
    Students will be able to solve one- and two-step addition and subtraction word problems with 100 words by drawing a model and writing an equation with a symbol representing the unknown, and will be able to correctly solve at least 4-5 word problems on an exit ticket.

  • [Solved] 555-aligning lessons

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    To effectively lesson plan, teachers must be able to take a state standard, craft well-aligned and measurable learning objectives, create a list of materials needed, identify academic language needed for mastery, effectively introduce the lesson, and design activities and assessments that reflect th…

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    Assignment Prompt & Instructions

    To effectively lesson plan, teachers must be able to take a state standard, craft well-aligned and measurable learning objectives, create a list of materials needed, identify academic language needed for mastery, effectively introduce the lesson, and design activities and assessments that reflect the intended learning outcomes. This can seem like an overwhelming process, especially as a beginning teacher. Breaking down the lesson and developing a strategic plan will ensure that all areas of instruction are addressed.
    In preparation for the Topic 6 Benchmark assignment, complete the “Components of a Lesson Plan” template to provide a whole group lesson aligned to your grade level, state standard, and learning objective from the Topic 1 assignment.
    **Grade Level:** Second Grade **Subject Area (ELA or Math):** Math **ELA or Math State Standard:** Tennessee – Operations and Algebraic Thinking, Grade 2, Standard 2.OA.A.1 (use addition and subtraction within 100 to solve one- and two-step word problems such as adding to, taking from, putting together, taking apart, and comparing, with unknowns).
    **Learning Objective:** Students will be able to solve one- and two-step addition and subtraction word problems with 100 words by drawing a model and writing an equation with a symbol representing the unknown, and will be able to correctly solve at least 4-5 word problems on an exit ticket.
    \
    ELM-555-RS-T4-ComponentsOfALessonPlan.docx](https://www.sweetstudy.com/files/elm-555-rs-t4-componentsofalessonplan-docx-10466671 "ELM-555-RS-T4-ComponentsOfALessonPlan.docx")

  • [Solved] math journal submission 1

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    Executive Solution Overview

    – ## Module5CheckYourUnderstandingASFactFluency.pptx – ## Module6CheckYourUnderstandingASa.pptx – ## Module4CheckYourUnderstandingProblemTypes.pptx – Module3CheckYourUnderstandingPV.pptx **## Module5CheckYourUnderstandingASFactFluency.pptx** ECED 6263 Module 5 Check Your Understanding Problem Set 3 …

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    Assignment Prompt & Instructions

    – ## Module5CheckYourUnderstandingASFactFluency.pptx

    – ## Module6CheckYourUnderstandingASa.pptx

    – ## Module4CheckYourUnderstandingProblemTypes.pptx

    – Module3CheckYourUnderstandingPV.pptx

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module4CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 4 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

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    ## image28.png

    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module4CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 4 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

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    ## image28.png

    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module4CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 4 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

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    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

    – 1
    – 2
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  • [Solved] math journal 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Module5CheckYourUnderstandingASFactFluency.pptx – ## Module6CheckYourUnderstandingASa.pptx – ## Module9CheckYourUnderstandingProblemTypes.pptx – ## Module14CheckYourUnderstandingPAR.pptx – Module10CheckYourUnderstandingMDFactFluency.pptx – Module11CheckYourUnderstandingMultiplication6263.pptx -…

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    Assignment Prompt & Instructions

    – ## Module5CheckYourUnderstandingASFactFluency.pptx

    – ## Module6CheckYourUnderstandingASa.pptx

    – ## Module9CheckYourUnderstandingProblemTypes.pptx

    – ## Module14CheckYourUnderstandingPAR.pptx

    – Module10CheckYourUnderstandingMDFactFluency.pptx
    – Module11CheckYourUnderstandingMultiplication6263.pptx
    – Module12CheckYourUnderstandingDivision.pptx
    – Module8CheckYourUnderstandingASb.pptx

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module9CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 9 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

    ## image17.png

    ## image18.png

    ## image19.png

    ## image2.png

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    **## Module14CheckYourUnderstandingPAR.pptx**

    ECED 6263
    Module 14 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    The following pattern block figures are the first four in a sequence. The perimeter of the second figure is 6 units.

    2 3 4

    Complete this table:

    | | | | |
    | — | — | — | — |
    | nth figure in the sequence | Sketches of the rectangle trains | Perimeter (units) | Expression to describe the perimeter |
    | 1 | | 4 | 4 + 0 |
    | 2 | | 6 | 4 + 2 |
    | 3 | | 8 | 4 + 4 |
    | 4 | | | |
    | 5 | | | |
    | 6 | | | |
    | 7 | | | |
    | 8 | | | |
    | 21 | No sketch needed for this one | | |
    | n | No sketch needed for this one | | |

    2. Candace manages the Cookie Galleria. We are going to help her make sense of some of the observations she’s been making about the store she manages lately. Candace held a fundraiser in September and donated $2 out of every $10 in sales.

    How much will Candace donate if she has sales of $20, $100, or $35?

    How much in sales did Candace have if she donated $63?

    | | |
    | — | — |
    | Total Sales | Donation |
    | $10 | $2 |
    | $20 | |
    | $100 | |
    | $35 | |
    | $63 | |

    Is 27 + 58 = 25 + 60 a true statement?

    How do you know?

    Is 471 – 382 = 474 – 385 a true statement?

    How do you know?

    5. The two work samples indicate that the statement is true but illustrate different ways of coming to this conclusion. Which do you think shows relational thinking? Why?

    ## image1.jpeg

    ## image2.png

    **Module10CheckYourUnderstandingMDFactFluency.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module10checkyourunderstandingmdfactfluency-pptx)

    **Module11CheckYourUnderstandingMultiplication6263.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module11checkyourunderstandingmultiplication6263-pptx)

    **Module12CheckYourUnderstandingDivision.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12checkyourunderstandingdivision-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module9CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 9 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

    ## image17.png

    ## image18.png

    ## image19.png

    ## image2.png

    ## image20.png

    ## image21.png

    ## image22.png

    ## image23.png

    ## image24.png

    ## image25.png

    ## image26.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.png

    ## image8.png

    ## image9.png

    ## image27.png

    **## Module14CheckYourUnderstandingPAR.pptx**

    ECED 6263
    Module 14 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    The following pattern block figures are the first four in a sequence. The perimeter of the second figure is 6 units.

    2 3 4

    Complete this table:

    | | | | |
    | — | — | — | — |
    | nth figure in the sequence | Sketches of the rectangle trains | Perimeter (units) | Expression to describe the perimeter |
    | 1 | | 4 | 4 + 0 |
    | 2 | | 6 | 4 + 2 |
    | 3 | | 8 | 4 + 4 |
    | 4 | | | |
    | 5 | | | |
    | 6 | | | |
    | 7 | | | |
    | 8 | | | |
    | 21 | No sketch needed for this one | | |
    | n | No sketch needed for this one | | |

    2. Candace manages the Cookie Galleria. We are going to help her make sense of some of the observations she’s been making about the store she manages lately. Candace held a fundraiser in September and donated $2 out of every $10 in sales.

    How much will Candace donate if she has sales of $20, $100, or $35?

    How much in sales did Candace have if she donated $63?

    | | |
    | — | — |
    | Total Sales | Donation |
    | $10 | $2 |
    | $20 | |
    | $100 | |
    | $35 | |
    | $63 | |

    Is 27 + 58 = 25 + 60 a true statement?

    How do you know?

    Is 471 – 382 = 474 – 385 a true statement?

    How do you know?

    5. The two work samples indicate that the statement is true but illustrate different ways of coming to this conclusion. Which do you think shows relational thinking? Why?

    ## image1.jpeg

    ## image2.png

    **Module10CheckYourUnderstandingMDFactFluency.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module10checkyourunderstandingmdfactfluency-pptx)

    **Module11CheckYourUnderstandingMultiplication6263.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module11checkyourunderstandingmultiplication6263-pptx)

    **Module12CheckYourUnderstandingDivision.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12checkyourunderstandingdivision-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module9CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 9 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

    ## image17.png

    ## image18.png

    ## image19.png

    ## image2.png

    ## image20.png

    ## image21.png

    ## image22.png

    ## image23.png

    ## image24.png

    ## image25.png

    ## image26.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.png

    ## image8.png

    ## image9.png

    ## image27.png

    **## Module14CheckYourUnderstandingPAR.pptx**

    ECED 6263
    Module 14 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    The following pattern block figures are the first four in a sequence. The perimeter of the second figure is 6 units.

    2 3 4

    Complete this table:

    | | | | |
    | — | — | — | — |
    | nth figure in the sequence | Sketches of the rectangle trains | Perimeter (units) | Expression to describe the perimeter |
    | 1 | | 4 | 4 + 0 |
    | 2 | | 6 | 4 + 2 |
    | 3 | | 8 | 4 + 4 |
    | 4 | | | |
    | 5 | | | |
    | 6 | | | |
    | 7 | | | |
    | 8 | | | |
    | 21 | No sketch needed for this one | | |
    | n | No sketch needed for this one | | |

    2. Candace manages the Cookie Galleria. We are going to help her make sense of some of the observations she’s been making about the store she manages lately. Candace held a fundraiser in September and donated $2 out of every $10 in sales.

    How much will Candace donate if she has sales of $20, $100, or $35?

    How much in sales did Candace have if she donated $63?

    | | |
    | — | — |
    | Total Sales | Donation |
    | $10 | $2 |
    | $20 | |
    | $100 | |
    | $35 | |
    | $63 | |

    Is 27 + 58 = 25 + 60 a true statement?

    How do you know?

    Is 471 – 382 = 474 – 385 a true statement?

    How do you know?

    5. The two work samples indicate that the statement is true but illustrate different ways of coming to this conclusion. Which do you think shows relational thinking? Why?

    ## image1.jpeg

    ## image2.png

    **Module10CheckYourUnderstandingMDFactFluency.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module10checkyourunderstandingmdfactfluency-pptx)

    **Module11CheckYourUnderstandingMultiplication6263.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module11checkyourunderstandingmultiplication6263-pptx)

    **Module12CheckYourUnderstandingDivision.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module12checkyourunderstandingdivision-pptx)

    **Module8CheckYourUnderstandingASb.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module8checkyourunderstandingasb-pptx)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6
    – 7
    – 8

  • [Solved] Building sustainable futures

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    See below \ IMG_5822.png](https://www.sweetstudy.com/files/img-5822-png-10465853 "IMG_5822.png")

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    See below
    \
    IMG_5822.png](https://www.sweetstudy.com/files/img-5822-png-10465853 "IMG_5822.png")

  • [Solved] i dont have the time i need help asap lol

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    – ## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx **## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx** ![](https://www.sweetstudy.com/questions/i-dont-have-the-time-i-need-help-asap-lol) **Person-Centered Planning and Conflict Resolution**…

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    – ## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx

    **## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx**

    ![](https://www.sweetstudy.com/questions/i-dont-have-the-time-i-need-help-asap-lol)

    **Person-Centered Planning and Conflict Resolution**

    **Part 1: Person-Centered Planning Video**

    Imagine that you will be meeting with a new student and the student’s parents/guardians for the first time to discuss transition planning. You intend to utilize a person-centered planning (PCP) approach to empower the student and ensure student-driven transition planning.

    The concept of person-centered planning may be unfamiliar to many IEP stakeholders, particularly to the student and their parents/guardians. Using the topic Resources and your own research, create a 3-5 minute video that summarizes key aspects of person-centered planning. The video should address the following using family-friendly language.

    · Define person-centered planning.

    · Explain the purpose of person-centered planning and why it is important, including a discussion of research that supports person-centered planning as a best practice and how it also adopts tenets of the Christian worldview perspective and the “CCCE College of Education Academic Program Competencies,” to foster a supportive environment, promote human flourishing, and meet the unique needs of the student with exceptionalities.

    · Explain how the use of PCP supports student-driven transition planning.

    · Outline steps that should be executed when person-centered planning is done successfully.

    · Describe all of the people who will be part of the transition meeting including their roles and what information/data they will contribute to the meeting.

    | |
    | — |
    | **Place the link to your view here.** |

    **Part 2: Conflict Resolution**

    Review the
    “Special Education Professional Ethical Principles,” “CCCE College of Education Academic Program Competencies,” and "Statement on the Integration of Faith and Work." Read each scenario below and provide a specific conflict resolution technique that could be used to address the situation along with a rationale for why the technique was selected and illustrates best practices. Support your selections by citing 2-3 scholarly resources in the References section and reply to the Reflection questions as directed.

    | | | |
    | — | — | — |
    | **Conflict Scenario** | **Conflict Resolution Technique**<br>In 2-3 sentences, describe the specific conflict resolution technique you would use to address the situation. | **Rationale for Selected Technique**<br>Provide a 2-3 sentence rationale for the selected technique. Include a discussion of how this technique encourages communication, group facilitation, and/or problem-solving in a collaborative, culturally responsive manner that builds effective partnerships. |
    | The parents of a student with exceptionalities being serviced with an IEP demand one-on-one instruction for the student, but the rest of the IEP team does not agree that this placement will best meet the needs of the student. The student has not indicated a preference for what type of instruction would be most beneficial. | | |
    | You have a student who has high-functioning autism and has recently turned 18. The student’s parents do not have guardianship or power of attorney. The student has decided he does not want his parents to attend his annual IEP meeting at the end of the month. The parents are insistent about attending, especially since the student is at risk for not graduating due to failing grades. In past meetings, the parents have struggled to listen to input from the student and have tried to influence the content of the IEP based on their personal wants for the student. | | |
    | You have a third-grade student who has significant behaviors that impede both her learning and the learning of others. She currently attends specials with her general education peers but is in a learning center for all academics because of her behaviors. Her parents feel she is missing out on educational opportunities and the general education curriculum. They have brought an advocate to her IEP meeting and discussions are becoming heated over her current least restrictive environment (LRE) placement. The general education teacher is adamant that the student’s behavior is not appropriate in the classroom and disrupts the learning of others. | | |
    | **Reflection:**<br>In 250-500 words, address the following:<br>· Discuss the unique challenges that could arise as a result of meeting in virtual environments with IEP stakeholders and explain specifically how you can employ virtual relationship building strategies that will help all stakeholders feel valued and equal in making person-centered decisions based on the wants and goals of the student. <br>· Explain the importance of and how you plan to model effective person-centered planning and conflict resolution practices for colleagues in your future professional practice, including in a virtual environment. |

    **References:**

    © 2024. Grand Canyon University. All Rights Reserved.

    © 2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

    **## MMS-570_RS_T4_Person_Centered_Planning_and_Conflict_Resolution.docx**

    ![](https://www.sweetstudy.com/questions/i-dont-have-the-time-i-need-help-asap-lol)

    **Person-Centered Planning and Conflict Resolution**

    **Part 1: Person-Centered Planning Video**

    Imagine that you will be meeting with a new student and the student’s parents/guardians for the first time to discuss transition planning. You intend to utilize a person-centered planning (PCP) approach to empower the student and ensure student-driven transition planning.

    The concept of person-centered planning may be unfamiliar to many IEP stakeholders, particularly to the student and their parents/guardians. Using the topic Resources and your own research, create a 3-5 minute video that summarizes key aspects of person-centered planning. The video should address the following using family-friendly language.

    · Define person-centered planning.

    · Explain the purpose of person-centered planning and why it is important, including a discussion of research that supports person-centered planning as a best practice and how it also adopts tenets of the Christian worldview perspective and the “CCCE College of Education Academic Program Competencies,” to foster a supportive environment, promote human flourishing, and meet the unique needs of the student with exceptionalities.

    · Explain how the use of PCP supports student-driven transition planning.

    · Outline steps that should be executed when person-centered planning is done successfully.

    · Describe all of the people who will be part of the transition meeting including their roles and what information/data they will contribute to the meeting.

    | |
    | — |
    | **Place the link to your view here.** |

    **Part 2: Conflict Resolution**

    Review the
    “Special Education Professional Ethical Principles,” “CCCE College of Education Academic Program Competencies,” and "Statement on the Integration of Faith and Work." Read each scenario below and provide a specific conflict resolution technique that could be used to address the situation along with a rationale for why the technique was selected and illustrates best practices. Support your selections by citing 2-3 scholarly resources in the References section and reply to the Reflection questions as directed.

    | | | |
    | — | — | — |
    | **Conflict Scenario** | **Conflict Resolution Technique**<br>In 2-3 sentences, describe the specific conflict resolution technique you would use to address the situation. | **Rationale for Selected Technique**<br>Provide a 2-3 sentence rationale for the selected technique. Include a discussion of how this technique encourages communication, group facilitation, and/or problem-solving in a collaborative, culturally responsive manner that builds effective partnerships. |
    | The parents of a student with exceptionalities being serviced with an IEP demand one-on-one instruction for the student, but the rest of the IEP team does not agree that this placement will best meet the needs of the student. The student has not indicated a preference for what type of instruction would be most beneficial. | | |
    | You have a student who has high-functioning autism and has recently turned 18. The student’s parents do not have guardianship or power of attorney. The student has decided he does not want his parents to attend his annual IEP meeting at the end of the month. The parents are insistent about attending, especially since the student is at risk for not graduating due to failing grades. In past meetings, the parents have struggled to listen to input from the student and have tried to influence the content of the IEP based on their personal wants for the student. | | |
    | You have a third-grade student who has significant behaviors that impede both her learning and the learning of others. She currently attends specials with her general education peers but is in a learning center for all academics because of her behaviors. Her parents feel she is missing out on educational opportunities and the general education curriculum. They have brought an advocate to her IEP meeting and discussions are becoming heated over her current least restrictive environment (LRE) placement. The general education teacher is adamant that the student’s behavior is not appropriate in the classroom and disrupts the learning of others. | | |
    | **Reflection:**<br>In 250-500 words, address the following:<br>· Discuss the unique challenges that could arise as a result of meeting in virtual environments with IEP stakeholders and explain specifically how you can employ virtual relationship building strategies that will help all stakeholders feel valued and equal in making person-centered decisions based on the wants and goals of the student. <br>· Explain the importance of and how you plan to model effective person-centered planning and conflict resolution practices for colleagues in your future professional practice, including in a virtual environment. |

    **References:**

    © 2024. Grand Canyon University. All Rights Reserved.

    © 2024. Grand Canyon University. All Rights Reserved.

    ## image1.png

  • [Solved] Education Homework

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    Hello. Is there anyone that can assist me with my homework. I will have everything that is need in the upload below. Videos and power point. \ Chapter37Mongolia.docx](https://www.sweetstudy.com/files/chapter37mongolia-docx "Chapter37Mongolia.docx") \ Chapter37Mongoliaupdatedfall2025.ppt](https://w…

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    Hello.  Is there anyone that can assist me with my homework.  I will have everything that is need in the upload below.  Videos and power point.
    \
    Chapter37Mongolia.docx](https://www.sweetstudy.com/files/chapter37mongolia-docx "Chapter37Mongolia.docx")
    \
    Chapter37Mongoliaupdatedfall2025.ppt](https://www.sweetstudy.com/files/chapter37mongoliaupdatedfall2025-ppt "Chapter37Mongoliaupdatedfall2025.ppt")

  • [Solved] Module 14

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    For this module, we'll read from _**Chapter 13, Algebraic Thinking, Equations, and Functions**_ in our text (pages 299-306). After reading the article or chapter, make connections between the math concepts and procedures or ideas covered in the text and what you have observed in teaching. You may ma…

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    Assignment Prompt & Instructions

    For this module, we'll read from _**Chapter 13, Algebraic Thinking, Equations, and Functions**_ in our text (pages 299-306).
    After reading the article or chapter, make connections between the math concepts and
    procedures or ideas covered in the text and what you have observed in teaching. You may
    make connections to teaching methods you have observed that were similar or were
    contrasting to those covered in the text. Your response should be 1-2 pages, double-
    spaced, 12 point, Arial, Calibri, or Times New Roman
    I teach 2nd grade in GA