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After watching the video, Creating Your Teacher Interview Portfolio (Links to an external site.) , create an initial response that defines how this course has helped you determine your professional interests in the field of special education. Additionally, state specifically how having an electronic Resource Manual will help you in your career. What knowledge have you gained in compiling the information and related artifacts? How will you maintain and update your portfolio? What are new ideas and topics in which you’d like to learn more? With each question, provide an example and include support from the readings and Instructor Guidance from the various weeks within the entire course. Guided Response: Review the posts of your classmates. Respond to at least two peers by adding value to their ideas and suggestions regarding how having an electronic manual will assist you in your coursework and career. Be sure to comment on how this activity has complimented or supported your current professional work. Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your Instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic. SEE ATTACHMENT FOR FULL WORK INSTRUCTIONS .

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For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level discussing an upcoming unit.. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam covering the material in the packets. You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something new and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project. In this assignment, you will apply principles of project and problem based learning (https://www.youtube.com/watch?v=xcGOe_JsXUY) to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below. View the video, problem-based and project-based learning (PBL2) (Links to an external site.)Links to an external site. , Create a general plan that includes the following six components: Overview of the general problem you will establish related to the topic, including the following: A brief description of the grade, subject, and demographics of the class. An overview of how student groups will be assigned and monitored. A description of the project that will need to be developed by the group and presented to the class. Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance). An explanation of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project. An explanation of how culturally relevant strategies are included/applied within the project. (9 points) ** Feel free to use this opportunity to design/revise a plan that you will be teaching in the future.** If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignment.

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Distance Learning, Online Teaching [19+ Years] • Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development. • Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager. • Create a safe, respectful, and welcoming learning environment. • Specialize in working with new students, first generation students, and academically under-prepared students. • Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism. • Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others. Dissertation Chair and Mentor [Remote, 11+ years] • Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process. • Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation. • Participate in the Defense process of a student’s Prospectus and final Dissertation. • Facilitate the successful completion of all IRB protocols. Faculty Development [Remote, 10+ years] • Served as a Trainer and Mentor for New Faculty Members. • Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories. • Inspired faculty to improve their facilitation practice by leading online faculty workshops. Curriculum Development [Remote, 12+ years] • Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses. • Strong knowledge and application of adult cognitive learning theories and instructional design methodologies. • Develop content and assessments that met learning objectives, including discussions and assignments. Background Includes: Various Online Schools (08/05 – Present) Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.

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Week 6 - Discussion 1 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Action Planning for Education Change In Chapter 7, Mills (2014) discusses a variety of challenges action researchers face with implementing positive change. What potential challenges or obstacles do you predict facing in your current or future role as an educator when implementing positive change (lack of resources, resistance to change, reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, difficulty finding a forum to share what you have learned, lack of time for action research endeavors, unsupportive administration, other)? Describe how you would apply what you have learned regarding the challenges of implementing educational change to overcome potential obstacles that you may encounter in taking action. Guided Response: Respond to a minimum of two classmates. Provide suggestions for overcoming their potential obstacles. What is something they shared that you hadn’t considered in your own future endeavors? *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking. - Week 6 - Discussion 2 Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated. Final Self-Reflection Describe some of your take-aways from this course. Consider all of the topics including use of digital tools when responding. Do not respond in list form. These are merely prompts to get you thinking: What concepts or principles have you learned from this course that you might use in your work setting? How do you feel about conducting action research now, compared to before you started this course? Describe how you perceive the value of qualitative and quantitative data when considering improvements. How do you plan to use the knowledge you gained in this course to be a positive change agent in your own work setting? In other words, what are your next steps? Include a new, different quote than you did in you r week one introduction. Why does this quote inspire you? Guided Response: Respond to a minimum of two classmates. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstrati.

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Annual Report to the Nation on the Status of Cancer, Part I: National Cancer Statistics Kathleen A. Cronin, PhD, MPH1; Andrew J. Lake, BS2; Susan Scott, MPH 1; Recinda L. Sherman, MPH, PhD, CTR3; Anne-Michelle Noone, MS1; Nadia Howlader, MS, PhD1; S. Jane Henley, MSPH4; Robert N. Anderson, PhD5; Albert U. Firth, BS2; Jiemin Ma, PhD, MHS6; Betsy A. Kohler, MPH, CTR3; and Ahmedin Jemal, DVM, PhD 6 BACKGROUND: The American Cancer Society (ACS), the Centers for Disease Control and Prevention (CDC), the National Cancer Institute (NCI), and the North American Association of Central Cancer Registries (NAACCR) collaborate to provide annual updates on cancer occurrence and trends in the United States. METHODS: Incidence data were obtained from the CDC-funded and NCI- funded population-based cancer registry programs and compiled by NAACCR. Data on cancer deaths were obtained from the National Center for Health Statistics National Vital Statistics System. Trends in age-standardized incidence and death rates for all cancers combined and for the leading cancer types by sex, race, and ethnicity were estimated by joinpoint analysis and expressed as the annual percent change. Stage distribution and 5-year survival by stage at diagnosis were calculated for breast cancer, colon and rec- tum (colorectal) cancer, lung and bronchus cancer, and melanoma of the skin. RESULTS: Overall cancer incidence rates from 2008 to 2014 decreased by 2.2% per year among men but were stable among women. Overall cancer death rates from 1999 to 2015 decreased by 1.8% per year among men and by 1.4% per year among women. Among men, incidence rates during the most recent 5- year period (2010-2014) decreased for 7 of the 17 most common cancer types, and death rates (2011-2015) decreased for 11 of the 18 most common types. Among women, incidence rates declined for 7 of the 18 most common cancers, and death rates declined for 14 of the 20 most common cancers. Death rates decreased for cancer sites, including lung and bronchus (men and women), colorectal (men and women), female breast, and prostate. Death rates increased for cancers of the liver (men and women); pancreas (men and women); brain and other nervous system (men and women); oral cavity and pharynx (men only); soft tissue, including heart (men only); nonmelanoma skin (men only); and uterus. Incidence and death rates were higher among men than among women for all racial and ethnic groups. For all cancer sites combined, black men and white women had the highest incidence rates compared with other racial groups, and black men and black women had the highest death rates compared with other racial groups. Non-Hispanic men and women had higher incidence and mortality rates than those of Hispanic ethnicity. Five-year survival for cases diagnosed from 2007 through 2013 ranged from 100% (stage I) to 26.5% (stage IV) for female breast cancer, from 88.1% (stage I) to 12.6% (stage IV) for colorectal cancer, from 55.

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Analyze the Civil Rights Movement of the 1950s and 1960s. What p.docx

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Analytical Research Project Instructions INFA 630 – Intrusion Detection and Intrusion Prevention Summary This is a paper describing the results of an analytical research project, worth 25% of your total grade. Your paper should be 10-12 pages, double-spaced, exclusive of cover, title page, table of contents, endnotes and bibliography. Your paper must use APA formatting with the exception that tables and figures can be inserted at the appropriate location rather than added at the end. Following UMUC policy, all students must upload their papers to Turnitin.com (following instructions provided by your instructor), produce and review an originality report, and submit the final version of the paper to your Assignment Folder prior to the submission deadline. Paper Topic Selection Prior to writing your paper, you must submit a short, ungraded, topic proposal. You should submit your intended research paper topic by the end of Session 3. The purpose of this preliminary milestone is to provide your instructor the opportunity to confirm the appropriateness of your proposed topic, sufficiently early in the course to allow for topic revision if necessary. It will be helpful if you include, with your proposed paper topic, the sort of research you intend to do and any specific sources you may have already found or plan to use in researching your topic. Your instructor will provide feedback on the suitability of the proposed topic by the start of Session 5. Students who do not provide a proposed topic will be preparing their research papers "at risk;" i.e. , they will run the risk of delivering a paper reflecting research that is not suitable for this course. Analytical Research Project The purpose of the Research Project is to develop an in-depth understanding of the intrusion detection and/or prevention technology and the way in which such technology is used to protect specific computing environments against specific threats. To arrive at this understanding, your project may choose to follow either one of two analytical approaches: 1. Analysis of a tool or technique including functional applicability and limitations 2. Analysis of environmental security requirements and technologies to meet those requirements Tool-centric Research : Projects of the first type will focus on a specific tool, technique, or method used in intrusion detection or intrusion prevention. Choosing a topic for this type of project will mean selecting the tool you want to research and analyze and developing a research question or thesis statement that your research is intended to answer. The analysis for a tool-centric research project should emphasize the use and application of the tool, technique, or method rather than a simple explanation of its features. If you choose a product or tool with a broad set of capabilities, you may choose to provide an analysis of one or more aspects of the tool. The paper distills fundamental issues, focuses on one available solution, a.

Analytical Research Project InstructionsINFA 630 – Intrusion.docx

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Analyze the performance of the leadership of an organization (Netflix). The focus of this paper (4-6 pages) will be on the actions taken by the corporate leadership in the face of the global financial crisis since 2007. For the purpose of assurance of learning, one score will be given, based on the articulation of the situation, interaction style, goal-setting process, and leadership behaviour. Figure out exactly what was the reaction to the difficult business environment. Just pick a few things (or even only one and go in detail). .

Analyze the performance of the leadership of an organization (Netfli.docx

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Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. ABDOMINAL ASSESSMENT NOTE Subjective: • CC: “My stomach hurts, I have diarrhea and nothing seems to help.” • HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards. • PMH: HTN, Diabetes, hx of GI bleed 4 years ago • Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs • Allergies: NKDA • FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD • Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys) Objective: • VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs • Heart: RRR, no murmurs • Lungs: CTA, chest wall symmetrical • Skin: Intact without lesions, no urticaria • Abd: soft, hyperactive bowel sounds, pos pain in the LLQ • Diagnostics: None Assessment: • Left lower quadrant pain • Gastroenteritis .

Analyze the subjective portion of the note. List additiona.docx

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Analyze the measures your state and local community have in place to prepare hospitals for two (2) different types of threats to public health. Question whether the design of these measures allows for the sufficient protection of the population in the face of an imminent threat. Justify your response. Examine two to three (2-3) changes to the preparedness policies of your chosen state and federal government agencies. Determine the significant social, political, or environmental factors that have influenced these changes. Provide support for your rationale. .

Analyze the measures your state and local community have in pl.docx

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Analyze two (2) advantages and two (2) disadvantages of creati.docx

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