I have three problems that I need assistance with, I will require one pf the problems solutions before I make full purchase of entire assignment. I have been given wrong or incomplete hw too often on these assignments. I will pay down payment for one asnwer and when that is shown to be correct I will pay for remaining solutions. 

I will not respond to generic messages that are directed at a writing assignment. 

how would you characterize the amount of molecular traffic entering and leaving the nucleus?

Question 1

Select a control or display in your environment. Describe and evaluate it with respect to general guidelines for controls or displays. Should it be redesigned?

Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including your textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

Question 2

Select a warning label. Evaluate it with respect to general principles for design of warning labels. How could you improve the design?

 

Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including your textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

 

 

 

Unit VIII Case Study

 

Select one of the three NIOSH Health Hazard Evaluation Reports listed below, and perform a critical analysis of the report.

 

Option 1. Health Hazard Evaluation Report, HETA 2010-0114-3168. (2012). Ergonomic Evaluation of Surfacing and Finishing Tasks during Eyeglass Manufacturing – Minnesota.

http://www.cdc.gov/niosh/hhe/reports/pdfs/2010-0114-3168.pdf

 

Option 2. Health Hazard Evaluation Report, HETA 2010-0008-3148. (2011). Ergonomic and Safety Climate Evaluation at a Brewery – Colorado.

http://www.cdc.gov/niosh/hhe/reports/pdfs/2010-0008-3148.pdf

 

Option 3. Health hazard evaluation report, HETA 2007-0098-3061. (2008). Ergonomic Evaluation of

Frank Hangers at a Turkey Processing Plant – California.

http://www.cdc.gov/niosh/hhe/reports/pdfs/2007-0098-3061.pdf

 

Your case study review must include the following headings per APA guidelines:

 

1. Introduction –Provide a description of the selected case. Describe the issues of the case, and state the purpose for the paper.

2. Methods – State the evaluation criteria used in the NIOSH HHE Report.

3. Results – Present the findings from the Health hazard evaluation.

4. Recommendations – Describe the recommendations for improvements.

5. Discussion – Review relevant literature on the subject. Does research support the recommendations of the case? In addition, are there any other issues of concern?

6. Conclusion – Present your comments on the case. What did you learn in this review? What more would you like to have seen discussed in the report? In general, your own opinions should only be included in this section.

 

Instructions:

Your answer to this assignment must be four to six pages, double spaced, and 12 point font (separate title page and reference page are not included in the page length). The assignment requires that you use your textbook and at least two other references and readings which pertain to the topic in question.

find the area of this parallelogram if the base is 7cm and the height is 4cm

First Assignment

 

 

Universal Design for Learning (UDL) can be defined as “a set of principles for curriculum development that gives all individuals equal opportunities to learn” (CAST, 2012). 

Differentiation can be defined as meeting students at their current level of readiness and then planning instruction around individual needs. When combining these two theories, classroom instruction becomes engaging, dynamic, and inclusive. 

Using one of the following free online presentation tools listed below, create an interactive presentation that:

a)    Compares and contrasts the two concepts

b)    Explains how you envision blending the concepts in your current or future classroom.

In your presentation be sure to include: 

• How you will present new information
• How students will demonstrate their prior background knowledge
• Your strategies to engage and motivate students
• At least two scholarly resources from Ashford’s Online Library or Google scholar relating to the theoretical foundation of UDL and/or differentiation.
• All in-text citations included must be cited in APA format at the conclusion of your post.

Post your link along with a brief introduction in your initial post. 

Free Online Presentation Tools

• Glogster
• Pearltrees
• Prezi
• VoiceThread
• Present.Me.

Guided Response: Review at least two of your peers’ presentations and address the following questions:

• Do you think that each concept has been fully explained? Why or why not? Using the information provide, do you feel children will be engaged and motivated in this classroom?
• What additional suggestions that are supported by your textbook or research-based articles to improve each concept’s explanation and to keep students engaged in learning?

Online Tutorials:

• Creating a VoiceThread
• Glogster – Learning the Basics
• How to create a narrated PowerPoint using Present.me
• How to create a Voki
• Get started with Prezi.
• Getting started with Pearltrees

 

 

 Second Assignment

 

Creating a Unit Plan

Once you’ve gotten to know your students through learning profile inventories that identify individual areas of strength and learning styles, you can design multimodal lessons that incorporate instructional technology that engage the 21st Century learner. This week you will create a three-day unit plan outline that addresses students’ diverse learning styles and multiple intelligences, acknowledges cultural and language differences, and integrates digital tools and technology.

Using the textbook as guidance, create a Unit Plan outline, using the provided template that includes: 

Introduction: Provide a brief introduction (this can be copied from your Week Two assignment) 

• A brief description of your current (or fictional classroom)
• Grade Level and Content Area
• Total number of students – ability levels, gender, students with special needs, English language learners (ELLs)
• Other relevant information (such as socioeconomic status, family background, recurring behavior issues, etc.)

Stage 1: The first stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion.

• Identify the content, Unit Title, and Unit subject
• Identify at least one Common Core State Standard (CCSS) that aligns with the Unit
• Create at least two measurable unit objectives that align with the CCSS
• Create a description of what you want the students to master including key concepts, ‘big ideas’, and major understandings (see the textbook, chapter four for guidance)

Resources: 

• Common Core Standards – The Standards
• Writing measurable learning objectives.
• P21 common core toolkit

Stage 2: The second stage outlines evidence of learning including pre-assessments, formative assessments, and a summative assessment

• Pre-assessment: Explain how you will measure student’s level of readiness and preexisting knowledge specific to the content chosen. Include how you will take into account student strengths, interests, and learning needs
• Formative Assessment: Explain how you will use formative assessments to drive differentiated instruction throughout the unit specific to the content you’ve chosen. Be sure to include how these assessments address UDL principals.
• Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals, DI theory, and takes into account your diverse student population.

Stage 3: The final stage of the unit plan involves developing the activities and experiences, building upon what you determined in Stage 1. “This stage involves tailoring learning activities to the identified strengths, learning styles, and interests of students, organizing lessons in a meaningful way that emphasizes the relevance of the learning, and engaging the learners with active learning strategies”(Chapter 4, p 5-6). 

In addition, this stage should also incorporate self-regulation strategies (behavior management).

Include in your Stage 3 Unit Plan:

– A daily breakdown of lesson topics to meet the final unit goal and that also addresses differentiates instruction and UDL. For example: 

• 9th Grade English, Unit: Character Analysis
• Unit Goal: Students will use a word processing program to write an analysis of Holden Caulfield (main character in The Catcher in the Rye) and how his behavior is indicative of typical adolescence.
• Day 1: Pre-assessment, introduction to book
• Day 2: Watch parts of “Dead Poet Society” with discussion
• Day 3: Writing Prompt (based on initial book chapters)
• Day 4-5: Graphic organizer- begin building character analysis with teacher-selected partner

– How each daily activity incorporates differentiated instruction and UDL. 

– TWO technology tools will be incorporated throughout the unit with explanations of how it:

• Addresses differentiated instruction with supporting evidence from at least one scholarly citation,
• Will be used to aid instruction
• How it is an example of universal design

– What self-regulation strategies have been built into the lesson, how they are reinforced, and differentiated depending on the student’s level of need.

Be sure to appropriately cite the use of the instructional tool used out of respect for copyright and credit for use of intellectual property. 

Instructive tools to consider for your lesson:

• This list summarizes Emerging Education and Instructional Technologies.
• This website provides a chart that explains how to connect technology with each multiple intelligence level and how it can be used to differentiate instruction.
• This website lists technology tools by area of motivational needs to create a more engaging lesson.
• This is a Live Binder that was created to provide teachers with resources for using digital tools in the classroom.
• The New York Institute of Technology created webpage to help teachers find resources, services, and tools to support your teaching and learning.