Explore one of these programs that is offered in your own community.
DISCUSSION 1
Case Study Discussion
You will again analyze a case study for this discussion. This time, address the issues of the Case 8, “After School for Cindy” (Weiss et al., pages 84–92). After reading the case, use the following questions to guide your discussion:
What support can (or should) the school offer to the mother in helping her find after-school care? Ethically, what role should the school play in a child’s education beyond the typical classroom?
How can school personnel empower parents?
What role should communities take in supporting and promoting families’ involvement in school and protecting children?
How can schools provide after or before school programs? How should this be coordinated? Should transport be provided as well?
Use examples from the case study and other appropriate reading to support your responses.
DISCUSSION 2
After School Programs
After school programs, early childcare and education programs (such as Head Start), and family support programs are all important elements of life for a young child. Explore one of these programs that is offered in your own community. What help does it offer children and families? Who provides it and how is it funded? Do you think this program, and others similar, do enough to help families, or should they not be a part of government responsibility?
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What role should communities take in supporting and promoting families’ involvement in school and protecting children?
DISCUSSION 1
Case Study Discussion
You will again analyze a case study for this discussion. This time, address the issues of the Case 8, “After School for Cindy” (Weiss et al., pages 84–92). After reading the case, use the following questions to guide your discussion:
What support can (or should) the school offer to the mother in helping her find after-school care? Ethically, what role should the school play in a child’s education beyond the typical classroom?
How can school personnel empower parents?
What role should communities take in supporting and promoting families’ involvement in school and protecting children?
How can schools provide after or before school programs? How should this be coordinated? Should transport be provided as well?
Use examples from the case study and other appropriate reading to support your responses.
DISCUSSION 2
After School Programs
After school programs, early childcare and education programs (such as Head Start), and family support programs are all important elements of life for a young child. Explore one of these programs that is offered in your own community. What help does it offer children and families? Who provides it and how is it funded? Do you think this program, and others similar, do enough to help families, or should they not be a part of government responsibility?
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You will again analyze a case study for this discussion. This time, address the issues of the Case 8, “After School for Cindy” (Weiss et al., pages 84–92). After reading the case, use the following questions to guide your discussion:
What support can (or should) the school offer to the mother in helping her find after-school care? Ethically, what role should the school play in a child’s education beyond the typical classroom?
How can school personnel empower parents?
What role should communities take in supporting and promoting families’ involvement in school and protecting children?
How can schools provide after or before school programs? How should this be coordinated? Should transport be provided as well?
Use examples from the case study and other appropriate reading to support your responses.
DISCUSSION 2
After School Programs
After school programs, early childcare and education programs (such as Head Start), and family support programs are all important elements of life for a young child. Explore one of these programs that is offered in your own community. What help does it offer children and families? Who provides it and how is it funded? Do you think this program, and others similar, do enough to help families, or should they not be a part of government responsibility?
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) The first part of the portfolio:
I.) Cover letter also known as professional letter
II. ) Your Nursing Philosophy
III.) Curriculum Vitae(CV) or Resume (include your license and certifications which are also part of the portfolio)
What is a portfolio?
A professional portfolio is a collection of materials that document the nurse’s competencies and illustrate the nurse expertise.
Why is the portfolio important?
A portfolio is a presentation of you as a professional APRN. Portfolio development at postgraduate level emphasizes linking theory and practice and stresses the importance of reflection on practice. The portfolio can also be used by nurses to develop their clinical career pathways and encourage personal development planning (Joyce, 2005)
Reference
Joyce, P. (2005). A framework for portfolio development in postgraduate nursing practice. Journal of Clinical Nursing, 14(4), 456-463.doi: https://doi.org/10.1111/j.1365-2702.2004.01075
IT IS IMPERATIVE THAT PROPER GRAMMAR AND CITATION BE NOTED OR POINTS ARE DEDUCTED.
As in all APA textbook. Citations must include the doi or the website where your article was retrieved from, the journal name is on italics.
Example:
Goodhue, C. J., Burke, R. V., Ferrer, R. R., Chokshi, N. K., Dorey, F., & Upperman, J. S. (2012). Willingness to respond in a disaster: a pediatric nurse practitioner national survey. Journal of Pediatric Health Care, 26(4), e7-e20. doi: https://doi.org/10.1016/j.pedhc.2010.11.003
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Course Final Project Paper You have been hired by Evil Corp. Unlimited (ECU) to provide a proposal on how they can best address the growing number of security concerns and network growth they are experiencing in their Cisco-only enterprise network environment. ECU is a growing corporation with 150 employees, a Headquarters Office (HQ), and a single Remote Office (RO) facility. Your task will be to evaluate the ECU network environment and then to compose a proposal paper in which you will articulate your recommendations to help them secure their Cisco network. Here is a high-level diagram of the current ECU network:
In response to your initial security questionnaire, on which you will base the writing of your proposal, ECU has responded with the following feedback:
• ECU currently using Type 7 passwords for all network administration accounts, the console and VTY lines, and the enable password
• ECU has no logging configured on any of their network devices • ECU is accessing all the devices via TELNET • All network administration accounts are local accounts and are configured with privilege
level 15 • IOS files on the routers and switches are constantly being removed accidentally by junior
network administrators practicing for their CCNA exam • ECU is currently finding out about network outages from customers not having access to
the corporate web site • ECU is using OSPF for their IGP. Every router has the following statement configured
for OSPF to be enabled: network 0.0.0.0 0.0.0.0 area 0 and no authentication is in use • ECU uses BGP for their Internet peering with Verizon and only has a single neighbor
statement and a single network statement configured. • The ECU firewall has ‘any any’ rules in both the INBOUND and OUTBOUND direction • There is a need to provide additional security on the DMZ router to inspect packets and to
provide firewall functionality • All access layer switches, with the exception of VLANs and access ports being created,
have all the default settings in both the global configuration and on host ports • ECU has no security policy of any kind because they are too busy dealing with security
breaches and will need a comprehensive security policy provided as part of this proposal • There is no remote access from the RO, but RO users need access to HQ resources in a
secure fashion • All routers and switches at the HQ location are located in the company kitchen area • The company only needs to allow inbound 80 and 443 for access to its web servers. • DHCP is being used for all corporate users, but the only configuration that has been
accomplished has been the DHCP pools on the routers • All Spanning Tree settings are the Cisco defaults • The company currently allows everything outbound and would like some guidance • Remote ECU employees have no way to access corporate resources and need this issue
resolved
Your task for the Course Final Project Paper is to produce a proposal for ECU with your solution to the aforementioned challenges in their environment. At a minimum your proposal needs to meet the following criteria:
• A title page • A “running head” • An abstract (150 words or less) • A table of contents • A reference section
• Remember to use double-spacing (including references), a 1″ margin on all sides, and the Times New Roman 12-point font
• The title page, abstract, references, and all tables and figures/network diagrams should be on their own individual pages and the length of your paper should be between 7-10 pages inclusive of the title page, abstract, references, and all tables.
• Carefully write your proposal so paragraphs naturally flow from one to the other • Remember that your paper is being evaluated based on:
o How well you use the course literature in designing and carrying out your proposal
o The logic, justification for, and structure of your proposal o How realistic what you propose is (could it actually be implemented) o How creative your solution is given the topology o The likelihood that your proposal would really have an impact/resolve their issues o Ways in which you will insure the proposal will be carried out as planned o Your ability to evaluate the effectiveness of the proposal once implemented o The references — relevance, quality, and appropriate usage; and, o Writing quality and overall presentation o There should NOT be a single IOS CLI command in your paper!
The rubric for your Course Final Project Paper can be seen below:
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Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
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Ensure your Learning Team has selected a police department, prison system, or probation and parole department.
Florida Department of Correction (FDC)
Scenario:
Your Learning Team is a task force comprised of department leaders and strategy sponsors. The task force is responsible for developing a strategic plan for your selected department or system. As the task force, you must identify the problematic areas of the department or system and provide an outline of the strategic plan’s development process that you will use to write the strategic plan.
Write a 2-page outline in which you provide the framework for developing a strategic plan for your department or agency. That plan will address the problematic areas the task force has identified.
Include the following in your outline:
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Ensure your Learning Team has selected a police department, prison system, or probation and parole department.
Florida Department of Correction (FDC)
Scenario:
Your Learning Team is a task force comprised of department leaders and strategy sponsors. The task force is responsible for developing a strategic plan for your selected department or system. As the task force, you must identify the problematic areas of the department or system and provide an outline of the strategic plan’s development process that you will use to write the strategic plan.
Write a 2-page outline in which you provide the framework for developing a strategic plan for your department or agency. That plan will address the problematic areas the task force has identified.
Include the following in your outline:
o Communication strategies
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