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  • [Solved] Chart 3

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    L **esson plan may be in any other Core EC-6 Content Area.** Any grade level is fine. – 2 years ago **files (2)** – ## 700.3PSAMPLE-12.pdf – ## 700.3PTEMPLATE-112.docx **## 700.3PSAMPLE-12.pdf** SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P NAME: Your name here CONTENT AREA: En…

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    Assignment Prompt & Instructions

    L **esson plan may be in any other Core EC-6 Content Area.** Any grade level is fine.

    – 2 years ago

    **files (2)**

    – ## 700.3PSAMPLE-12.pdf

    – ## 700.3PTEMPLATE-112.docx

    **## 700.3PSAMPLE-12.pdf**

    SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

    NAME: Your name here CONTENT AREA: English Language Arts

    GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2

    REQUIREMENT RESPONSE

    TEXAS ESSENTIAL KNOWLEDGE AND
    SKILLS:
    Using the TEKS for your grade level and
    content area, copy the TEKS word for
    word. This must include the grade level,
    number and letter of competency. For
    example, (Grade 6) 5.B.

    (Grade 6) (5) Comprehension skills: listening, speaking, reading,
    writing, and thinking using multiple texts. The student uses
    metacognitive skills to both develop and deepen comprehension
    of increasingly complex texts. The student is expected to:

    (B) generate questions about text before, during, and
    after reading to deepen understanding and gain
    information

    PERFORMANCE
    MEASURE/ASSESSMENT
    After the lesson, how will you know if they
    have learned the content to the level of
    rigor required? How will you measure
    their performance?

    Students will complete a T-chart with 10 questions generated
    before, during, and after reading Lesson 2 in The Call of the Wild.
    Students must include lesson/page numbers and/or passages that
    sparked the questions. Students must also reflect on why the
    questions were chosen. Students will be scored with a rubric that
    includes this criteria.

    LEARNING OBJECTIVE(S):
    Copy the TEKS word for word beginning
    with “the student is expected to. . .” and
    the text of the student expectation. Then
    end your learning objective by stating the
    performance measure.

    The student is expected to generate questions about The Call of
    the Wild, Lesson 2, before, during, and after reading to deepen
    understanding and gain information, by completing a 10 question
    T-chart that includes questions, passages, and reflection.

    OBJECTIVE STATEMENT (must
    include performance measure)
    This is what the teacher says to students
    about what students will learn today, and
    how they will show they have learned the
    content (that is the performance
    measure)

    Students, today we’ll be learning about how asking questions
    before, during, and after reading can help us deepen our
    understanding of the story. We’re reading Lesson 2 of Call of the
    Wild, and you’ll complete a T-Chart of 10 questions that you
    generate during reading this passage. You’ll also reflect on why
    you had those questions. You’ll turn this T-chart and reflection into
    me at the end of the class and I’ll score it using this rubric.

    PURPOSE OF LEARNING
    Why do students need to learn this today?
    This should be written in what you will
    say to students and should both why it is
    important to the content area
    (knowledge and skills statement) and
    why it is relevant in their lives.

    This is important for you to know how to do. Learning to think
    about what you are reading helps you understand the story better.
    This is also important when you are reading other texts, like those
    in your science textbook, or even the newspaper.

    EXPLICIT CONNECTION TO PRIOR
    LEARNING
    This is what you say to students about
    what they have already learned and how
    it prepares them for what they are about
    to learn; review what they have learned
    to prepare them for the upcoming lesson.

    Students, we’ve worked with T-charts before, and yesterday, we
    read Lesson 1 and I modeled how to think-aloud about questions I
    had while reading. Today, you’ll be completing that first on your
    own, and then in groups so you can have a full discussion of what
    the reading is telling you.

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

    **## 700.3PSAMPLE-12.pdf**

    SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

    NAME: Your name here CONTENT AREA: English Language Arts

    GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2

    REQUIREMENT RESPONSE

    TEXAS ESSENTIAL KNOWLEDGE AND
    SKILLS:
    Using the TEKS for your grade level and
    content area, copy the TEKS word for
    word. This must include the grade level,
    number and letter of competency. For
    example, (Grade 6) 5.B.

    (Grade 6) (5) Comprehension skills: listening, speaking, reading,
    writing, and thinking using multiple texts. The student uses
    metacognitive skills to both develop and deepen comprehension
    of increasingly complex texts. The student is expected to:

    (B) generate questions about text before, during, and
    after reading to deepen understanding and gain
    information

    PERFORMANCE
    MEASURE/ASSESSMENT
    After the lesson, how will you know if they
    have learned the content to the level of
    rigor required? How will you measure
    their performance?

    Students will complete a T-chart with 10 questions generated
    before, during, and after reading Lesson 2 in The Call of the Wild.
    Students must include lesson/page numbers and/or passages that
    sparked the questions. Students must also reflect on why the
    questions were chosen. Students will be scored with a rubric that
    includes this criteria.

    LEARNING OBJECTIVE(S):
    Copy the TEKS word for word beginning
    with “the student is expected to. . .” and
    the text of the student expectation. Then
    end your learning objective by stating the
    performance measure.

    The student is expected to generate questions about The Call of
    the Wild, Lesson 2, before, during, and after reading to deepen
    understanding and gain information, by completing a 10 question
    T-chart that includes questions, passages, and reflection.

    OBJECTIVE STATEMENT (must
    include performance measure)
    This is what the teacher says to students
    about what students will learn today, and
    how they will show they have learned the
    content (that is the performance
    measure)

    Students, today we’ll be learning about how asking questions
    before, during, and after reading can help us deepen our
    understanding of the story. We’re reading Lesson 2 of Call of the
    Wild, and you’ll complete a T-Chart of 10 questions that you
    generate during reading this passage. You’ll also reflect on why
    you had those questions. You’ll turn this T-chart and reflection into
    me at the end of the class and I’ll score it using this rubric.

    PURPOSE OF LEARNING
    Why do students need to learn this today?
    This should be written in what you will
    say to students and should both why it is
    important to the content area
    (knowledge and skills statement) and
    why it is relevant in their lives.

    This is important for you to know how to do. Learning to think
    about what you are reading helps you understand the story better.
    This is also important when you are reading other texts, like those
    in your science textbook, or even the newspaper.

    EXPLICIT CONNECTION TO PRIOR
    LEARNING
    This is what you say to students about
    what they have already learned and how
    it prepares them for what they are about
    to learn; review what they have learned
    to prepare them for the upcoming lesson.

    Students, we’ve worked with T-charts before, and yesterday, we
    read Lesson 1 and I modeled how to think-aloud about questions I
    had while reading. Today, you’ll be completing that first on your
    own, and then in groups so you can have a full discussion of what
    the reading is telling you.

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

    **## 700.3PSAMPLE-12.pdf**

    SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P

    NAME: Your name here CONTENT AREA: English Language Arts

    GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2

    REQUIREMENT RESPONSE

    TEXAS ESSENTIAL KNOWLEDGE AND
    SKILLS:
    Using the TEKS for your grade level and
    content area, copy the TEKS word for
    word. This must include the grade level,
    number and letter of competency. For
    example, (Grade 6) 5.B.

    (Grade 6) (5) Comprehension skills: listening, speaking, reading,
    writing, and thinking using multiple texts. The student uses
    metacognitive skills to both develop and deepen comprehension
    of increasingly complex texts. The student is expected to:

    (B) generate questions about text before, during, and
    after reading to deepen understanding and gain
    information

    PERFORMANCE
    MEASURE/ASSESSMENT
    After the lesson, how will you know if they
    have learned the content to the level of
    rigor required? How will you measure
    their performance?

    Students will complete a T-chart with 10 questions generated
    before, during, and after reading Lesson 2 in The Call of the Wild.
    Students must include lesson/page numbers and/or passages that
    sparked the questions. Students must also reflect on why the
    questions were chosen. Students will be scored with a rubric that
    includes this criteria.

    LEARNING OBJECTIVE(S):
    Copy the TEKS word for word beginning
    with “the student is expected to. . .” and
    the text of the student expectation. Then
    end your learning objective by stating the
    performance measure.

    The student is expected to generate questions about The Call of
    the Wild, Lesson 2, before, during, and after reading to deepen
    understanding and gain information, by completing a 10 question
    T-chart that includes questions, passages, and reflection.

    OBJECTIVE STATEMENT (must
    include performance measure)
    This is what the teacher says to students
    about what students will learn today, and
    how they will show they have learned the
    content (that is the performance
    measure)

    Students, today we’ll be learning about how asking questions
    before, during, and after reading can help us deepen our
    understanding of the story. We’re reading Lesson 2 of Call of the
    Wild, and you’ll complete a T-Chart of 10 questions that you
    generate during reading this passage. You’ll also reflect on why
    you had those questions. You’ll turn this T-chart and reflection into
    me at the end of the class and I’ll score it using this rubric.

    PURPOSE OF LEARNING
    Why do students need to learn this today?
    This should be written in what you will
    say to students and should both why it is
    important to the content area
    (knowledge and skills statement) and
    why it is relevant in their lives.

    This is important for you to know how to do. Learning to think
    about what you are reading helps you understand the story better.
    This is also important when you are reading other texts, like those
    in your science textbook, or even the newspaper.

    EXPLICIT CONNECTION TO PRIOR
    LEARNING
    This is what you say to students about
    what they have already learned and how
    it prepares them for what they are about
    to learn; review what they have learned
    to prepare them for the upcoming lesson.

    Students, we’ve worked with T-charts before, and yesterday, we
    read Lesson 1 and I modeled how to think-aloud about questions I
    had while reading. Today, you’ll be completing that first on your
    own, and then in groups so you can have a full discussion of what
    the reading is telling you.

    **## 700.3PTEMPLATE-112.docx**

    **TEACHERS OF TOMORROW LESSON PLAN FORMAT**

    | | |
    | — | — |
    | **NAME:** | **SUBJECT/GRADE:** |
    | **CERTIFICATION AREA:** | **SUBMISSION #** |

    **TNT 700.3P – PLANNING LESSONS, PART 1**

    | | |
    | — | — |
    | **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
    | **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
    | **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
    | **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
    | **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
    | **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |

  • [Solved] IT Research Paper Outline and Bibliography

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment for instructions – 2 years ago **files (1)** – ## ResearchPaperOutlineandBibliographyInstructions.docx **## ResearchPaperOutlineandBibliographyInstructions.docx** **Research paper Topic:** Broadband Technologies **500 words total, create a bibliography and outline using 10 peer…

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    Assignment Prompt & Instructions

    Please see attachment for instructions

    – 2 years ago

    **files (1)**

    – ## ResearchPaperOutlineandBibliographyInstructions.docx

    **## ResearchPaperOutlineandBibliographyInstructions.docx**

    **Research paper Topic:** Broadband Technologies

    **500 words total, create a bibliography and outline using 10 peer-reviewed sources (from industry articles, journals, academic and professional textbooks, and case studies) that support the paper topic above.**

    1. Cite each source as references in APA format

    2. write a summary of each source selected

    3. At the end of each source create a summary indicating the usefulness of the article in support of topic above.

    Key areas to focus on for the above research topic.

    · Types of broadband technologies, the pros, cons, and limitations for each type of broadband technology

    · Social and economic impact broadband technologies creates

    · Government policies and implementation of the technology

    · Impacts and challenges broadband technology face in rural areas

    **## ResearchPaperOutlineandBibliographyInstructions.docx**

    **Research paper Topic:** Broadband Technologies

    **500 words total, create a bibliography and outline using 10 peer-reviewed sources (from industry articles, journals, academic and professional textbooks, and case studies) that support the paper topic above.**

    1. Cite each source as references in APA format

    2. write a summary of each source selected

    3. At the end of each source create a summary indicating the usefulness of the article in support of topic above.

    Key areas to focus on for the above research topic.

    · Types of broadband technologies, the pros, cons, and limitations for each type of broadband technology

    · Social and economic impact broadband technologies creates

    · Government policies and implementation of the technology

    · Impacts and challenges broadband technology face in rural areas

  • [Solved] HUM Week 1 Discussion Board 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Due today! January 23rd. Please assist and see attached. – 2 years ago **files (1)** – ## HUM5010Week1DB2.docx **## HUM5010Week1DB2.docx** **Week 1 – Discussion Forum 2** Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your g…

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    Assignment Prompt & Instructions

    Due today! January 23rd. Please assist and see attached.

    – 2 years ago

    **files (1)**

    – ## HUM5010Week1DB2.docx

    **## HUM5010Week1DB2.docx**

    **Week 1 – Discussion Forum 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. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

    | |
    | — |
    | **Counseling and Case Management [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]** |

    Prior to beginning work on this discussion forum, read Chapter 1 in your text. There are five scenarios in Chapter 1 of your text, detailing roles and functions of human service professionals. Choose one of the five scenarios and compare the counseling and case management functions in the scenario.

    · Determine what case management aspects were utilized in the case.

    · Determine what issues were addressed from a counseling perspective.

    · Analyze what aspects of case management or counseling you as a human service professional might have utilized differently and justify why.

    Support your post with material from the assigned text and one other scholarly source of your choosing. The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment.

    Your initial post needs to be at least 350 words.

    **## HUM5010Week1DB2.docx**

    **Week 1 – Discussion Forum 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. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

    | |
    | — |
    | **Counseling and Case Management [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]** |

    Prior to beginning work on this discussion forum, read Chapter 1 in your text. There are five scenarios in Chapter 1 of your text, detailing roles and functions of human service professionals. Choose one of the five scenarios and compare the counseling and case management functions in the scenario.

    · Determine what case management aspects were utilized in the case.

    · Determine what issues were addressed from a counseling perspective.

    · Analyze what aspects of case management or counseling you as a human service professional might have utilized differently and justify why.

    Support your post with material from the assigned text and one other scholarly source of your choosing. The
    [_Scholarly, Peer-Reviewed, and Other Credible Sources_ Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/e5359309-7d3c-4a21-a410-44d59303ccef/1/Scholarly%20Peer-Reviewed%20and%20Other%20Credible%20Sources.pdf) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment.

    Your initial post needs to be at least 350 words.

  • [Solved] HUM Week 1 Discussion Board

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    URGENT! This is due TODAY! JANUARY 23, 2025. See attached – 2 years ago **files (1)** – ## HUM5010Week1DB.docx **## HUM5010Week1DB.docx** Prior to beginning work on this discussion forum, read Chapter 4 of the required text. Identify and discuss one vulnerable population category. · Identify why thi…

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    Assignment Prompt & Instructions

    URGENT! This is due TODAY! JANUARY 23, 2025. See attached

    – 2 years ago

    **files (1)**

    – ## HUM5010Week1DB.docx

    **## HUM5010Week1DB.docx**

    Prior to beginning work on this discussion forum, read Chapter 4 of the required text. Identify and discuss one vulnerable population category.

    · Identify why this population is considered vulnerable.

    · Discuss three to four needs of this population, which should be addressed by the human service professional.

    · How have these needs changed in the past 10 years?

    · How might these needs change in 10 more years?

    · View the
    [Maslow’s Hierarchy of NeedsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3a%2f%2fdigital.films.com%2fPortalPlaylists.aspx%3fwID%3d100753%26xtid%3d116774) video and discuss how you (as a human service professional) would address these unmet needs with your chosen population.

    **Your initial post needs to be at least 350 words.**

    Required Resources

    Text

    Martin, M. E. (2018).
    [_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

    · Chapter 1: Introduction to the Human Services Profession: Purpose, Preparation, Practice, and Theoretical Orientations

    · Chapter 2: The History and Evolution of Social Welfare Policy

    · Chapter 4: Generalist Skills and Intervention Strategies

    · The full-text version of this ebook is available through your online classroom through the Redshelf platform. This book is an introductory textbook outlining the broad discipline of human services. Chapter 1 will assist you in your Counseling and Case Management discussion forum and your My Future Career in the Human Services journal this week. Chapter 2 will assist you in your Evolution of Human Services: Designing the Historical Context learning activity this week. Chapter 4 will assist you with your Human Services Populations: Discipline-Specific Skills discussion forum this week.

    **## HUM5010Week1DB.docx**

    Prior to beginning work on this discussion forum, read Chapter 4 of the required text. Identify and discuss one vulnerable population category.

    · Identify why this population is considered vulnerable.

    · Discuss three to four needs of this population, which should be addressed by the human service professional.

    · How have these needs changed in the past 10 years?

    · How might these needs change in 10 more years?

    · View the
    [Maslow’s Hierarchy of NeedsLinks to an external site.](https://go.openathens.net/redirector/ashford.edu?url=https%3a%2f%2fdigital.films.com%2fPortalPlaylists.aspx%3fwID%3d100753%26xtid%3d116774) video and discuss how you (as a human service professional) would address these unmet needs with your chosen population.

    **Your initial post needs to be at least 350 words.**

    Required Resources

    Text

    Martin, M. E. (2018).
    [_Introduction to human services: Through the eyes of practice settings_](https://uagc.instructure.com/courses/141475/modules/items/7219376) (4th ed.). Pearson.

    · Chapter 1: Introduction to the Human Services Profession: Purpose, Preparation, Practice, and Theoretical Orientations

    · Chapter 2: The History and Evolution of Social Welfare Policy

    · Chapter 4: Generalist Skills and Intervention Strategies

    · The full-text version of this ebook is available through your online classroom through the Redshelf platform. This book is an introductory textbook outlining the broad discipline of human services. Chapter 1 will assist you in your Counseling and Case Management discussion forum and your My Future Career in the Human Services journal this week. Chapter 2 will assist you in your Evolution of Human Services: Designing the Historical Context learning activity this week. Chapter 4 will assist you with your Human Services Populations: Discipline-Specific Skills discussion forum this week.

  • [Solved] HUM 5010 Week 1 Journal

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    See attached – 2 years ago **files (1)** – ## HUM5010Week1Journal.docx **## HUM5010Week1Journal.docx** Week 1 – Journal My Future Career in the Human Services [WLO: 3] [CLOs: 1, 2, 4] Prior to beginning work on this journal, read Chapter 1 in your text, Moffat’s [Helping Those in Need: Human Ser…

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    See attached

    – 2 years ago

    **files (1)**

    – ## HUM5010Week1Journal.docx

    **## HUM5010Week1Journal.docx**

    Week 1 – Journal

    My Future Career in the Human Services

    [WLO: 3] [CLOs: 1, 2, 4]

    Prior to beginning work on this journal, read Chapter 1 in your text, Moffat’s
    [Helping Those in Need: Human Service WorkersLinks to an external site.](http://search.ebscohost.com/login.aspx?direct=true&db=eric&an=ej945970&site=eds-live&scope=site&authtype=shib&custid=s8856897), Neukreg’s
    [The Holland Code of Members of the National Organization for Human Services: A Preliminary Study of Human Services ProfessionalsLinks to an external site.](http://search.ebscohost.com/login.aspx?direct=true&db=bsh&an=126565149&site=eds-live&scope=site&authtype=shib&custid=s8856897), and
    [_HS-BCP Credential_ Links to an external site.](https://www.nationalhumanservices.org/certification). Your journal entry can be informally written in first person and should contain approximately 500 to 700 words. If you know precisely the position you hope to hold in the human services profession after finishing your degree, then this will be fairly simple. If you do not know what position you are going to seek after graduation, then focus on a population that interests you most at this current time (e.g., homeless individuals, military families, domestic violence victims, foster families, etc.) and the type of role you think that you would like to serve with that population (e.g., leadership or management, direct services with clients or case management, etc.).

    In your journal,

    · Conduct a search, and report what skills and qualifications are involved in this position.

    · Continue the search to identify the overall compensation, degree requirements, licensure requirements (if any), and any other helpful information that will guide your journaling on this position.

    · Do you plan to pursue the Human Services Board Certified Practitioner (HS-BCP) credential? How will this help you in your new position?

    · What excites you the most about this position? What concerns you?

    **## HUM5010Week1Journal.docx**

    Week 1 – Journal

    My Future Career in the Human Services

    [WLO: 3] [CLOs: 1, 2, 4]

    Prior to beginning work on this journal, read Chapter 1 in your text, Moffat’s
    [Helping Those in Need: Human Service WorkersLinks to an external site.](http://search.ebscohost.com/login.aspx?direct=true&db=eric&an=ej945970&site=eds-live&scope=site&authtype=shib&custid=s8856897), Neukreg’s
    [The Holland Code of Members of the National Organization for Human Services: A Preliminary Study of Human Services ProfessionalsLinks to an external site.](http://search.ebscohost.com/login.aspx?direct=true&db=bsh&an=126565149&site=eds-live&scope=site&authtype=shib&custid=s8856897), and
    [_HS-BCP Credential_ Links to an external site.](https://www.nationalhumanservices.org/certification). Your journal entry can be informally written in first person and should contain approximately 500 to 700 words. If you know precisely the position you hope to hold in the human services profession after finishing your degree, then this will be fairly simple. If you do not know what position you are going to seek after graduation, then focus on a population that interests you most at this current time (e.g., homeless individuals, military families, domestic violence victims, foster families, etc.) and the type of role you think that you would like to serve with that population (e.g., leadership or management, direct services with clients or case management, etc.).

    In your journal,

    · Conduct a search, and report what skills and qualifications are involved in this position.

    · Continue the search to identify the overall compensation, degree requirements, licensure requirements (if any), and any other helpful information that will guide your journaling on this position.

    · Do you plan to pursue the Human Services Board Certified Practitioner (HS-BCP) credential? How will this help you in your new position?

    · What excites you the most about this position? What concerns you?

  • [Solved] Health M2 and M3 edits

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    In-depth study guidance and analytical solution covering Health M2 and M3 edits.

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  • [Solved] Government question

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    Very confident Confident I’m not sure Not confident Really worried Text Editor Additional content Text Editor – 2 years ago

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    Very confident Confident I’m not sure Not confident Really worried Text Editor Additional content Text Editor

    – 2 years ago

  • [Solved] Watery

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    **Part A** A “red-hot” bacterial infection of the intestinal tract irritates the intestinal cells and interferes with digestion. Such a condition is often accompanied by diarrhea, which causes loss of body water. 1. On the basis of what you have learned about osmotic water flows, explain why diarrhe…

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    **Part A**

    A “red-hot” bacterial infection of the intestinal tract irritates the intestinal cells and interferes with digestion. Such a condition is often accompanied by diarrhea, which causes loss of body water.

    1. On the basis of what you have learned about osmotic water flows, explain why diarrhea may occur.

    **Part B**

    1. Compare and contrast skeletal, cardiac, and smooth muscle tissue relative to structure, body location, and specific function.

    – 2 years ago

  • [Solved] P1 R2

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    – 2 years ago **files (1)** – ## Post1response2.docx **## Post1response2.docx** 200 word response 1 reference/intext citation Due 1/24/2025 Post 1 Williams Beyond its definition, how does "class characteristic" influence the broader context of evidence analysis in criminal investigations? Consider s…

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    – 2 years ago

    **files (1)**

    – ## Post1response2.docx

    **## Post1response2.docx**

    200 word response 1 reference/intext citation

    Due 1/24/2025

    Post 1

    Williams

    Beyond its definition, how does "class characteristic" influence the broader context of evidence analysis in criminal investigations? Consider scenarios where class characteristics might be misleading or insufficient. Provide an example where reliance on class characteristics alone could lead to complications or misdirection in an investigation.

    Class features are the things that make an individual object, tool, or material be classified under a particular class rather than distinguishing it as a separate item. Manufacturing processes cause these characteristics and are typical for all batch, brand, or type items. Park et al. (2024) assert that class characteristics form the basis of a criminal investigation since they help define from whom or what the investigation began in the first instance. However, due to their general approach, they can cause confusion and misdirections when relied solely on. For example, a shoe print left at a crime scene may show which brand or model was worn, but it will not reveal who wore the shoes, especially where many people are wearing the same shoes. Such scenarios raise the problem of excluding characteristics peculiar to the class and the danger of premature identification of suspects solely based on general data. Hence, they incorporate individualizing characteristics like unique impact points or foreign objects to avoid doubt and deviation from the actual course of the case investigation.

    **## Post1response2.docx**

    200 word response 1 reference/intext citation

    Due 1/24/2025

    Post 1

    Williams

    Beyond its definition, how does "class characteristic" influence the broader context of evidence analysis in criminal investigations? Consider scenarios where class characteristics might be misleading or insufficient. Provide an example where reliance on class characteristics alone could lead to complications or misdirection in an investigation.

    Class features are the things that make an individual object, tool, or material be classified under a particular class rather than distinguishing it as a separate item. Manufacturing processes cause these characteristics and are typical for all batch, brand, or type items. Park et al. (2024) assert that class characteristics form the basis of a criminal investigation since they help define from whom or what the investigation began in the first instance. However, due to their general approach, they can cause confusion and misdirections when relied solely on. For example, a shoe print left at a crime scene may show which brand or model was worn, but it will not reveal who wore the shoes, especially where many people are wearing the same shoes. Such scenarios raise the problem of excluding characteristics peculiar to the class and the danger of premature identification of suspects solely based on general data. Hence, they incorporate individualizing characteristics like unique impact points or foreign objects to avoid doubt and deviation from the actual course of the case investigation.

  • [Solved] W2-509: D

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    500 WORDS, APA 2 CITATIONS – 2 years ago

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    500 WORDS, APA 2 CITATIONS

    – 2 years ago