Social Issues and the Workplace For the Final Paper, you will choose a social issue affecting the workplace and working environment, and develop a paper that thoroughly discusses the issue from both the workplace and societal viewpoints. Be sure to include the positive and negative aspects of the issue in relation to the workplace, society, and workers, especially the unique worker groups who may be most affected (e.g., women, immigrants, LGBTQ citizens, the working or middle classes, and racial, ethnic or cultural groups). Analyze how the issue could be positively supported using various social controls (e.g., laws, organizational policies/practices, training/education, government or corporate involvement, or social change) and recommend interventions in these areas. In addition, discuss the potential social or economic benefits which may result if your recommendations were implemented.   Choose one of the following social issues:   The role of women in leadership Faith-based decision making in business (hiring and customers served) The use of immigrant labor in California Sexual harassment Executive versus worker compensation disparity The gender wage gap Whistleblowing The paper must be eight to ten double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style. You must use at least five scholarly sources (three of which must be found in the Ashford University Library) other than the textbook to support your claims. Cite your sources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center (Links to an external site.)Links to an external site..   Writing the Final Paper The Final Paper:   Must be eight to ten double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introductory paragraph that has a succinct thesis statement. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Must use at least five scholarly sources, including a minimum of three from the Ashford University Library. The Scholarly, Peer-Reviewed, and Other Credible SourcesPreview the documentView in a new window 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 a particular assignment. Must document all sources in APA style, as outlined in the Ashford Writing Center. For more information please review the In-Text Citation Guide (Links to an external site.)Links to an external site. and the APA References List. (Links to an external site.)Links to an external site. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center. Please review the APA Essay Checklist for Students (Links to an external site.)Links to an external site. to ensure you have all of the required components for your Final Paper.

Details: Interview a teacher of students with Intellectual Disability. Specifically, focus your interview questions concerning the impact an individual with Intellectual Disability has on family structure. You may also want to center your questions on the collaborative skills necessary for teachers to possess when interacting with families who have a child with Intellectual Disability. Next, attend an IEP meeting and/or conference for a student with Intellectual Disability. During the meeting, note the interactions that take place, facilitation skills that are employed during the meeting, and the manner in which information is disseminated to parents. According to what you have learned in this course, are these interactions, skills, etc. appropriate in terms of effective interactions with parents of children with Intellectual Disability?   Write a 1,000-1,250 word essay that chronicles your observations and reactions, using your text and notes from lectures, and your recommendations to foster better collaboration with regard to what you observed in the meeting.      

Create a PowerPoint presentation of 15-18 slides on effective fluency strategies. Your presentation should cover the following topics at a minimum: The role of fluency within the five critical elements of reading Research-based teaching strategies for fluency The impact of fluency on reading comprehension Differentiation of fluency instruction for ELL, SPED, and diverse learners Assessments for fluency Title and reference slides are required. Use graphics and color schemes to make your presentation attractive and visually stimulating. The presentation should be organized with headings, descriptions, bullets, etc.   Submit slide notes, background materials, etc., to the instructor. Additionally, include a summary or brochure that you could include with your presentation as a supplemental handout 

In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum. Include both mainstream and language minority students. Two observations must be in different grade levels and one observation must be in a Title 1 school. Choose a specific grade and concept from the Arizona language arts academic standards. In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-long (5 day) unit.  For this unit use a single piece of text that is appropriate for the grade level and language arts academic standards. A poem, short story, newspaper article, or content area piece may serve as a single text selection. Create a mini-lesson (15-30 minutes) to address each of the following areas related to literacy development: Monday: Oral language and vocabulary Tuesday: Phonics, word patterns, and word analysis Wednesday: Fluency Thursday: Reading Comprehension Friday:  Writing Each day’s mini-lesson should address an evaluation of learning that is objective and measurable, and directly assesses the students’ achievement of the targeted academic standards. Every lesson should have the following structure at a minimum: Objective (linked to academic standards) Materials (include copies of all materials to teach lesson) Procedure (a step-by-step description of the lesson from beginning to end) Assessment (a concrete, measurable way to assess the objective) Each mini-lesson should be a piece of the larger whole, not individual or unconnected lessons. That is, lessons later in the week should build on lessons from earlier in the week, and they should all reinforce and integrate skills from the prior lessons in the weekly sequence. The remaining 5 hours of the practicum should be used for conferring with your mentor teacher regarding your teaching, management, and engagement strategies, as well as conducting an analysis of student learning. Use your assessment data to formulate a plan to adjust your teaching to meet student needs. Utilize this data and mentor teacher feedback to adjust your unit plan before submitting it to the instructor and to LoudCloud. Write a 1,500-1,750-word proacticum reflection that includes the following: A synopsis of your observations in the reading classrooms, and how they influenced your Language Arts Unit Plan. A reflection on the language arts unit plan after you taught it. What were its strengths and weaknesses? What would you change and why? What did you learn about teaching from your mentor teacher? Include this reflection with your unit plan. Ask the classroom teacher to complete the Classroom Teacher Evaluation Form. Include it, your Language Arts Unit Plan, and the Practicum Reflection as the benchmark assignment submission to the instructor. Attach the Practicum Placement Form and Observation Record. APA format is not required, but solid academic writing is expected.

Highlight the key elements of the project-based learning example shown in the video and discuss the challenges, methods, and benefits of the example. Describe a project-based experience you have used or plan to use with your students. Explain benefits and challenges you face with such a project.