Supervisor, Carl, does not get on with one of his workers, Chia. Carl decides to change Chia from day shift to night shift. Chia is not happy and calls the union.Am suppossed to choose 2 dispute resolutions methods for each scenario..that is Mediation and litigation 400 words..
1. Small introduction with clear thesis – clearly state the article’s author and title and establish the tone of your response to the reading. 2. Summary – give a paragraph summarizing the article’s main points using neutral language. This paragraph would be useful to anyone who hadn’t read the article and needed the foundation before getting into your reaction. 3. Critical Analysis – you will analyze the author’s purpose, audience, use of reason, and argumentative strategies. 4. Conclusion with a restatement of the thesis, confirmation of main points. Create an engaging introduction, then summarize the main issues brought forward by the article, follow that with an analysis of the information and position, and finish with a small conclusion. The essay should have four paragraphs in total.
Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).
• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).
• All responses must be typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size for ease of reading and grading.
350-500 words
Unit 1
Question 2. What do Plato and Socrates believe is the reason for humans to do the right thing?
a. In Programming Exercise 1 in Chapter 1, we defined a class
romanType to implement Roman numerals in a program. In that exercise, we also implemented a function, romanToDecimal, to convert a Roman numeral into its equivalent decimal number. Modify the definition of the class romanType so that the data members are declared as protected. Use the class string to manipulate the strings. Furthermore, overload the stream insertion and stream extraction operators for easy input and output. The stream insertion operator outputs the Roman numeral in the Roman format. Also, include a member function, decimalToRoman, that converts the decimal number (the decimal number must be a positive integer) to an equivalent Roman numeral format. Write the definition of the member function decimalToRoman.
For simplicity, we assume that only the letter I can appear in front of another letter and that it appears only in front of the letters V and x. For example, 4 is represented as IV, 9 is represented as IX, 39 is represented as XXXIX, and 49 is represented as XXXXIX. Also, 40 will be represented as XXXX, 190 will be represented as CLXXXX, and so on. Derive a class extRomanType from the class romanType to do the following. In the class extRomanType, overload the arithmetic operators +, -, *, and / so that arithmetic operations can be performed on Roman numerals. Also, overload the pre- and postincrement and decrement operators as member functions of the class extRomanType. To add (subtract, multiply, or divide) Roman numerals, add (subtract, multiply, or divide, respectively) their decimal representations and then convert the result to the Roman numeral format. For subtraction, if the first number is smaller than the second number, output a message saying that, “Because the first number is smaller than the second, the numbers cannot be subtracted”. Similarly, for division, the numerator must be larger than the denominator. Use similar conven
tions for the increment and decrement operators. C. Write the definitions of the functions to overload the operators
described in part b. d. Write a program to test your class extRomanType.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
This unit describes the skills and knowledge to provide support to students who have education needs associated with an autism spectrum disorder (ASD).
This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.
Assessment1 Discussion Board Part 1:
Please copy your input in the discussion board to the space provided below.
a. Share a resource/app/PD/video etc by providing details such as website addresses, pictures etc.
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your students with ASD.
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Lecturer’s comment: Discussion Board Part 2:
Please copy your input in the discussion board to the space provided below.
Choose a peer's suggestion that you think will benefit you and/or your students with ASD. Which peer did you choose?
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Describe how you are going to use it on yourself and/or students with ASD.
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Lecturer’s comment: Question 1:
Describe how an understanding of the historical context of autism spectrum disorder might help you understanding a school parent blaming a mother of a child with autism for their condition.
a. Did the mother cause the autism in the child?
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b. What are the current research related to autism spectrum disorder that you can use to explain to the school parent?
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Lecturer’s comment:
Second attempt, if applicable: Question 2:
Louise is a six-year-old child displaying marked impairment in the use of eye-to-eye gaze, facial expression, and body postures, lack of social or emotional reciprocity, hand flapping, obsessive adherence to routines, with no significant delay in language or cognition.
Explain the process that might be followed to establish a diagnosis.
a. Look through the diagnosis tools and determine the possible diagnosis of Louise and explain why.
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b. What other questionnaire can you use? What should you do with the questionnaire?
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c. What should you do to help Louise get her formal diagnosis?
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Lecturer’s comment:
Second attempt, if applicable: Question 3a:
You are working as an education support worker in a primary school, and Jay is one of the students you are supporting. Jay is eight years of age and he has Social (Pragmatic) Communication Disorder. You also support Ross, a student with Autism who has very little speech and has an intellectual disability. The teacher is explaining a verbal language activity to the class that has several steps, and involves group interaction.
Explain the difficulties (at least two) that might be experienced by Jay, and how you might assist him.
Jay has Social (Pragmatic) Communication Disorder.
a. Identify the difficulties he might face in a verbal language activity with group interaction
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b. How can you assist him in these difficulties?
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Lecturer’s comment:
Second attempt, if applicable: Question 3b:
Identify the difficulties (at least two) that might be experienced by Ross and explain how you might work with him in this situation.
Ross has ASD, little speech and intellectual disability
a. Identify the difficulties he might face in a verbal language activity with group interaction
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b. How can you assist him in these difficulties?
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Question 4:
Identify the implication of ASD on effective teaching and learning practises for each of the area a) Behaviour and b) classroom interaction and explain what kind of strategies can help.
a. Give two examples of how behaviour of the child with ASD could impact on the teacher’s teaching and/or the child’s learning
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b. Provide two strategies to help the child to cope with his behaviour
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c. Give two examples of how classroom interaction displayed by the child with ASD could impact on the teacher’s teaching and/or the child’s learning
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d. Provide two strategies to help the child with his classroom interaction
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Lecturer’s comment:
Second attempt, if applicable: Question 5a:
You are supporting Terry, a nine-year-old child with high-functioning autism who can read and write, but who become anxious when the class is given a new activity or assignment. Explain how you, as part of the education team, might assist Terry when the class is given a new assignment.
a. Provide three examples
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b. Explain your intention for each example.
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Lecturer’s comment:
Second attempt, if applicable: Question 5b:
You are also supporting Khayle, a nine-year-old with high support autism who has difficulty communicating.
Research Boardmaker and Writing with Symbols to explain how you might use these resources to work as a team member to implement education programs for Khayle.
a. Provide two examples
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b. Explain your intention for each example.
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Lecturer’s comment:
Second attempt, if applicable: Question 6:
Identify five ways an education support worker might influence social interactions of students with ASD with other students and personnel.
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Lecturer’s comment:
Second attempt, if applicable: Question 7:
Write three SMART goals that an education support worker might contribute to as part of an education team supporting the development of a student’s social development.
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Lecturer’s comment:
Second attempt, if applicable: Question 8a:
As independence is a desired goal for all students, instruction should include strategies to decrease the need for adult prompting. Describe three teaching strategies that might be used and supported by education support workers to encourage students to develop independence.Identify three strategies on how to fade prompts
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Lecturer’s comment:
Second attempt, if applicable: Question 8b:
There are various strategies: prompting, shaping, fading, chaining and modelling behaviour which can be used by support personnel in conjunction with teaching personnel. Identify and describe three strategies.
a. Identify three strategies
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b. Describe what are the strategies
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Lecturer’s comment:
Second attempt, if applicable: Question 8c:
What are five of the benefits of working collaboratively and cooperatively with others in support of students?
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Lecturer’s comment:
Second attempt, if applicable: Question 9:
You are an education support worker for Marcus, a 10-year-old child with autism who has little speech. During a group activity in class, you notice Marcus becoming fidgety and his breathing becoming heavy. Just before you can intervene, he pulls the hair of a girl near him and she screams and pushes him away.
Describe the steps you might take to maintain your personal safety and the safety of Marcus and other students.
a. Identify the stages of escalation that Marcus is at
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b. Describe the steps to maintain personal safety of Marcus, other students and yourself
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Lecturer’s comment:
Second attempt, if applicable: Question 10: Application to a student with ASD
See tasks below a. With the help of the teacher, identify a student with ASD with issues on social skills. List down the name (not real name), chronological age, developmental age, gender, diagnosis if any, etc)
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b. Write down the challenges that this student with ASD has related to social skills.
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c. Write down the challenges that this student with ASD has related to social skills.
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e. Set a SMART goal for this student with ASD to help him/her with his/her social skills.
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f. List down at least 2 strategies to meet the SMART goal. Explain the reasons of using these strategies
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g. List down at least 2 resources required to meet the SMART goal/strategies. Explain the reasons of using these resources.
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h. Implement your strategies and write a summary about the impact of your intervention on the student with ASD with issues on social skills.
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i. Feedback to your teacher your summary and record what your teacher say about your intervention.
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Identify teaching strategies for the community health nurse to use when encountering clients with special learning needs.
research paper an about the social problem in American Society today one of the topics that I am choosing is Childhood Obesity this research paper required at least 3 pages, The paper also include a separate page for the references and include a minimum of 3 references. Please see attachments for instructions how to follow.
Assume that the prosecution in thr murder trial of a mother offered as evidence postmortem photographs of the young child, who died from child abuse, as well as video showing the childs mother pparticipating in sadomasochistic sexual acts. The defense counsel objects to tge introduction of both the photographs and the video.
How would tge defense argue to exclude such evidence?
What is your opinion about the admissibility of such evidence in this case?
Go-Carts, Not Just for Golfers Anymore
In this assignment, you will consider how the United States and international laws can impact business.
For this assignment, you will need to use Westlaw Campus Research in the South University Online Library or the Internet, and locate information related to the following:National Highway Traffic Safety Administration (NHTSA) regulationsCode of Federal Regulations (CFR)Impact of federal regulations on new business strategiesImplications of international legal instruments when a business goes international
Next, let's read a scenario.
Golf-N-Go manufactures electronic four-wheeled carts normally used by golfers to carry the clubs and transport a maximum of four people across the golf course. The carts are capable of traveling a maximum speed of 15 miles per hour. Golf carts are also known as low speed vehicles (LSV).
When Gary Golfman, the president of the company, visited his parents at their retirement subdivision in Florida, he noticed many residents used golf carts to get around and visit other residents in the neighborhood. After talking with his parents, he discovered that the carts were capable of going 25 miles per hour.
Golfman has also received requests for golf carts that would travel 35 miles per hour and meet regulations for street use. Golfman sees this as an opportunity for increased sales.
Based on your research, readings, and the above scenario, answer the following questions in a 3- to 4-page Microsoft Word document:
Part IAre Golf-N-Go’s current carts subject to NHTSA regulations? Why or why not?If Golf-N-Go manufactures carts capable of going 25- to 35-miles per hour, will they be subject to the NHTSA regulations? Why or why not?Using the state of Florida or your own state, locate a state, county, or city ordinance that specifically permits or prohibits the use of LSVs on public roads? Why?What are the advantages and disadvantages for allowing golf carts to travel on certain public roads?
Part II
Golfman is considering expanding his business to China. Golf carts would be sold and manufactured in the U.S. and China. However, each facility would also specialize in the manufacture of certain parts, which would be imported and exported by each party. In negotiating a contract with their Chinese "partner," the Chinese firm expressed a desire to include an arbitration agreement where any disputes would be resolved in China.
Based on your research, readings, and the above scenario, answer the following questions:What are the contractual and dispute resolution issues Golf-N-Go must resolve with the Chinese firm? Explain.Which of the following issues might apply to Golf-N-Go and their import or export transactions with China? Explain at least two.Export regulationsIntellectual propertyBarriers to tradeExpropriationForeign corrupt practices Act
Support your answers with examples.
Cite any sources in APA format.
Leading from the Chalk-face: An Overview
of School Leadership
Alma Harris, University of Warwick, UK
Abstract This article offers an overview of the school leadership literature by outlining
the main theoretical perspectives that currently dominate much of the writing
and research in this area. Its main purpose is to provide a commentary on the
dominant theoretical positions that characterize the contemporary leadership field
and to explore the empirical foundation of these different theoretical traditions. The
article does not claim to be the definitive word on school leadership; instead it aims
to provide an overview of the main theoretical perspectives on school leadership that,
firstly, have a theoretical and empirical base and, secondly, offer some insight into
the relationship between leadership practice and organizational change and
improvement.
Keywords change; organizational improvement; school leadership
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