Children and youth with physical and health-related disabilities were once taught in separate classrooms and even separate schools. Inclusion has changed how these students are educated through the legal provisions of the Individuals with IDEA. Inclusion has become the typical practice in educating students with many types of disabilities. General education teachers and special educators collaborate to provide positive, safe, and inclusive learning environments. Unfortunately, socialization may still prove to be a challenge for students with physical and health-related disabilities.
Your Learning Team is the special education department in a large school district, and the administration has requested you to develop a guide for best practices for creating inclusive classrooms that promote socialization for this demographic of students.  
Create a 1-page guide that provides strategies for effective inclusion and improved socialization for students with physical and health-related disabilities. Provide 3-5 strategies for each of the following: 

• Building self-advocacy and self-determination
• Overcoming barriers
• Include a brief description and explanation of the use of each strategy. 

I’m studying for my Geography class and need an explanation.

Map Activity #4: The Middle East & North Africa

Print the “Middle East & North Africa base map.jpg attached to this assignment.

Scan or photo-capture the completed map . Construct a map with the following labels:

COUNTRIES:

Algeria

Bahrain

Egypt

Iran

Iraq

Israel

Jordan

Kuwait

Lebanon

Libya

Morocco

Oman

Palestinian Territories

Qatar

Saudi Arabia

Sudan and South Sudan

Syria

Tunisia

Turkey

United Arab Emirates

Western Sahara

Yemen

PHYSICAL FEATURES:

Arabian Sea

Atlantic OceanBOOK- Introduction to geography (Kindle amazon prime login :nikeyairrahenry22@gmail.com password: Lovepayton2@)

Directions: Answer the following questions in detail. You may use references from the novel Passing to support your answer, as long as you interpret in detail any direct quotes, and use the MLA format.

1.) Name and describe at least three different types of “passing” that take place in the novel Passing and use specific references from the novel to support your answers. Explain each reference in detail.

2.) Explain in detail, is Claire “using” Irene in any way in the novel Passing? What do you believe Claire wants to get out of her relationship with Irene? Explain in detail.

3.) Explain in detail, is Irene “using” Claire in any way in the novel Passing? What do you believe Irene wants to get out of her relationship with Claire? Explain in detail.

4.) Describe in detail the kind of marriage that Irene and her husband have. Would you describe their marriage as a healthy, happy, loving relationship? Describe the kind of relationship that Irene has with her husband in detail.

5.) Describe in detail the kind of marriage that Claire and her husband have. Would you describe their marriage as a healthy, happy, loving relationship? Describe the kind of relationship that Claire has with her husband in detail.

6.) Who is the narrator of the novel Passing? a.) Is the novel being narrated in the present, past, or future? Explain in detail.

7.) Is the narrator of the novel Passing a “reliable” narrator? Explain in detail and use references from the novel to help support your answer.

8.) Explain in detail, what is the irony behind John’s nickname for his wife, Claire?

https://archive.org/details/passing00lars

DEAR BOY,  Bath, October the 4th, O. S. 1746.

(1) Though I employ so much of my time in writing to you, I confess I have often my doubts whether it is to any purpose. (2) I know how unwelcome advice generally is; I know that those who want it most like it and follow it least; and I know, too, that the advice of parents, more particularly, is ascribed to the moroseness, the imperiousness, or the garrulity of old age. (3) But then, on the other hand, I flatter myself, that as your own reason (though too young as yet to suggest much to you of itself) is, however, strong enough to enable you both to judge of and receive plain truths: I flatter myself, I say, that your own reason, young as it is, must tell you, that I can have no interest but yours in the advice I give you; and that, consequently, you will at least weigh and consider it well: in which case, some of it will, I hope, have its effect. (4) Do not think that I mean to dictate as a parent; I only mean to advise as a friend, and an indulgent one too: and do not apprehend that I mean to check your pleasures; of which, on the contrary, I only desire to be the guide, not the censor. (5) Let my experience supply your want of it, and clear your way in the progress of your youth of those thorns and briers which scratched and disfigured me in the course of mine. (6) I do not, therefore, so much as hint to you how absolutely dependent you are upon me; that you neither have nor can have a shilling in the world but from me; and that, as I have no womanish weakness for your person, your merit must and will be the only measure of my kindness. (7) I say, I do not hint these things to you, because I am convinced that you will act right upon more noble and generous principles; I mean, for the sake of doing right, and out of affection and gratitude to me.

(8) I have so often recommended to you attention and application to whatever you learn, that I do not mention them now as duties, but I point them out to you as conducive, nay, absolutely necessary, to your pleasures; for can there be a greater pleasure than to be universally allowed to excel those of one’s own age and manner of life? And, consequently, can there be anything more mortifying than to be excelled by them? (9) In this latter case, your shame and regret must be greater than anybody’s, because everybody knows the uncommon care which has been taken of your education, and the opportunities you have had of knowing more than others of your age. (10) I do not confine the application which I recommend, singly to the view and emulation of excelling others (though that is a very sensible pleasure and a very I warrantable pride); but I mean likewise to excel in the thing itself: for, in my mind, one may as well not know a thing at all, as know it but imperfectly. (11) To know a little of anything, gives neither satisfaction nor credit, but often brings disgrace or ridicule.

The writer wants to change the beginning of sentence 4 (reproduced below), to more clearly show the relationship between sentences 3 and 4.

Do not think that I mean to dictate as a parent; I only mean to advise as a friend, and an indulgent one too: and do not apprehend that I mean to check your pleasures; of which, on the contrary, I only desire to be the guide, not the censor.

Which of the following versions of the underlined portion of sentence 4 best accomplishes this goal? (5 points)

(As it is now)

And so, please do not think that I mean to dictate as a parent;

Despite this, I do not mean to dictate as a parent;

Furthermore, please do not think that I mean to dictate as a parent;

In fact, I do not mean to dictate as a parent;

Now that you have completed Phase I of your investigation, you begin to transition to Phase II by analyzing the evidence for concepts related to the offense itself. Consider what physical evidence exists, the location of the offense, crime scene type, and what actions the offender, as well as the victim, took. By analyzing the concepts of the crime, a motive or intent of the crime may become evident. Specific signature behaviors, staging, and offender modus operandi may be identified. It is also during this phase that the forensic psychology professional will need to determine if additional information is needed to complete the analysis. This information could include medical examinations, interviews, forensic analyses, etc.

This week, you start Phase II of the criminal investigative analysis process as you analyze the offense in the criminal report, looking directly at the evidence of the crime to determine if the crime was organized or disorganized. You also consider if there is evidence to determine a motive, staging, modus operandi, and type of violence.

Learning Objectives

Students will:

• Analyze crime scenes
• Analyze the evidence of a criminal report

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Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Bartol, C. R. & Bartol, A. M. (2010). Criminal & behavioral profiling. Thousand Oaks, CA: Sage.

• Chapter 5, “Profiling Applied to Specific Crimes” (pp. 129–170)

Turvey, B. E. (2012). Criminal profiling: An introduction to behavioral evidence analysis (4th ed.). San Diego, CA: Academic Press.

• Chapter 6, “An Introduction to Crime Scene Analysis” (pp. 141–162)
• Chapter 11, “An Introduction to Crime Reconstruction” (pp. 253–286)
• Chapter 12, “Crime Scene Characteristics” (pp. 287–310)
• Chapter 18, “Psychopathy and Sadism: Interpreting Psychopathic and Sadistic Behavior in the Crime Scene” (pp. 447–480)

Schlesinger, L. B. (2009). Psychological profiling: Investigative implications from crime scene analysis. Journal of Psychiatry & Law, 37(1), 73–84.

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Discussion: Open Forum

When analyzing the evidence, what questions come to mind about the crime, the offender, and the victim? During this Open Forum, consider what information you may need to determine the concepts related to the offense.

To prepare for the Discussion:

• Review the evidence of the course case, looking at concepts related to the offense.

By Day 3

Post a response to the following:

• What things would you like to know related to the offense?
• As you review the documents, are there other issues surfacing?

By Day 5

Respond to at least two of your colleagues with a substantive, interactive discussion that continues through Day 7 by responding to their questions and providing additional insight into the case.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 5 Discussion

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Assignment: Investigating a Crime: Phase II – Concepts Related to the Offense

What does the analysis of evidence tell us about the general nature of the crime, the offender’s knowledge of the location of the crime, the risk level for the offender, the level of risk of the victim, and the relationship between the victim and offender? The analysis of the concepts related to the offense can help determine if the crime was organized or disorganized. It can also determine motive and intent.

In this Assignment you start Phase II of the criminal investigative analysis process by analyzing the evidence of the criminal report from the perspective of the offense.

To prepare for the Assignment:

• Review the evidence in the criminal report from the perspective of the offense.

By Day 7

In a 2- to 3-page analysis of the offense:

Summarize

• The victim’s action during the offense
• The offender’s action during the offense
• Any victim/offender interaction before, during, and after the offense

Explain any

• Motive
• Staging
• Modus operandi
• Intent
• Premeditation
• Affective violence
• Predatory violence
• Expressive/instrumental violence
• Signature/ritual

Finally, explain whether the crime was organized or disorganized. Support your conclusion with references to the specific evidence.

Complete and submit the Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
• Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:
Week 5 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 5 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 5 Assignment

---

Making Connections

This week, you started Phase II of the criminal investigative analysis process by analyzing the offense of the criminal report, looking directly at the evidence of the crime to determine if the crime was organized or disorganized. You also considered if there was evidence to determine a motive, staging, modus operandi, and type of violence.

Next week, you will continue Phase II with a focus on the victim. You also will look at the pre-offense, offense, and post-offense actions of the victim to help determine any victim/offender dynamics.

Imagine that you have been asked by the local law enforcement agency to assist in the criminal investigation of a homicide. They present you with 20,000 pages of evidence and materials associated with the case. What do you do first? You get organized! Phase I in the criminal investigative process is Organization and Summary of Information. It is the foundation for thorough and accurate analysis. There are many different methods for organizing case files, but the method used must be logical and it must be tailored to the analyst. Once the case files are organized, the analyst can begin a structured review of the content. During this phase, information is summarized, but not analyzed.

This week, you will be presented with case material that has been organized in a standard format. You will review the materials and begin to summarize your findings. In the Open Forum Discussion, you will discuss aspects of the case and seek clarification of elements of evidence.

Learning Objectives

Students will:

• Analyze case material
• Identify salient factors in the case material
• Summarize case material

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Learning Resources

Required Readings

Turvey, B. E. (2012). Criminal profiling: An introduction to behavioral evidence analysis (4th ed.). San Diego, CA: Academic Press.

• Chapter 6, “An Introduction to Crime Scene Analysis” (pp. 144–152)

Case Evidence

Note: This is a Zip file consisting of 195 individual files. Based on your Internet speed it may take extra time to download. It is recommended that once the Zip file is downloaded, you save the file to a separate folder on your computer for ease of access. The file titled “Document Index” will assist you locating specific evidence relevant to the case.

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Discussion: Open Forum for Criminal Investigation

During Weeks 4–7, you participate in an Open Forum Discussion concerning the criminal investigative analysis you are conducting for your assignments and Final Project. This is your opportunity to discuss aspects of the case and seek clarification about elements of evidence that will support your conclusion of the case and eventual report to the law enforcement agency that requested your services.

When analyzing a case, it is essential that the analyst has access to all investigative material. As you review the case material, determine:

• Do you have all information relevant to the crime scene?
  • Photos
  • Reports
  • Interviews
  • Forensic Reports
• Do you have all information relevant to the medical examination?
  • Autopsy Reports
  • Autopsy Photos
  • Forensic Reports
• Do you have all relevant information for the victim?

In this Open Forum Discussion, you begin to collaborate with your colleagues to determine your initial thoughts about the case.

To prepare for the Discussion:

Review the evidence of the case.

By Day 3

Post a response to the following:

• What are your initial thoughts on the crime scene?
• What other things would you like to know about the victim?
• As you reviewed the documents, are there other areas about which you would like additional information?

By Day 5

Respond to at least two of your colleagues with a substantive, interactive discussion that continues through Day 7 by responding to their questions and providing additional insight into the case.

Submission and Grading Information

Grading Criteria

To access your rubric:
Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 4 Discussion

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Assignment: Investigating a Crime: Phase I – Organization and Summary of Information

A local law enforcement agency has asked you to review the case evidence files of a crime and provide a report and presentation concerning the offender and the victim. All the evidence has been provided in the Learning Resources. It has been organized using a standard method for your convenience, but you might experiment with your own system of organization. The file titled “Document Index” will assist you locating specific evidence relevant to the case.

For this Assignment, you will conduct Phase I of the process: Organization and Summary of Information.

By Day 7

In a 2- to 3-page report:

Provide the facts of the case concerning the offense, victim, and offender. Also, provide a summary of notes specific to the victim. This should include:

Victim

• Current relationship status (e.g., single, married, divorced)
• Employment history
• Hobbies/routine activities
• Educational history
• Family history (e.g., parents, children)
• Personality issues
• Mental health issues
• Criminal history
• Substance/alcohol use abuse
• Use of social media

Complete and submit the Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
• Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:
Week 4 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 4 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:
Week 4 Assignment

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Making Connections

This week, you reviewed case materials and began to summarize your findings. In the open forum for case investigation, you discussed aspects of the case and sought clarification of elements of evidence.

Next week, you will start Phase II of the criminal investigative analysis process as you analyze the offense of the case study, looking directly at the evidence of the crime to determine if the crime was organized or disorganized. You will also consider if there is evidence to determine a motive, staging, modus operandi, and type of violence.

Length: 5–7 pages, 7–9 paragraphs, 1250–1600 words

This writing project includes a comprehensive application of the elements of critical reasoning that we are studying in this course. The main objective is to use the critical thinking strategies described in the course to analyze and evaluate contrasting arguments. You can preview the requirements for the final paper in the Week 8 assignment below.

This is not an opinion piece or persuasive essay. The goal is to present contrasting arguments using information from credible sources and to evaluate the strengths and weaknesses of these positions using content from the course.

As you put this together, are you following the critical analysis process that we emphasize in critical reasoning? This means fairly considering all research equally before reaching a conclusion.

Your rough draft should include 1–2 paragraphs for each of the following elements:

1. Introduction: Identify the issue/topic. Provide the necessary background and important recent developments. Define key terms and concepts.
2. Arguments and Counterarguments: Summarize the best arguments on both sides of the issue. Include relevant research from credible sources used to support each conclusion.
3. Evaluation of Critical Thinking: Assess the strength of the arguments and the quality of thinking surrounding this issue.
   • Identify weaknesses in critical thinking such as fallacies, rhetorical devices, vague language, and cognitive biases. Provide specific examples of how these weaknesses appear in arguments, using terminology and definitions from the course
   • Evaluate the quality of scientific and anecdotal evidence using the standards of inductive and deductive reasoning described in the course. Consider the quality of causal relationship, analogies, generalizations, and/or moral reasoning.
4. Conclusion: Analyze the totality of research and offer a critical thinker’s response to the issue. Identify your own position and experience with the issue and explain how your thinking of the subject has evolved as a result of your analysis.

Create a digital brochure or digital infographic that could be shared with your school’s administration and general education teachers as a professional development on co-teaching models and strategies for successfully implementing them.

Your digital brochure or digital infographic should include the following information for the grade level you will be teaching (early childhood K-3, elementary 4-5, middle grades 6-8, high school 9-12):

• An engaging title section including appropriate text, graphics, and layout
• A research-based description and associated visual of the following co-teaching models and approaches :
  • Alternative Teaching
  • One Teaching, One Supporting
  • Station Teaching
  • Parallel Teaching
  • Team Teaching
• For each co-teaching model, provide one specific strategy to support successful collaboration and co-teaching

Support your digital brochure or digital infographic with a minimum of two scholarly resources.

Help me study for my Sociology class. I’m stuck and don’t understand.

The Racial Dot Map displays the patterns of residential segregation found across the country.  First, spend some time exploring the maps, looking at the patterns visible in where people are located.  Then, select any two major US metro areas.  If you are curious about the full technical definition of a metro area, the Census has more information; but if you don’t want to get into the technicalities, just think in terms of what is a core city rather than a suburb. Dallas/Fort Worth is considered one large metro area; you’d look at the whole region rather than looking for patterns just within Arlington or Garland.

Once you’ve selected two major US metro areas, look over the maps again, and identify patterns.  Write out what you see; what trends and patterns do you notice in how the cities you’ve selected are settled?  Compare and contrast as needed.

http://racialdotmap.demographics.coopercenter.org/