E-Tivity 2: Community of Inquiry Introduction The area we choose for Community Profiling was the town of Portlaoise‚ Co Laois. Rationale The rationale for this area was to pick an area that would be useful to one of the three of us rather than an area that would not be beneficial to any of us. The consensus then was the Portlaoise town as the Community Nurse covers that area and is reasonably new in her position. It also allowed the Community Nurse to become more aware of what was
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Introduction Community assessment refers to the process of determining the needs and resources possessed by a community in order to understand it better. It provides information as regards to the community‚ such as the needs and resources that the community has can be used to plan and deliver services to the public effectively (The community needs assessment process‚ 2004). Community assessment is done under the premise that community has both needs and assets. The needs of the community are the ones
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does being a part of the LBGQT community impact your everyday life. LBGQT is an initialism that represents lesbian‚ bisexual‚ gay‚ queer‚ and transgender. I have decided to study this topic by writing a traditional academic research paper. The texts I will work from are Zami A New Spelling of My Name by Audre Lorde and Conundrum by Jan Morris. I will need other materials in order to fluently write my paper. I have yet to find any other exact documents that I plan to use‚ however‚ I hope to narrow
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Introduction The Curtin Teaching‚ Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning‚ enhancing the student experience‚ optimising the education portfolio and the student experience. This vision‚ enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates‚ equipping them with skills
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Improvinng The Community Imagine walking down the streets of Downtown Chicago‚ what do you see? the interesting sight sees‚ the amazing smells of all the foods‚ and the endless amount of activities you can do. Now‚ imagine walking the streets on the "Ghetto Side" of Chicago‚ what do you see now? the abandoned houses‚and apartments‚ the foul smells of air pollutions‚ and the thought of why would anyone live here?. Well‚ it’s my neighborhood‚ and as you can see‚ it desperately needs a BIG change
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complaints is about people who complain!. I have a high respect for those who take actions to try to solve these problems instead of complaining. Being a part of this community‚ we all share the responsibility of helping and supporting each other. We have to do our best to give the helping hand and draw smiles. This is exactly what the term “community service” means. Many people think that volunteering is just hours they need to do for the school‚ and some of them feel like that they are forced to volunteer
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Community Care for the Elderly provides community-based services to assist seniors aged 60 and older. Case Management is a method used by professionals who work with elders in need of services. They work with the elder and their families to evaluate needs‚ develop a plan of care and coordinate services to maintain the elder’s well-being. You can look in the Yellow Pages or in the Community Directory section of the telephone book for local resources that provide services to elders‚ those with certain
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experiences‚ strengths‚ or other qualities that can address challenges in a setting. Social resources occur in relationships among members of the setting‚ including shared beliefs‚ values‚ formal rules‚ informal norms‚ group events‚ and shared sense of community. Even physical aspects of a setting are resources: a library with rooms for group study‚ quiet nooks for individual study‚ and a place to take a break. Adaptation- this principle concerns the transactions between person and environment. This is
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RB0102 Teaching Students with Autism A Resource Guide for Schools Ministry of Education Special Programs Branch 2000 RB 0102 TEACHING STUDENTS WITH AUTISM A Resource Guide for Schools Ministry of Education Special Programs Branch 2000 To Order Copies of This Resource Guide Additional Copies of this resource will be available for a limited time only from: Office Products Centre 4248 Glanford Avenue Victoria BC V8W 9V7 Phone: (250) 952-4460 Fax: (250) 952-4442 Toll-free: 1-800-282-7955
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Area | * What Should Be Assessed? | Lesson Objectives | * Alignment to rigorous standards * Clarity of lesson objectives * Differentiation of lesson objectives | Lesson Strategies‚ Activities‚ and Delivery | * Activation of students’ prior knowledge * Use of strategies that are appropriate for the lesson objectives * Use of activities and student work that engage students as active learners * Differentiation of strategies‚ activities‚ and student work to ensure that all students
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