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This extra credit written assignment is worth up to 5 points that will be added to your final grade. It consists of one essay question. You must write in an essay format. No bullet points are allowed. The essay is to be 500 words in lenght +/- 10%.

Your essay will be graded on the basis of how well you fulfill the following requirements:

  1. Relevance of Content
  2. Quality of Content
  3. Completeness
  4. Length, Style & Presentation
  5. Literacy (correct grammatical structure and spelling)

* PLAGIARISM = 0 grade for the assignment


1. Is the Western propaganda machine attempting to promote social strife in China ?


2. Do the IMF, the World Bank, and the WTO benefit the developed countries as well as the developing countries ?

IEP Project: IEP Goals Assignment Instructions

Read the Claxton IEP Book and view the presentations on Writing IEP Goals and Objectives. Use the Present Level of Academic Achievement and Functional Performance (PLAAFP) example of Elli to write 3 standards-based goals specific to Reading and Decoding (SOLs 2.5–2.10). Please see the English Standards of Learning for Virginia Public Schools document located under the IEP Project: IEP Goals Resources on the assignment page. Include a progress checklist for each goal. Act as if this is an Annual Review occurring at the beginning of Elli’s 2nd grade year. Your goals should be written professionally with correct spelling and grammar. Use the IEP Goals Assignment Template to complete the assignment.

PLAAFP/Case Study For Elli Smith

Student’s Strengths, Preferences, and Interests

Elli Smith is a cheerful 8-year-old girl currently entering the 2nd grade. Elli was found eligible for service for Specific Learning Disability.

Elli loves school, her friends, enjoys art and anything craft related. She works hard and always seems ready for a challenge.

Elli also has asthma and needs access to her inhaler, as well as regular check-ins with the school nurse.

According to the psychological evaluation, Elli demonstrates an overall ability in the average range. She demonstrates substantially less developed long-term retrieval associative memory and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in the aspect of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), might make the acquisition of reading difficult. Also, the spelling of unfamiliar words might also prove to be a challenging task. Elli’s social functioning, as assessed through rating scales, teacher interviews, and direct observation appears to be a challenging at times, but not a major concern. According to achievement assessment, Elli demonstrates average oral language skills, mathematics and written expression in the low average range with significant deficient range. Teacher reports indicate that Elli demonstrates an independent reading level of pre-primer 1. Her auditory comprehension is very good, but her word attack is very poor. She has received PALS remediation and Title I supports for reading for a period of 6 months and has made very minimal progress despite supplemental instruction interventions targeting her identified areas of deficit.

Student’s Areas of Need (Deficits that Require Supports)

Elli’s areas of need resulting from her disability related deficits include:




Written language

Prolonged or moderate/heavy physical activity (Asthma)à Medical aspect, not related to the SLD category.

Effect of Disability on Student

Elli demonstrates substantially less developed long-term retrieval, associative memory, and auditory processing, specifically phonemic awareness. These relative weaknesses coupled with difficulties in aspects of auditory processing, such as phonemic awareness, which is the understanding of the smallest units of sound (phonemes), makes the acquisition of reading difficult as well as the spelling of unfamiliar words.

Academic Performance

Wechsler Individual Achievement Test – Third Edition (WIAT–III)

Subtests with age-based scores:

Listening Comprehension 90, Early Reading Skills 92, Reading Comprehension 79

Math Problem Solving 80, Alphabet Writing Fluency 96, Sentence Composition 90

Word Reading 72, Pseudoword Decoding 77, Numerical Operations 93

Oral Expression 95, Oral Reading Fluency 63, Spelling 80, Math Fluency – Addition 83, Math Fluency – Subtraction 89, Oral Reading Accuracy 61

Oral Reading Rate 78,

Listening Comprehension

Receptive Vocabulary 81 Below Average

Oral Discourse Comprehension 103 Average

Sentence Composition

Sentence Combing 98 Average, Sentence Building 84 Below Average

Oral Expression

Expressive Vocabulary 85 Average, Oral Word Fluency 107 Average

Sentence Repetition 97 Average, Oral Language 91 Average

Total Reading 69 Low, Basic Reading 75 Below Average

Written Expression 85 Average

Mathematics 85 Average, Math Fluency 86 Average

Total Achievement 82 Below Average

Teacher Educational Information

Reading instructional level (1st); independent level (Readiness); Elli’s comprehension is good as long as it is tested orally. She can recall story elements and information when the story is read to her. Her word attack skills are extremely limited. She knows sounds when they are isolated but has difficulty putting the sounds together. Her retention of words (sight words) is very weak. She is currently receiving Title 1 and Pals Remediation, but she has made very little growth. Language instructional level (below grade level); She has memorized certain sentence structures and adapts it to the current topic. Elli is an excellent speller, but she cannot read the words she is spelling. She memorizes the spelling features. Math: She is very good at adding and subtracting and has caught on well to the strategies she has been taught. She does a great job deciding which operation should be used and then working out a word problem. Social Studies and Science: Elli does very well in both classes. Movement Ed.: She follows directions and does all activities; seems to get along with everyone during class and seems to enjoy PE. She does need access to her inhaler during PE and recess, as well as regular check-ins with the school nurse. She appears to love Art and Library and works well with other students.

LAW ANALYSIS:LANDMARK COURT CASES COMPARISON ASSIGNMENT INSTRUCTIONS After reviewing Chapter 2 in the Kirk, et al text and researching major special education court cases (not laws) (either in Liberty’s database or through the Gale search engine), candidates will choose two landmark, special education court cases by stating the facts of each case, the rulings of each case, and the implications to special education. Please review the grading rubric to make sure all needed points as well as proper formatting are covered. At least two citations should be included in your paper with two References from credible sources. Please set up your paper with the following headings, using APA formatting throughout: Law Analysis: Landmark Court Cases ComparisonIntroductionLandmark Court Case #1:___________________ BackgroundRulingsImplications to Special EducationLandmark Court Case #2: ___________________BackgroundRulingsImplications to Special EducationConclusionReferences(Include at least two references tied to direct citations in your paper.)

Intervention Assignment
With a partner, develop an intervention to increase physical activity for students in a
University setting. If you were Director of Campus Wellness at a large university and had
unlimited funding & resources, describe (in detail) what your next “big idea” would be to have a
wide effect on the student community PA levels. Be creative!
As you develop your intervention, identify how your intervention incorporates at least 2 behavior
theories/models discussed in class.
Consider concepts we’ve discussed in class throughout the semester. Consider the following
• What are some of the PA correlates with this population?
• What factors influence adherence to PA interventions in this population?
• What type of intervention approaches will be incorporated?
• What are some of the unique PA barriers of this population?
• How will this intervention positively approach those barriers?
• What are some enablers for this population to be active?
• How will this intervention utilize the enablers?
• What resources will this population have access to when setting realistic goals and
tracking their progress towards their goals?
• Will there be a motivational interviewing aspect of the intervention?
• How does this intervention meet participants where they are in the stages of change?
For instance, how will those in the precontemplation & contemplation stages be targeted
and assisted with moving in a positive direction?
• How will this population be educated on the long-term physical benefits of PA?
• How will this population be educated on their individual non-physical benefits? For
instance, will there be someone or something identifying the benefits that they may not
notice on their own (their reduced depression, lower stress levels, improved focus,
improved mood, etc.)?
Paper format:

  • Title page
  • Write out your intervention description in 4 pages or less (avoid fluff).
    o Does NOT include title & reference pages
    o Arial 11-point font, double-spaced
    o 1” margins
  • Reference page – At least 3 published articles required
    o Peer-reviewed journals
    o APA format:
    ▪ URLs for articles will lose points
    o References will be checked
  • Improper spelling and grammar → 10-point deduction
    This assignment is worth 100 points total, 20% of final grade.
  • Submit on Blackboard by the due date. -10% per day late
    Peer evaluations will be submitted with your completed assignment. Poor evaluations result in a
    10-point deduction! If a partner did NOT contribute to the assignment, inform the instructor prior
    to the completion of the assignment. After the peer evaluations have been submitted, that
    partner will be reported to the Office of Academic Integrity for plagiarism.
    Individual submissions (without a partner) will NOT be accepted and will receive a “0”!!!

Question 2

You are the health and safety advisor for a large supermarket store that employs 80 permanent
workers. The workforce is comprised of workers, day and night shift managers and a store manager.
The store manager’s working hours overlap the two shifts. The store is just 1 of 400 under the same
ownership. The store manager is mainly concerned with keeping shelves fully stocked with goods to
meet customer demand and ambitious sales targets. When not in their office, they spend the rest of
their time walking up and down the goods aisles checking for empty shelves. This supermarket was
listed in the top 10 for sales last year and the store manager wants to do even better this year. They
have told shift managers that they do not care how it is done, but the supermarket must be in the top
5 this year for everyone to receive their bonus.
As a result of high demand leading up to a very busy national holiday period, 20 additional temporary
workers have been recruited. Before starting work, the temporary workers have a very brief induction
consisting of a 2-minute video explaining the company values. However, there are no written job
descriptions and limited instruction or training about how to do the work. There is very limited
supervision. There are also no written training records for these workers. The temporary workers
are unaware of the company health and safety policy or how to report any issues, defects, or
problems to their shift manager. They are immediately put to work in busy areas where they are
needed most, such as shelf-stacking and transporting empty cardboard boxes to a storage area for
compacting. They are told not to operate the compactor as it is dangerous and has been the subject
of a previous enforcement visit.
As part of the supermarket’s drive to be more environmentally responsible, they have a large
compactor (baling) machine. This is used to compact waste cardboard packaging so that it takes up
much less space when it is stored and transported. The compactor comprises of three sections,
arranged vertically. At the top is an enclosed hydraulic ram. In the centre is an opening, at about
chest height, through which the cardboard is fed; the opening is guarded by a safety gate. At the
bottom, resting on the ground, is a chamber, in which the cardboard is compacted by the hydraulic
ram; the contents of the chamber can be accessed through a safety door on the front of the machine.
Under normal circumstances, the authorised operator manually opens the safety gate and feeds
waste cardboard into the machine through the opening, which then falls into the chamber below.
When the chamber is full, the authorised operator closes the safety gate across the opening above
and starts the compactor using control buttons on the side of the machine. This causes the vertical
hydraulic ram to move down, compacting the cardboard into bales in the chamber, before returning
back up to its starting position. An alarm sounds to indicate the process is finished. The authorised
operator then opens the chamber’s safety door, binds the bale of cardboard with wire and moves it
onto pallets, where it is stored for eventual pick-up by a recycling contractor. The gate and door are
fitted with a safety protection device that means, in normal circumstances, the hydraulic ram cannot
operate unless both are closed.

Some months ago, the store manager had arranged for the compactor installer to train shift
managers and experienced workers on the use of the compactor. You then help the trained workers
to complete a compactor risk assessment. The plan was, that following on from the risk assessment,
the day shift supervisor would develop a safe operating procedure (SOP) for the machine. However,
this supervisor retired and left the organisation before the SOP was completed and authorised. As a
result, some workers did not fully understand the SOP and often sought clarification from the day
shift or night shift manager. This was viewed as a complaint by the respective shift manager.
Whenever workers raised any safety concern, the response was usually the threat of discipline in the
form of formal warnings, loss of bonus, or dismissal and replacement by other ‘more willing’ workers.
At the beginning of the day shift, the shift manager was told that the compactor’s safety protection
device had stopped working. The compactor continued to operate even when the safety gate was
open. The shift manager tried to telephone the installation company for most of the day and only got
an answer towards the end of the shift. The installation company told them that they could not send
an engineer to fix it for at least 24 hours. This was relayed to the store manager who told workers in
the compactor area only not to use the machine until it had been fixed, but took no other action to prevent its use. Neither the store manager, nor the day shift manager re-visited the compactor area
of the supermarket. At shift handover, the day shift manager simply told the night shift manager that
the compactor was ‘faulty’, and it would be fixed the next day.
At the beginning of the night shift, an experienced worker and a young temporary worker took a large
pile of waste cardboard boxes to the compactor. Although warning signs specified ‘authorised
workers only to use this compactor’, the experienced worker loaded the compactor with the
cardboard and then told the temporary worker to operate the controls on the compactor. After a short
while, the machine stopped with the hydraulic ram down on top of some compacted cardboard. The
experienced worker saw that the compactor was jammed (as it often did) and so immediately opened
the safety gate and reached inside to try and clear the jam. The compactor re-started suddenly,
crushing the worker’s hand. The temporary worker called the emergency services directly, as they
did not know what else to do. There was no first-aider working on shift at the time of the accident.
The injured worker was immediately taken to hospital and required amputation of their lower arm.
The temporary worker was distressed and advised to go home. As soon as the night shift manager
found out about the accident, they telephoned the store manager. The store manager told them to
do nothing and said that they would start an investigation the following morning, and that this was no
reason to delay fixing the faulty compactor as already arranged.
The following morning you are asked to carry out an accident investigation by the store manager.
You have been warned not to spend too much time on it so that the store can go back to normal as
quickly as possible to hit those sales targets. You strongly disagree with this attitude and argue that
it is a serious accident and needs to be investigated properly. You ask the store manager why the
investigation has been left until now and they reply that you are responsible for such health and
safety matters, so it is your job and not theirs. You inform the store manager that, due to the injuries
sustained, the accident needs to be reported to the enforcement authorities as soon as possible.
The supermarket store should also expect another visit from the enforcement authority. You also
inform the store manager that the injured worker is likely to claim for compensation. As a result, a
court case is likely and the supermarket will need a lawyer. This is the latest claim of many such
claims over the years by workers at this supermarket.

1 The injured worker, and their fellow worker, may have contravened some of
their responsibilities as workers within International Labour Organisation
Convention C155 – Occupational Safety and Health Convention, 1981
(No.155) Article 19 and associated Recommendation R164 – Occupational
Safety and Health Recommendation, 1981 (No.164) recommendation 16.
Comment on the extent to which Article 19 of C155 and recommendation 16
of R164 may have been contravened.??

2.To improve health and safety performance in the supermarket, you know that
you need to positively influence health and safety culture.
What appear to be the negative indicators of health and safety culture at the

3.Comment on the effectiveness of roles and responsibilities in relation to health
and safety management
in the supermarket.???

4.(a) Why should the scene of the accident have been secured?

(b) Based on the scenario only, what training would you recommend the
supermarket arranges for the different types of workers to minimise the
probability of a repeat accident?