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Ive attached all instructions if any issues pleases reach reach out and as always thank you!

Ive attached all directions and instructions if any issues pleases reach out and thank you!

Assignment Overview The purpose of this assignment is to analyze The Boy Who Was Raised As a Dog text by Bruce D. Perry and Maia Szalavitz. By successfully completing this assignment, you will demonstrate your proficiency in the following CSWE EPAS competencies and behaviors: CSWE EPAS Competency 4: Engage in practice-informed research and research-informed practice. C4.GP.B: Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings. Related assignment criterion: Integrate multiple sources of knowledge, including research-based knowledge. CSWE EPAS Competency 6: Engage with individuals, families, groups, organizations, and communities. C6.GP.A: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies. Related assignment criterion: Apply theories to social work practice using a case study about an individual or a family and using the person-in-environment perspective. CSWE EPAS Competency 7: Assess individuals, families, groups, organizations, and communities. C7.GP.B: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies. Related assignment criterion: Apply theories to social work practice using a case study about an individual or a family and using the person-in-environment perspective. CSWE EPAS Competency 8: Intervene with individuals, families, groups, organizations, and communities. C8.GP.B: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies. Related assignment criterion: Apply theories to social work practice using a case study about an individual or a family and using the person-in-environment perspective. CSWE EPAS Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities. C9.GP.B: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes. Related assignment criterion: Apply theories to social work practice using a case study about an individual or a family and using the person-in-environment perspective. Assignment Description In this final assignment, you will select a case study from The Boy Who Was Raised as a Dog and imagine the person or family, depending on the case study selected, has come to you for assistance in addressing the identified issues. The following resources may be useful as you research and write your assignment: Social Work Bachelor’s Program Library GuideLinks to an external site.. Evidence and APALinks to an external site.. Get Critical Search Skills. Writing CenterLinks to an external site.. Assignment Instructions Introduction Summarize the case study you selected from The Boy Who Was Raised as a Dog. Assess: Assess the adverse childhood experiences the individual was exposed to that are found on the ACEs questionnaire (Week 8 : What you Need to Know) and its impact. Identify adverse childhood experiences that the individual was exposed to that are on the current ACEs questionnaire. Identify other adverse childhood experiences that the individual was exposed to that are not on the current ACEs questionnaire. Discuss the impact of these experiences on the identified individual or family. Use supporting evidence, integrating research-based knowledge and practice wisdom to explain the impact of adverse childhood experiences you identified. Research and describe at least one culturally responsive intervention (recognizes, respects, and integrates cultural beliefs and values into practice) to apply to the treatment and evaluation of the individual or family. Describe the major components of the intervention selected. Describe how the intervention selected addresses cultural variations (beliefs, practices, values) in the perception of adverse childhood experiences (interpretation of events, help seeking, meaning making, symbols, external stressors, person in the environment). Use supporting evidence to support your explanation of the culturally responsive intervention. Develop a treatment plan for the individual or family using the evidence-based method of the culturally responsive intervention you researched. Identify one short term goal and one objective for this goal (objectives should be measurable) Identify one long term goal and corresponding objective for this goal (objectives should be measurable) Explain how you would negotiate, mediate, and advocate on the individual or familys behalf. Use research/evidence to support your ideas. Evaluate the effectiveness of your plan! Explain how you will evaluate the individual or familys progress. Consider the diversity needs of the individual or family in your evaluation. Conclusion Summarize how you utilized micro, mezzo, and macro skills in working with this individual or family. Engage: Apply knowledge of human behavior and person-in-environment approaches to explain skills the social worker needs to engage with individuals or families. Identify other professionals you would collaborate with and explain their roles. Use insightful evidence to support your conclusions. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting. This includes a cover page and reference page in the APA format. Number of resources: A minimum of three scholarly sources. Most literature cited should be current, with publication dates within the past five years. Length of paper: Three to four typed, double spaces pages (excluding the cover page and reference page). Font and font size: Times New Roman, 12 point. Due date: The assignment must be submitted to your instructor in the courseroom by the end of this week. Reference Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebookWhat traumatized children can teach us about loss, love, and healing (3rd ed.). Basic Books.

Completing Meaningful Lesson Plans

In this weeks Discussion, you were introduced to anticipatory sets as a key component of quality learning experiences and lesson plans. Now, you will be introduced to a second important quality componentthe teaching sequence. The teaching sequence describes the series of activities and strategies you will engage in with students to meet the objective(s) you have determined. Both the anticipatory set and teaching sequence, when well planned, can make learning more engaging and meaningful for all students.

For this Assignment, you will be asked to complete a three-part template that consists of two lesson plans, each of which is missing one important section. The first lesson plan is missing the Anticipatory Set section, and the second lesson plan is missing the Teaching Sequence section. For the third part of the template, you will reflect on what you have learned.

To prepare:

Review the Learning Resources, paying particular attention to:

• The resources focused on lesson planning best practices
• The 3-Part Assignment Template, which you will use to complete your Assignment
• With the two lesson plans in mind, consider the following:
• Engaging all students requires that teachers consider a variety of strategies. How might you use storytelling, music, movement, and/or art to draw students into a lesson?
• Building on students interests and involving them in experiences that relate to real-world situations and challenges can make learning more engaging and meaningful. How might you integrate real-world learning opportunities into a lesson?

Note:

The template you will complete for this Assignment consists of three parts:

• Lesson Plan 1: Anticipatory Set
• Lesson Plan 2: Teaching Sequence
• Reflection

The Assignment: Complete the 3-Part Assignment Template.

Part 1: Lesson Plan 1: Anticipatory Set

Engaging all students requires that teachers consider a variety of strategies. How might you use storytelling, music, movement, and/or art to draw students into the lesson?

• Complete the Anticipatory Set section of this lesson plan with two or more ideas that will spark students interest in and curiosity about the lesson.

Part 2: Lesson Plan 2: Teaching Sequence

Building on students interests and involving them in experiences that relate to real-world situations and challenges can make learning engaging and meaningful. How might you integrate real-world learning opportunities into the lesson?

• Complete the Teaching Sequence section of this lesson plan with two or more instructional strategies that will help students build knowledge and skills.

Part 3: Reflection

Complete the third section of the template by addressing the following key points related to your learning this week:

• Explain why cross-disciplinary instruction is valuable when engaging students purposefully in applying content knowledge. Substantiate your explanation with examples.
• Explain why it is valuable to integrate real-world learning activities (i.e., service learning, community-based learning, and the project approach) into everyday learning experiences.
• Describe two or more obstacles you might encounter when designing effective lessons that engage all learners, and explain what you would do to overcome the obstacles.
• Consider the following: Lessons do not always go as planned. For example, sometimes students may be excited and want to explore a topic in greater depth or for a longer time and/or take the learning to unexpected and exciting places. In contrast, sometimes it may become evident that students require a stronger foundation before they can fully engage with the content in the lesson. Either way, teachers must always be prepared to make adjustments in the moment and when they plan ahead for future lessons. In your own words and using examples, explain why flexibility and reflection are integral to effective teaching.

1. create a news report for a WWll battle for american people
2. slideshow presentation (google slides) of 10 slides
3. your job as a reporter is to find a way to bring oversea events into the living rooms of millions of americans

• Explain – what happend using accurate historical information
• source – include key facts (who, what, when, where, why)
• use descriptive language to help listeners visualize the event
• point of veiw – how americans on the homefront might rect hearing this

You recently completed the project component of our final: . For this discussion:

• Please provide a high-level overview summary of your topic. Do not rewrite your full essay; a paragraph or two will do.
• Focus on what you learned, delivered from an instructional lens as if you were teaching your peers about the topic. Presume your fellow students know nothing about it, because they chose to study a different topic.

Discussion Prompt

Please pick one of the following questions to answer for the forum this week:

• With reference to Pike’s article, how could it be said that Divine Omniscience challenges the idea that humans have free will?
• With reference to Anselm’s Ontological Argument for the existence of God, evaluate the strengths and weaknesses of his argument as well as his response to Gaunilo.
• Evaluate Aquinas’ argument(s) for God’s existence from efficient causality and/or from motion and evaluate its strengths and weaknesses.

Discussion Guidelines

• Three posts minimum.
• The initial forum response is due by Thursday at 11:59 p.m. EST and should be a substantive response to the Discussion prompt.
• For peer replies, respond to at least two of your classmates by Sunday at 11:59 p.m. EST and give meaningful replies that advance the Discussion.

Before you post, please thoroughly edit your writing to ensure it is professional and academic. For more details about how the initial post and peer replies are graded, see and the linked .

This Discussion aligns with the following:

Rubrics

• RAMP LD Discussion Rubric v.5

reply to:

sharraine Edwards posted Mar 4, 2026 9:13 AM

A significant section of the Summa Theologica is the argument on the existence of God by motion and efficient causality by Thomas Aquinas. In his First Way, Aquinas explains that there must be a mover in motion (actualization of potential). Everything in motion, according to him, must be moved by something, and this regress cannot lead one on and on (Kurtz, 2022). Therefore, First Mover is required, and it is God. In his Second Way, Aquinas asserts that nothing exists without an efficient cause and nothing can cause itself; therefore, there must be a supreme uncaused efficient cause that he refers to as God.

One of the strong points of the arguments presented by Aquinas is the fact that he appeals to common sense and to observable reality (Dimmock & Fisher, 2020). It is intuitively understandable that the things in motion should have been moved by something, and the same is the notion that the effects require the causes. These arguments also advance the principle of sufficient reason according to which everything is supposed to have an explanation. The Aquinas arguments provide a uniform example of how the necessity to have a First Cause, and a First Mover is attained.

The question of why the uncaused Cause or the First Mover would be God is also, however, one of the biggest weaknesses of the arguments by Aquinas. Critics argue that the fact that an uncaused being is required does not necessarily mean that such a being must have the same properties that have traditionally been ascribed to God, such as omnipotence or omniscience (Nyabaro, 2022). Nor is the suggestion that an infinite series of causes or motions cannot exist universal, and there are philosophers who believe that an infinite series would not be inconsistent. Despite Aquinas having a good argument that there is a necessity of a First Cause and Mover, there are also some philosophical issues with his arguments.

References

Dimmock, M., & Fisher, A. (2020). Aquinass Natural Law Theory. Viva.pressbooks.pub.

Kurtz, R. (2022). The Unmoved Mover – Credo Magazine. .

Nyabaro, F. J. (2022). God versus evil; A thomistic persipective.

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Evaluate Aquinas’ argument(s) for God’s existence from efficient causality and/or from motion and evaluate its strengths and weaknesses

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ashley Burress posted Mar 3, 2026 7:45 PM

In Summa Theologiae, Thomas Aquinas presents arguments for Gods existence known as the Five Ways. Two of the most influential are the Argument from Motion and the Argument from Efficient Causality. Both are cosmological arguments because they begin with observable features of the world.

The Argument from Motion, influenced by Aristotle, states that things in the world are constantly changing. Aquinas defines motion as the movement from potentiality to actuality. Whatever is moved must be moved by something already actual. Since nothing can move itself in this way, there cannot be an infinite chain of movers. Without a first unmoved mover, no motion would occur. Therefore, Aquinas concludes that there must be a First Unmoved Mover, identified as God.

The Argument from Efficient Causality follows similar reasoning. Every effect has a cause, and nothing can cause itself because it would have to exist before itself. Aquinas argues that an infinite regress of causes is impossible. If there were no first cause, there would be no subsequent causes or effects. Thus, there must be a First Efficient Cause, which is God.

A major strength of these arguments is that they begin with common experience, change, and causation, which gives them intuitive appeal. However, a weakness is the assumption that infinite regress is impossible. Some philosophers argue that an infinite chain of causes may be logically coherent. Additionally, even if a first cause exists, Aquinas does not fully demonstrate that it possesses the specific attributes of the Christian God. While influential, these arguments remain philosophically debated rather than conclusively proven.

Watch the instructional video on the project assignment. Compete a Plan Review Checklist for the Unifour Hazard Mitgation Plan. The plan review checklist can be found on pages 50-56 in the Local Mitigation Planning Guide FP 206-21-0002, Answer “Met” or “Not Met” for each element required. There are 35 answers and note the sections whereby the elements are met (if met). Please send in your completed checklists (pages 50-56 Element A-Element F) by the due date. Plan Review Checklist The Plan Review Checklist is completed by FEMA. States and local governments are encouraged, but not required, to use the PRT as a checklist to ensure all requirements have been met prior to submitting the plan for review and approval. The purpose of the checklist is to identify the location of relevant or applicable content in the plan by element/sub-element and to determine if each requirement has been met or not met. FEMA completes the required revisions summary at the bottom of each element to clearly explain the revisions that are required for plan approval. Required revisions must be explained for each plan sub-element that is not met. Sub-elements in each summary should be referenced using the appropriate numbers (A1, B3, etc.), where applicable. Requirements for each element and sub-element are described in detail in Section 4: Local Plan Requirements of this guide. Plan updates must include information from the current planning process. If some elements of the plan do not require an update, due to minimal or no changes between updates, the plan must document the reasons for that. Multi-jurisdictional elements must cover information unique to all participating jurisdictions. Element A: Planning Process Please indicate whether Element A Requirements below were (Met /Not Met), and if met, indicate the section and/or page number. A1. Does the plan document the planning process, including how it was prepared and who was involved in the process for each jurisdiction? (Requirement 44 CFR 201.6(c)(1)) A1-a. Does the plan document how the plan was prepared, including the schedule or time frame and activities that made up the plans development, as well as who was involved? A1-b. Does the plan list the jurisdiction(s) participating in the plan that seek approval, and describe how they participated in the planning process? A2. Does the plan document an opportunity for neighboring communities, local and regional agencies involved in hazard mitigation activities, and agencies that have the authority to regulate development as well as businesses, academia, and other private and non-profit interests to be involved in the planning process? (Requirement 44 CFR 201.6(b)(2)) A2-a. Does the plan identify all stakeholders involved or given an opportunity to be involved in the planning process, and how each stakeholder was presented with this opportunity? A3. Does the plan document how the public was involved in the planning process during the drafting stage and prior to plan approval? (Requirement 44 CFR 201.6(b)(1)) A3-a. Does the plan document how the public was given the opportunity to be involved in the planning process and how their feedback was included in the plan? A4. Does the plan describe the review and incorporation of existing plans, studies, reports, and technical information? (Requirement 44 CFR 201.6(b)(3)) A4-a. Does the plan document what existing plans, studies, reports and technical information were reviewed for the development of the plan, as well as how they were incorporated into the document? Element B: Risk Assessment Please indicate whether Element B Requirements below were (Met /Not Met), and if met, indicate the section and/or page number. B1. Does the plan include a description of the type, location, and extent of all natural hazards that can affect the jurisdiction? Does the plan also include information on previous occurrences of hazard events and on the probability of future hazard events? (Requirement 44 CFR 201.6(c)(2)(i)) B1-a. Does the plan describe all natural hazards that can affect the jurisdiction(s) in the planning area, and does it provide the rationale if omitting any natural hazards that are commonly recognized to affect the jurisdiction(s) in the planning area? B1-b. Does the plan include information on the location of each identified hazard? B1-c. Does the plan describe the extent for each identified hazard? B1-d. Does the plan include the history of previous hazard events for each identified hazard? B1-e. Does the plan include the probability of future events for each identified hazard? Does the plan describe the effects of future conditions, including climate change (e.g., long-term weather patterns, average temperature and sea levels), on the type, location and range of anticipated intensities of identified hazards? B1-f. For participating jurisdictions in a multi-jurisdictional plan, does the plan describe any hazards that are unique to and/or vary from those affecting the overall planning area? B2. Does the plan include a summary of the jurisdictions vulnerability and the impacts on the community from the identified hazards? Does this summary also address NFIP-insured structures that have been repetitively damaged by floods? (Requirement 44 CFR 201.6(c)(2)(ii)) B2-a. Does the plan provide an overall summary of each jurisdictions vulnerability to the identified hazards? B2-b. For each participating jurisdiction, does the plan describe the potential impacts of each of the identified hazards on each participating jurisdiction? B2-c. Does the plan address NFIP-insured structures within each jurisdiction that have been repetitively damaged by floods? Element C: Mitigation Strategy Please indicate whether Element C Requirements below were (Met /Not Met), and if met, indicate the section and/or page number. C1. Does the plan document each participants existing authorities, policies, programs and resources and its ability to expand on and improve these existing policies and programs? (Requirement 44 CFR 201.6(c)(3)) C1-a. Does the plan describe how the existing capabilities of each participant are available to support the mitigation strategy? Does this include a discussion of the existing building codes and land use and development ordinances or regulations? C1-b. Does the plan describe each participants ability to expand and improve the identified capabilities to achieve mitigation? C2. Does the plan address each jurisdictions participation in the NFIP and continued compliance with NFIP requirements, as appropriate? (Requirement 44 CFR 201.6(c)(3)(ii)) C2-a. Does the plan contain a narrative description or a table/list of their participation activities? C3. Does the plan include goals to reduce/avoid long-term vulnerabilities to the identified hazards? (Requirement 44 CFR 201.6(c)(3)(i)) C3-a. Does the plan include goals to reduce the risk from the hazards identified in the plan? C4. Does the plan identify and analyze a comprehensive range of specific mitigation actions and projects for each jurisdiction being considered to reduce the effects of hazards, with emphasis on new and existing buildings and infrastructure? (Requirement 44 CFR 201.6(c)(3)(ii)) C4-a. Does the plan include an analysis of a comprehensive range of actions/projects that each jurisdiction considered to reduce the impacts of hazards identified in the risk assessment? C4-b. Does the plan include one or more action(s) per jurisdiction for each of the hazards as identified within the plans risk assessment? C5. Does the plan contain an action plan that describes how the actions identified will be prioritized (including a cost-benefit review), implemented, and administered by each jurisdiction? (Requirement 44 CFR 201.6(c)(3)(iv)); (Requirement 201.6(c)(3)(iii)) C5-a. Does the plan describe the criteria used for prioritizing actions? C5-b. Does the plan provide the position, office, department or agency responsible for implementing/administrating the identified mitigation actions, as well as potential funding sources and expected time frame? Element D: Plan Maintenance Please indicate whether Element D Requirements below were (Met /Not Met), and if met, indicate the section and/or page number. D1. Is there discussion of how each community will continue public participation in the plan maintenance process? (Requirement 44 CFR 201.6(c)(4)(iii)) D1-a. Does the plan describe how communities will continue to seek future public participation after the plan has been approved? D2. Is there a description of the method and schedule for keeping the plan current (monitoring, evaluating and updating the mitigation plan within a five-year cycle)? (Requirement 44 CFR 201.6(c)(4)(i)) D2-a. Does the plan describe the process that will be followed to track the progress/status of the mitigation actions identified within the Mitigation Strategy, along with when this process will occur and who will be responsible for the process? D2-b. Does the plan describe the process that will be followed to evaluate the plan for effectiveness? This process must identify the criteria that will be used to evaluate the information in the plan, along with when this process will occur and who will be responsible. D2-c. Does the plan describe the process that will be followed to update the plan, along with when this process will occur and who will be responsible for the process? D3. Does the plan describe a process by which each community will integrate the requirements of the mitigation plan into other planning mechanisms, such as comprehensive or capital improvement plans, when appropriate? (Requirement 44 CFR 201.6(c)(4)(ii)) D3-a. Does the plan describe the process the community will follow to integrate the ideas, information and strategy of the mitigation plan into other planning mechanisms? D3-b. Does the plan identify the planning mechanisms for each plan participant into which the ideas, information and strategy from the mitigation plan may be integrated? D3-c. For multi-jurisdictional plans, does the plan describe each participant’s individual process for integrating information from the mitigation strategy into their identified planning mechanisms? Element E: Plan Update Please indicate whether Element E Requirements below were (Met /Not Met), and if met, indicate the section and/or page number. E1. Was the plan revised to reflect changes in development? (Requirement 44 CFR 201.6(d)(3)) E1-a. Does the plan describe the changes in development that have occurred in hazard-prone areas that have increased or decreased each communitys vulnerability since the previous plan was approved? E2. Was the plan revised to reflect changes in priorities and progress in local mitigation efforts? (Requirement 44 CFR 201.6(d)(3)) E2-a. Does the plan describe how it was revised due to changes in community priorities? E2-b. Does the plan include a status update for all mitigation actions identified in the previous mitigation plan? E2-c. Does the plan describe how jurisdictions integrated the mitigation plan, when appropriate, into other planning mechanisms? Element F: Plan Adoption Please indicate whether Element F Requirements below were (Met /Not Met), and if met, indicate the section and/or page number. F1. For single-jurisdictional plans, has the governing body of the jurisdiction formally adopted the plan to be eligible for certain FEMA assistance? (Requirement 44 CFR 201.6(c)(5)) F1-a. Does the participant include documentation of adoption? F2. For multi-jurisdictional plans, has the governing body of each jurisdiction officially adopted the plan to be eligible for certain FEMA assistance? (Requirement 44 CFR 201.6(c)(5)) F2-a. Did each participant adopt the plan and provide documentation of that adoption?

this is my final draft, i just need it to be out together! I will attach my rough draft and my peer review. thank you !

Revise your Classroom Management Plan rough draft based on feedback received from your mentor, instructor, and peers. Your Classroom Management Plan Final Draft should consist of the following sections:

• Classroom Management Models
• Classroom Design
• Classroom Environment
• Collaboration with Learners and Colleagues
• Rules
• Routines
• Classroom Management Philosophy
• Behavioral Data Collection
• Behavioral Support and Interventions

Include a title page, table of contents, and reference page.