Ccac Reflection

My first week at ACS was very exciting. I met a lot people and was introduced into the new changes pertaining to the quality payment program (QPP) that came into effect this year. I learned that the physicians’ quality reporting system (PQRS) along with the EHR incentive and value modifiers are being consolidated under Merit-based Incentive Payment System (MIPS). The Medicare & CHIP Reauthorization Act of 2015 (MACRA) created two tracks, MIPS and Advanced Alternative Payment Models (APMs). The goal of MACRA is to improve overall quality of care, reduce medical errors, eliminate redundancy, and improvement of health. Health care entities have the option to comply with one or the other. These entities include physicians, nurse practitioners,

Today was a slow day, but very education. I am finding that out that my time at CTLC is better spent wathing then actually doing things. When I walked into the doubdle door facilty I seen the usual faces, and I greated them as I made my way back to my little small cubicl office. When I arrived at my office about two minutes after greeting several people, I noticed a small green sticky note that was on my desk from te day prior. The note was to remind me about the homeless alliance meeting in the chamber of commerce in temple TX. I completely forgot about it, so I had to replan my day out in order to mame the meeting. I was a little upset about replanning my day, because I plan to go to the gym at three oclok today. I guess thatnot

(C) C100 Reflection. The purpose of this executive summary (EXSUM) is to provide a personal reflection of CGSOC C100 block of instruction. C100 has provided for me an objective view of my overall writing, speaking and thinking skills. For writing, I feel I need to commit extra time and seek remedial assistance to help develop my writing skills to the Army's expected level of writing. With speaking, I must continue to develop confidence and not rely solely on handwritten notes and be the subject matter expected during my briefs. In addition, I must always be aware of the purpose of my brief and the audience that I am giving the brief to. Thirdly, in my critical and creative thinking, I must expand my level of thinking. During C100, I learned

“The CDLC implements a child centered, active learning curriculum in a developmentally appropriate preschool environment. Our educational approach to learning builds on

A great deal more work should be done to guarantee that every single youthful children with incapacities and their families have a feeling of having a place and access to the most elevated quality comprehensive projects and administrations in this nation (FPGUNC, 2009). As I was watching the video I noticed that as a teacher I need to ensure I keep all children included and in a positive environment. I feel that it will help me in my job by giving me the ability to see what steps I need to take to make everyone feel included. I also feel that the video gives a lot of insight on how to support ways for inclusion in the classroom. Also I understand the importance of participation from both the teachers and the parents as it will help allow us to work together and find the best way to include the child and the best accommodations to make for them to be included. Regardless of the fact that situations and projects are intended to encourage access, a few kids may require extra individualized facilities and backings to take an interest completely in learning encounters (FPGUNC,

In order to allow children to grow, learn and develop to their utmost potential, educators need to be attentive, inclusive, flexible and understanding. Attentive to the differences of each child and the variances they bring with them to the classroom, in order to best understand a child’s individuality. In being inclusive of all children, regardless of their circumstance, gender, history or attitude; the educator can make a conscious effort towards equality for all children. Having flexibility, to allow for prompt changes to pedagogy; as children are continually changing, growing and adjusting to their environments, therefore their learning path may also need to change, the educator needs to be able to introduce alternatives where required.

C100 improved our basic skills and knowledge base, in order to succeed at CGSC and at future FORSCOM Units. C100 had three sections: thinking and problem solving; individual development; and communications. C120 helped me to become a more critical and creative thinker. This block enabled me to improve my decision-making and leadership skills by executing three practical exercises. These exercises were, problem solving, a Gaza Strip study, and dissecting the Army Warfighting Challenges. C130 focused on my personal development while at CGSC and the future at operational units. It helped me plan and focus my priorities for the next 10 years by establishing an individual development plan (IDP). C170 enabled me to become a better communicator

C100 allowed me the opportunity to realize areas of concerns as it pertained of writing, briefing, and critical thinking. The writing class influenced me the most, as it pertains to improving my writing, as I prepared to start the grading portion of the CGSC The course allowed instructors to show prior writing assignments by former CGSC students writing products, good and bad. These examples informed students what the CGSC staff expects it pertains to writing assignments. This was invaluable as I had questions pertaining to the history writing. This academic environment allowed me to brief to my peers; grammar topics which I improved my briefing and communication skills. In addition, the C100 course allowed members our staff group to learn

My classroom management philosophy has developed through many years of teaching experience, but through it all I believe all students can learn and grow, even students with special needs. I teach in a classroom designated for slow learners, many of which have cognitive impairments. My students may not learn in the same way as others or as much as other students, but they can learn and should be given that opportunity. I believe in focusing on my students’ gifts and talents, not their disabilities and what they cannot do.

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

Therefore, I will teach to the needs of each child so that all learners can feel capable and successful. I will present curriculum that involves the interests of the children and makes learning relevant to their lives. I will incorporate themes, joined units, projects, group work, individual work, and hands-on learning to make children active learners. I will take learning into the community through field trips and different activities to help children become caring and active members of society. As an early childhood teacher, I would use different strategies to address the needs of all learners with different styles, various backgrounds, and exceptional and special needs. I would incorporate a wide variety of materials, equipment, and teaching strategies in the classroom. Additionally, I would use the nine-intelligent theory in my classroom and would address each child’s background and support children with disabilities. I will bring each child’s home culture and language into the shared culture of the school so that the unique contributions of each group are recognized and valued by others. I would be open to meet and recognize the special needs of individuals with disabilities and would make sure that each child gets the specialized services that they need.

Although schools may have a mandate to include all children, it is not uncommon that some eventually re-create special classrooms because the children did not receive the appropriate education or their behavior problems could not be addressed within the regular classroom. Inclusion involves re-structure of the regular classroom. Inclusive classes may require more than one teacher. The teachers and students may need specific technology to help students with disabilities perform better. Anderson boldly states, “My philosophy of learning is that management education involves helping students build a conceptual toolbox so they will possess the requisite variety needed to overcome future work challenges. Under this metaphor, a large number of theories is a blessing rather than a curse, provided students recognize the potential usefulness of learning those theories” (Anderson, 2007). It involves extra planning training time for teachers to plan, meet, create, and evaluate the students together, reduced size based on the severity of the student needs, professional skill development in the areas of cooperative learning, peer tutoring, adaptive curriculum, varied learning styles,

On Wednesday April 26, 2017, The Anatomy and Physiology class visited the Cadaver lab on the campus of Oakwood University. When we went in there it smelled like chemicals, not bad chemicals but like healthy chemicals that are good for you if that even makes sense. So they told us the rules and what not to do in the lab. So, after they gave us instructions and gave us masks and gloves we split up in three groups and looked at three different bodies. At first I was expecting the bodies to look like a normal, hydrated body but just dissected and drained but it was way worse. The bodies looked like really old turkey and it was interesting how they looked. The students keeps the skin to cover the body to keep it from drying out. I also learned what

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

If the teacher knew much about the development of the students they would know the differences between a child with learning disabilities and a child that has not been in the environment in which they could properly develop.