Writing a proposal that functions as a focus of change is a significant part of being a social worker and policy advocate. The proposal is your opportunity to use your advocacy skills to change and improve the lives of others by influencing decision makers. For this Assignment, you write a proposal for some form of social advocacy that will seek to change a social, organizational, or legislative policy. The proposal may also involve advocacy for the amelioration of a social problem. The purpose of this assignment is to thoughtfully and thoroughly plan how you will advocate for changing a social problem or policy that is of interest to you. The policy and advocacy practice can take whatever form you wish and can be on one or more of the following levels: agency, community, or state. To Prepare: Read Chapter 8 of the Jansson text.  Selected at least five sources to support your advocacy proposal. The sources may be related to specific consequences of the social problem, issues related to the policy, or steps for advocacy.   By Day 7 Submit a 2- to 3-page proposal that addresses the following:  Provide a brief synopsis of the social problem you selected in Week 2. Provide a brief synopsis of the policy you selected in Week 4.  Explain your selection of a policy—why, as a policy advocate, did you select this specific policy to promote change regarding the social problem?   Identify the person or group who enacted the policy and explain their motivation or reason for advocating for this policy. How does the reason differ from your own advocacy and change goals?  Describe the ways in which the policy impacts the populations and discuss the consequences—intended and unintended. Hint: Build on your answer to the following part of your Week 4 Assignment:  Explain how this policy affects clients you might see in a clinical setting and why, as a clinical social worker, it would be important to advocate for change. Describe your initial work to change the policy (i.e., plan for social advocacy). 

Read this entire assignment and all resource materials prior to beginning. Plan two sequential small group lessons for a PreK classroom. Small group lessons should be focused and intentional. Follow First Class PreK guidelines and limit your lesson to 20 minutes. Follow the gradual release of responsibility model (I do – we do – you do) for the lesson. In an early childhood child-centered, play-based environment, additional independent practice can be included during learning centers. How will you provide additional independent practice of your concept/content?As you plan, consider developmentally appropriate practice and the multi-modal nature of children’s learning. Are you meeting both of these early childhood principles? Language development is a key factor in a young child’s success. How have you planned to support language development? How will you assess the children’s understanding of the concept/content? Remember that assessment should be invisible, and DAP applies to assessment as well as learning experiences. Your lessons should align with both the Gold Objectives download and the Alabama Developmental Standards for Preschool download. Teaching Strategies has developed an alignment crosswalk download of both sets of standards.Part 1 In the Class Profile below, choose 4 children for your small group lesson. Review the children's strengths and struggles; consider objectives that have not yet been documented or areas where the child needs more learning experiences. If you were in the classroom with these children, how would you plan to support their development and learning? Would you group children heterogeneously or homogeneously? Select one or two of the GOLD Objectives and cross reference them with the alignment crosswalk ('above). Based on the children selected in the profile, please complete the edTPA Context for Learning ECE.docx download. Use Kilby Laboratory School or the school where you teach to answer the general questions about school, use the PreK classroom guidelines to answer questions about the classroom. Include one child with a language delay and one child as an advanced learner. Consider information you reviewed about language as your consider ways to modify instruction for the language delay and Bloom's Taxonomy for your advanced learner. Class Profile downloadedTPA ResourcesedTPA Handbook for ECE.pdf downloadedTPA Understanding Rubric Level Progressions ECE 2018.pdf download Making Good Choices.pdf download Did you...plan for multimodal learning? integrate disciplines?plan using the gradual release of responsibility model - I do, we do, you do?plan for supporting language development? plan for the whole child?plan for diversity?Part 2After completing your planning, complete the edTPA ECE Planning Commentary.docx download. As you complete the commentary, the edTPA Understanding Rubric Level Progressions will support your undertstanding of what the prompts are asking. This commentary is covered in Rubrics 1-5 which can be found in the Handbook for ECE and in Understanding Rubric Level Progressions. Additional Resources for PlanningAccommodations and Modifications to Support LearnersCommon Accommodations and Modifications in School (Links to an external site.)Supports, Modifications, and Accommodations for Students

There are three parts to this assignment that you will submit in one Word document. In part 1, you will provide an overview of univariate and multivariate statistical analyses, focusing on their similarities and differences. You will also provide a description of what an ANOVA versus MANOVA is. In part 2, you will examine each of the 10 different multivariate statistical analyses covered in this class. In part 3, you will find an empirical article that uses a MANOVA or MANCOVA and discuss the article.  Part 1: Using a five-column chart (see below for an example), include all 10 multivariate statistical analyses covered in this class. These 10 techniques are MANOVA, MANCOVA, Canonical Correlation, Discriminant Analysis, Factor/Cluster Analysis, Multiple Regression, Logistic Regression, Structural Equation Modeling, Polynomial Regression, and Path Analysis. For each analysis, provide the following information: the data type requirements (i.e., nominal, ordinal, interval, ratio), the number of variables needed and the type of variable (i.e., independent, dependent, covariate), the main statistical outcome used (i.e., F-value, Chi-square, R2, Wilks Lambda), and why that statistical analysis is used.  Below is an example of how to set your table up:  Statistical Analyses Data Type Requirement # and Type of variables Main Statistical Outcome Why the analysis is used? MANOVA MANCOVA Canonical Correlation Part 2: In 2 to 3 paragraphs, explain what univariate and multivariate statistical analyses are and how they differ from one another. Part 3: Locate an empirical article in which a MANOVA or MANCOVA was used. In 2 to 3 paragraphs, discuss what the article was examining, why the researchers used a MANOVA or MANCOVA, identify the independent and dependent variables, and what the results of the study were in relation to the MANOVA or MANCOVA analyses. Given what you learned about both of these techniques, was the statistical analysis appropriate?