PART ONE: Watch the above piece and review the details about it below.Music by Matthew BurtnerClimate Change Dance and Music "Wind Rose" is a collaboration between choreographer Jody Sperling and composer Matthew Burtner both acclaimed for their creative engagement with climate change. The work is a study of breath and atmosphere, echoing in sound and motion wind patterns that are changing dramatically along with the earth's climate.PART TWO: After watching the video describe what you saw. Make sure you include details about movements, costumes, location of the dance, who is dancing and more. There is no wrong way to respond as long as you are describing what you saw in the video. HINT (make sure you include answer to this question in your response): Which modern dance choreographer does this piece connect with from your readings, lectures and video work from this module two? Your response should be a minimum of 5-7 sentences in paragraph form but can be longer if needed. Please use correct grammar in your response.

The Final Project for this course requires that you apply the material that you have studied during the term to a case study of your choice. For this Assignment, you must choose a well-known current or historical person for an in-depth analysis of personality development. Some examples of the type of person you can choose are famous politicians, philanthropists, entertainers, businesspersons, historical figures or individuals who made significant contributions to your field of study or career. Do NOT select an individual who has significant, known psychological issues. You should choose a figure whose biographical information (including their childhood) can be easily researched.During this course, you have studied several models of personality development. For your Final Project, you will write a 5–7 page paper that describes the way in which two models that you studied in the course applies to the personality development of the case study that you chose. Your paper must include the following components: Part 1. THE CLIENTPresent a short summary of the person's early life experiences. This section must include all relevant background, including family history, significant life experiences, and important contributions that may have influenced or resulted from the individual's personality development. This section should be a maximum of 1–2 pages in length.Part 2. THEORIESSelect TWO personality theories we have discussed in our class:Explain the major elements of each selected theoryExplain the advantages of each selected theoryExplain the objections/concerns of each selected theory.Explain how each theory might explain your selected client’s personalityThis section should be 3-4 pages in length.Part 3. ASSESSMENTSTo measure this individual's personality, explain TWO specific assessment tools you would use. Explain what specific information a helping professional might gain from each of the assessment tools. This section should be at least 1 page in length.Include references from the text and course learning activities. Your project should be double-spaced, include a reference page, include a minimum of THREE scholarly resources, and adhere to APA guidelines. You can find additional help on APA in the Writing Center.Submitting your AssignmentPut your project in a Word document. Save it in a location and with a name that you will remember.Note: This is a Course Level Assessment Assignment.

Watch the Unit 9 Lecture. (Read the transcript.) Discussion: Chapter 13, in your text, details the characteristics of, and procedures for, School-Wide Positive Behavior Support (SWPBS).  You discovered that SWPBS is an “alternative to traditional reactive behavior strategies” that were based upon a “hierarchy of rules and consequences” (Shepherd & Linn, 2014, p. 266).  While rules and consequences are included in SWPBS, this approach takes a “proactive, positive” approach designed to promote acceptable” behavior in all students (Shepherd & Linn, 2014, p. 266).  You also learned that there are many evidence-based soci  al skill programs that can be incorporated into the SWPBS program.  Culturally-responsive social skills programs can reduce interfering behaviors that result from cultural and linguistic differences. Using your knowledge of School-Wide Positive Behavior Support (SWPBS) and evidence-based social skills programs, discuss the following: Explain how students who are at risk for behavior problems can be identified for placement in the three tiers of SWPBS. Include the following in your discussion: Office referrals Teacher nomination Continuous progress monitoring List the three assessment tools that can be used to identify students who may not exhibit externalizing behaviors but who are also at risk for behavior problems. Detail the characteristics of each assessment.  Discuss “Wraparound Services” in terms of the following: Alignment with the Ecological Systems Model Those who are included in the “team” The focus of the services The advantages of using the school as an “entry point” for services Guided Response Posts: In your first response to a peer, list the five steps to implementing Tier 1 of School-Wide Positive Behavior Support (SWPBS).  Design three rules that you would implement in your classroom and the reinforcer(s) for compliance with the rules and the consequence(s) for non-compliance. In your second response to a peer, select a social skills program (Chapter 14 of your text) that you would implement in the Behavior Education Program in Tier 2 of the School-Wide Positive Behavior Support (SWPBS) program and explain the major components of the program.  Select from the following:   Skillstreaming; ACCEPTS; ACCESS; Stop and Think; Replacement Behavior Training; Social Stories; or Videotherapy.