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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) please see attached **files (3)** – ## DiscussionAssignmentInstructions.doc – ## CodyBoltonWK3.docx – ## TimothyDaviswk3.docx **## DiscussionAssignmentInstructions.doc** [removed] **## CodyBoltonWK3.docx** Codu Bolton The Fo…

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    please see attached

    **files (3)**

    – ## DiscussionAssignmentInstructions.doc

    – ## CodyBoltonWK3.docx

    – ## TimothyDaviswk3.docx

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## CodyBoltonWK3.docx**

    Codu Bolton

    The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

    Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
    _Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

    Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

    From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

    **## TimothyDaviswk3.docx**

    Timothy Davis

    The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

    Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
    _Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

    Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

    From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

    **## TimothyDaviswk3.docx**

    Timothy Davis

    The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

    Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
    _Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

    Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

    From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## CodyBoltonWK3.docx**

    Codu Bolton

    The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

    Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
    _Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

    Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

    From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

    **## TimothyDaviswk3.docx**

    Timothy Davis

    The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

    Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
    _Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

    Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

    From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

    **## DiscussionAssignmentInstructions.doc**

    [removed]

    **## CodyBoltonWK3.docx**

    Codu Bolton

    The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

    Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
    _Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

    Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

    From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

    **## TimothyDaviswk3.docx**

    Timothy Davis

    The Fourth Amendment governs how police officers conduct vehicle searches during traffic stops. The main legal concepts that officers need to keep in mind are reasonableness, reasonable suspicion, and probable cause. Officers are expected to consider and protect individual rights, remembering that the Fourth Amendment prohibits unreasonable searches and seizures (Hess et al., 2017). A traffic stop is treated as a seizure and must be justified when initiated. Prolonging the stop beyond its original purpose requires additional and articulable facts that develop during the encounter.

    Whether or not the officer has the authority to legally conduct a search on the vehicle will depend on the totality of the circumstances. With the significant amount of authority officers have during traffic stops, decisions involving vehicle searches should be made with controlled and accountable actions, which reflects our biblical responsibility to exercise authority righteously. The automobile exception, which is established from Carroll v. United States, allows a warrantless search to be conducted as long as probable cause exists for officers to believe that the vehicle contains evidence of a crime (Hoetger, 2025). Other situations in which officers may search a vehicle without a warrant include a voluntary consent to search and an inventory search, which are not used to investigate a crime but instead to collect and protect property and document valuable items that are inside the vehicle (Hess et al., 2017). In
    _Arizona v. Gant_ (2009), however, officers may not conduct a vehicle search incident to arrest unless the arrestee poses a safety threat or it is reasonable to believe that the vehicle includes evidence that is related to the offense of the arrest.

    Unfortunately, vehicle searches can become more complicated when passengers are involved. For example, one situation is if a passenger in the back-seat is found in possession of marijuana, the officer must now determine whether or not he has probable cause to search all areas of the vehicle or only the passenger. While all of the passengers are detained during a traffic stop, officers still have to remember that each person carries their own individualized suspicion related to the contraband (Hess et al., 2017). In order for the police officer to search the entire vehicle, the circumstances will need to indicate that the contraband may be located somewhere else in the vehicle and not specifically on the passenger.

    From a Christian perspective, it is imperative that officers act with integrity and fairness while exercising their authoritative role. We can see in scripture that officers are called not to abuse power, but to help the governing authorities promote justice (Romans 13:1-4, English Standard Version). I believe the Lord is pleased when officers conduct lawful and justified vehicle searches, which reflects truthfulness and righteousness. “Lying lips are an abomination to the Lord, but those who act faithfully are his delight” (Proverbs 12:22, English Standard Version).

  • [Solved] tech

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    **files (2)** – ## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf – TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf **## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf** 1 Technology Integration Video Project (Total Possible Points: 100) You will develop…

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    **files (2)**

    – ## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf

    – TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf

    **## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf**

    1

    Technology Integration Video Project (Total Possible Points: 100)

    You will develop a video project in which you will demonstrate your integration of technology in

    instructing children and youth with disabilities in your classroom and reflect upon the importance

    of technology in instructing diverse learners, including students with special needs. This project is

    a semester long project.

    The specific components for this project are discussed below:

    Technology Integration Video Project Proposal: (25 Points) Due: February 16 by 11:45 P.M. in

    GoView Assignment Box

    You will write and submit a proposal for your project. The proposal should include:

    An identification of the technology standards and content areas standards that your

    project will address (the ISTE standards for teachers, the ISTE standards for students, and

    the Georgia Standards of Excellence (GSE) or the Common Core State Standards in regard

    to technology for content areas). You should plan for at least 3 different technology

    standards across 3 different content areas (Math, Reading, and Writing) to be

    incorporated within your project.

    An identification of three different technologies that you will plan to use within your

    project to demonstrate your integration of technology in instructing children and youth with

    disabilities

    A detailed summary information about each of the three identified technologies (cite

    references in APA to literature, websites and other resources that you will use to provide

    information about these technologies).

    Action plan for video making. that is, action plan about how you will go about making

    short video clips, audio recordings, taking photos, collecting student samples of work and

    any other relevant artifacts as you will be required to provide evidence that you actually

    have incorporated these technologies in the classroom with your students across the

    semester. You will use these artifacts to put together the technology integration video at

    the end of this project. Within your action plan discuss also how you will address ethical

    issues for using the identified technologies (e.g. obtaining required permissions for

    videotaping, collecting student’s work samples, and any other artifacts relevant to the

    project). It is your responsibility to ensure that your project is ethically sound and that

    you have obtained all the necessary permissions for any student/person that appear in

    the video and for any used photos, student samples of work, and any other relevant

    artifacts. You are required to use the provided by the instructor permission forms for

    that purpose. Your school release permission forms and/or permission forms that you

    completed for other class in this program will not be sufficient and acceptable. Neither

    verbal consent will be sufficient and acceptable. No projects will be reviewed and

    consequently graded without the obtained required permissions as per provided

    instructions.

    2

    Submit into the GoView assignment box the signed permission(s) from the parent of

    each student that you plan to include in the Technology Integration Video Project no

    later than by February 16, 2026.

    Maintain documentation of consent until completion of the course – upon course

    completion of this course at the end of the semester, you are required to destroy them.

    Submit into the GoView assignment box your Technology Integration Video Project

    Proposal no later than February 16, 2026.

    Technology Integration Video: (50 Points) Due: March 30, 206 by 11:45 P.M. in GoView

    Assignment Box

    Based on your proposal, you will create a video that demonstrates your integration of three

    different technologies in instructing children and youth with disabilities across the semester. The

    video (10 minutes) could be in a form of a narrated digital story, or an interactive narrated video

    photo montage. You should use the collected across the semester artifacts (e.g., video clips,

    audio recordings, pictures of your student work samples, photos of student using a given

    technology, and any other relevant artifacts) to tell your video narrated story about your classroom

    technology integration. Remember that it is your responsibility to ensure that your project is

    ethically sound and that you have obtained all the necessary permissions (e.g. for videotaping,

    collecting student’s work samples, and using other artifacts relevant to your project).

    The technology integration video should be professionally narrated (that is, you must narrate

    your video to provide information on how you integrated three different technologies in instructing

    children and youth with disabilities across the semester as well as things that you have learned

    about the importance of technology in instructing diverse learners) and visually appealing.

    All supportive documentation should be submitted with the video, including but not limited to,

    any relevant artifacts, and resources.

    To ensure confidentiality of your students and yourself, you are not allowed to use, create

    and edit the content of your video with fully AI Video Generators (e.g., invideo AI, Morph

    Studio AI, Moon Valley).

    Artificial Intelligence (AI):

    Per syllabus:

    Use of Artificial Intelligence (AI) – No student shall use AI, unless assigned by a faculty member,

    in order to generate text, summaries, images, or other materials and submit them as their own

    work.

    To ensure confidentiality of your students and yourself, you are also not allowed to post

    and/or share your video(s) or the link to the video on publicly accessible platforms or

    websites (Facebook, TikTok, etc.). You may use You Tube, but only when saved as an

    unlisted video and shared the link only with the professor. You have to submit the video in

    your GoView assignment box as a secure, password-protected site and share it only with your

    university professor and/or as indicated in the permission form.

    3

    For assistance when making your video you may contact The Odum Library Media Center at

    phone number 229-333-5863 or go to the website

    http://www.valdosta.edu/academics/library/depts/media-center/

    Process Reflection Paper: (25 Points) Due: March 30, 2026, by 11:45 P.M. in GoView

    Assignment box

    You will write an individual process reflection paper at the end of the project in which you will

    reflect on the development and production processes, what worked, did not work, and what

    changes you would make for the future if you were to do this project again. In your reflection

    paper you should also demonstrate how you have gained a depth of knowledge and understanding

    of technology for instructing children and youth with disabilities and the implications for your

    future teaching practice as a result of this project. You are required to refer to examples from

    your video and supportive documentation in your reflection paper. You are also required to

    use 5 different references from the professional literature to support your reflection. In terms

    of the format for the Process Reflection Paper, you need to follow APA.

    The paper should be at least five pages in length. Use the standard double space and a cover and a

    reference page should not be counted toward the required length.

    Your headings should correspond to the required components in that way you will not miss any

    required components:

    Cover page

    Development and Production

    Knowledge and Understanding of Technology

    Grounding in the Professional Literature and Implications for Future Teaching Practice

    References

    You are required to use the professional literature to support your reflection. This may include

    peer-reviewed journal articles, books, and professional websites of the professional organizations.

    It is recommended that the grounding in the professional literature be evident across whole

    paper rather than in a separate section of the paper.

    Permission Forms for Technology Integration Video Project have been provided in the folder

    under the same title in this module.

    More detailed submission directions will be provided further in the semester.

    [http://www.valdosta.edu/academics/library/depts/media-center/](http://www.valdosta.edu/academics/library/depts/media-center/)

    4

    **TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

    **TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

    **## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf**

    1

    Technology Integration Video Project (Total Possible Points: 100)

    You will develop a video project in which you will demonstrate your integration of technology in

    instructing children and youth with disabilities in your classroom and reflect upon the importance

    of technology in instructing diverse learners, including students with special needs. This project is

    a semester long project.

    The specific components for this project are discussed below:

    Technology Integration Video Project Proposal: (25 Points) Due: February 16 by 11:45 P.M. in

    GoView Assignment Box

    You will write and submit a proposal for your project. The proposal should include:

    An identification of the technology standards and content areas standards that your

    project will address (the ISTE standards for teachers, the ISTE standards for students, and

    the Georgia Standards of Excellence (GSE) or the Common Core State Standards in regard

    to technology for content areas). You should plan for at least 3 different technology

    standards across 3 different content areas (Math, Reading, and Writing) to be

    incorporated within your project.

    An identification of three different technologies that you will plan to use within your

    project to demonstrate your integration of technology in instructing children and youth with

    disabilities

    A detailed summary information about each of the three identified technologies (cite

    references in APA to literature, websites and other resources that you will use to provide

    information about these technologies).

    Action plan for video making. that is, action plan about how you will go about making

    short video clips, audio recordings, taking photos, collecting student samples of work and

    any other relevant artifacts as you will be required to provide evidence that you actually

    have incorporated these technologies in the classroom with your students across the

    semester. You will use these artifacts to put together the technology integration video at

    the end of this project. Within your action plan discuss also how you will address ethical

    issues for using the identified technologies (e.g. obtaining required permissions for

    videotaping, collecting student’s work samples, and any other artifacts relevant to the

    project). It is your responsibility to ensure that your project is ethically sound and that

    you have obtained all the necessary permissions for any student/person that appear in

    the video and for any used photos, student samples of work, and any other relevant

    artifacts. You are required to use the provided by the instructor permission forms for

    that purpose. Your school release permission forms and/or permission forms that you

    completed for other class in this program will not be sufficient and acceptable. Neither

    verbal consent will be sufficient and acceptable. No projects will be reviewed and

    consequently graded without the obtained required permissions as per provided

    instructions.

    2

    Submit into the GoView assignment box the signed permission(s) from the parent of

    each student that you plan to include in the Technology Integration Video Project no

    later than by February 16, 2026.

    Maintain documentation of consent until completion of the course – upon course

    completion of this course at the end of the semester, you are required to destroy them.

    Submit into the GoView assignment box your Technology Integration Video Project

    Proposal no later than February 16, 2026.

    Technology Integration Video: (50 Points) Due: March 30, 206 by 11:45 P.M. in GoView

    Assignment Box

    Based on your proposal, you will create a video that demonstrates your integration of three

    different technologies in instructing children and youth with disabilities across the semester. The

    video (10 minutes) could be in a form of a narrated digital story, or an interactive narrated video

    photo montage. You should use the collected across the semester artifacts (e.g., video clips,

    audio recordings, pictures of your student work samples, photos of student using a given

    technology, and any other relevant artifacts) to tell your video narrated story about your classroom

    technology integration. Remember that it is your responsibility to ensure that your project is

    ethically sound and that you have obtained all the necessary permissions (e.g. for videotaping,

    collecting student’s work samples, and using other artifacts relevant to your project).

    The technology integration video should be professionally narrated (that is, you must narrate

    your video to provide information on how you integrated three different technologies in instructing

    children and youth with disabilities across the semester as well as things that you have learned

    about the importance of technology in instructing diverse learners) and visually appealing.

    All supportive documentation should be submitted with the video, including but not limited to,

    any relevant artifacts, and resources.

    To ensure confidentiality of your students and yourself, you are not allowed to use, create

    and edit the content of your video with fully AI Video Generators (e.g., invideo AI, Morph

    Studio AI, Moon Valley).

    Artificial Intelligence (AI):

    Per syllabus:

    Use of Artificial Intelligence (AI) – No student shall use AI, unless assigned by a faculty member,

    in order to generate text, summaries, images, or other materials and submit them as their own

    work.

    To ensure confidentiality of your students and yourself, you are also not allowed to post

    and/or share your video(s) or the link to the video on publicly accessible platforms or

    websites (Facebook, TikTok, etc.). You may use You Tube, but only when saved as an

    unlisted video and shared the link only with the professor. You have to submit the video in

    your GoView assignment box as a secure, password-protected site and share it only with your

    university professor and/or as indicated in the permission form.

    3

    For assistance when making your video you may contact The Odum Library Media Center at

    phone number 229-333-5863 or go to the website

    http://www.valdosta.edu/academics/library/depts/media-center/

    Process Reflection Paper: (25 Points) Due: March 30, 2026, by 11:45 P.M. in GoView

    Assignment box

    You will write an individual process reflection paper at the end of the project in which you will

    reflect on the development and production processes, what worked, did not work, and what

    changes you would make for the future if you were to do this project again. In your reflection

    paper you should also demonstrate how you have gained a depth of knowledge and understanding

    of technology for instructing children and youth with disabilities and the implications for your

    future teaching practice as a result of this project. You are required to refer to examples from

    your video and supportive documentation in your reflection paper. You are also required to

    use 5 different references from the professional literature to support your reflection. In terms

    of the format for the Process Reflection Paper, you need to follow APA.

    The paper should be at least five pages in length. Use the standard double space and a cover and a

    reference page should not be counted toward the required length.

    Your headings should correspond to the required components in that way you will not miss any

    required components:

    Cover page

    Development and Production

    Knowledge and Understanding of Technology

    Grounding in the Professional Literature and Implications for Future Teaching Practice

    References

    You are required to use the professional literature to support your reflection. This may include

    peer-reviewed journal articles, books, and professional websites of the professional organizations.

    It is recommended that the grounding in the professional literature be evident across whole

    paper rather than in a separate section of the paper.

    Permission Forms for Technology Integration Video Project have been provided in the folder

    under the same title in this module.

    More detailed submission directions will be provided further in the semester.

    [http://www.valdosta.edu/academics/library/depts/media-center/](http://www.valdosta.edu/academics/library/depts/media-center/)

    4

    **TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

    **## TechnologyIntegrationVideoProject_Directions_Spring20261.pdf**

    1

    Technology Integration Video Project (Total Possible Points: 100)

    You will develop a video project in which you will demonstrate your integration of technology in

    instructing children and youth with disabilities in your classroom and reflect upon the importance

    of technology in instructing diverse learners, including students with special needs. This project is

    a semester long project.

    The specific components for this project are discussed below:

    Technology Integration Video Project Proposal: (25 Points) Due: February 16 by 11:45 P.M. in

    GoView Assignment Box

    You will write and submit a proposal for your project. The proposal should include:

    An identification of the technology standards and content areas standards that your

    project will address (the ISTE standards for teachers, the ISTE standards for students, and

    the Georgia Standards of Excellence (GSE) or the Common Core State Standards in regard

    to technology for content areas). You should plan for at least 3 different technology

    standards across 3 different content areas (Math, Reading, and Writing) to be

    incorporated within your project.

    An identification of three different technologies that you will plan to use within your

    project to demonstrate your integration of technology in instructing children and youth with

    disabilities

    A detailed summary information about each of the three identified technologies (cite

    references in APA to literature, websites and other resources that you will use to provide

    information about these technologies).

    Action plan for video making. that is, action plan about how you will go about making

    short video clips, audio recordings, taking photos, collecting student samples of work and

    any other relevant artifacts as you will be required to provide evidence that you actually

    have incorporated these technologies in the classroom with your students across the

    semester. You will use these artifacts to put together the technology integration video at

    the end of this project. Within your action plan discuss also how you will address ethical

    issues for using the identified technologies (e.g. obtaining required permissions for

    videotaping, collecting student’s work samples, and any other artifacts relevant to the

    project). It is your responsibility to ensure that your project is ethically sound and that

    you have obtained all the necessary permissions for any student/person that appear in

    the video and for any used photos, student samples of work, and any other relevant

    artifacts. You are required to use the provided by the instructor permission forms for

    that purpose. Your school release permission forms and/or permission forms that you

    completed for other class in this program will not be sufficient and acceptable. Neither

    verbal consent will be sufficient and acceptable. No projects will be reviewed and

    consequently graded without the obtained required permissions as per provided

    instructions.

    2

    Submit into the GoView assignment box the signed permission(s) from the parent of

    each student that you plan to include in the Technology Integration Video Project no

    later than by February 16, 2026.

    Maintain documentation of consent until completion of the course – upon course

    completion of this course at the end of the semester, you are required to destroy them.

    Submit into the GoView assignment box your Technology Integration Video Project

    Proposal no later than February 16, 2026.

    Technology Integration Video: (50 Points) Due: March 30, 206 by 11:45 P.M. in GoView

    Assignment Box

    Based on your proposal, you will create a video that demonstrates your integration of three

    different technologies in instructing children and youth with disabilities across the semester. The

    video (10 minutes) could be in a form of a narrated digital story, or an interactive narrated video

    photo montage. You should use the collected across the semester artifacts (e.g., video clips,

    audio recordings, pictures of your student work samples, photos of student using a given

    technology, and any other relevant artifacts) to tell your video narrated story about your classroom

    technology integration. Remember that it is your responsibility to ensure that your project is

    ethically sound and that you have obtained all the necessary permissions (e.g. for videotaping,

    collecting student’s work samples, and using other artifacts relevant to your project).

    The technology integration video should be professionally narrated (that is, you must narrate

    your video to provide information on how you integrated three different technologies in instructing

    children and youth with disabilities across the semester as well as things that you have learned

    about the importance of technology in instructing diverse learners) and visually appealing.

    All supportive documentation should be submitted with the video, including but not limited to,

    any relevant artifacts, and resources.

    To ensure confidentiality of your students and yourself, you are not allowed to use, create

    and edit the content of your video with fully AI Video Generators (e.g., invideo AI, Morph

    Studio AI, Moon Valley).

    Artificial Intelligence (AI):

    Per syllabus:

    Use of Artificial Intelligence (AI) – No student shall use AI, unless assigned by a faculty member,

    in order to generate text, summaries, images, or other materials and submit them as their own

    work.

    To ensure confidentiality of your students and yourself, you are also not allowed to post

    and/or share your video(s) or the link to the video on publicly accessible platforms or

    websites (Facebook, TikTok, etc.). You may use You Tube, but only when saved as an

    unlisted video and shared the link only with the professor. You have to submit the video in

    your GoView assignment box as a secure, password-protected site and share it only with your

    university professor and/or as indicated in the permission form.

    3

    For assistance when making your video you may contact The Odum Library Media Center at

    phone number 229-333-5863 or go to the website

    http://www.valdosta.edu/academics/library/depts/media-center/

    Process Reflection Paper: (25 Points) Due: March 30, 2026, by 11:45 P.M. in GoView

    Assignment box

    You will write an individual process reflection paper at the end of the project in which you will

    reflect on the development and production processes, what worked, did not work, and what

    changes you would make for the future if you were to do this project again. In your reflection

    paper you should also demonstrate how you have gained a depth of knowledge and understanding

    of technology for instructing children and youth with disabilities and the implications for your

    future teaching practice as a result of this project. You are required to refer to examples from

    your video and supportive documentation in your reflection paper. You are also required to

    use 5 different references from the professional literature to support your reflection. In terms

    of the format for the Process Reflection Paper, you need to follow APA.

    The paper should be at least five pages in length. Use the standard double space and a cover and a

    reference page should not be counted toward the required length.

    Your headings should correspond to the required components in that way you will not miss any

    required components:

    Cover page

    Development and Production

    Knowledge and Understanding of Technology

    Grounding in the Professional Literature and Implications for Future Teaching Practice

    References

    You are required to use the professional literature to support your reflection. This may include

    peer-reviewed journal articles, books, and professional websites of the professional organizations.

    It is recommended that the grounding in the professional literature be evident across whole

    paper rather than in a separate section of the paper.

    Permission Forms for Technology Integration Video Project have been provided in the folder

    under the same title in this module.

    More detailed submission directions will be provided further in the semester.

    [http://www.valdosta.edu/academics/library/depts/media-center/](http://www.valdosta.edu/academics/library/depts/media-center/)

    4

    **TechnologyIntegrationVideoProjectScoringRubric-Spring2024.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/technologyintegrationvideoprojectscoringrubric-spring2024-pdf-10495643)

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    **files (1)** – ## Nu507Unit6assignment.docx **## Nu507Unit6assignment.docx** Nu 507 Unit 6 assignment **Course Outcome covered in this assignment:** **NU507-3:** Recommend public policy options to meet the needs of various stakeholders. **Directions** For this assignment, you will create a slide an…

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    **files (1)**

    – ## Nu507Unit6assignment.docx

    **## Nu507Unit6assignment.docx**

    Nu 507 Unit 6 assignment

    **Course Outcome covered in this assignment:**

    **NU507-3:** Recommend public policy options to meet the needs of various stakeholders.

    **Directions**

    For this assignment, you will create a slide and audio presentation in which you will present information in support of your position, whether pro or con, on S.2227 Marijuana Opportunity Reinvestment and Expungement Act (MORE) of 2019.

    Please visit
    [**Congress.gov**](https://www.congress.gov/bill/116th-congress/senate-bill/2227) for more information on the MORE Act.

    You may use PowerPoint, Google Slides, Prezi, or another presentation software of your choosing. Your audio presentation should put forth a
    **convincing** argument based on your searches designed to address a group of senators whose support you are trying to obtain.

    Your slide and audio presentation will address:

    · Title slide with audio

    · Introduction of self as a registered voter, professional experience, and position for or against S.2227

    · Briefly address S.2227 legislation

    · Your state's current public policy addressing marijuana usage

    · Use of medical marijuana

    · Pros and cons of recreational usage

    · Two nursing organization’s stances

    · Stakeholders

    · Financial implications

    · Your position on S.2227 to support how you want your senators to vote when it comes before the senate

    · Conclusion: Takeaway points

    **Assignment Requirements**

    Your writing assignment should:

    · A maximum of 15 slides
    **(not including the title or reference slide).**

    · Professional in appearance and tone, reflecting a thoughtful and meaningful application to your arguments.

    · Speak clearly and convincingly and at a measured pace.

    · Presentation no longer than
    **10 minutes**.

    · Follow the conventions of
    **Standard English**(correct grammar, punctuation, etc.);

    · Be
    **well ordered, logical,** and
    **unified**, as well as
    **original and insightful**;

    · Display
    **superior content, organization, style,** and
    **mechanics**; and

    · Use 7th edition
    **APA formatting and citation style.**

    **## Nu507Unit6assignment.docx**

    Nu 507 Unit 6 assignment

    **Course Outcome covered in this assignment:**

    **NU507-3:** Recommend public policy options to meet the needs of various stakeholders.

    **Directions**

    For this assignment, you will create a slide and audio presentation in which you will present information in support of your position, whether pro or con, on S.2227 Marijuana Opportunity Reinvestment and Expungement Act (MORE) of 2019.

    Please visit
    [**Congress.gov**](https://www.congress.gov/bill/116th-congress/senate-bill/2227) for more information on the MORE Act.

    You may use PowerPoint, Google Slides, Prezi, or another presentation software of your choosing. Your audio presentation should put forth a
    **convincing** argument based on your searches designed to address a group of senators whose support you are trying to obtain.

    Your slide and audio presentation will address:

    · Title slide with audio

    · Introduction of self as a registered voter, professional experience, and position for or against S.2227

    · Briefly address S.2227 legislation

    · Your state's current public policy addressing marijuana usage

    · Use of medical marijuana

    · Pros and cons of recreational usage

    · Two nursing organization’s stances

    · Stakeholders

    · Financial implications

    · Your position on S.2227 to support how you want your senators to vote when it comes before the senate

    · Conclusion: Takeaway points

    **Assignment Requirements**

    Your writing assignment should:

    · A maximum of 15 slides
    **(not including the title or reference slide).**

    · Professional in appearance and tone, reflecting a thoughtful and meaningful application to your arguments.

    · Speak clearly and convincingly and at a measured pace.

    · Presentation no longer than
    **10 minutes**.

    · Follow the conventions of
    **Standard English**(correct grammar, punctuation, etc.);

    · Be
    **well ordered, logical,** and
    **unified**, as well as
    **original and insightful**;

    · Display
    **superior content, organization, style,** and
    **mechanics**; and

    · Use 7th edition
    **APA formatting and citation style.**

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    A 2-month-old is identified during newborn screening with sickle cell anemia. – How would you manage this patient at 2 months, 2 years, 6 years, and at 13 years old? – What are the issues for each stage in development? – Where would you refer this child? – How would you coordinate the care of this c…

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    A 2-month-old is identified during newborn screening with sickle cell anemia.

    – How would you manage this patient at 2 months, 2 years, 6 years, and at 13 years old?
    – What are the issues for each stage in development?
    – Where would you refer this child?
    – How would you coordinate the care of this child?

    . **Submission Instructions:**

    – Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

  • [Solved] Nursing Introduction & PICOT Question Assignment

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    **files (5)** – ## IntroductionPICOTQuestionAssignment.docx – Article1.pdf – Article4.pdf – Article2.pdf – Article3.pdf **## IntroductionPICOTQuestionAssignment.docx** **_Introduction & PICOT Question Assignment_** For this assignment, you will write an introduction. Refer to 4 previous articles tha…

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    **files (5)**

    – ## IntroductionPICOTQuestionAssignment.docx

    – Article1.pdf
    – Article4.pdf
    – Article2.pdf
    – Article3.pdf

    **## IntroductionPICOTQuestionAssignment.docx**

    **_Introduction & PICOT Question Assignment_**

    For this assignment, you will write an introduction. Refer to 4 previous articles that was used and the same PICOT question.

    **Your Introduction must include:**

    Your PICOT question: In adults with hypertension, does advanced practice nurse–led self-management education and follow-up, compared to usual care, improve blood pressure control and treatment adherence over six months?

    · Purpose of or rationale for the scholarly project:

    · Provide an evidence-based explanation of why it is necessary to complete your scholarly project and what benefit will be gained (health promotion, fiscal, and efficiency).

    · Background on the problem or population of interest:

    · Using primary sources, provide data on your topic.

    · Providing the background will demonstrate the focused need for your project.

    · Significance of the problem to nursing and health care:

    · State how your problem or population of interest aligns with the larger interest of health care in the community.

    · Create a context to why your topic is important.

    · Benefit of the project to nursing practice:

    · State what will be gained from your project.

    · Describe the expected outcomes of your project to practice within your population and setting.

    · Relate the outcomes to evidence-based guidelines and outcomes.

    · Describe how your project may influence other populations or settings.

    **Submission Instructions:**

    · The introduction is original work and logically organized.

    · The paper is 2-3 pages in length and follows current APA format including citation of references.

    · Incorporate previous 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    · Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

    **Article1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article1-pdf-10495463)

    **Article4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article4-pdf-10495469)

    **Article2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article2-pdf-10495465)

    **Article3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article3-pdf-10495467)

    **Article3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article3-pdf-10495467)

    **## IntroductionPICOTQuestionAssignment.docx**

    **_Introduction & PICOT Question Assignment_**

    For this assignment, you will write an introduction. Refer to 4 previous articles that was used and the same PICOT question.

    **Your Introduction must include:**

    Your PICOT question: In adults with hypertension, does advanced practice nurse–led self-management education and follow-up, compared to usual care, improve blood pressure control and treatment adherence over six months?

    · Purpose of or rationale for the scholarly project:

    · Provide an evidence-based explanation of why it is necessary to complete your scholarly project and what benefit will be gained (health promotion, fiscal, and efficiency).

    · Background on the problem or population of interest:

    · Using primary sources, provide data on your topic.

    · Providing the background will demonstrate the focused need for your project.

    · Significance of the problem to nursing and health care:

    · State how your problem or population of interest aligns with the larger interest of health care in the community.

    · Create a context to why your topic is important.

    · Benefit of the project to nursing practice:

    · State what will be gained from your project.

    · Describe the expected outcomes of your project to practice within your population and setting.

    · Relate the outcomes to evidence-based guidelines and outcomes.

    · Describe how your project may influence other populations or settings.

    **Submission Instructions:**

    · The introduction is original work and logically organized.

    · The paper is 2-3 pages in length and follows current APA format including citation of references.

    · Incorporate previous 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    · Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

    **Article1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article1-pdf-10495463)

    **Article4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article4-pdf-10495469)

    **Article2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article2-pdf-10495465)

    **Article3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article3-pdf-10495467)

    **## IntroductionPICOTQuestionAssignment.docx**

    **_Introduction & PICOT Question Assignment_**

    For this assignment, you will write an introduction. Refer to 4 previous articles that was used and the same PICOT question.

    **Your Introduction must include:**

    Your PICOT question: In adults with hypertension, does advanced practice nurse–led self-management education and follow-up, compared to usual care, improve blood pressure control and treatment adherence over six months?

    · Purpose of or rationale for the scholarly project:

    · Provide an evidence-based explanation of why it is necessary to complete your scholarly project and what benefit will be gained (health promotion, fiscal, and efficiency).

    · Background on the problem or population of interest:

    · Using primary sources, provide data on your topic.

    · Providing the background will demonstrate the focused need for your project.

    · Significance of the problem to nursing and health care:

    · State how your problem or population of interest aligns with the larger interest of health care in the community.

    · Create a context to why your topic is important.

    · Benefit of the project to nursing practice:

    · State what will be gained from your project.

    · Describe the expected outcomes of your project to practice within your population and setting.

    · Relate the outcomes to evidence-based guidelines and outcomes.

    · Describe how your project may influence other populations or settings.

    **Submission Instructions:**

    · The introduction is original work and logically organized.

    · The paper is 2-3 pages in length and follows current APA format including citation of references.

    · Incorporate previous 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    · Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

    **Article1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article1-pdf-10495463)

    **Article4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article4-pdf-10495469)

    **Article2.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article2-pdf-10495465)

    **Article3.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/article3-pdf-10495467)

  • [Solved] Nursing

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.