Ten Things Teachers of Students with Disabilities Need to Know About Parents’ Rights

The Right to Be Informed (Page 1): Parents have the right to be informed about their child’s educational program, including goals, progress, and any changes in services. Regular communication is essential.

The Right to Participate in Decision-Making (Page 3): Parents have the right to be actively involved in the development and review of their child’s Individualized Education Program (IEP). Their input should be considered seriously.

The Right to Prior Written Notice (Page 4): Parents must receive written notice before any significant changes are made to their child’s IEP or placement. This notice should explain the proposed changes and the reasons behind them.

The Right to Consent (Page 5): Parents’ consent is required for initial evaluations, reevaluations, and certain educational placements. They can choose to give or withhold consent.

The Right to Dispute Resolution (Page 7): Parents have the right to resolve disputes with the school district through mediation, due process hearings, or complaints. These processes ensure their concerns are addressed.

The Right to Access Records (Page 9): Parents can access their child’s educational records, review them, and request copies. This helps them stay informed about their child’s progress.

The Right to Confidentiality (Page 11): Parents’ and students’ educational records must be kept confidential. Only authorized individuals can access them.

The Right to Equal Participation (Page 12): Parents should be included in meetings and decisions related to their child’s education on an equal basis with school personnel. Their opinions matter.

The Right to Procedural Safeguards (Page 14): Parents must receive a copy of their rights and procedural safeguards. These documents explain their legal protections in the special education process.

The Right to Legal Representation (Page 16): Parents have the right to seek legal representation if they believe their child’s rights are not being upheld. Legal counsel can provide guidance and support.

Five Key Points for Teachers-in-Training About Due Process Hearings

Importance of Due Process (Page 2): Due process hearings are legal proceedings that ensure parents and schools resolve disputes fairly. Teachers-in-training should understand the significance of this process in safeguarding students’ rights.

Mediation as a First Step (Page 7): Teachers-in-training should know that mediation is often the initial step in dispute resolution. It provides an opportunity for both parties to reach a mutually agreeable solution before a formal hearing.

Due Process Timelines (Page 8): Understanding the timelines for due process hearings is crucial. Teachers-in-training should be aware of the legal deadlines for filing complaints, responses, and hearing decisions.

Rights of All Parties (Page 10): It’s essential to recognize that due process hearings protect the rights of both parents and school districts. Teachers-in-training should respect the legal process and be prepared to provide information as needed.

Appeals and Enforcement (Page 11): Teachers-in-training should be aware that decisions reached in due process hearings can be appealed. They should also understand the enforcement mechanisms in place to ensure compliance with hearing outcomes.

By being well-informed about parents’ rights and due process hearings, teachers and teachers-in-training can contribute to creating a more equitable and transparent educational environment for students with disabilities.

For additional insights into due process and related topics, you can explore these resources:

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Group Intervention

Discussion: Group Intervention

Prepare a substantive response to the following:

  • What were your initial thoughts on the grief group and school intervention from Ch. 15 of Lost and Found?
  • What did you appreciate about the group intervention?
  • Would you have done anything differently? Explain your response

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Good leaders develop through a never-ending process of self-study, education, training and experience

“Good leaders develop through a never-ending process of self-study, education, training and experience.”

How do you relate to the quote in your role as a school counselor leader in improving student achievement?

          In any position, but especially one of a school counselor, it is important to remain open to learning more as well as pushing oneself to gain further insight and try new things. When one remains stagnant in their role, there is only so far that they can lead. Becoming a good leader and remaining a strong advocate is due to not only the skills and mindset one has, but also in being flexible and growing in their role. In her article regarding school counselors as leaders, Silvia Koch notes, “Developing leadership skills is not an event or a one-time professional development opportunity. It is a long and conscientious process in which the counselor continually looks at how they are meeting the needs of their students.” (Koch, 2020, paragraph 2). Koch goes on to note that good leadership relates to a number of expertise and experiences that provide a school counselor with the well-rounded perspective and ability to meet a wide variety of students (2020). Without continued self-study, education, training and experience, a school counselor is limited in their skillset to support students, especially as leaders. In my personal experience, I find myself learning new things in this role on a daily basis. Through conversations with other staff members, my supervisor, and even students, I remain open to receiving constructive criticism, learning new things and further developing as a school counselor. Without this, I cannot be an effective school counselor and, even further, could hinder a student in their achievement and success. Koch shares in her article that a school counselor’s leadership is vital in creating inclusive environments for students, developing community partnerships, providing assistance in data driven decisions, maintaining connections on and off campus and overall empowering students and staff (2020). Each of these components can relate to a student’s achievement across domains as they feel supported, cared for and listened to by school counselors. 

         In relation to this quote, I was further inspired by the points made by Hatch and Hartline regarding leadership within the school counselor role. They emphasize the importance of school counselors investing their time in growing and learning to become “owners” rather than “renters” (2021). The authors highlight how school counselors who put themselves into the “owners” mindset are setting themselves up to invest their time more diligently into their role (Hatch & Hartline, 2021). To be an owner in one’s role means to hold oneself to a high standard, be open to improvement and put themselves into leadership roles in order to contribute to educational reform that benefits all students (Hatch & Hartline, 2021). Further, Hatch and Hartline highlight this “home improvement” could relate to signing oneself up for trainings, gathering continued education or having moments of self-reflection that assist them in growing within their role (2021). As shared within the quote, opening oneself up to these areas of improvement can relate to becoming a good leader. If a school counselor is in the mindset of a renter, they may see their role as temporary and shy away from challenges that could all for growth, further hindering their ability to be good leaders. Personally I am not in the same place or mentality that I was five years ago when I started my current job as a school counselor. Back then, I may have seen myself more as a renter, remaining stagnant in my role rather than pushing myself to learn more through experiences, education and self-study. However, by opening myself up to learning opportunities, self-reflection and expanding my knowledge, I have been able to grow to feel more like an owner in my role as well as a leader with students, families and the staff I work with. This process is ongoing and a school counselor should never see themselves as fully skilled in their position as there is always room to grow. With this growth comes additional experience, competence and flexibility in being a good leader for those on campus. 

What are some suggesting ways to open communication for input from various stakeholders? 

          Beyond keeping oneself open to self-reflection and continuing education, school counselors can also demonstrate being strong leaders through their communication with others. ASCA calls for school counselors to have the skills and tools to successfully communicate and collaborate with various stakeholders such as community resources, parents/guardians, administration and more (2022). ASCA goes on to state, “These collaborations are an important aspect of implementing school counseling programs that promote all students’ successful academic, career and social/emotional development.” (2022). Recognizing this, it is important that there are ways to successfully communicate with various stakeholders to encourage their involvement and understanding of how to support students. When I consider how to openly communicate with various stakeholders, I am reminded of advice a colleague shared. He noted that one of the most important roles he has as a school counselor is creating and building relationships with all different areas on and off campus. Throughout the school year he sees his duty to not only introduce himself and his role but to also build rapport, support and trust amongst students, parents/guardians, administration, teachers and community leaders. This is further highlighted by Hatch and Hartline as well. The authors note that in order to not only promote change, but also lead it, there need to be some considerations in the communication school counselors have with the various stakeholders that may be involved (Hatch & Hartline, 2021). They note it is important that school counselors communicate why change is necessary, earn the trust of the school and community members, and meet the stakeholders where they are at (Hatch & Hartline, 2021). While it may be easy for school counselors to see where changes are necessary and feel ready to instill these adjustments, open communication with other stakeholders is vital to receive additional support along the way. This may come in the form of introducing oneself to different stakeholders, holding activities on campus for students and families, sharing vital data, assisting with curriculum or interventions and holding discussions with members of the campus and community to hear their concerns. By creating and fostering relationships with various stakeholders as well as working on building trust, utilizing data and remaining flexible, communication and input is possible. Further, as school counselors gather this input, they can receive additional feedback of what is working or not working and assist in making the necessary changes that are needed. Without the communication and collaboration with various stakeholders, it can further hinder a school counselor in their leadership role as they are unable to truly work on and advocate for adjustments throughout campus. Having these trusting and open relationships can allow a school counselor to ensure and foster teamwork to support the students, school and community. 


American School Counselor Association (2022). The School Counselor and School-Family-Community Partnerships. Alexandria, VA: Author. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-School-Family-Community-PLinks to an external site.

Hatch, T. & Hartline, J. (2021). The Use of Data in School Counseling (2nd ed.). Corwin. 

Koch, S. (2020). School Counselors Are School Leaders. Nebraska School Counselor Association. https://www.schoolcounselor.org/Newsletters/March-2020/School-Counselors-are-School-Leaders?st=NELinks to an external site.


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Tourism is becoming the Driving Economic Force in Developing Countries.

Tourism is becoming the Driving Economic Force in Developing Countries

Tourism is the latest economic venture too many countries in the world both developing and developed nations. Tourism is the act of traveling for business or pleasure to a place away from home. There are dual categories of tourism which are domestic and global tourism. Actually, domestic tourism is wayfaring within the borders of a country while global tourism involves roving in other countries. Tourism boomed well after the Second World War especially when the United Nations signed the treaty of abolishing nuclear bomb attacks. From the 1980s the number of tourists increased with a greater margin. In the year 2011, the money earned from international tourism in the world accounted for US$ 1.03 which was about 4% increase of the amount earned in the year 2010 (Telfer & Sharpley 2015, p. 103). Many countries that have spectacular nature and diverse culture receive a high number of tourists all the year round. Environmental and political factors greatly favor tourism. Those countries with the stable environmental condition are likely to receive the tourist all the year round. Especially those located within the tropics since do not experience devastating weather condition like in summer and winter seasons. Political stability is a contributing factor that favors tourism in many countries. Tourist, usually prefer regions that are peaceful where enjoy their holidays without threats or fears of terrorism. Terrorism experienced in many countries in Africa and the Middle East affects the tourism industries in such countries and neighboring nation greatly. International tourism in such nation usually drops with a greater margin due to international countries issuing travel advice to their citizen. Another major blow to the tourism industry is outbreaks of communicable and influenza diseases such as H1N1, swine flu, Ebola, breathing problem among others (Honey & Gilpin 2009, p. 2). These fatal diseases instill fears to the tourists and avoid visiting such countries (Honey & Gilpin 2009, p. 2). In spite of all challenges, that face the tourism industry; it has become one of the major motivating strength of the economy in the developing countries.

Although developing countries have not invested more in the tourism, it remains to be one of the most important ventures of their economy. Tourism promotes peace, stability, and economic prosperity in developing countries a good example is Kenya, Rwanda, India, and Nigeria. There are many economic benefits that the developing country gain from the tourism but the most common one are job creation, income generation, diversifying agricultural economy, the growth of infrastructure and communication network, cross-cultural awareness and industrial growth. Leisure industry is the fourth major business in the world after three largest economic venture which are fuel chemicals and automotive. There is a faster expansion of tourism in developing countries in the recent past since it accounts for 83% of their foreign exchange earnings. This means that only one-third of their foreign exchange come from all the good export. In many poorest countries, tourism is the only source of foreign income. International tourism accounts about 98% of tourism in developing countries (Honey & Gilpin 2009, p. 3). Developing countries that have maintained a peaceful environment promote cultural and social traditions and enhance national cohesion experience optimum benefits from the tourism industry. In many developing countries, tourism is productive because of prioritizing in three main bodies. These bodies are the host community, the developing countries government, and the foreign agencies. The three constituents work together to ensure the success of the tourism industry, each of them it has specific roles that it plays in the industry. The host community shows the tourist hospitality, protecting the environment and their culture. The developing countries governments ensure there are peace and observe international tourist standards. Lastly, the foreign agencies advise the tourist on the viable economic venture and improve technology and economic transfers in developing countries. 

Tourism does not only lead to the growth of national economy, but it also promotes the growth of the society as well as local industries that are present in the developing countries. Tourism in many developing countries transforms the economic venture of the communities by directly influence the growth of food industries, accommodation industries, cultural heritage, and social amenities. Tourism is the direct market of locally produced goods by the local communities. Most communities in developing countries usually involve in small-scale business and manufacturing industries most of the goods produce and sell them to the tourist. Tourism enhances the economy of many poor communities with rich cultural heritage and practice across many developing countries. Many of the communities especially those that live in marginalized areas benefit more from the tourism. Most of them were neglected and regarded as unproductive for many years. Tourism industries embrace their cultures of communities, especially those with rich cultural heritage. These spectacular characteristics enable the community to earn income. International tourism expands impressively in the countries that have communities with diverse cultural history and heritage. Tourist usually enjoys events that are unique. Unique cultural practices of the communities in developing countries attract a large number of tourist’s thus promoting tourism (Timothy & Nyaupane 2009, p. 184). When the number of tourist increase in developing countries, the economy of such countries is likely to flourish as a result of foreign exchange earned.

Tourism has anonymously endorsed travel, food, and accommodation industries in developing countries. The food supply in developing countries has increased as the result of the tourism. The demand for food is high in developing countries that receive a high number of tourist all the year round. The high demand for food promotes the agricultural industries where crop and livestock production increase to cater for the demand of food. Industries such as hotels, restaurants, bars, and food processing industries emerge as a result of tourism that needs an urgent supply of food. Tourism much favors beverage industries which are the vibrant growing industries in developing. Tourist frequently needs drinks as their mutual habit, using those drinks promotes beverage industries in developing countries. Tourism promotes food supply chain in many developing countries. An effective food supply chain offers a wide range of employment to artisans and professionals. Food supply chains offer employment to individuals such as drivers, sale person, food managers, chefs, waiters, cooks, cleaners, hotel managers among others. Some of these designations are seasonal, so can venture in other economic activity such as farming as an alternative method of generating income. The growth of tour guide and travels are as a result of tourism. Many tour guide and travel companies start due to increased number of the tourist in developing countries. These companies generate income used for the growth of the nation and generating income to people like tour guide personnel, translators, drivers among others. Lastly, tourism led to the growth of accommodation, leisure, and recreation industries. Many investors in developing countries invest more by coming up with modern flats, lodge, motels, and restaurant so as to host and accommodate tourist and in return earn the income (Matarrita-Cascante 2010, p. 1147). Leisure and recreation activities such as gym, swimming, scatting, music extravaganza, sauna, generate a lot of money used for economic growth.

Tourism promotes international cohesion and infrastructure development in the developing countries. Many governments of the developing countries are doing everything necessary to ensure can promote their infrastructure and social amenities so as to make the tourism impressive as the efforts of encouraging tourism. Improvement of infrastructures such as roads opens up the nation thus enhancing the economy. Social amenities such as health centers and schools in many communities in developing countries are as a result of tourism. This, in turn, promotes the living standard of the population in developing countries, leading them to be more economically productive. Tourism has promoted international cohesion as well as globalization (Azarya 2004, p. 953). The developing countries are today in a strong partnership with the developed countries as the result of the tourism. It has, in turn, led to the growth of international trade, which is significance to the economy of the developing countries. Trade relationship promotes industrialization in developing countries and attracts the foreign investors. Foreign investor promotes the economy of countries by paying taxes and providing employment. International cohesion promotes the market for raw materials produced by developing countries thus earning them foreign exchange.

United Nation integrated tourism with the accomplishment of millennium development goals (MDGs) five. The MDGs five concerns with eradicating the extreme poverty. Most of the developing countries have little natural resources such as minerals and fuel. Such countries mainly depend on agriculture as their main source of income. Over-reliance on agriculture, it makes most of the population from these countries to live in extreme poverty condition. Diversifying tourism and agriculture in many developing countries in the world led to significant change in the eradication of extreme poverty. UN world tourism organization made remarkable efforts in eliminating poverty in developing countries. In Mali, the organization educated local female artisans and integrated them with the tourism (Huybers 2007, p. 57). As a result, the household economy improved, as the efforts of reducing poverty. Tourism reduced poverty with a big margin, especially in developing countries.


Azarya, V 2004, Globalization and international tourism in developing countries: Marginality as a commercial commodity, Current Sociology, vol. 52, no. 6, pp. 949-967.

Honey, M & Gilpin, R 2009, Tourism in the developing world. Promoting peace and reducing poverty, 233, pp. 1-12

Huybers, T 2007, Tourism in developing countries. Edward Elgar Publishing.       

Matarrita-Cascante, D 2010. Beyond growth: Reaching tourism-led development, Annals of Tourism Research, vol. 37, no.4, pp. 1141-1163.

Telfer, DJ & Sharpley, R 2015, Tourism and development in the developing world, Routledge. pp. 103-145.

Timothy, DJ & Nyaupane, GP 2009, Cultural heritage, and tourism in the developing world: A regional perspective, Routledge.

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General Education Should be Continued in College

General Education Should be Continued in College

General Education is common in most colleges. According to the University of California Admissions, “General education requirements are designed to give undergraduates a broad background in all major academic disciplines-natural sciences, physical sciences, social sciences, humanities and fine arts” (General Education & IGETC). Colleges set up general courses to help students develop various skills other than their major requirements. But nowadays, the increasing costs of college education, along with the decreasing interest among college students to continue studying subjects such as Science, History, and Humanity, cause some colleges to start discussing whether general education courses should be continued in college or not. There are two groups with different beliefs regarding this topic. One group supports to continue general education as part of the college curriculum, but the other demands to end general education courses.

I believe there is still a need for general education to continue in college. Some claim that general education wastes time and money, but in reality, general education will bring more benefits than harm.

Most people against general education being taught in college is based on the premise that all of the preparatory education classes were completed during the high school days of a student. Their opinion is that the general education courses are useless because these do not relate directly to students’ study of interest. Additionally, the extra cost of the general courses creates a tuition fee problem because these courses require additional class tuition payments to attend. According to a Logos Lite student David Becker, it is time to put a stop to general education courses because “politicians every year are always talking about reducing college tuition and making life better for the students of this country.” His opinion seems to make sense. When college students are paying for their college education through life-long student loans, parental support, and part-time jobs, it makes sense to lower the tuition fees by simply focusing on the learning materials that cost the most. Focusing only the essential skills that will help students perform well in their professional fields also seems more important. Nevertheless, what if the student fails to find employment in his field of interest upon graduation? What can he do then? This is where the benefit of having a general education comes in. If the student cannot get a job that is related to his major, he still has a chance to work in other fields since he has taken courses in other fields.

Becker also continues to argue that, “We do not live in the Laura Ingalls Wilder days or The Depression. Those people had to be “well-rounded” and familiar with a lot of different subjects because work was scarce, and anyone would do anything for paid work” (Becker). He believes general education is useless since people do not have to know everything for living. However, according to the Bureau of Labor and Statistics, the United States unemployment rate has declined to 4.5 percent as of March 2017. It does not mean that a college student can choose jobs in his interest after his graduation. Instead, it means that the student must be better prepared to join the workforce. He need be able to do any job among those available, temporarily jobs, while waiting for his dream job. We do not live in the Laura Ingalls Wilder Days, nor do we live in a time of Depression (Becker). However, we are still at a time when the competition for jobs is fierce. Students need to be prepared to take on any job until they get their chance to work in their preferred position.

General education not only provides a second chance for students to find jobs but also help to enhance the core skills learned in college. The general skills taught in the college helps a student to foster success in the coursework and beyond. A student becomes an all-rounded person in the community with the capacity to appreciate the diversity in the society. Therefore, general education prepares a grandaunt to fit perfectly in diverse cultures, lifestyles, and backgrounds through well-laid objectives and informed perspectives (Gylnn et al. 151). General education helps to set the tone for students on what they will expect in the society and the job market. According to Egan (78), general education equips a student with interdisciplinary skills that are vital to living a successful life. Interdisciplinary skills enable one to understand effectively and resolve complex problems in life that require more than one approach to resolve them.

General education exposes a student to several specialized disciplines of study that are vital in enhancing interdisciplinary awareness which help one to fit effectively in the world (Egan 79). Consequently, a college student can draw connections between different disciplines and use the knowledge acquired to solve most of the problems that arise in life (Gylnn et al. 159). Therefore, a student who undergoes general education can solve most life problems more effectively than students who pursue specific courses. Moreover, general education enables a student to become easily integrated into the society. General education presents a student with an array of mechanisms to effectively comprehend and transfer skills learned from college into complex life situations (Egan 79).

Therefore, general education does not only impart one with all-around life skills but also imparts one with techniques on how to transfer those skills from college into real life situations. With the ever-changing dynamics of life and job market, a student must be holistically prepared in a bid to integrate smoothly into the society. According to Eagan, knowledge does not exist on an island. Therefore, it is vital for students to embrace integrative learning through general education to acquire skills that are vital in enriching one’s knowledge in his/her field of study. Moreover, general education provides students with an increased sense of control over their education through increased engagement and participation in their learning process (Gylnn et al. 164).

Students feel more competent by acquiring more skills outside the courses they specialized in through general education. Moreover, general education enables college students to find a purpose and intention of their studies by promoting motivation beyond the goal of achieving a better grade (Tilus). Additionally, overall skills acquired through general learning prepare a person to maximize on opportunities in life. A student who has undergone general education is capable of drawing connections between knowledge and skills obtained and use them to seize employment opportunities that show up in life (Egan 81). 

General education equips one with significant skills that are rare in specialized courses. For instance, global awareness, problem-solving, critical thinking, and communication skills are vital in post-college life, and they can only be effectively achieved through general education. General education sets a firm foundation for a person’s success in his/her career. A vital element should continue in college to prepare students to face challenges in life more profoundly. 

Works Cited

Becker, David. The Time Has Come to Get Rid of General Education Requirements. Logos Lite, 2017. http://www.niacc.edu/logoslite/2015/11/10/the-time-has-come-to-get-rid-of-general-education-requirements/. Accessed 15 Apr. 2017.

Egan, Kevin. “Academic Advising in Individualized Major Programs: Promoting the Three I’s of General Education.” The Journal of General Education, vol. 64, no. 2, 2015, 75-89.

Glynn, Shawn M., Lori Price, Aultman, and Ashley M. Owens. “Motivation to learn in general education programs.” The Journal of General Education, vol. 54, no. 2, 2005, 150-170.

N.A. “The Employment Situation: Bureau of Labor Statistics.” March 2017. https://www.bls.gov/news.release/pdf/empsit.pdf. Accessed 15 Apr. 2017

Tilus, Grant. “How General Education Requirements Prepare You For Your New Career.” Rasmussen.Edu/Student-Life, 2017. http://www.rasmussen.edu/student-life/blogs/main/how-general-education-requirements-prepare-you-for-your-new-caree/.

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What are 4 reasons for fear/nervousness?

Course materials required Text or E-Book: http://open.lib.umn.edu/communication/Required Technology: https://wix.com for portfolio

Read Chapter 1 in the textbook

Answer the following questions, providing detailed explanations and specific examples with each response.

(3 paragraphs with at least 7 sentences in each)

1. What are 4 reasons for fear/nervousness?

2. Why would memorizing a speech be a bad method to use when presenting your speech?

3. What techniques can a speaker use to reduce excessive tension before a speech?

4. Give the 3 general purposes for speeches and provide an example for each purpose.

5. What is the central idea of a speech?

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What, in your opinion, are the most important components of a total rewards compensation package?


What, in your opinion, are the most important components of a total rewards compensation package? Does monetary pay matter more than other benefits? Does it depend on different circumstances? If so, what are they?

There are no “wrong” answers here, but whichever way you lean, defend your point of view with supporting evidence or statistics. Don’t just say, “I feel like…” without a well-supported argument. Human resource is a field that concerns itself with evidence and empirical truth, so facts and rationale should support any good opinion.


find a peer-reviewed research article about a particular study. This week the topic must be related to nutrition and exercise, i.e., sports nutrition. You may not know how to tell a peer-reviewed research article from other peer-reviewed scientific articles. 

A peer-reviewed research study has these sections: introduction, methods, results with figures and tables, and a conclusion.  The sections may not be labeled with these exact words, but the paper is designed to report the results of a research study. 

I want you to post a summary of the article for this discussion.  Be sure to state the study’s specific aims as well as the study design and methods, the results, and the conclusions. Then provide at least 3 tips you used to find the article. For example, how did you start that process? Where did you go to find the journal? What keywords did you use? How did you find the specific article? What problems did you encounter along the way and how did you solve those problems?


Please submit a one-page marketing plan describing your topic for your Marketing Plan. Chose a marketing plan for a brand of your choice.

This paper should discuss the brand you will write the marketing plan for. Explain why they need a new plan, and discuss some preliminary marketing strategies.


· Brand or company you are proposing for your topic

· Brief background


· Why does this company need a new plan?

· Are you entering a new market?

· Are you proposing a new offering?

· Does their current plan need to be revamped?

· Include the rationale for the new plan.


· Who is the intended market?

· Where will you access the necessary information for your final marketing plan?

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Watch the YouTube video What Is Benchmarking?

Watch the YouTube video What Is Benchmarking? (https://www.youtube.com/watch?v=xuZOtKmGB1M). Benchmark the service chosen against these standards.

In your paper,

1) Discuss the availability of the services, the requirements for accessing those services, and the human service professionals involved in the service setting.

2) Outline any detailed information the source provides about services and professionals involved in services.

3) Describe the type of information on the requirement for accessing services.

4) Explain any information provided about the number of people served and the demographics of people.

5) Conclude if the available service is adequate for treating the needs of this particular population to be served.

a. Defend why or why not. 6) Determine what other professionals might need to be involved in the service

setting to make the service more effective.

The Resource Analysis on Substance Use and Abuse paper

1) Must be six double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Writing Center’s APA StyleLinks to an external site. resource.

2) Must include a separate title page with a. Title of paper (bold and with a space between the title and the rest of the

information) b. Student’s name, followed by institution name (“University of Arizona

Global Campus”) c. Course name and number d. Instructor’s name e. Date submitted




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Explain how future trends in higher education may shape your chosen topic or presentation of that topic.

Post your mini-lecture by uploading the recording. In addition to your mini-lecture, write a 200- to 300-word post in which you:

  • Explain how future trends in higher education may shape your chosen topic or presentation of that topic.
  • Explain how trends in human services may change your chosen topic or presentation of that topic.


Required Resources: Open Education Resources

One trend in higher education is the movement toward open education resources. These resources are free to use, edit, and distribute.

Required Resources: Higher Education Post COVID-19

The rush to move all education online following the 2020 COVID-19 pandemic changed higher education.

Required Resources: Future of Human Services

These resources preview some of the trends in human services, which you can use to inform your Discussion.

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Memo writing assignment

Using the same small work group from your previous writing assignment, compile a list of six websites offering company graphic design support services. These services could include website design, graphic images, photos, charts and tables, and graphic consultation.

Because this is a group project, each group member who participates will receive the same grade for this assignment. Select a group leader who will be responsible for communicating with group members and assembling the final memo (or report, if you choose that format). The assignment must include an evaluation of SIX websites, no matter how many group members participate. The group leader (and only the group leader) will submit WA8 to me through the grade book. I monitor the group discussion boards to be sure everyone in the group is participating.

Although a report format is a possible choice, the easiest way to complete the assignment is with a memo. Typically, the best memos have six separate paragraphs showing a screenshot of the website and then listing the services and specific costs involved. Imagine that you are the CEO of a company, and you’ve created a committee (your group) to research and provide information about graphic services to increase sales or website presence. What information would the CEO need in order to make an informed decision?

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