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Essay Instructions: I need a professional complete dissertation for master degree. I will provide my dissertation research plan so you have to complete my dissertation chapter by chapter according to my Dissertation research plan.

Beside, all the sentence on my dissertation must the writer's own idea and own words, do not plagiarism from internet please. And reference, citation or bibliography must be clear and academic. if it is necessary ,you can provide a footnote on my dissertation.

here is my Dissertation research plan:
Topic: To investigate the trends/ impact/ social etiquettes of E-communities, danger, benefit and miscommunication they bring.

This research plan addresses the following:
? Background: 1 E-community definition and general information about.
? Main body: 2. Benefits of being a member of E-communities.
3. Etiquette Examples.
4. Danger and miscommunication from E-communities.
5. Summary of evidence supporting the Hypothesis
6. Explanation of methodological approach of investigation.
? Conclusion: further thinking

Background
1. E-community definition and general information about)

E-community – is a group of people, which can or can not first of all or originally communicate or cooperate through the Internet. E-communities also became the additional form of communication among the people, who know each other in real life. Dawn of ‘information age’ found groups who persevered virtual communication rather then real eye-to-eye polilogue. A "Computer-mediated community" (CMC) uses the social software to adjust actions of the participants. E-community of a type is responsible for common creation of the open initial software sometimes refers to as development by community. Essential socio-technical change followed from fast increase the Internet - based social networks.

A Community is an online resource that allows members of the association who share a common interest to communicate, share ideas, pose questions and distribute electronic resources. They are an ideal tool for committees group to share information in a timely and cost-effective manner. Each division, section, chapter, interest group, committee and executive will have its own Community limited to its unique membership.Each E- Community is made up of three sections: news; discussion forums; and a document archive.
• News: this section is where announcements, notices, and press releases can be posted for members of the Community.
• Discussion Forums: Each Community can have an unlimited number of discussion forums in which wide discussions by members can be carried out. Then, Members will post messages within a discussion forum which others can respond to, provide feedback on or make comments about it.
• Document Archive ~ An online repository of documents such as newsletters, reports, position statements, forms, and other types of electronic documents relevant to the interests of the Community’s members.

The purpose of the e-Communities Group is to provide a platform for research into issues that currently constrain the utility of community activity on the internet. Computer support for community activity presents the potential for transcending boundaries that have typically constrained social interaction. The internet provides the opportunity for individuals with abstruse interests to find support from like minded people distributed across the globe.
Currently the benefits of such electronically based communities are restricted to the few individuals with high quality internet connections. As technology improves, there will certainly be a growth in demand for access to community support. Current technology is a limiting factor. Coherent use of this novel medium will require new ways to monitor and support community development to ensure that individuals can extract the maximum benefit available. In addition, the low level operation of the internet needs to be tuned to this purpose to best accommodate the vast number of potential participants.

Today, virtual community or on-line community can be used freely for a variety of social groups cooperating through the Internet. It not necessarily means that there is a strong obligation among the members. Email the list of distribution can have hundreds members and communications, which take place, can be simply information (questions, and the answers are sent by mail), but the members can remain the relative strangers.

The various virtual communities have various levels of interaction and participation among their members. It settles down from addition of the comments either attributes to blog or post of government of the message to a competition against other people in on-line games of a video such as MMORPGS. It is not enough than differing from traditional social groups or clubs; the virtual communities frequently divide themselves in clans or even are separated to form new communities.
Ability to cooperate with likeminded persons instantly from everywhere on the Earth has significant benefits, but virtual communities have bred some fear and criticism. The valid (virtual) communities can serve as dangerous hunting field for on-line criminals, such as the thieves of identity and stalkers, with children are especially in danger. Others are afraid, that spending too much time in the virtual communities can have negative consequences on real- world interaction.

There are some promptings, which conduct the people to bring in the contribution to the virtual communities. Various dialogue means of the information become ever large resources, sharing by knowledge. Many from these communities are highly joint and also establish their own unique culture.



Main body:
2. Benefit of being the member of e-communities

a) Recognition

The recognition is important for the online contributors such as, in general, individuals want recognition for their contributions, some have named this Egoboo. To a degree it is enterprise of an individual, the contributions will be probably increased to degree that the contribution is seen to community as a whole and to a degree where there is some recognition of the contributions of the man. … powerful effects apparently of trivial markers of a recognition (for example designated as “the official assistant”) was commented in set of dialogue communities …”
One of the key components of encouraging reputation should allow the investors be known or to not be anonymous. When is involved in illegal actions, hackers of the computer should protect their personal identities with pseudonyms. If hackers use the same nicknames repeatedly, it can help authorities to trace them. However, hackers refuse to change their pseudonyms regularly, because the status connected to a specific nickname would be lost.

The structures and reputation are clearly obvious in on-line communities today. Amazon.com – is in an urgent moment, as all investors allow to create structures concerning themselves and their contributions are measured by community. Myspace.com encourages complex structures for the members, where they can share all kinds of the information concerning what music they love, their heroes, etc. In addition to this, many communities give stimulus for assistance. For example, many forums give you departure by mail. The members can spend these items in the virtual store. EBay - is an example of e-community, where the reputation is very important, because it is used to have the sizes reliable from whom that you will do potentially business with. With eBay, you have an opportunity to estimate your experience with somebody, and they, similarly, can estimate you. It has effect on the account of reputation.

b) Sense of Efficiency
The individuals can bring in the valuable information, because the certificate comes to an end somewhat of efficiency, that is, a sense, that they had some effect on this environment. There is well-advanced literature of research, which has shown, how important sensation of efficiency is, both the creation regular and contributions of high quality to group can help individuals to believe, that they have influence on group and support their own self-image as the effective man.

c) Sense of Community
The people, in general, are rather social beings, and it motivates to many people, which is necessary to answer directly for their contributions. The most e-communities allow the people to answer back the contributions (that is much Blogs allows the comment from the readers, you can answer back posts of a forum, and so on). (3)

3. Examples of the etiquette

There are many sites which confirm real danger of on-line internal violence, send by mail information to train their users concerning prosecution cyber, alongside with the recommendations of a type, it would be better for you
1. Not to say your real name to the strangers
2. To create sort - neutral username for addresses your electronic mail or nicknames of friendly conversation.
3. To use illogical samples for your password
4. Never give your password to anyone, especially, if who - requests that it in email or instant message.
5. To change your password frequently
6. To instruct children never to distribute to their real name, address, or telephone number, dialogue without your sanction.
7. To not distribute number of a credit card in a unsafe environment.

If you are pursued, you ought

1. To send the message to offender. Do it by the clear warning, that the contact is undesirable. Stop all communications, and hold a copy of all messages.
2. To register obedient with offenders of ISP provider.
3. Message of the Filter
4. To receive the help from WHO@ either NCVC or Cyber Angels
5. To establish a paper trace.
6. To register prosecution, are in a police department
7. To save all messages, written and registered
8. To hold all copies from houses (Stalkers, as is known, interrupt and will steal things.)
9. If you receive email with the very much certain threat, enter contact to your local lawful department of realization.

Cyber stalker could leave for the physical world and tempt you for the first meeting; will destroy your house, workplace or vehicle; send threat or obscene mail; also doof the offensive and excessive reference on the phone.

The e-communities are maintained to be responsible to supply the certificate of their communication to a case, such as E-mail logs may be presented to demonstrate the E-mail traffic to the victim’s computer, membership information and copies of Email messages they have sent to the defendant. Such message will usually have the URL at the top of the message. The numbers on the top are significant as they are able to tie the message to the computer, which has the account that sent the message. Information regarding the server or E-mail account used by the defendant may be presented. Testimony from AOL, Yahoo, MSN, or other Internet Service Provider (ISP) representatives may be presented with regards to the defendant Email, use of web sites, or use of chat rooms.(2)

4. Danger and miscommunication from e-communities

For each boon there is always downside-such takes place with the Internet, which became not only information highway, but also and children's platform for individuals, who aspires to damage to others As San Diego criminal defense attorneys of protection quickly find out, so useful and interesting, as the Internet can be, a lot of information about Internet users resides online and an enterprising criminal knows where and how to find it.

MySpace.com has answered proactively these incidents, bringing the children's expert of safety aboard. Besides two businessmen, who created the code to a trace the status of the attitudes MySpace.com of judicial claim of the person of the users, social lawyers website's of organization of a network, have warned.

Another website with similar functions also was closed after the prevention(warning) from MySpace.com. Jared the Dealer by candles, who began DatingAnyone.com in April, has told MySpace.com further required, that it(he) does not let out the initial code for the project. MySpace.com naked his(its) teeth in the letter of the Dealer by candles writing, that the site has broken the laws of California against cabin and federal laws of the trade mark.
The attorney of protection of a criminal of Chicago follows these managing principles from the criminal Illinois Criminal Code:
(A) the man makes prosecution cyber when he or she it is conscious and without the lawful justification, on at least 2 separate happen, disturb other man with the help of electronic communication and: (1) at any time transfers threat direct, or future wholly harm, sexual attack, conclusion, or restriction, and the threat is directed to the that man, or the member of family of that man, or (2) places that man or member of family of that man in a reasonable presentiment direct
, or future wholly harm, sexual attack, conclusion, or restriction.

(B) As is used in this Section:
"Disturb" means to participate in knowledge and deliberate rate of the behavior directed on the certain man, which annoys, torments, or terrorizes that man.
The fact, that the man has ability to cooperate with others anonymously, is one of the strongest promptings for individuals, who - independent internal offender, because many are under false impression, that they can not be caught. It, probably, was true, in one year 1989 before cyber prosecution has arrived in attention of authorities of the country, but in 2005, the cases (business) of prosecution cyber have increased to 443 from 196 in 2004. In many cases, the man, who is pursued, can never have of personal contact with offender.

Cyber the prosecution can include use Email to disturb a victim directly, sending by mail victim? S the name, call to number, or address Email in newsgroup or room (place) of friendly conversation to petition before prosecution of the third person of a victim, preparation websites, developed to disturb a victim, showing personal or pornographically material involving a victim, or use of the computer to access a victim? The management of various dialogue communities also knows this statistics, however, coming to the agreement that they can do to prevent prosecution cyber, proves also, as difficult. Most of all agree, that they have the obligation to their users to ensure sufficient managing principles, which clearly determine what types of behavior are inadmissible, consequence of such behavior and steps, which are in a place to order policy. Many from these companies of the Internet now keep of the lawyers, to define how they can protect their interests, as well as to protect their members from cyber stalkers.




5. Summary of evidence supporting the Hypothesis
Hypothesis: to prove that E-communities have not only positive features, that is recognition, sense of efficiency, sense of community. They also possess some serious and dangerous impacts on potential members of these communities.

This dissertation will include empirical research to show evidence of the hypothesis in question. This will be made up of primary and secondary data that has been collected. The kind of research is the information from members of e-communities. These will help to see an objective picture of the situation and impact of e-communities on their members. This can be made by asking or interviewer the definite circle of people who deal with the Internet. The secondary data will be based on already printed information on this topic. The recourses of the Internet itself can be used. Also this may be achieved by looking through and in details some criminal cases studies to show that e-communities can bring miscommunication. This can be collected from criminal archives given in libraries or in the police archives.





6. Explanation of methodological approach of investigation
Once I have found all the data and information that I need to get to answer the topic in question sufficiently. The methodology I have used is qualitative and is aimed to provide a critical approach in my interpretation into my case study. Some information, such as definition of e-communities and their impact on the members will be given from the members themselves and from printed versions of the information on focus. Besides, the information in need will be given from interviews and forums where people discuss the problems of unhonest in e-community relations. Some data how to prevent oneself from stealing in the Internet will be given to support the topic. In addition, books, articles and internet sites will develop my dissertation more.

We all are people who the Internet every day . We do want or not all we are members of one big legion—e-community. One and the same person can be a member of thousands of communities. These can be chats, msn, icq, forums, stores, clubs of interest, what not.
The aim of my work is to investigate the trends/ impact/ social etiquettes of E-communities, danger, benefit and miscommunication they bring. So, I will use qualitative methodology and it is aimed to provide a critical approach in my interpretation into my case study. The qualitative information will be reflected in enumeration what person should do not to be robbed in the internet, then analysis of psychological reasons why people tend to this kind of virtual communication. With the help of the given qualitative information we will see all the aspects of e-communities existing.



Conclusion
E-communities are not only about technology, but community participation.
The real purpose of E-communities is to strengthen relationship within the community. The internet is not about technology, but about communicating more effectively with family, friends and with our fellow citizens. The most important thing I have realized that in a world where the technology is changing constantly, the important thing in any business or community venture is human relationships. In a fast changing and increasing complex with the interconnected world, the only thing we can rely on is relationships with other people. So may communities come to Blog with questions about what to buy- what to stuff to get, but that is the easiest part of the problem to solve.
Any the hard part is understanding how technology and internet are changing our relationship.







Reference :
1.http://www.criminallawyergroup.com/criminal-defense/should-myspace-orkut-online-domestic-violence-crimes.php
2.http://www.truman.missouri.edu/uploads/Publications/Scott%20and%20Johnson%20Online%20Communities.pdf
3.http://en.wikipedia.org/wiki/Virtual_community
4. Anderson, B. (1983). Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso.
5. Smith, M. "Voices from the WELL: The Logic of the Virtual Commons" UCLA Department of Sociology.
6. http://www.cis.strath.ac.uk/research/e-communities/
7.http://www.si.umich.edu/~presnick/courses/winter03/684/index.htm
8.http://www.uta.fi/laitokset/ISI/english/projects/project10.html
9.http://66.249.93.104/search?q=cache:6ll9Z8WuTdwJ:www.artsci.wustl.edu/~dhui/HuiEngage2005.pdf+impact+in++E-communities&hl=en&gl=uk&ct=clnk&cd=6
http://www.artsci.wustl.edu/~dhui/HuiEngage2005.pdf
10. http://www.newrules.org/retail/carbondale.html
11.http://www.cla.ca/members/index.htm

There are faxes for this order.

Essay Instructions: The paper should be divided into the following sections: Intro,Reserch Questions,Crises timeline, method of reserch,analysis,conclusions,and implications. The paper should be written as a case study and written in th eform or format that follows below. Each section should be as the bold print rather than indention of paragrapgs(I hope this is clear!)

The intro should not be title as such and should be written as a normal introduction with a thesis like the next sentence. The case study will examine the devasting outcome of miscommunication during the Sago Mining crises and reveal the failures and successes of International Coal Group Inc. crisis management plan. (This theis could be used)

Reserch Questions: Should be the main questions that will be answered in the case study. These are expansions of the thesis. What role did the lack of planning and communication play in the crises and how should the communication occurred? What were the weakness of their plan? These three questions should be answered in the reserch completly.

Crisis Timeline:

This section should be opened with general statements about the dates and times that will follow. They should be divided into pre-crisis, crisis,and post-crisis sections and resemble the following:

Pre-crises Phase:

17 July,2007 Statements/explanation

The pre-crises dates should begin with the safety violations that the mine had before the crises.

Crises:
Actual events that occured during the crises. Family thought they were alive etc.

Post-Crises:

How did it end? Memorials, Apologies, andy changes made in the mining industry as a result of the crises. Investigations etc..

Method of research:

How was the reseach for the project conducted or carried out?

Analysis:
Body of paper divide and tell pre-crises crises, and post crises. Reserch questions and thesis should be proven now.

ConclusionS:

Failures, successes of the crises and the company

Implications:

Where are they now how have they changed? (They being International Coal) Lessons Learned

The paper should be 9-10 pages in APA format

Essay Instructions: I would like to request MikeandSun.

Case Study:

Below is a case study for Amy and responses.

?Identify the conditions and consequences for each proposed action, reach consensus on one action plan
?Create an ideal schedule for implementing the plan
?Provide a rationale and objectives that explains why the action plan should resolve the situation

Thoughts: to cover
Communication
Co-teaching
Time Management
Coteaching inservice.

Case Study:
AMY?S STORY: WE COME FROM TWO DIFFERENT WORLDS

Abstract

Amy is a special education resource teacher who works with seventh- and eighth-grade content-area teachers in a middle socioeconomic school. She has been teaching for about 3 years. She has a master?s degree in special education and is highly regarded by her principal. She is new to this school and is eager to use co-teaching as a way to deliver services to students with special needs. Her challenge is to co-teach successfully with a veteran English teacher who is receptive to co-teaching but not experienced with it.

Key Participants

Special Education Resource Teacher: Amy (main character)
Eighth-Grade English Teacher: Joe
Principal: Mrs. Kelley

Background

This is Amy?s story. She is a special education resource teacher who works with seventh-and eighth-grade content-area general education teachers. Amy is in her 20s and, though new to this district, she has a master?s degree in special education and has been teaching in another district for a couple of years. Mrs. Kelley, the principal, thinks very highly of Amy and feels lucky to have her teaching at this school. In her words, Amy is ?to die for!? This school has students from primarily a middle socioeconomic background The orientation of the school is academic. It is ranked very high in the state for its students? academic achievement. The turnover of teachers at the school is low. Teachers have been added primarily because of an increase in student enrollment.
Amy is planning to deliver a continuum of services to the students on her caseload who have mild to moderate learning disabilities. Amy wants to schedule pull-out resource sessions, co-teaching sessions, and activities related to deciding upon and developing IEPs. It seems the principal, Mrs. Kelley, expects Amy to conduct planning sessions with general education teachers outside the daily schedule. According to the principal, planning should occur before school, after school, or during lunch time.

Amy?s Story, Part A

There I sat, a little bleary-eyed, trying to coordinate the schedules of the nine students in the resource program. My schedule depended on theirs. When would be the best time to pull students out for resource? With whom should I consider co-teaching? How many periods of resource and how many periods of co-teaching should I have? I?m really excited about using a co-teaching model to deliver instruction to students with special needs. How do I do that and also provide pull-out services for students? All of these questions raced through my head over and over and over again.
When all was said and done, my schedule consisted of three periods of co-teaching and three periods of resource pull-out. The only criterion I used to determine which classes to co-teach in was a group of students receiving resources happened to be in that class. I then went to each of the teachers of these classes and asked them if they would be willing to co-teach with me. Every one of them said yes without any hesitation. They were all very open and willing to have me in their classrooms. I thought that was great.
It was not until after I began co-teaching with them that I realized that some of my co-teaching partners, through no fault of their own, really did not know what co-teaching was all about. There was one class with which I especially struggled. This was an eighth-grade class consisting of 25 students, three of whom were also in the resource program. Another two of the students in the resource program had Joe, the teacher, another period during the day. So it was good for me to be in there and for me to really know what was going on.
As with all of my co-teaching classes, the first week or so I mainly observed. This helped me get a feel for the style of the teacher and the normal flow of the class. What was difficult about this particular class, though, was that I didn?t feel that I could escape from that observation mode. Several factors seemed to contribute to this difficulty.
First of all, Joe had been teaching by himself for over 20 years. He was very up front and honest with me. He told me that although he didn?t mind me being there, he just wasn?t used to the concept of having two teachers in the room. He would say, whenever you want to step in, just go ahead,? or ?I?m not sure how to best utilize you in the room, so just let me know what you want to do.? I know the situation was awkward for him because he wasn?t really sure what his role was in facilitating co-teaching. It was hard for me as well, because I felt the pressure of needing to fit in to an already predetermined routine each day. Because Joe had been teaching English for so long, he knew exactly what he wanted to accomplish each day. He planned the students? academic calendar a month in advance. His planning provided a great organizational tool for me as well as for the students. However, this structural format also made it difficult for me to incorporate anything new into the class.
One of the ways I thought I could ease into the teaching role was in the area of vocabulary since the students had to memorize the meanings of 20 vocabulary words each week. During planning one time, Joe and I agreed that I would introduce the next set of vocabulary words. I thought it would be a good idea to include a picture that could be associated with each word as I introduced it. I spent a lot of time rummaging through magazines in order to find a picture for each of the 20 words. I thought my lesson to the class went well. The students seemed to enjoy having the picture with the word. However, I could tell that Joe was uneasy. When I saw him after school that day, he told me that the lesson was useful but that it was longer than he had anticipated. We would have to make it shorter in the future. Wow! I was really insulted and hurt. I had spent a lot of time preparing for the lesson and had really wanted it to go over well.

From: Harris, K.C. & Smith, M.J. (1998). Collaborative secondary teaching: A casebook for secondary special and general educators. Austin, TX: Pro-Ed Inc.


My original Response:
The complex relationship between special education teachers and mainstream educators is inherently prone to conflict, misunderstanding, and miscommunication. This is not a reflection of a difference in value in the two distinct teaching specialties; instead, it is a reflection of two very different types of training, experience, and expertise. In the case study, Amy (the special education teacher) and Joe (the mainstream 8th grade English teacher) are not dealing with interpersonal conflicts or an intentional unwillingness to cooperate fully and effectively. Rather, the difficulty simply lies in a difference in educational point of view and emphasis. To resolve their shared difficulties, Amy and Joe must first attempt to view the situation from each other?s opposing point of view, develop an action plan that takes both points of view into account, and utilize their individual and combined talents to maximize the learning for their students.
The difficulty between Joe and Amy is that each views the situation from their own perspective: Joe sees Amy as a welcome but burdensome addition to his long-held educational style and practices, and Amy sees Joe as a mainstream educator who is not fully versed in IEP teaching nor completely appreciative of the differing needs of the special education students in his classroom. There are a number of ways to perceive the issue: 1) Amy could view the dilemma as a result of a mainstream teacher who is too firmly entrenched in his teaching methods and too stubborn to incorporate new techniques, 2) Joe could view the situation as an unwelcome intrusion into his classroom, 3) Both Joe and Amy could view the other as inexperienced in their own particular fields of knowledge and thus as a hindrance to the educational process, or 4) Both Joe and Amy could perceive the situation as an opportunity to learn from each other, thereby enhancing their own education effectiveness, and ultimately contributing more together than they could have individually.
Fortunately, both teachers appear to be intentionally taking this latter approach; both understand their partners? difficulties and both are willing to work together to overcome those challenges. The first step in this process will be drafting an action plan for their shared classroom responsibilities, and the most important factor in creating an effective and successful action plan will be clear communication. Amy and Joe must make use of a significant amount of time to sit together and openly discuss their differing educational perspectives; only in this way will they come to understand what each partner has to offer, how best to utilize their individual talents, and how to most efficiently work together. The action plan must specify the following: 1) An initial period of shared learning and research into join special education/mainstream teaching; 2) shared periods of jointly preparing lesson plans ? including specific limits on time spent on each portion of the lesson; and 3) opportunities for constructive criticism by both parties so that the joint co-teaching can become more integrated.
Each of the main characters in the case study must accept certain responsibilities in order to overcome their differences. Amy must take several steps personally. First, she must openly address the issues of misunderstanding and miscommunication. Second, she must be open to suggestions and criticism, without being hurt or insulted by comments that arise from a misunderstanding of her role. Third, she must be able to clearly articulate what exactly her role will be ? and how she can contribute to the shared teaching. Joe must take similar actions, including openly sharing his feelings regarding having a new teacher in his longtime classroom, asking specific questions about the aspects of co-teaching he does not understand, and taking the responsibility to learn more about special education teaching and the abilities Amy brings to their partnership. For Mrs. Kelly (the principal), her role is clear: she must take a proactive stance in promoting and requiring communication between Amy and Joe.

Discussion Questions

1. Amy and Joe didn?t have common expectations regarding their co-teaching. What are some strategies Amy should consider in establishing her co-teaching partnership?

As discussed above, Amy?s primary strategy must be two-fold: first, she must communicate openly and insist on open communication from Joe; second, she must be proactive in explaining to Joe what she can bring to their co-teaching classroom. In addition, Amy must set aside her emotions in addressing Joe?s criticisms; professionalism demands that she be able to communicate without ego-based insecurities that could lead to further miscommunication.
2. What interpersonal skills will help Amy work with Joe more effectively?

Following on the discussion in the first question above, Amy must develop two personal skills above all others: a resistance to emotionalism when she faces criticism or misunderstanding and an empathetic understanding of Joe?s perceptions regarding both special education teaching and co-teaching.

3. What could co-teaching look like when Amy is in Joe?s class?

In this shared mainstream/special education classroom, co-teaching that is effective will utilize the talents of both teachers. While Joe?s teaching time will be decreased, he should concentrate on broader material applicable to all the students; meanwhile, Amy will focus on teaching strategies that will be directly focused to specific special needs students while still being valuable to the class as a whole.

4. What are some techniques Amy could use when planning with Joe?

During planning for classroom lessons and activities, Amy needs to use techniques which will ensure effective communication between the co-teacher, highlight the specific nature of her role in the co-teaching environment, and simultaneously acknowledge Joe?s significant experience as a mainstream teacher.

Group Discussion Thoughts:
Co-teaching In-service Meeting

A meeting before the teachers started co-teaching would have helped Amy and Joe get along better. In this meeting, many issues would be covered, such as what the expectations of the program are, what is the role of each teacher, and the different co-teaching models that can be implemented. All teachers that agreed to co-teach would attend, as would Amy and the school principal. All the teachers did make a choice to get involved when Amy brought up the idea, and that is definitely a good start. Amy has the principal?s support and he can show that by not only attending the in-service meeting, but also by attending any future meetings the teachers will have. Because of Amy?s background, she can introduce resources for the teachers. The following are to be discussed during the meeting.
Volunteers must be willing to share responsibilities. This means both teachers are responsible for all students learning. They will share grading, delivering lessons, and all other responsibilities. They must be willing to try new strategies. Several models of co-teaching will be introduced and teachers need to adapt those models to the students? needs. They must also set time aside for discussion. If one or the other feels like a certain strategy isn?t working, they need to talk about it. Time should also be set aside to do lesson planning together. This will keep both teachers involved and won?t allow for unneeded surprises. All the teachers in the program need to establish a common goal. They must keep this goal in mind throughout the process. Sharing a common goal will keep them working towards it, together.
There are many adaptations that can be used to accommodate students? needs. All teachers should be aware of these. Some adaptations include highlighting text, enlarging print, playing audiotapes instead of having students read, showing visuals, using graphic organizers, and reducing amount of work without changing context. They can also teach students test taking skills, allow them to use their book or notes during tests, or allow them extra time to finish tests or assignments.
Regular meetings will be set up. During these meetings teachers will discuss any concerns, what has been working for them and what hasn?t, any adjustments that need to be made, and anything else that they need to communicate about. Communication is essential for this program to work and that will be a stressed point. Participating teachers need to feel that they are able to bring up concerns when they arise, so that will be the purpose for these meetings.

Co-teaching Options

There are three co-teaching options that need to take place. One teaches/One drifts is the first teaching option that Joe and Amy should use to get a feel for co-teaching. In this option, one teaches and the other teacher is a tutor. This is a great way for Joe to start getting use to having someone else in the room. After the in-service training, Joe and Amy can work their way into the alternate co-teaching model. Alternate co-teaching would be great for Joe and Amy. Joe can still teach the way he has taught for years and Amy can use her skills, as a special educator, to re-teach the students the content they don?t understand. The final model that would be beneficial for both of them is the parallel co-teaching model. In this model the classes is split into two heterogeneous groups, the two teachers plan together, and teach the same content at the same time. Teachers are free to design their own way of teaching the students the same content with this model. Amy and Joe would also appreciate working with smaller groups and teaching individually. With this model, Amy and Joe would need to plan the pave of the lesson so they can finish at the same time. Parallel teaching would encourage collaboration between Amy and Joe but allow freedom to teach the same content differently.

Time
In this situation time is a barrier which Amy and Joe must deal with before they can be effective teachers. A major part of the time problem is Mrs. Kelley?s refusal to let them use school time for collaboration. Amy and Joe need to convince Mrs. Kelley that they need more time for collaboration, and that it is just not functional to meet solely during lunch or outside of school time. There are two alternate solutions which Amy and Joe should present to Mrs. Kelley. The first is the use of a substitute to cover Amy and Joe?s co-teaching time so that they can meet. In this time they are both in the same room so only one substitute would be needed. The other possible solution would be for the schedule to be realigned so that Amy and Joe have the same prep time. This way they could meet at a time at which the students are already under other supervision. Both of these solutions should be presented in writing with inclusion of resources supporting the need for extended collaboration time for co-teaching.

Communication:


The biggest part of interpersonal skills is communication. When I read the case study on Amy, I noticed three different areas of communication that need to be addressed. The first issue would include Amy and Mrs. Kelley. The second issue that I noticed would incorporate Amy and the teaching involved in the co-teaching models. The third and prime issue dealing with communication is between Amy and Joe.
The first issue I want to discuss is between Amy and Mrs. Kelley. Amy needs to discuss the high expectations Mrs. Kelley has of her. Mrs. Kelley is demanding an unreasonable amount of responsibilities from Amy. Even though Amy has had training on co-teaching models, she is a relatively new teacher in comparison to the rest of the teachers she will be instructing. Amy needs to express her opinion about having to be the one to coordinate nine students, three co-teaching partners, and her own schedule to intermingle together. When Amy expresses herself with Mrs. Kelley, she needs to use her interpersonal skills and deal with the situation calmly.
The second issue deals with communication between the teaching staff that is working together to provide co-teaching models to learn from. When panning a schedule that fits every ones needs, Amy needs to be receptive to the needs of her team members. When discussing team work and what constitutes as a team often varies, depending on the teachers you are working with and the district that the teachers are working in. When Amy is working in a co-teaching model she needs to develop good interpersonal skills, this includes difficult or conflicting situations. As I discussed in my case study, different techniques could be implemented into planning and learning the unique roles of each educator and how they interrelate. The teachers working with the co-teaching models and Amy need to communicate with each other and develop a specific time to discuss the different issues that arise during the school day or week and what solutions will solve the present issues.
The third issue that I noticed where interpersonal communication is needed is between Amy and Joe. Amy needs to discuss with Joe when would be a good time to discuss lesson planning ahead of time, this will help Joe to plan ahead of time so his structural format is still organized. Also, if Amy is included in the classroom routine and planning the curriculum being taught there should be no hurt feelings. They will both be on the same wave length and expectations between them will be discussed in advance. If there is a disagreement then Amy needs to meet with Joe and together they need to sit down and discuss what the problem may be and how they are going to deal with it. Instead of hurt feelings Amy and Joe need to become better with communication skills between the two of them, this could be the first step to eliminating difficulties with each other.
My final thought on dealing with interpersonal skills and communication in regards to Amy is she needs to take a more assertive role when communicating her own needs. By becoming an active listener and communicator, Amy will be able to express herself in a non-threatening, non-demanding manner, while keeping her emotions in check.

Essay Instructions: Our Social World
Individuals do not exist in a vacuum. People are constantly influenced by their surroundings, which shape their attitudes, character, and identity. By taking this perspective, people are using their sociological imagination, a term coined by the sociologist C. Wright Mills. Define the sociological imagination and explain how your environment and history have shaped you as an individual. In addition, include how your cultural background has been a factor of your successes and failures in life.
Be sure to reference all sources using APA style.

The Communication Process
Perception is a powerful tool and is affected by physiological influences, past experiences, cultural differences, social roles, and more.
Think of a time in your personal or professional life when there was a miscommunication or conflict between you and another person because of your perception of a situation, and discuss the following:
? What factors led you to interpret the situation as you did?
? How might have a perception-check have helped you to avoid the miscommunication or conflict?

**Two to three paragraphs each is Ok.
Thank you.