Education

Leadership Program Brochure   Who understands students better than the students themselves? Student mentorship programs provide the unique opportunity for students to coach and engage with peers in the higher education community. Equipping student leaders with valuable skills and knowledge for them to coach fellow students through their academic journey, specifically the journey outside the classroom, is essential. Create an informational tri-fold brochure for a student mentorship program to be distributed to students and parents as they arrive on campus during freshmen orientation. Address the following: Provide an overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Describe the peer-to-peer nature of the program and its benefits for both student leaders and fellow students. Demonstrate how students will encounter learning experiences  with student leaders in an open and safe environment. Explain how students can reap the benefits of what the leadership program provides. Include links to resources for students and parents for more information. The brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately. Support your brochure with 3-5 scholarly resources. Rubric: Leadership Program Brochure   Overview of Student Mentorship ProgramCriterion 1 20.0 Not addressed. Provides an unconvincing overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides a weak overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides a reasonable overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides an exceptional overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Nature of the Program and the Benefits 20.0 Not addressed. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is insufficient. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is unclear. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is clear. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is thorough. Learning Experiences 20.0 Not addressed. Inappropriately demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Inexplicitly demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Appropriately demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Skillfully demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Reaping the Benefits 10.0 Not addressed. Imprecisely explains how students can reap the benefits of what the leadership program provides. Partially explains how students can reap the benefits of what the leadership program provides. Concisely explains how students can reap the benefits of what the leadership program provides. Convincingly explains how students can reap the benefits of what the leadership program provides. Resources 10.0 Not addressed. The links to resources for students and parents for more information are incomplete. The links to resources for students and parents for more information are overly simplistic. The links to resources for students and parents for more information are credible. The links to resources for students and parents for more information are innovative. Aesthetic Quality 10.0 Not addressed. Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. Design is clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. Design is professional, visually appealing, and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error. Total Percentage  100

1.     What kind of career or vocational objective would you like to follow and in what setting (public school, residential school, research center, clinic, corporation, etc.)?   2.     How did you first become interested in your chosen field of study? When did you decide to pursue a degree in this field?   3.     What do you consider to be your greatest asset as a future professional in your chosen field?   4.     Provide any other information that will help us better understand you as an individual and better evaluate you as an applicant for this program.

Browse the files and answer the following questions. 2 pages per question 1. How have you or how could you develop a mindfulness routine to cultivate insight into your thoughts and emotional experience during this time in your life? Describe at least one mindfulness practice you could do regularly and identify which WHAT skill it uses and how you would use all three HOW skills for it. 2.How are you going to know when you’re above a 65 on your emotional thermometer? When you are above a 65, choose one or more skills you are going to use to stay effective and explain how the skills work and why the skills would work for you in being effective at managing your emotions during this time. Describe the skill and the specific strategies/components. 3. When you are below a 65, choose one or more skills you are going to use in helping to reduce the severity of the emotion you might be experiencing and/or change your emotion to a more preferred one.   Similarly, explain how these skills work and why they would be effective for you. Describe the skill and the specific strategies/components.

Ask for Help Print DJM2 — DJM2 TASK 1: VIDEO OBSERVATION TASK INTRODUCTION Western Governors University employs a three-step developmental framework to support you through your preclinical and clinical experiences. This framework also helps to ensure you exit the program confident in your ability to meet the needs of your future students and school system. This assessment falls under step one of the three-step framework. In this task, you will engage in activities that will go toward preclinical hours of your Early Preclinical Experiences requirements. In this task and others in this program, you will use Gibbs’ Reflective Cycle (Gibbs, 1988) as a framework to respond to observations and experiences. Gibbs’ Reflective Cycle encourages you to think systematically about the phases of an experience or activity, first describing the experience, then addressing how it made you feel, next evaluating and analyzing it, then drawing a conclusion, and finally considering how this experience will apply to your future practice. In this task, you will complete video observations and related reflections focusing on elements of educational psychology and human development in classroom settings. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). A. Select and view a video from the “Elementary School” section of the “Video Observation List” web link and complete the following: 1. Describe the developmental stages of the student population in the video, including the following: • video number • approximate age, grade level, and quantity of the students • relevant student characteristics (e.g., gender, students’ needs, culture, socio-economic status [SES], personal interests) 2. Explain which learning theory best aligns with the instructional and assessment strategies the teacher uses in the video. Support your response with specific example(s). B. Select and view a video from the “Middle School” section of the “Video Observation List” web link and complete the following: 1. Describe the developmental stages of the student population in the video, including the following: • video number • approximate age, grade level, and quantity of the students • relevant student characteristics (e.g., gender, students’ needs, culture, socio-economic status [SES], personal interests) 2. Explain which learning theory best aligns with the instructional and assessment strategies the teacher uses in the video. Support your response with specific example(s). C. Select and view a video from the “High School” section of the “Video Observation List” web link and complete the following: 1. Describe the developmental stages of the student population in the video, including the following: • video number • approximate age, grade level, and quantity of the students • relevant student characteristics (e.g., gender, students’ needs, culture, socio-economic status [SES], personal interests) 2. Explain which learning theory best aligns with the instructional and assessment strategies the teacher uses in the video. Support your response with specific example(s). D. Select and view a video from the “Students with Unique Needs” section of the “Video Observation List” web link and complete the following: 1. Describe the developmental stages of the student population in the video, including the following: • video number • approximate age, grade level, and quantity of the students • relevant student characteristics (e.g., gender, students’ needs, culture, socio-economic status [SES], personal interests) 2. Explain which learning theory best aligns with the instructional and assessment strategies the teacher uses in the video. Support your response with specific example(s).

FIRST, write an Initial Post of at least 300 words (about 2 paragraphs, one per question), in which you address BOTH of the following question. You must address BOTH questions to successfully complete the assignment.  Question 1: After reading through chapter one and mod 1 readings, in your own words, describe what the Humanities are and argue why they are important. In your discussion, identify and describe at least three distinct subject areas (disciplines) in the humanities that help illustrate your understanding and support your argument. **Note, “beauty” is not a subject area. For example, in the sciences, biology, chemistry, and physics would be examples of subject areas. Pay attention to the key terms there, identify AND describe.  Question 2: Choose ONE of the following articles and associated question to respond to. Choose the one most relevant to your goals or interests. After reading “Studying Humanities Teaches You How to Get a Job” discuss how you think studying the humanities might help you get a job in the future. Reference the article’s examples in your discussion. After reading “Building a Bridge Between Engineering and the Humanities” summarize why the author thinks a bridge between the humanities and engineering is important and whether or not you agree with the article’s premise. Justify your response with discussion.  Based on your reading of “How the Humanities Can Train Entrepreneurs” what skills are employers looking for that the humanities can provide future students who want to work in business or become entrepreneurs? As a reminder, any outside sources used should be scholarly in nature and included at the bottom your post along with a citation for the textbook in a properly formatted MLA style “Works Cited” section at the end of your post. Any material you integrate into your post word-for-word must be placed in quotation marks and have an in-text parenthetical citation and a works cited entry. Any material you paraphrase or summarize must be cited with an in-text parenthetical citation and a works cited entry. Links https://psmag.com/education/studying-humanities-teaches-you-how-to-get-a-job https://www.chronicle.com/article/building-a-bridge-between-engineering-and-the-humanities/ https://www.theatlantic.com/education/archive/2017/09/how-the-humanities-can-train-entrepreneurs/540390/ file:///C:/Users/TEMP/AppData/Local/Temp/Temp1_Chapter_01_Outline_and_Introduction.html.zip/Module01/Chapter_01_Outline_and_Introduction.html

write a peaceable elementary school plan that includes all the following subtitles: (overview, goals, objectives, Rationale and Purpose, Proposed Implementation Activities and Assessment (description of how you would assess the effectiveness of the program)

You KNOW more today than on the first day of this course. Knowing more is not isolated to learning in this course. Knowing more is also because you have lived more and have inevitably learned more through life experiences this term. You SEE your educational goal is one step closer. You DO more using the skills acquired from this course and the life skills acquired this term. The goal of this week’s discussion is to reflect on your CIS101 learning experience . CHOOSE A SCENARIO I gained more confidence, digital proficiency, and productivity skills in CIS101 this term. I did not gain confidence, digital proficiency, and productivity skills in CIS101 this term. I have mixed results regarding confidence, digital proficiency, and productivity skills in CIS101 this term. ADDRESS THESE POINTS Welcome:  Please provide a greeting to begin your post (e.g. Hello Professors and Peers!). Paragraph 1: Identify the scenario. Discuss how your mindset changed or why your mindset did not change throughout this course in relation to your confidence skills. Discuss how your mindset changed or why your mindset did not change throughout this course in relation to your digital proficiency skills. Discuss how your mindset changed or why your mindset did not change throughout this course in relation to your productivity skills. Paragraph 2: Discuss in detail one specific area in which you are using the above-mentioned skills in your life. Explain how you may continue to expand on these skills in the future. Closing:  Sign your post with your preferred name so that my team knows how to address you in the discussion forum. Make sure to respond back to my peer on how u feel about her point.PEER REVIEW Dear Professor and Peers I gained more confidence, with digital proficiency, and productivity skills while in CIS101 this term. During this course, my mindset has changed, it gave me more confidence to work harder, to plan and be organized with my tasks in school, at work, and in my home.  My mindset also changed for how I use different tools and how I can find new tools to help me be more productive. I also have a newfound skill of using new tools that I would not have normally used before.   IN my life I am now using the [productivity skill as I realized I am very unorganized and always rushing myself to do different tasks, so having a planner digitally and a hard copy helps me with each thing I need to do and when I need to do it. I will continue to use these skills in the future by using more planning tools and explore new ways to be organized and on task.   Sincerely Joce

Carry out Part 3 of the Report. I will find enclosed the portfolio to answer this part.  Reflect on your experiences while preparing the personal portfolio. Once you have completed all of the exercises detailed above, you must write a report in which you should reflect on what you have learned about yourself as a result of completing your portfolio. This section should be no more than two typed A4 pages. *Students are strongly advised to read the chapter ‘The art of reflection’ in Cottrell, S. (2015) Skills for Success, Basingstoke: Palgrave. Remember that simply describing a situation is not evidence of reflection. Reflection is a challenging process that involves trying to make sense of experiences, standing back to gain a clearer perspective, striving for the truth about ourselves and opening up to learning and understanding at a deeper level. Making judgments and drawing conclusions also forms an integral part of the process. This chapter is scanned in and available on Loop under the heading “Career Portfolio assignment description and supporting materials”. You can refer to the DCU guidelines on reflective learning provided. Remember, reflection will also be a vital component of completing your INTRA report. Use the following pointers to guide your report: Refer to the insights (expected and unexpected) that the exercises gave you about career options available and your career aspirations. Detail how you think the exercises will help you to better plan your future personal and career development goals. Identifying your skills (strengths, weaknesses and opportunities for improvement). Did you discover anything new about strengths/weaknesses/challenges? If so, how are you going to use this information to assist you make better career decisions? Refer to researching and reviewing career options and your decision-making process in relation to career choices. With hindsight, are you very happy with your chosen career specialism (HRM/Marketing/Finance/E-Commerce/Law). Are you still unsure about what area of business you would like to pursue as a career? How will this information assist you in shaping your future career choices? What strategies you will apply to achieve your career goals over the coming year. Regarding this assignment, did your input on this occasion differ from other similar projects/assignments, if so why? Did you seek advice/guidance from others and if so, in what way? Is there any area of your input/performance that needs to be improved upon? Overall, what did you learn from completing the careers component of your assignment for this module?

We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand – Why NYU? (400 word maximum) *

Should College be free yes or no? Must include In text citation and works cited page. 8 or more sources.