Education

I am going to start my career in Kinesology so i wanna related to this field No 1 Discuss your motivation for pursuing a graduate degree. No 2 How will you make graduate studies a priority? (Be sure to address your dedication to persevere, your commitment to study time, and your network of support while in the program.) and no 3 Discuss how your experience relates to the program you are applying for and describe your current understanding of the field of study. the essay may not be longer than 1,000 words. here the information my university want please send in pdf file Essay Instructions The application essay is an important element in our decision to admit prospective students into CGHS programs. Graduate school requires exemplary critical thinking and writing skills and this essay allows the admissions committee to evaluate your abilities in both areas. The content (what you write) and form (how you write) is given significant weight in the admissions decision. It is essential that you take the time to think through your responses to the essay questions, organize your thoughts into a logical progression, and ensure that your sentence structure, grammar, and punctuation are correct. Since this is a sample of critical thinking and writing ability, the essay may not be longer than 1,000 words. Write out each question/statement in bold as a heading followed by your answer. This will make your essay easier to read and allows you to address each question specifically. CGHS seeks high quality individuals who are motivated to pursue their educational goals. CGHS seeks high quality individuals who are motivated to pursue their educational goals. Discuss your motivation for pursuing a graduate degree Successful completion of a graduate program for busy professionals involves dedication, time commitment, and support. How will you make graduate studies a priority? (Be sure to address your dedication to persevere, your commitment to study time, and your network of support while in the program.) 3. The admissions committee seeks to know how your experience (personal and/or professional) relates to the degree program to which you are applying and if you have an adequate understanding of the field of study. Discuss how your experience relates to the program you are applying for and describe your current understanding of the field of study. Discuss your motivation for pursuing a graduate degree. 2. Successful completion of a graduate program for busy professionals involves dedication, time commitment, and support. How will you make graduate studies a priority? (Be sure to address your dedication to persevere, your commitment to study time, and your network of support while in the program.) 3. The admissions committee seeks to know how your experience (personal and/or professional) relates to the degree program to which you are applying and if you have an adequate understanding of the field of study. Discuss how your experience relates to the program you are applying for and describe your current understanding of the field of study.

For this discussion, you will need to address the question below and be sure to participate fully by responding to your classmates as well. Citations should be used to support your analysis and references should be included in APA format. Before you begin, be sure to review the Discussion Question Guidelines! Productivity software (such as Excel or Google Sheets) is used by almost every business. Think in terms of your own field of study and future profession, in what ways could you use productivity software to increase efficiency in your work?

Please read the following article: Lessons on the Craft of Scholarly Reading August 6, 2018 Scholarly reading is a craft — one that academics are expected to figure out on our own. After all, it’s just reading. We all know how to do that, right? Yes and no. Scholarly reading remains an obscure, self-taught process of assembling, absorbing, and strategically deploying the writing of others. Digital technology has transformed the research process, making it faster and easier to find sources and to record and retrieve information. Like it or not, we’ve moved beyond card catalogs, stacks of annotated books and articles, and piles of 3×5 cards. What hasn’t changed, however, is the basic way we go about reading scholarly work. In graduate school, we are told to “do the reading” and “know the literature,” in order to understand our field and master a particular corner of it. We do our best to absorb key sources and orient ourselves to the discipline so that we can demonstrate our mastery in preliminary exams, dissertation proposals, and literature reviews. Throughout our academic careers, that remains our mandate: Find the relevant  literature, make sense of it, and then use it in our own scholarly work. But how, exactly? Rookie scholars and established ones alike could benefit from a clearer, more detailed understanding of how to read effectively. For me, the craft of scholarly reading proceeds in three phases, each with goals and pitfalls. Phase No. 1: Gathering. To create a project bibliography, we need to define our chosen scholarly landscape. Where are its borders? What are its key features? Where are the controversies in our topic area? We also need to understand how the current topic landscape came into being: Which thinkers, ideas, debates, and divisions gave rise to these particular borders, features, and controversies? To “know the literature” is to find ways to become part of it. In this phase we read to figure out how the history of our subject area has shaped its current geography, both in general and in relation to our own particular concerns. This can be an exciting phase of discovery. Gathering sources should feel like a treasure hunt. You’re not doing deep reading at this point. You’re pursuing keyword searches and combing through bibliographies for clues to follow and trails to trace. During this phase we are trying only to determine the lay of the land — skimming and organizing the scholarly books and articles and the names of scholars we find, into categories we can use later. The goal: to create an evolving and open-ended assemblage of sources — a working bibliography. Phase No. 2: Engaging. Once we’ve gathered our main sources, it is time to interact with them closely and thoughtfully. That is the mark of a true scholar. Choose from your broad bibliography the specific books and articles that offer you the most interesting, surprising, disquieting, puzzling information. You’re seeking material that deals with your emerging research questions, so this is no time to skim. You’re not looking only for information that confirms your preconceptions, but also for the stuff that doesn’t. To be a serious scholar, you must always be open to the new or different, seeking to understand and do justice to relevant sources across a variety of perspectives. Your goal in this phase is to read, highlight, and annotate only the sources most relevant to your focus. You are trying to figure out what was (or is) at stake in the scholarship of others, so that you can accurately represent and engage these elements in your own work. This is when you can also start informal, responsive writing. I recommend doing quick synopses as you read — writing down concerns and questions, putting your own ideas into your own words. That way you actually will have begun writing in ways that support and shape your later work. Engaged, responsive reading helps you find and hone your own point of view in immediate response to that of other scholars. Phase No. 3: Deploying. Now you must figure out how to incorporate key elements of the literature into your own writing. Find ways — digitally or on paper — to identify and retrieve crucial quotes, ideas, and points of view. You want to make the insights of others available for your own future readers, as well as to demonstrate how your work connects with the work of other scholars in your subfield and discipline. Ideally, academic reading moves smoothly through those three phases, guiding and motivating you into productive academic writing. But in practice, there is plenty that can hamper you in the reading process. Here are some reading pitfalls: Beware of the impulse to start writing overly detailed outlines during the gathering phase. Doing so may decrease your anxiety and help you feel “scholarly.” But copious notes at this phase will keep you focused on trees when you should be getting a sense of the forest. Remember: Not all of the sources you’ve gathered deserve the same level of reading attention. First skim to grasp your research area’s history and geography, then read closely and annotate only the sources most relevant to your research questions. In the engagement phase, return to original sources whenever possible. Guard against the temptation to rely mostly on secondary sources, or to take sides based on your training or on current trends. In your reading, try to understand what predecessors in your area have actually said by tracking down original sources. Do not succumb to the temptation to distort, then demolish, the claims of selected others. You are contributing to a conversation, not taking sides or mowing down the competition. Show respect for those you cite by doing all you can to represent them accurately. In the deployment phase, avoid “cut and paste” scholarship, in which you assemble a jumble of quotes and paraphrases, hoping that a conglomeration of citations will substitute for analysis. It won’t. The possibilities you identify in this final phase of reading need to be judiciously used in the service of your own perspective. Your job is not to prove that you read all the relevant literature by quoting from it as much as possible. Instead, your job is to select relevant elements of the literature to anchor your own contributions. Remember that each of the three phases of “reading the literature” can turn into a form of writing avoidance. Don’t keep gathering, engaging, and annotating in the hope that your diligence will magically coalesce into scholarly writing. Watch out for those moments when you are starting to spin your wheels, superstitiously hoping that preparation will turn into writing through some form of alchemy. I describe warning signs of this in “The Myth of One More Source.” (Links to an external site.) As I say there, the point of a literature review is to learn from the literature, not to drown in it. Paraphrase each of the main three points in this piece. What advice did you find most helpful and/or are most willing to use in your research?

need three-four pages answering the question… “how can Special education teachers influence a student academic success?”

Describe your academic and career plans and any special interest (for example, undergraduate research, academic interests, leadership opportunities, etc.) that you are eager to pursue as an undergraduate at XYZ University. Tell us why you decided to apply to the University of XYZ. In addition, please include why you are interested in studying the major(s) you have selected. If you selected undecided please describe your areas of possible academic interest. Also, if you encountered any unusual circumstances, challenges, or obstacles in pursuit of your education, share those experiences and how you overcame them. (400 words) Additional information will be provided in my file.

This module focused on developmentally appropriate practices and the role it plays in early childhood education. We also looked at what it means to be an intentional teacher and the complex role of early childhood educators. For this reflection:  In your own words, describe what is developmentally appropriate practice (DAP)? What are some of the core considerations that early childhood educators know and understand to be intentional in their decisions?     Describe what you would expect to see if you walked into a DAP classroom. Use your words to paint a picture of this DAP classroom and what is happening inside.  What would the classroom look like? What materials would you see? What would the teacher be doing?  What would the children be doing? What would the daily schedule look like?

Read the attached readings prior to completing this assignment. Learning Objectives Assessed: Identify key tenets of qualitative research Identify key tenets of quantitative research Evaluate when to implement a qualitative or quantitative methodology Provide examples of quantitative and qualitative research questions Identify and apply ethical considerations related to conducting research Identify, select, and apply theoretical frameworks based on the nature of the question Instructions: Based on the readings and applied experiences, discuss and define 3 classroom based problems that can be best addressed/evaluated implementing quantitative methodology, and 3 classroom based problems that can be best addressed using qualitative methodology and evaluate the ethical considerations and theoretical framework(s) related. Please see the rubric below and be sure to include the following in paper. Requirements Table Assessed Requirements Points 3 quantitative research questions related to teaching and learning  5 Explain why these problems can be best-addressed implementing quantitative methodology 5 3 qualitative research questions related to teaching and learning  5 Explain why these problems can be best-addressed implementing qualitative methodology 5 List at least 5 ethical considerations that should be taken into account when conducting research to address the questions proposed 5 Choose two theoretical frameworks that can be implemented when answering these questions (e.g.,Grounded Theory, Cultural Responsive Teaching CRT, Piaget’s stages of Development, etc.) 5

today we discussed both gender roles and sexual orientation.  How might these differences affect a student’s learning?  Give at least one example of each and how the student may be affected (positively or negatively) within the classroom or school environment as a whole.  Consider this in the context of how other students, teachers, parents, and administrators may view the student. Also, describe how does Title IX protect individuals from sexual harassment and gender-based harassment. What are some alternatives to reduce gender and sexual diversity? What type of training on Title IX and sexual violence should be provided to teachers and students?

I am required to respond to the following two essay questions.    1) We would like to know more about your interest in NYU. We are particularly interested in knowing what motivated you to apply to NYU and more specifically, why you have applied or expressed interest in a particular campus, school, college, program, and/or area of study? You may be focused or undecided, or simply open to the options within NYU’s global network; regardless, we want to understand – Why NYU?   2) Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. I am going to apply for the nursing program. These are the questions they want me to write an essay about.

Instructions For this assignment, develop a position paper addressed to a group of stakeholders within and/or external to higher education that identifies trends that have had an impact on the cost of colleges and universities. Review the professional literature about college costs.  Be sure to address the following questions in your paper: ·         Do the factors identified in the HEPI explain the rising costs, and, if not, what other factors must be considered in colleges’ financial planning? ·         What trends do you see in current funding and expenditure patterns and what do you believe will be their implications for higher education? Support your assignment with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Length: 6 pages, not including title and reference pages