Education

Questions for this Extra Credit Journal relate to the WBEZ and This American Life podcast episode “We Come From Small Places”: https://www.thisamericanlife.org/685/we-come-from-small-places What is J’Ouvert? Where does the celebration of J’Ouvert originate? Why is it celebrated? Imani Brown’s segment:  What does Brown say playing devils (Jab Jabs) in mas represents? Marlon Bishops’ segment: What are the steel drums called? When do the bands begin practicing in anticipation of Carnival? How has the arranger, BJ, been training the musicians? Ira Glass’s segment:  Ira Glass interviews a group of Haredi (Orthodox) Jewish children and a Lubavitcher Rabbi who live in Crown Heights. How does the Haredi community view J’ouvert and The West Indian American Day Parade in general? Neil Drumming’s segment: Name two reasons why Reishelle Maynard-Richards from the mas camp Ramajay is frustrated with Carnival in NYC. Open reflection- Please share any additional thoughts from this piece that you’d like to share.  For more information on This American Life read this: https://en.wikipedia.org/wiki/This_American_Life

Week 3 Journal As you are reading Chapter 4 of your course text, take note of the learning stages and theories that are explored. While thinking about how some of these stages and theories fit into your personal philosophy of learning, in addition to your (potential) role as a mentor, please respond to the following questions in your journal: Malcolm Knowles helps us recognize that adults tend to demand that learning be relevant to their lives. How can using and nurturing your interpersonal intelligence make learning more relevant for a teacher with whom you are working? Reflect on a time when you observed another person who helped you understand something in a new way through music, dance, or exploration of nature (or another similar activity). Discuss how learning something in a different way than you expected felt or how it engaged you. Recall an occasion when someone taught you something through hinting or using open-ended questions. Reflect on how scaffolding an adult’s learning is key to the mentoring process. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. For more information on Personal Philosophy read this: https://en.wikipedia.org/wiki/Philosophy_of_life

This week, you examined more closely learning goals, outcomes, and objectives and how they factor into the design process. Think of a road trip. Generally, you have a map to guide you on your journey. Without it, you run the risk of getting lost. Unless getting lost is your objective, that map will help you stick to the best path to get you where you need to be. If you don’t know where you are going, how will you know when you get there? This is what goals and objectives, as a part of the overall ID process, do for instruction. For this assignment, you will create a high-level design by giving an overview of your need for instruction that you identified in Week 2, a basic learner analysis (who your learners are and what you know about them), and what you want them to know, do, or feel when they complete instruction. You will write one learning goal, at least one learning outcome, and at least two learning objectives, which you will include in your signature assignment in Week 8. Length: One page with a complete learning goal, learning outcome, and at least two learning objectives References: No references required, though any sources used should be cited and referenced using APA style The completed assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. The content should reflect scholarly writing and current APA standards and should adhere to Northcentral University’s Academic Integrity Policy.

Directions:  It’s your first year of high school, and it’s a lot different from the 8th grade. Your school is a lot bigger. There are a lot more cliques. There’s a lot more pressure to be cool. Annie has been your best friend since 3rd grade, but in high school, she’s not fitting in as well as you are. A lot of the upperclassmen have started inviting you to go out with them on the weekends, but they never invite Annie. You want to be friends with them and with her. This weekend, you and Annie have planned an all-night movie marathon at her house. Then, on Friday, a junior asks if you want to go to the football game with a big group of people. You feel torn. You really want to go with the group, but you would feel horrible ditching Annie.Demonstrate your skill at problem-solving by using the seven-step method to solve this problem. You may assume details such as what time the football game starts, what time you planned to be at Annie’s, how Annie reacts to being left out, etc. Since this is a hypothetical situation, you will not be able to perform step seven, evaluating the solution. 1. Define the problem.2. State and check your assumptions.3. Collect information.4. Analyze the information.5. Determine possible solutions.6. Select and implement a solution.7. Evaluate the solution. Since this is a hypothetical situation, you will not be able to perform step seven, evaluating the solution. Principles of Business and Finance (BF102X0000)AssignmentsUnit 3 Formal Writing Assignment Sept 25

Start to compile your list of annotated sources for your researched argument. You will need to submit 10 annotated sources for this assignment. At least 5 must be scholarly sources. The rest can be credible popular sources. To annotate a bibliography means to include critical commentary about each work on the list, usually in one or two short paragraphs. Each annotation should contain the following: A sentence or two about the rhetorical context of the source. Is it an informative news article? An opinion column?  A scholarly essay? Is it intended for lawyers? The public?  Students? The elderly? What is the bias? A brief but detailed summary of the content. A note about why this source seems valuable and how you might use it. See example below:  Example: Ames, Katrine. “Last Rights.” Newsweek 26 Aug. 1991: 40-41. Print. This is a news article for the general public about the popularity of a book called Final Exit, on how to commit suicide. Ames explains the interest in the book as resulting from people’s perception that doctors, technology, and hospital bureaucrats are making it harder and harder to die with dignity in this country. The article documents with statistics the direction of public opinion on this topic and also outlines some options, besides suicide, that are becoming available to ensure people of the right to die. Ames shows a bias against prolonging life through technology, but she includes quotations from authorities on both sides. This is a good source of evidence about public and professional opinion. -This sample is from The Aims of Argument by Timothy Crusius and Carolyn Channell. Please view the following link for more information about writing an annotated bibliography: https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html. For more information on this check: 

You must submit your thesis and outline by 11:59 p.m. (ET) on Monday of Module/Week 2 for instructor feedback. Submit your Fiction Essay by 11:59 p.m. (ET) on Monday of Module/Week 3 Guidelines for Developing Your Paper Topic The “Writing about Literature” section of your Perrine’s Literature textbook (pp. 1–54) and the “Writing” section of Harbrace Essentials (pp. 1–12, 15–16, 18–21, 22–28) provide helpful pointers for writing your literary essay and for academic writing in general. Be sure that you have read these sections before doing any further work for this assignment. Take particular notice of the examples of fiction essays on pp. 38–43 of Perrine’s Literature textbook. Choose 2 of the following short stories to compare and contrast in your essay:• “The Lottery” by Shirley Jackson• “The Destructors” by Graham Greene• “The Rocking-Horse Winner” by D.H. Lawrence• “Young Goodman Brown” by Nathaniel Hawthorne• “The Prodigal Son” by St. Luke

 I need this assignment done everything is in the assignment content on what is needing to be done in this assignment everything is in APA style. Signature Assignment: Components of an Effective Literacy Program Presentation [due Mon]Assignment ContentImagine that you have been asked to do a workshop on literacy in the 21st century. You have been asked to focus on key features of reading instruction that make up a balanced and effective literacy program at the early childhood level. Your audience will likely include current teachers, new teachers, librarians, paraprofessionals, and possibly high school students who plan to pursue early childhood education after graduation.  Create a 10- to 12-slide presentation for the workshop, using Microsoft® PowerPoint® or another medium, such as Prezi®, Powtoon, Wideo, etc. Consult the College of Education’s Technology Resources Library for additional information on presentation media you may use.Research and discuss the following in your presentation:A brief explanation of learning theories that currently influence reading instruction (behaviorism, constructivism, sociolinguistics, and information processing) and how these can all be incorporated into a balanced literacy programA description of the 4 cueing systems (phonological, syntactic, semantic, and pragmatic) and their importance in the development of reading, writing, listening and speaking skillsA description of ways to support early childhood students in developing their skills within each of the cueing systemsA chart in which you compare the process of first-language acquisition with that of second-language acquisition and describe 2–3 strategies to support English learners at each of the 6 stages of language acquisition (total of 12–18 strategies)A description of instructional approaches that can make up a balanced literacy program, including guided reading lessons, basal reading programs, literature focus units, literature circles, and reading/writingworkshopsInclude a reference page or slide in APA format with all resources used in your presentation.

 Digital Presentation Instructions The principle for the digital presentation is to explore an issue or topic related to intercultural communication and presents it in a way that educates your audience. Think of general audience where some may have an idea about the topic while others may have not heard about it. Thus your information should be informative at different levels. Make sure to discuss counter-arguments if and when applicable . You may pick any issue of cultural/intercultural nature: e.g. segregation and discrimination against a certain microculture group in your dominant culture of choice, certain celebration that a certain group in the U.S. or abroad does; origins of a particular holiday; development projects in underdeveloped countries. (examples of specific topics: amateur documentary type videos about a certain micro cultural group; video about International students at American universities and their American cultural experience; the impact of the COVID-19 and other pandemics on certain cultures or cultural groups, the effect of micro-cultural groups on food in certain cultures; stereotyping of Black (or other micro cultural groups) people in American (or some other) media; desalination plants in KSA; humanitarian crises in Darfur; the Rio carnival; origins of Christmas (or any other widely celebrated holiday) …etc). – The information should be enough but not overwhelming in specialization. – Your presentation should be between 5-7 minutes in length if recorded. – The presentation should also clearly reference your sources; include your references/sources within the presentation and not just as a reference list at the end. – Any format that you can work with will be acceptable (e,g power point with recorded voice, podcast, any video format, poster presentation; digital story…etc) – A minimum of five reputable sources (preferably academic and not .com or Wikipedia) are expected. Due to the limitation of space on blackboard, you may need to save your project on onedrive or some other platforms (e.g. you tube) and share the link on blackboard under the assigned folder. For more information on read this: https://en.wikipedia.org/wiki/Presentation_Sisters

research paper on POWERPOINT, about the layout of an industrial laundry, meaning the different spaces, components and then the machines, the type of machines. It doesnt mater if its 2 pages or more, has long has you speak about everything that is in the subject.

Week 4 – Discussion 22 unread replies.77 replies. Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated. Learning Through Inquiry The cycle of inquiry begins by turning a teacher’s concern, dilemma, or frustration into a teacher’s question to investigate and is the key to job-embedded professional development. As mentors, you should understand how a teacher’s individual development phase can provide helpful insight in identifying an area for growth and sharing that area in a constructive way. In this discussion, you will explore how you can influence teachers to wonder, question, and share ideas for their own growth. Prior to participating in the discussion please read Chapter 5, focusing on Table 5.4 – Beginning Mini-Cycle of Inquiry, as well as the scenario below: Recently, a preschool teacher was assessed using the CLASS tool (Effective child-teacher interactions (Links to an external site.)) which measures child-teacher interactions on several levels. The purpose of this tool is to improve teaching and student outcomes. The teacher requested time to meet with the CLASS coach because her classroom received a low score in the dimension called “Positive Climate.” Keep in mind the information on positive and negative climate below. Positive Climate Classrooms have a high positive climate when teachers and students Have positive relationships with one another and clearly enjoy being together. Are enthusiastic about learning and spending time in the classroom. Are respectful of one another. Negative Climate Classrooms have a high negative climate when teachers and students Get frequently irritated and angry with one another. Are not able to diffuse negative situations such that these situations escalate. Make fun of one another in mean-spirited ways.More information on positive and negative climate is available in the following blog post: How Positive & Negative Climate Among Teachers Affect Children (Links to an external site.) In your discussion thread discuss the questions below as a group, sharing thoughts and options for answering the questions. Each group member must provide potential answers to at least two of the questions and must contribute to deciding on answers for all five questions. One member of each group should submit the group’s responses to each of the following questions (be sure to include the name of the person who submitted the response): How can you make a teacher feel competent and excited about engaging in learning? What communication skills would you use in the “Observe” phase to create a teacher-generated research question? How might you support the teacher in the “Reflect” phase of the cycle? What are some things you may take into consideration? How would you support the teacher in the “Apply” phase of the cycle to support the teacher in engaging more deeply in their own development? How might you approach this teacher if they began to feel overwhelmed and lacked the confidence to meet the challenge during this process? For more information on Inquiry read this: https://en.wikipedia.org/wiki/Inquiry