Education

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)

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

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) *

Watch the documentary, Showrunners: The Art of Running a TV Show (2018) Feel free to download and/or read the documentary film Showrunners transcript. https://canvas.butte.edu/courses/21544/files/2856607/download?wrap=1 https://canvas.butte.edu/courses/21544/files/2856573/download?wrap=1 I would like you to think about the following questions and respond to them in your post: Please respond to each question with its own, full, thoughtfully-developed paragraph(s). 1. Which of the showrunners featured in the documentary did you most identify with? What aspect of their personality and/or work ethic did you find most compelling? Please be descriptive and use concrete examples from the film in your response.  To help refresh your memory, use the attached PDF with a list of the showrunners: About the Showrunners.pdf 2. What differences, if any, did you notice between the way male and female showrunners approach their job, careers, and job security? What do you think accounts for these differences? Be specific. 3. Finally, what changes, if any, do you think would make the system of producing television shows “better”? Consider this question in terms of quality of content, fairness, or diversity of the showrunners, directors, actors, and others. Please note that instances of plagiarism or academic dishonesty will likely result in removal from the class.  Please respond to all of these questions, addressing each one in a separate paragraph. The quality of your writing must be: formal, not casual academic, not ‘spoken’ descriptive, i.e. you explain the ‘what’ and describe scenes, moments, and examples from the film. The more specific, detailed, and colorful your response, the better. analytical, i.e. you explain the ‘why’ and provide reasons and support for your claims and assertion. Use logic and reasoning to explain why – and be persuasive! be clear in your writing: sentence structure, clarity, spelling, and punctuation are important. do not simply provide one sentence answers – no points will be awarded to answers that do not provide substantial explanation and responses to these questions.

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

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).

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.

Critical Tech Reflection ( Desmos Review) Directions:  For this reflection, you are to do a write up of your chosen tech tool that you presented in this class (DESMOS). You have seen many resources used throughout the course of the semester and now is the time to critically write and review one of your own.  Parameters: Title your paper “Critical Tech Reflection” Your paper should be a 12-point font and should be between 3 and 5 paragraphs. You should address the following questions: What is the name of the tech tool?  What is used for?  What issues does it resolve?  What issues does it create? What makes this tool great? What are the shortcomings of this tool?  Where does it fail? How does this tool support the themes and ideas presented in this class? In what ways or capacity can you see yourself or your students using this tool? Does this tool have any competitors?  If so, what are they?  What makes them different? Do you have to pay for this tool?  What options does this tool offer? How does this tool align to the standards?  Here is a link to those standards. You are going for more of a narrative rather than a set of unrelated bullet points.  I would like this exercise to be about how you would intelligently speak to your future colleagues as a professional educator.

Discuss the importance of an instructional coach as it relates to the classroom. What steps would you take as an instructional coach to increase student achievement needs at your school? (See attached for school information)

Instructions: There has been increasing concern among educators for the quality of learning environments. The social psychology has taught us about the effects of the quality of interpersonal relationships while industrial psychologic contributed many insights about the effects of organizational environment (e. g. structure, policies and procedures). Reflect on your personal experience when the climate was not conducive to learning.