Education

1. Scrutinize each paragraph separately (this can be done directly on the draft itself): -What is the basic point? -How does each paragraph relate to the essay’s thesis? -Should some paragraphs be further developed, condensed, combined, rearranged, or deleted? (If you “outline” each paragraph by briefly stating the main topic in the margins, that will help you answer these questions more effectively.) -Is each sentence clearly related to the one preceding it—and the one that follows? 2. What is the main point being made about these text(s)? Is the point arguable? Is it more complex than simply exploring a superficial aspect of the text? Does the reasoning fall short? 3. Does the author provide specific evidence to back up his or her points? Are more quotes needed? Are fewer quotes needed to avoid redundancy? Are signal phrases (“According to Rousseau . . .” or “Machiavelli states . . .”) used to introduce each quotation or paraphrase? Does the author provide context when integrating the evidence and explain clearly how the evidence proves the points and how the points connect to the claim? 4. Can you accept the writer’s assumptions? Why or why not? Be specific. 5. Are there adequate transitions between paragraphs? 6. Are the introductory and concluding paragraphs effective? What works so far—and what might need revision? Please be specific in your advice. 7. Does the conclusion answer the “so what” question? In other words, does the conclusion branch out a bit and address larger concerns, perhaps outside the world of politics? 8. What are this paper’s major strengths? 9. What major revision do you think the writer of this essay should consider first?

Topic 3 DQ 1    A student in your class named Joy struggles with utilizing effective study skills. Describe two different strategies that you will share with Joy so that she can study and learn more effectively. For example, give her some strategies for taking good notes (e.g., identifying main ideas, supplementing main points with concrete examples).

passion and motivation for pursuing nursing? Why our college? what does an extraordinary nurse look like to you?

Please use the book as a source as well it is attached.  Unit 6, Chapter 7 Short Essay Describe dispositions for effective collaboration. Which disposition do you think is most important? Why? 1.    Remember to include a heading for each short essay. The heading should include the following as shown in your syllabus. Please single space your heading.                  Name                    Unit #                    Date                    School, Grade, and Subject you teach   Provide classroom examples or experiences. that support inclusive education. Limit your essay to no more than 2 pages’ double spaced. Be sure to include an introductory paragraph, main ideas, examples, and a closing or summary paragraph.   Essay requirements:   a.    Include a single spaced heading for each essay (At the top)   b.   You may include a title for essay if you want.   c.    Double space your essay and write at least 4 well developed paragraphs that include an introduction to the unit topic, a discussion of the topic, classroom examples and experiences, and a summary or concluding paragraph.   d.   The introduction should include at least 4-6 sentences.   e.    Indent each paragraph   f.      References should be included when you quote information from sources. Citations may be within the text or at the end of the essay.   g.   The most important part of the essay is the explanation of how you use the information in your classroom. Provide examples of how you could use the ideas in another type setting.   h.    Include a summary/concluding paragraph for each essay.

Why NYU? 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) *

Determining your learning style can be both beneficial and fun.  Go to the VARK website and learn about the four major learning styles: Visual, Aural (Auditory), Read/Write and Kinesthetic.  Then take the VARK Questionnaire. Once you know your style(s) read about the different learning strategies here: Visual Strategies Aural Strategies Read/Write Strategies Kinesthetic Strategies Once you have completed the readings, answer these questions:  Was this your first time taking this type of inventory? If no, did your results change from the last time? If so, did your learning style results surprise you? Now that you have identified your learning style, how will you apply this knowledge to your studying? Reflect on the studying strategies you have used previously. Have your study habits been effective? Why or why not? What studying strategies from this week do you think will be helpful? Be sure that your Learning Journal entry is a minimum of 300 words (but not more than 500 words).

On average, one out of 12 children enter school with a language deficit. This deficit can lead to difficulties in the other domains related to language. There are four domains of language: oral, listening, reading, and writing. Each of these domains builds upon one another, and a deficit in one area can directly affect another. Oral language can be an important predictor of future reading success. In this week’s Assignment, you explore the different components of oral and written language (expressive, receptive, vocabulary, comprehension, etc.) and determine the effect language development has on a student’s future progress. To Prepare Select a grade level (K–6), and review the state standards in literacy for that grade level. Focus on oral language, formal and informal language, and writing. To Complete In this Assignment, imagine you are creating a workshop for teachers in your grade level on language and literacy development. Create a PowerPoint or online presentation (i.e. Knovio, Prezi, etc.) that includes the following: Describe the key milestones of language from birth to age 8. Explain how language opportunities promote self-expression, identity development and learning. How do child development and language/literacy development compare? How both formal and informal language help students make connections between oral language and written language. Share strategies. Strategies to use with ELL or ESL students. For example, you may discuss how you will convert skills in their primary language to English or perhaps you will incorporate songs and rhymes. Explain the interrelated elements of language arts instruction that support the development of ELL/ESL learners. Include ways in which languages differ in writing systems and in processes used to translate from one language to another. Explain how you could use technology to support an ELL/ESL learner. The presentation should contain 6 to 8 slides, not including the title and references slides. If you choose to create a PowerPoint presentation: Use the Learning Resource by the Center for Teaching at Vanderbilt University on effective PowerPoints. Use the notes section for details (no more than 2–3 paragraphs per slide).

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

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) *