EBSCO Publishing Citation Format MLA (Modern Language Asso.docx
•Download as DOCX, PDF•
0 likes•2 views
EBSCO Publishing Citation Format: MLA (Modern Language Assoc.): NOTE: Review the instructions at http://support.ebsco.com/help/?int=ehost&lang=en&feature_id=MLA and make any necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Always consult your library resources for the exact formatting and punctuation guidelines. Works Cited Fong, Bobby. “Roethke’s `My Papa’s Waltz’.” College Literature, vol. 17, no. 1, Feb. 1990, p. 78. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc- plus. <!--Additional Information: Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus End of citation--> Section: NOTES & DISCUSSION ROETHKE'S "MY PAPA'S WALTZ" Most recent critics of Theodore Roethke's work give "My Papa's Waltz" short shrift. If mentioned at all, it is characterized as depicting the father's "mixture of tenderness and brutality" and the child's "admiration and fear."[ 1] The waltz is at once a "happy and terrifying activity" that, biographically, reflects "Roethke's vacillation toward his father, registering playful but poignant tones in stanzas of iambic trimeter."[ 2] Some of my students are able to perceive the poem as thus holding fear and joy in tension, but mainly these are the ones who see the poem dispassionately, as a play of words on the page where waltzing and romped are juxtaposed with battered and scraped and beat, where the child is "waltzed off to bed" holding on "like death." The others, however, divide into two camps, united by their common insistence that one emotion predominates, either fear or joy. One party's interpretation accords with that of X. J. Kennedy, who argues: Most readers find the speaker's attitude toward his father affectionate, and take this recollection of childhood to be a happy one. But at least one reader, concentrating on certain details, once wrote: "Roethke expresses his resentment for his father, a drunken brute with dirty hands and a whiskey breath who carelessly hurt the child's ear and manhandled him." Although this reader accurately noticed some of the events in the poem and perceived that in the son's hanging on to the father "like death" there is something desperate, he missed the tone of the poem and so misunderstood it altogether. Among other things, this reader didn't notice the rollicking rhythms http://support.ebsco.com/help/?int=ehost&lang=en&feature_id=MLA http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus https://mail.google.com/mail/u/0/#m_6866258545076574701_bib1 https:.
Report
Share
Report
Share
![N=9609111563&site=lrc-plus
End of citation-->
Section:
NOTES & DISCUSSION
ROETHKE'S "MY PAPA'S WALTZ"
Most recent critics of Theodore Roethke's work give "My Papa's
Waltz" short shrift. If mentioned
at all, it is characterized as depicting the father's "mixture of
tenderness and brutality" and the
child's "admiration and fear."[ 1] The waltz is at once a "happy
and terrifying activity" that,
biographically, reflects "Roethke's vacillation toward his father,
registering playful but poignant
tones in stanzas of iambic trimeter."[ 2]
Some of my students are able to perceive the poem as thus
holding fear and joy in tension, but
mainly these are the ones who see the poem dispassionately, as
a play of words on the page
where waltzing and romped are juxtaposed with battered and
scraped and beat, where the child](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Question 11Select a control or display in your environment. Desc.docx
Question 11
Select a control or display in your environment. Describe and evaluate it with respect to general guidelines for controls or displays. Should it be redesigned?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including your textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Question 12
Select a warning label. Evaluate it with respect to general principles for design of warning labels. How could you improve the design?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including your textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Response Essay and Summary paragraph!
I need a summary of the article 1 paragraph long attached to the response essay !!!!!
Important for the response:
1 page and half long
MLA format
Times New Roman, 12-point font
Double-Spaced
1-inch margins
Critical Lens: Formal
Discuss whether or not you agree with the author of the article. Also include your own analysis of the poem or short story using examples from your own life, from the text itself, or from the article. You are discussing what you think the literary selection means, comparing it to your own life or prior knowledge, analyzing clues left by the author/literary techniques, and/or examining the selection through the critical lens emphasized for the particular lesson on the selection.
Reader Response to “An essay on “My Papa's Waltz””
Essential Information
Pagnattaro, Marisa Anne. "An essay on “My Papa's Waltz”." Poetry for Students. Detroit: Gale. Literature Resource Center. Web. 22 Jan. 2013.
Content Summary
The article discusses the dual nature of the poem. One view is that the father is an angry drunk who is abusive to the child; the other view is that the father and the child are having fun waltzing after the father had a few drinks. According to the article, both views are neither correct nor wrong; they just depend on your life's past experiences to interpret the poem one way or the other. Pagnattaro alluded that in the poem when Roethke said "With a palm caked hard by dirt", the line derived from Roethke’s life as a child when his parents were working as florist growing flowers and plants. Another way Roethke adapts the poem to resemble his life is by making it about "papa". Roethke lost his father at a young age, which makes the poem seem as a recollection of his father. Pagnattaro pointed out that many of the words that Roethke uses are ones that draw double meaning such as the word “clinging” in “Then waltzed me off to bed /Still clinging to your shirt.”. Clinging can mean that the boy can be holding on to the father in fear of falling or because he loves is father and wants to hold him.
Response to Article
I agree wit ...
This trainisbeingheld teachersguide_3p[7]
Teachers' guide for YA novel THIS TRAIN IS BEING HELD, a contemporary NYC subway romance and Latinx retelling of West Side Story that deals with issues of racism, classism, colorism, mental illness and police brutality.
Ozkaraaslan 4English 102Omer Berat OzkaraaslanMary Jo Gaci.docx
Ozkaraaslan 4
English 102
Omer Berat Ozkaraaslan
Mary Jo Gacia
12/01/2017
Looking Back to the Relationship with the Father
For this assignment, I will do isolation on the poem called “Those Winter Sundays” by Robert Hayden. It is my favorite poem in the book called “The Norton Introduction to Literature.” It expresses the boy's, who understood that what his dad does for him after he grown up, love, respect, and perceptiveness to his or her father, who seems a very hardworking and respectful person. The poem talks about the child's sadness or regret in his childhood before understanding about what is going on with his father.
Firstly, the “Those Winter Sundays” poem has only two characters, the father and the child, who is a son of the father, and the speaker of the poem. The speaker in “Those Winter Sundays” is an adult person who looks back on his childhood relationship with his father. It is a narrative poem, which is told as a story, or daily life. According to the poem "Sundays too my father got up early and put his clothes on in the blueblack cold," the father is a hardworking person, and he works on Sundays too, as mentioned in the poem. The second character is the child, he is thankful to his father, because he can see or feel what his father does for his child after the child is grown up, because he did not understand what the father does for him in his childhood. I think that the child also feels upset for him too, because he needs to work on Sundays even in the cold days, and he gets up in the early hours every day without any day offs. The tone and diction of the poem is very important, because everything is developing on them. The tone of the child’s attitude towards to his or her father is lovely, and respectfully. Also, the diction is all about the love of his or her father. I think that the child loves his father so much, and kind of upset about his situation about working all days and in hard conditions.
Moreover, “Those Winter Sundays” is told by a first person, who is the child, and it is a poet, because the child is telling the poem directly without creating a person through his point of view. The main focus of the poem is about the child’s love and respect to his father after the child is grown up and realized everything. The voice of the narrator or the child is pessimistic, because he sees the father working very hard on every day of the week even on Sundays, and the child feels angry about his father due to no understanding or realization of the father in his young ages. However, the poem's voice changes to optimistic. According to poem "Sundays too my father got up early and put his clothes on in the blueblack cold," the speaker tells how early the father wakes. Which means it is before the sunrise and it is cold outside. No doubt that nobody wants to work under the hard-working conditions for 7 days a week without getting any day off, as known Sunday is church day or the day of the rest. There is a consonance,.
A World Of Poetry And Spoken Word
1) The author discusses how contemporary poets in Trinidad and Tobago can switch between language registers like Standard English and local languages without privileging one over the other.
2) As a child, the author was inspired by masters of oration like Castro, Sankara, and Manley as well as a school vice principal. However, the poets most influential to his writing style were Walcott, Neruda, and Césaire.
3) In literature class, reading poems aloud exposed students' literacy levels and conceptions of masculinity. A line from a Walcott poem excited the class by connecting to contemporary music genres, showing the author poetry's power to elicit passion and meaning-making.
Elements of poetry written report
This document defines and explains the key elements of poetry. It discusses that poetry uses imaginative language and rhythmic devices to evoke emotion. Some core elements defined include stanzas, rhyme schemes, imagery, diction, persona, refrain, repetition, theme, symbolism, and literary devices such as metaphor, simile and personification. It provides examples for most elements to illustrate their usage and effect.
Surfing legends
The document provides information about surfing legends and various poetry forms that could be used in a classroom. It includes definitions and examples of different poetry types such as haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and their educational benefits. Resources for each poetry form are also referenced for students.
4.friend by hone_tuwhare
This poem reflects on childhood memories of playing in a wild coastal area with a friend. In the first stanza, the speaker asks his friend if he remembers the setting, which had a lone tree protecting the point from the harsh sea. In the second stanza, the boys are described building a fort from branches of this tree, which is now dead. The final stanzas reflect sadly on how their youthful dreams and the natural surroundings have changed, leaving the speaker to cling to memories of their friendship.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Recommended
Question 11Select a control or display in your environment. Desc.docx
Question 11
Select a control or display in your environment. Describe and evaluate it with respect to general guidelines for controls or displays. Should it be redesigned?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including your textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Question 12
Select a warning label. Evaluate it with respect to general principles for design of warning labels. How could you improve the design?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including your textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Response Essay and Summary paragraph!
I need a summary of the article 1 paragraph long attached to the response essay !!!!!
Important for the response:
1 page and half long
MLA format
Times New Roman, 12-point font
Double-Spaced
1-inch margins
Critical Lens: Formal
Discuss whether or not you agree with the author of the article. Also include your own analysis of the poem or short story using examples from your own life, from the text itself, or from the article. You are discussing what you think the literary selection means, comparing it to your own life or prior knowledge, analyzing clues left by the author/literary techniques, and/or examining the selection through the critical lens emphasized for the particular lesson on the selection.
Reader Response to “An essay on “My Papa's Waltz””
Essential Information
Pagnattaro, Marisa Anne. "An essay on “My Papa's Waltz”." Poetry for Students. Detroit: Gale. Literature Resource Center. Web. 22 Jan. 2013.
Content Summary
The article discusses the dual nature of the poem. One view is that the father is an angry drunk who is abusive to the child; the other view is that the father and the child are having fun waltzing after the father had a few drinks. According to the article, both views are neither correct nor wrong; they just depend on your life's past experiences to interpret the poem one way or the other. Pagnattaro alluded that in the poem when Roethke said "With a palm caked hard by dirt", the line derived from Roethke’s life as a child when his parents were working as florist growing flowers and plants. Another way Roethke adapts the poem to resemble his life is by making it about "papa". Roethke lost his father at a young age, which makes the poem seem as a recollection of his father. Pagnattaro pointed out that many of the words that Roethke uses are ones that draw double meaning such as the word “clinging” in “Then waltzed me off to bed /Still clinging to your shirt.”. Clinging can mean that the boy can be holding on to the father in fear of falling or because he loves is father and wants to hold him.
Response to Article
I agree wit ...
This trainisbeingheld teachersguide_3p[7]
Teachers' guide for YA novel THIS TRAIN IS BEING HELD, a contemporary NYC subway romance and Latinx retelling of West Side Story that deals with issues of racism, classism, colorism, mental illness and police brutality.
Ozkaraaslan 4English 102Omer Berat OzkaraaslanMary Jo Gaci.docx
Ozkaraaslan 4
English 102
Omer Berat Ozkaraaslan
Mary Jo Gacia
12/01/2017
Looking Back to the Relationship with the Father
For this assignment, I will do isolation on the poem called “Those Winter Sundays” by Robert Hayden. It is my favorite poem in the book called “The Norton Introduction to Literature.” It expresses the boy's, who understood that what his dad does for him after he grown up, love, respect, and perceptiveness to his or her father, who seems a very hardworking and respectful person. The poem talks about the child's sadness or regret in his childhood before understanding about what is going on with his father.
Firstly, the “Those Winter Sundays” poem has only two characters, the father and the child, who is a son of the father, and the speaker of the poem. The speaker in “Those Winter Sundays” is an adult person who looks back on his childhood relationship with his father. It is a narrative poem, which is told as a story, or daily life. According to the poem "Sundays too my father got up early and put his clothes on in the blueblack cold," the father is a hardworking person, and he works on Sundays too, as mentioned in the poem. The second character is the child, he is thankful to his father, because he can see or feel what his father does for his child after the child is grown up, because he did not understand what the father does for him in his childhood. I think that the child also feels upset for him too, because he needs to work on Sundays even in the cold days, and he gets up in the early hours every day without any day offs. The tone and diction of the poem is very important, because everything is developing on them. The tone of the child’s attitude towards to his or her father is lovely, and respectfully. Also, the diction is all about the love of his or her father. I think that the child loves his father so much, and kind of upset about his situation about working all days and in hard conditions.
Moreover, “Those Winter Sundays” is told by a first person, who is the child, and it is a poet, because the child is telling the poem directly without creating a person through his point of view. The main focus of the poem is about the child’s love and respect to his father after the child is grown up and realized everything. The voice of the narrator or the child is pessimistic, because he sees the father working very hard on every day of the week even on Sundays, and the child feels angry about his father due to no understanding or realization of the father in his young ages. However, the poem's voice changes to optimistic. According to poem "Sundays too my father got up early and put his clothes on in the blueblack cold," the speaker tells how early the father wakes. Which means it is before the sunrise and it is cold outside. No doubt that nobody wants to work under the hard-working conditions for 7 days a week without getting any day off, as known Sunday is church day or the day of the rest. There is a consonance,.
A World Of Poetry And Spoken Word
1) The author discusses how contemporary poets in Trinidad and Tobago can switch between language registers like Standard English and local languages without privileging one over the other.
2) As a child, the author was inspired by masters of oration like Castro, Sankara, and Manley as well as a school vice principal. However, the poets most influential to his writing style were Walcott, Neruda, and Césaire.
3) In literature class, reading poems aloud exposed students' literacy levels and conceptions of masculinity. A line from a Walcott poem excited the class by connecting to contemporary music genres, showing the author poetry's power to elicit passion and meaning-making.
Elements of poetry written report
This document defines and explains the key elements of poetry. It discusses that poetry uses imaginative language and rhythmic devices to evoke emotion. Some core elements defined include stanzas, rhyme schemes, imagery, diction, persona, refrain, repetition, theme, symbolism, and literary devices such as metaphor, simile and personification. It provides examples for most elements to illustrate their usage and effect.
Surfing legends
The document provides information about surfing legends and various poetry forms that could be used in a classroom. It includes definitions and examples of different poetry types such as haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and their educational benefits. Resources for each poetry form are also referenced for students.
4.friend by hone_tuwhare
This poem reflects on childhood memories of playing in a wild coastal area with a friend. In the first stanza, the speaker asks his friend if he remembers the setting, which had a lone tree protecting the point from the harsh sea. In the second stanza, the boys are described building a fort from branches of this tree, which is now dead. The final stanzas reflect sadly on how their youthful dreams and the natural surroundings have changed, leaving the speaker to cling to memories of their friendship.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Surfing legends power point
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
Surfing Legends Final
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
Surfing legends final
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
Surfing legends final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
EDUC 742EDUC 742Reading Summary and Reflective Comments .docx
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docx
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740Prayer Reflection Report Grading RubricCriteriaLev.docx
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docx
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637Technology Portfolio InstructionsGeneral OverviewF.docx
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring（chapter2 and 3）, choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docx
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docx
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
More Related Content
Similar to EBSCO Publishing Citation Format MLA (Modern Language Asso.docx
Surfing legends power point
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
Surfing Legends Final
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
Surfing legends final
The document provides information about surfing legends through a short article and various poetry forms. It begins by introducing surfing legends as experienced surfers who have conquered big waves but remain unknown. It then provides examples of different poetry forms like haiku, narrative poems, acrostic poems, and more. Each example is accompanied by information on how to use the form in teaching.
Surfing legends final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Surfing Legends Final
The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Similar to EBSCO Publishing Citation Format MLA (Modern Language Asso.docx (7)
More from tidwellveronique
EDUC 742EDUC 742Reading Summary and Reflective Comments .docx
EDUC 742
EDUC 742
Reading Summary and Reflective Comments Form & Instructions
For each assigned reading, summarize the main principles and reflect on these principles in order to make the content meaningful to you. This will ensure that you understand the reading and understand its relationship to daily life experiences within your educational setting or work environment. The reflective statements may draw on previous experiences or future plans to use the information from the reading. You are also encouraged to critique ideas in light of a biblical worldview. Summaries will be 100-125 words and will be in paragraph form, and the reflections will be 150-200 words. (Submit the Reading Summary by 11:59 p.m. (ET) on Sunday in Modules/Weeks 1, 3, 4, 5, and on Friday in Module/Week 8, adding the new entries each time.)
STUDENT NAME:
Bridget Pruitt
Reading
Assignment
Main Principles
Reflective Comments
Reading Summary 1
Razik and Swanson
Data within the United States is processed based on four assessments. The assessments are reading, math, science, and other subjects. They are based on 4th, 8th, and 12th graders. They are also broken up into different ethnic groups. There are a lot of data that is alarming within the U.S. Data is based on household characteristics, family and peer influences, and student achievement. Also in this chapter it reaches on the education reform movement. Global forces and the specific causes that are concerning within the U.S. education system. What are the causes of failure within the U.S. school system and what changes can be implemented to improve the rapid downfall of our education system.
When all of the assessments were implemented on the different groups that provided data that broke up the groups that is when I feel our education system had been broken. Ways of instruction as well as curriculum has not changed much, however, all of the testing data is what has changed and the ways that the data is being implemented. Schools have become all about the numbers instead of the importance of what is being taught to our children. If the U.S. school systems were not all about the numbers and teaching our children how to read and write I feel that our schools would be more successful in all the data assessments that are being implemented. The problem is that special attention is given to achievement gaps among ethnic and economic groups instead of teaching everyone the same way that was taught years and years ago. With all the changes within the school systems and how they are wanting teachers to teach their children has caused a lot of confusion as well as stress upon the teachers as well as the children.
Van
Brummelen
First of all, I love this book. It goes into practices and prospective within the interaction between theory and practice. It explains why in public schools that God cannot be taught and how the Christian schools central theme is focused in the teachings of Jesus Christ. In this chapter it.
EDUC 380 Blog Post Samples Module 1 The Brain Below .docx
EDUC 380 Blog Post Samples
Module 1: The Brain
Below are some student examples that are excellent blog posts for the first two prompts in Module 1
(The Brain). The goal for the discussion posts is to engage in the module materials directly and explore
some of the questions and issues in each module more deeply. The posts are very important for your
learning. Below you will find comments to help you understand how these students met the rubric
requirements. The rubric for blog posts is posted in the end of this document and is in the course
syllabus.
Blog Post # 1:
● Describe a time when you engaged in something adults might consider risky and/or thoughtless:
● How old were you?
● Why did you do it?
● What were you thinking at the time?
Think back to the article on risk-taking you read and to the video you watched on the teen brain. What
connections can you make between the lecture, the article, and/or the video?
Growing up, my family would take annual trips to the river in Laughlin, Nevada. We
would go with our family friends who had kids with a wide range of ages. I was 13 years
old at the time within the middle age range. A big activity at the river is jumping off of
rocks. My parents did not want my sisters and me to engage in this activity. During one
of the annual trips, I joined the older teenagers on a boat ride to the “jumping rock.”
Depending on how much risk they wanted to take, there are different levels for people
to jump off of. All of the older teens were jumping off of the highest level. I decided to
join the older teens and jump from the tallest rock. At the time, I wanted to do it
because all of the older teenagers were doing it. I wanted to be like them. This was not
an impulsive decision. I had thought about doing this activity the whole trip and decided
to go on the boat ride, knowing they were going to jump off the tallest rock. The article,
“Beautiful Brains,” explains, “Seeking sensation isn’t necessarily impulsive. You might
plan a sensation-seeking experience- a skydive or a fast car…” (Dobbs, 2011, p. 49).
By jumping off the rock with them, I thought this would change their view of me as an
older and more mature teenager. When they changed their opinion about me, it would
allow me to hang out with them all the time. I was taking more risks because I would get
a higher reward. This relates to the article, “Beautiful Brains,” which states, “Teens take
more risks not because they don’t understand the dangers but because they weigh risk
versus reward differently. In situations where risk can get them something they want,
they value the reward more heavily than adults do” (Dobbs, 2011, p. 54). By jumping off
the tallest rock, it gave me the reward of spending more time with the older teenagers.
If I had jumped off the shorter rock, I could have not been accepted into the group
because they did not view me as mature as themselves. Therefore, I would have been
penalized for not.
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741
Course Project: Part 1 Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not Present
Analysis
13 to 14 points
The analysis thoroughly interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
12 points
The analysis partially interprets and examines at least three referred journal articles for perspective, validity, and significance of the findings.
1 to 11 points
The analysis attempts of some aspects of analysis and interpretation of journal articles in a limited way. The review is more descriptive than analytical.
0 points
Not present
Use of Evidence and Relevant Outside Information
13 points
The analysis is thoroughly supported with relevant facts, arguments, examples, and details. Information outside the subject articles is often incorporated into the analysis.
11 to 12 points
The analysis is generally supported with relevant facts, arguments, and details. Information outside the subject articles is occasionally incorporated into the analysis.
1 to 10 points
The analysis is thoroughly supported with some facts, arguments, examples, and details. Information outside the subject articles is incorporated in a limited way into the analysis.
0 points
Not present
Organization and Development
13 points
The analysis is quite well-reasoned, indicating substantial breath and depth of thinking. The summary of each article is thorough and meaningful.
11 to 12 points
The analysis is generally well-reasoned, indicating some breath and depth of thinking. The summary of each article is generally sound.
1 to 10 points
The analysis has limited reasoning, indicating a surface understanding of the articles. The summary of each article is limited.
0 points
Not present
Body – Biblical Worldview
13 points
A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application.
11 to 12 points
A biblical worldview perspective is articulated but is not supported by Scripture or is not appropriate, and somewhat applies to course requirements and application.
1 to 10 points
A biblical worldview perspective is poorly articulated and is not supported by Scripture or is not appropriate, and does not apply to course requirements and application.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not Present
Grammar and Spelling
6 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
5 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
1 to 4 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
0 points
There are more than 10 errors in the grammar or spelling that distract the reader from the content.
Sentence Structure and Mechanics
6 points
Sentences are well-phrased and varied in lengt.
EDUC 740Prayer Reflection Report Grading RubricCriteriaLev.docx
EDUC 740
Prayer Reflection Report Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced
Proficient
Developing
Not present
Structure & Organization
33 to 35 points
The paper has a clearly constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses excellent transitions from previous paragraphs. The paper has a clear conclusion. Overall writing style is appropriate for a graduate-level course.
30 to 32 points
The paper has a constructed introduction that builds the foundation for further reflection. The structure is clear, logical, and easy to follow. Each paragraph is focused and uses transitions from previous paragraphs. The paper has a conclusion. Overall writing style is appropriate for a graduate-level course.
1 to 29 points
The paper has a constructed introduction that is beginning to build the foundation for further reflection. The structure is vague and difficult to follow. Not all paragraphs are focused and don’t always use transitions from previous paragraphs. The paper has a conclusion. Overall writing style is not appropriate for a graduate-level course.
0 points
Not present
Analysis
19 to 20 points
The content reflects higher-level thinking through critical self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes specific examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes specific examples of the impact of the assignment on your own life.
17 to 18 points
The content reflects thinking through self-evaluation and application of principles learned. Includes a discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes examples of the impact of the assignment on your own life.
1 to 16 points
The content does not reflect higher-level thinking through critical self-evaluation and application of principles learned. Includes a vague discussion of your reflections based on your personal prayer journal, including any changes and/or positive things that you have seen occur in the lives of the leaders you have chosen. Includes minimal examples of ways that you have seen changes in the lives of the leaders you have chosen. Includes ambiguous examples of the impact of the assignment on your own life.
0 points
Not present
Support
14 to 15 points
Biblical references and principles are integrated into the paper appropriately, demonstrating an excellent understanding of biblical leadership principles.
13 points
Biblical references and principles are integrated.
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docx
EDUC 6733 Action Research for Educators
Reading Literacy
Draft
Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
EDUC 637Technology Portfolio InstructionsGeneral OverviewF.docx
EDUC 637
Technology Portfolio InstructionsGeneral Overview
For this assignment, you will identify forms of and applications for technology for use in a middle school social studies classroom. You will be required to describe the general applications of these technologies, specific applied activities in the general social studies arena, and provide an evaluation.Learning Objective
You will develop a portfolio of technologies that could be used in a middle school social studies classroom, identifying general uses, aligned appropriate national social studies standards, potential activities, and good and bad points to that technology’s use.Assignment Process
1. Select 10 technologies (defined below) that can be used in an educational setting/environment for each of the categories listed below. Notice that I did not say educational or instructional technologies. This is to not restrict you to that search parameter, but rather to allow you to explore critically any technology that might have a pedagogical use. Select technologies representing:
a. Hardware devices
b. Business/productivity software (i.e., Microsoft Office)
c. Web-based technologies (delivered via the Internet)
d. Multimedia software (audio, video, graphical)
e. Games/entertainment
2. Then review each technology answering the following questions in 1–2 paragraphs for each question (best recorded in a word-processing program like Microsoft Word as a multi-page document). Questions to answer include:
a. What are the general functions and purposes of this technology?
b. What types of social studies objectives/goals could be met by this technology and how? Please relate to an NCSS main theme (or more than 1 if appropriate).
c. What, in your opinion, are the good and bad points of using this technology in a pedagogical setting? Consider this a risk analysis.
3. Turn in the completed assignment by 11:59 p.m. (ET) on Sunday of Module/Week 2.
EDUC 637
Literature Review InstructionsGeneral Overview
Please read the instructions and rubric for the Literature Review assignment BEFORE you sign-up for a topic. You will want to select a topic wisely so you will be able to identify 5 trends in your research.
For this assignment, you will select a topic in the general area of social studies instruction in middle grade education and examine accompanying literature related to that topic to identify the latest trends and issues. Ultimately, you will compile these results into a PowerPoint presentation of around 10 slides to identify these trends.Learning Objective
You will develop a presentation identifying general trends in middle-grade social studies education associated with a set of articles in the content area.Assignment Process
1. Begin classifying and compiling articles and sub-topics into groups of information for presentation (note 5 trends).
2. You should have scanned at least 30 articles in the process, which then need to be provided as part of this assignment in an attached bi.
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx
EDUC 364: The Role of Cultural Diversity in Schooling
A dialectical journal is one in which you engage in conversation with the text. This involves pulling quotes from the text, and providing your reaction, thoughts, analysis and/or questions about what you’ve read. When reading a chapter from Spring（chapter2 and 3）, choose 3-5 short passages/selections from each assigned chapter on which to reflect. See the example below. You can format your DJ in a chart format (see next page for template), or you can format it simply as a question/answer format like below. The goal is to use the DJ to think through your reactions and prepare for discussion. Submit your DJ to Cougar Courses prior to class, and if you don’t have your computer with you in class, print it out so you have it with you for a class discussion
Example
Quote: “Faced with the world’s migration of people’s, some countries, such as Singapore, have maintained cultural pluralism by providing public schools that use the child’s home language and reflect the cultural values of the child’s home. Through the use of educational methods that promote cultural pluralism, Singapore has been able to maintain Chinese, Malay, and Indian cultures and languages. Therefore, there have been different educational approaches to the intersection of cultures resulting from globalization...Minority cultures in the United State have primarily experienced cultural genocide, deculturalization, and denial of education. Immigrant groups have mostly experienced assimilation and hybridity.” (Chapter 1).
Response: This is always what I come back to when thinking about American education. We could have chosen a different path, a different approach educating the various groups of children that have come through the school system. But instead of seeing schooling primarily as a democratizing tool, the founders and those in government who came after them saw schooling as a tool for deculturalization, for imposing hegemony. What is most frustrating is how to tease out how our current system still contains the legacy of those oppressive institutional choices. Seeing those remnants for what they are--clearly--is the only way to change the system to truly benefit all kids.
.
EDUC 144 Writing Tips The writing assignments in this cla.docx
EDUC 144 Writing Tips
The writing assignments in this class require students to engage in critical thinking and analysis,
producing papers that go beyond simple summaries of course readings by utilizing concepts, ideas, and
findings in course readings to critically analyze contemporary schooling and academic achievement in
the United States. Below is a list of suggestions to help you write strong papers that are critical and
analytical.
The introductory paragraph should briefly mention the topic and purpose/focus of your paper and state
your thesis in clear, specific terms (i.e. “In this paper, I will argue…” or “I will contend...,” or “I will
demonstrate…”).
Each paragraph in the body of the paper should be tightly organized around one main idea. Each
paragraph should build on previous ones and provide concrete examples/findings from the week’s
readings that serve as data that support your analysis, or examples from your own experiences and
observations of schooling that serve as evidence in support of your analysis. If you are drawing on a
specific theoretical concept(s) or idea(s) in your analysis, remember to clearly define and explain the
concept(s) or idea(s) before using that concept(s) or idea(s) to investigate and analyze particular aspects
of contemporary schooling.
The concluding paragraph needs to restate the thesis and main points addressed in the paper.
Sometimes writers do not know what their argument is until they have reached the end of the paper—or
the thesis has changed by the end. If either of these happens to you, be sure to put your thesis in the first
paragraph as well and/or make sure that you are making the same argument throughout the paper.
Things to keep in mind, at the level of the paragraph:
Make sure your comments are relevant to the topic at hand: one way to do this is to make an outline of
each paragraph’s main idea; each one should clearly relate to the topic and focus/purpose or thesis of
your paper. It is writer’s responsibility to select relevant concepts or ideas, examples of research
findings from the week’s readings, and/or personal experiences and observations that relate directly to
the topic and purpose/focus of the paper. It is not appropriate to expect the reader to do this instead.
Remember, examples/research findings and personal experiences and observations are not “obviously”
evidence in support of your analysis until you explicitly explain how these examples/findings/
experiences/observations support the claims in your analysis.
Make sure each paragraph’s main idea is clearly connected to your thesis.
*Smoothly transition between paragraphs: connect first line of new paragraph with main idea of
previous paragraph.
*Stick to the facts at hand—do not overstate your case.
Things to keep in mind, at the level of the sentence:
*Tighten sentence structure: combine sentences when possible by eliminating redundant information.
*Employ p.
EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx
EDUC 1300- LEARNING FRAMEWORK
Portfolio Page Prompts
INTRODUCTION
This page introduces, not you, but your portfolio. . Invite people into the portfolio and give them a reason for
exploring further Convey your purpose in creating the portfolio. Include a picture of yourself, and a quote
that is meaningful to you. No attachment is needed on this page. (10 points)
ABOUT ME
This page introduces you. Share information about yourself – your family, hobbies, work, and what you enjoy.
Don’t just TELL people, SHOW who you are, too. Things you might include: photos, images, or video/links
that interest you. Attach your Quality World Essay or another paper about yourself to this page. (10 points)
GOALS
List your long-term goals: personal, education, career. Identify the short-term and intermediate goals that will
help you progress toward these long-term goals. Include images that help you and your viewer visualize your
goals. Attach your degree plan/Timeline assignment to show your academic plans/goals. (10 points)
LEARNING
This page showcases what you’ve learned about your learning. Collect information you’ve gathered about
yourself and how you learn, such as learning styles inventories, personality type indicators, and your
Strengthsquest assessment. Interpret those results and draw conclusions about yourself from this evidence and
write about it. Attach your Insight Report from Strengthsquest so your viewer can learn more about your top
5 strengths or another assessment report which have helped you identify how you learn. (15 points)
THINKING
What have you learned this semester about critical thinking? What have you created that demonstrates the
quality of your thinking? Select examples and identify these qualities in your reflection. Attach an
assignment/paper from this class or another that show your thinking abilities. (15 points)
RESEARCH
On this page, post a question that you’ve selected to research and write what you found. What did you learn
about using the online databases? How will that help you in future classes? Attach your annotated
bibliography/research organizers and/or a research paper from another course. (15 points)
REFLECTION:
Your Introduction page described the purpose of the portfolio. On this page, provide a conclusion. Reflect on
your experience in the course and semester in creating this portfolio. Consider the following prompts:
What expectations or assumptions did you have before the course began? Were they valid or invalid?
How has the course contributed to your understanding of yourself and others?
What impact did the course have on your understanding of your quality world?
How do you now assume responsibility for your learning? What thinking and behaviors will you further
develop on your journey to becoming an autonomous learner?
(15 points)
EDUC 1300 Learning Framework Grading Rubric
Page Unsatisfactory
.
EDU734 Teaching and Learning Environment Week 5.docx
EDU734: Teaching and
Learning Environment
Week 5: Curriculum
Development
Topic goals
To gain an understanding of the concept of
curriculum development and its importance
To gain an understanding of how curriculum
is implemented in different cultural contexts
Task – Forum
Do you think that the current school curriculum needs
to be adapted more to the modern culture? If so, in
what ways do you think it can be done?
What do you consider to be the implications for the
nature of valid knowledge in the future school curriculum?
EDU734: Teaching and Learning Environment Page 1
EDU734: Teaching and
Learning Environment
5.1 Introduction
Curriculum lies at the heart of educational policies and practices.
They are are highly political documents which convey ideological positions about
the type of education that should be given in different cultural contexts and the
citizenship values that can be shared by the citizen of a state (Apple, 2004).
Each society has its own values and beliefs which they want to be translated into
educational objectives via the curriculum.
“Curriculum is a comprehensive plan for an educational programme/institute/
course to offer new or improved manpower to accomplish the rising needs of a
dynamic society” (Pillai, 2015).
5.1.1 Orientations to curriculum
Child-centred
Society-centred
Knowledge-centred
Eclectic
5.1.2 Determinants of the curriculum
Basic needs
Social aspects
Cultural factors
Individual talents
Ideals: intellectual, moral, aesthetic, religious
Tradition
(Pillai, 2015)
EDU734: Teaching and Learning Environment Page 2
EDU734: Teaching and
Learning Environment
5.2 Definition of Curriculum Development
Curriculum development is defined as the process which is planned, purposeful,
progressive, and systematic in order to create positive improvements in the
educational system.
The curriculum is affected by any changes or developments that affect society
(Alvior, 2014).
It needs to correspond to those changes but at the same time to respect all
people despite of gender, ethnicity, disability, religion etc. (Symeonidou and
Mavrou, 2014).
2. How can
1. What learning 3. How can
4. How can the
educational experiences learning
effectiveness of
purposes that are likely to experiences be
learning
should the be useful in organised for
experiences be
school seek to attaining these effective
evaluated?
attain? objectives be instruction?
selected?
Diagram 5.1: Four questions for the organization and development of the
curriculum (Tyler, 1949, cited in Howard, 2007)
EDU734: Teaching and Learning Environment Page 3
EDU734: Teaching and
Learning Environment
5.2.1 Four principles for the development of any curriculum:
Def.
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
This course examines contemporary issues in education through analyzing theories, research, and practices. It discusses national and global education initiatives and how public policy impacts schools. The course also evaluates the future of education in developed and developing countries. Students will examine the historical context of issues, identify components of educational perspectives, and analyze how demographics, technology, teaching/learning, and funding sources affect education. Required readings include textbook chapters and research articles on topics like the history of public education, teacher professionalization, equity and diversity, school reform movements, standards-based education, and school climate/bullying issues. Coursework involves discussions, analyses of case studies, and a final project.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
This lesson plan template provides guidelines for developing a lesson plan that integrates an English Language Arts standard with a standard from another subject area. The template includes sections for listing applicable Common Core standards, crafting essential questions, outlining objectives and instructional sequences, identifying vocabulary, planning for differentiation and assessment, and anticipating outcomes and difficulties. The template is meant to guide teachers in developing interdisciplinary lessons that incorporate ELA skills into other content areas.
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx
EDST 1100R: SITUATED LEARNING
EDST 1100 N: Situated Learning
Thursdays, 2.30 – 5.30
Keele Campus, Mac 050B
Winter, 2020
Instructor: Dr. Lorin Schwarz
Email: [email protected]
Office Hours: ½ hour after class, or by appointment
*
Learning is intentional and contextual, and it involves developing systems and structures that not only allow but also encourage organization members to learn and grow together –to develop “communities of practice.”
-Preskill and Torres
The idea of a subject that calls to us is more than metaphor. In the community of truth, the knower is not the only active agent –the subject itself participates in the dialectic of knowing...geologists are people who hear rocks speak, historians are people who hear the voices of the long dead, writers are people who hear the music of words. The things of the world call to us, and we are drawn to them –each of us to different things, as each is drawn to different friends.
--Parker J. Palmer
Teaching is a complex, relational, and creative event. When I teach, I am simultaneously involved in several dynamic relations: with myself, with my everyday world, with my subject matter, and with my students. I cannot really teach if I am not engaged with my students or if my students are not involved with me.
--Carol S. Becker
The relationship between our physical constraints and the assertion of our freedom is not a 'problem' requiring a solution. It is simply the way human beings are. Our condition is to be ambiguous to the core, and our task is to learn to manage the movement and uncertainty in our existence, not banish it...the ambiguous human condition means tirelessly trying to take control of things. We have to do two near-impossible things at once: understand ourselves as limited by circumstances, and yet continue to pursue our projects as though we are truly in control.
--Sarah Bakewell
Course Description
Welcome to EDST 1100: “Situated Learning.” As described in the university calendar, the aims of this seminar are as follows:
“This course is framed around situated learning theories in relation to the provisioning of educational experiences in a variety of contexts (e.g., early familial experiences, formal educational experiences, cultural educational experiences, employment educational experiences). Students are first introduced to the major principles of families of learning theories (e.g., behaviourism, cognitivism, social learning theory, social constructivism). This introduction is followed by in-depth study of situated learning theory drawing from Lave and Wenger (1991) a seminal text in the field. Students engage in exploring exemplars of situated learning drawing from theory to understand the factors at play in the exemplars because, as situated learning theory would suggest, the representations of situated learning theory must be situated in relation to reference points. Given any particular learning engagement’s situational parameters, stu.
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required Components
Thematic Unit Requirements
Component Parts of Selected Thematic Unit
A) Study Topic - Select a specific appropriate topic reflecting children’s interests and experiences. Topics that are too broad or not developmentally applicable will not be considered. Examples of this type of topic include Ocean, Rain Forest, Outer Space. Examples of specific appropriate topics are shoes, worms, rocks.
A)
B) Age Level –“Birth through Second Grade” Select an age or grade level.
B)
C) Focus - Develop a one-sentence focus statement that summarizes the direction and intent of the unit.
C)
D) Objectives - Identify three or four specific objectives you wish children to master by the completion of the unit, use the appropriate NC Early Learning Standards for the age of the child.
D)
E) Resources - You will need to cite all resources used throughout the study topic. For example: Internet resources (specific web site), printed resources, magazines, newspaper, journals, audio/visual resources, field trips, etc.
E)
F) Extensions Activities - Complete the attached Lesson Plan Forms in detail. You should also include two extension activities (extended activities or enrichment activities).
F)
G) Discussion Questions – Include at least three open-ended questions that will help children think about the topic in varied and divergent ways.
G)
H) Literature Selections - Select children’s books that relate to the theme and are developmentally appropriate for the children you will be working with
H)
I) Culminating activity - The culminating activity is a project or activity that engages children in a meaningful summarization of their discoveries and leads to new ideas, understandings and connections.
J) Evaluation - Devise appropriate means of evaluating children’s progress throughout the unit based on the objectives chosen above.
Student Name: _________ Date: _________
Assessment Name: Study Topic Unit
This assessment is used in every section of EDU 151
This assessment is designed to focus on Standards #4 and #5
This assessment is designed to focus on Supportive Skill # 3, #4, and #5
D/F
C
B
A
100
Unsatisfactory
Average
Good
Very Good
Standard or
Supportive Skill
Key Elements
Basic Knowledge
Comprehension
Application
Synthesis
Comments
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families
(Attach Weekly Planning Form to Standard 4c in School Chapters)
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
Activities are not developmentally appropriate and do not incorporate a range of teaching approaches
0 – 12
Activities are mostly developmentally appropriate and incorporate a few teaching approaches
13
Activities are developmentally appropriate and incorporate varied teaching approaches
14
Activities are developmentally appropriate and incorporate a wide array of teaching approache.
EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx
EDSP 429
Differentiated Instruction PowerPoint Instructions
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students’ varied needs. You will use theories, vocabulary, and models to construct a PowerPoint presentation that gives an overview of differentiated instruction.
1. Construct the PowerPoint presentation as if you were addressing peers in an in-service training on differentiated instruction.
2. The PowerPoint presentation must be 7–12 slides.
3. The PowerPoint presentation must address the following topics:
· Definition of differentiated instruction
· Advantages to students with special needs
· At least 3 specific examples of differentiated instruction
· References page
The Differentiated Instruction PowerPoint is due by 11:59 p.m. (ET) on Monday of Module/Week 5.
EDSP 429
D
IFFERENTIATED
I
NSTRUCTION
P
OWER
P
OINT
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
PowerPoint
p
resentation that demonstrates
your
ability to apply course concepts and vocabulary to the topic of
d
ifferentiated
i
nstruction
.
Differentiated
instruction is a form of instruction that seeks to maximize each student
’
s growth
by recognizing that students have different ways of learning, different interests, and different
ways of responding to instruction. In practice, it involves offering several
different learning
experiences in response to students
’
varied needs.
You will
use theories, vocabulary, and models
to construct a
PowerPoint
p
resentation that gives an overview of differentiated
instruction
.
1.
Construct the
PowerPoint
presentation as if yo
u were addressing peers in an in
-
service
training on differentiated instruction.
2.
The
PowerPoint
presentation
must
be 7
–
12
slides
.
3.
The
PowerPoint
presentation
must
address the following topics:
·
Definition of differentiated
i
nstruction
·
Advantages to student
s with special needs
·
At least 3
specific examples
of differentiated instruction
·
References
page
The
Differentiated Instruction
PowerPoint
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
5
.
EDSP 429
DIFFERENTIATED INSTRUCTION POWERPOINT INSTRUCTIONS
The purpose of this assignment is to produce a PowerPoint presentation that demonstrates your
ability to apply course concepts and vocabulary to the topic of differentiated instruction.
Differentiated instruction is a form of instruction that seeks to maximize each student’s growth
by recognizing that students have different ways of learning, different interests,.
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx
EDSP 429
Fact Sheet on Disability Categories Instructions
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to eligible children with disabilities. It specifically identifies 13 categories of disabilities that are entitled to special education services. Using relevant reliable websites and your text, you are to construct a Fact Sheet that explains each of the disability categories in terms that are understandable for the general public.
1. Develop the Fact Sheet as if it would be used to educate parents or others in the general public about disabilities that receive special education services.
2. Include an introduction stating the purpose of the fact sheet and the information provided.
3. Each disability category must be fully defined.
4. A minimum of 3 sources should be cited and referenced, one of which should be the textbook.
5. A reference page must be included.
The Fact Sheet on Disability Categories is due by 11:59 p.m. (ET) on Monday of Module/Week 2.
EDSP 429
F
ACT
S
HEET ON
D
ISABILITY
C
ATEGORIES
I
NSTRUCTIONS
The purpose of
this assignment is to produce a
Fact Sheet
that demonstrates
your
ability to
articulate the charac
teristics of each of the IDEA
recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using
relevan
t reliable websites and your text, you are to
construct a Fact Sheet that explains each of the disability categories in terms that are
understandable for the general public.
1.
Develop the Fact Sheet as if it would be used to educate parents or others in th
e general
public about disabilities that receive special education services.
2.
Include an introduction stating the purpose of the fact sheet and the information provided.
3.
Each disability category must be fully defined
.
4.
A minimum of 3 sources should be cited
and referenced, one of which should be the
textbook.
5.
A reference page must be included.
The
Fact Sheet on Disability Categories
is due by 11:59 p.m. (ET) on Monday of
M
odule/
W
eek
2
.
EDSP 429
FACT SHEET ON DISABILITY CATEGORIES INSTRUCTIONS
The purpose of this assignment is to produce a Fact Sheet that demonstrates your ability to
articulate the characteristics of each of the IDEA recognized categories of disabilities.
The Individuals with Disabilities Education Act guarantees a free appropriate public education to
eligible children with disabilities. It specifically identifies 13 categories of disabilities that are
entitled to special education services. Using relevant reliable websites and your.
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx
EDSP 370
Individualized Education Plan (IEP) Instructions
The purpose of this assignment is to provide a means of practice in IEP development. You will be expected to produce an IEP – full in its overall scope but not in-depth. This will allow you to apply the knowledge learned within the course as a whole. The IEP will be written in three phases in order to provide assistance and feedback as well as allow for improvements. ONLY DO PHASE 1. STOP WORKING WHEN YOU SEE THIS:
THIS IS THE END OF THE WEEK 3 ASSIGNMENT.
· Phase 1
You will complete the following components of the IEP:
Notice
Cover Page
Factors
Present Level of Performance (PLOP)
Diploma Status
Phase 11 and 111 will get competed in weeks to follow (DO NOT COMPLETE THIS PORTION).
· Phase II
You will revise IEP 1 based on instructor comments and complete the
following additional components:
Goals
Objectives
Accommodations/Modifications
Participation in State Accountability and Assessment System
· Phase III
You will revise IEP II based on instructor comments and complete the
following additional components:
Least Restrictive Environment (LRE)
Transition
Extended School Year (ESY)
Parent Consent
You will be using the Michael Jones case study which has been provided with the instucstions to this. All portions of the IEP will pertain to Michael. It is understood that it will be difficult to fully consider the development of an IEP without more exhaustive details considering Michael’s educational and functional strengths and weaknesses.
To complete the IEP, it will be necessary to review all of the assigned reading and presentations. You may also research current information on Virginia Department of Education’s website. These resources provide valuable information and examples to help create the IEP. You will use the IEP template that is a sample created from the VA DOE’s sample IEP, also located in the Assignment Instruction folder for Module/Week 3.
Page 1 of 1
SAMPLE
School Division Letterhead
IEP MEETING NOTICE
Date:
To:
Susie and Robert Jones________________
and
Michael______________________________________
Parent(s)/Adult Student Student (if appropriate or if transition will be discussed)
You are invited to attend an IEP meeting regarding Michael Jones
Student’s Name
PURPOSE OF MEETING (check all that apply):
· IEP Development or Review
· IEP Amendment
· Transition: Postsecondary Goals, Transition Services
· Manifestation Determination
· Other: ________________________________________________________________________________
The meeting has been scheduled for:
Date Time Location
Meetings are scheduled at a mutually agreed upon place and time by y.
EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx
The document provides instructions for an assignment in EDSP 377 that involves creating a lesson plan to teach a pre-K student with autism named Johnsaan to ask for help using words. Students are asked to develop a 2-page lesson plan incorporating the 5 major components outlined in Chapter 5 and a 1-page reflection. The lesson plan should teach Johnsaan to replace grunting and hand waving with asking for help verbally in order to reduce his challenging behaviors. The reflection should address the rationale for the lesson, review the planning process, and identify challenges and solutions.
EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx
EDSP 377
Autism Interventions
1. Applied Behavior Analysis (ABA)
2. Auditory Integration Training (AIT)
3. Biochemical Therapies
4. Circle of Friends
5. Computer Aided Instruction
6. Dietary Restrictions and/or Supplements (including enzymes and vitamins)
7. DIR/Floortime Approach (Greenspan)
8. Discrete Trial Training (DTT)
9. Early Intervention Behavioral Intervention (EIBI)
10. Early Start Denver Model (ESDM), for young children with autism
11. Functional Communication Training (FCT)
12. Holding Therapies
13. Hyperbaric Oxygen Chamber Treatments
14. Joint Attention Interventions
15. Music Therapy
16. Naturalistic Intervention
17. Options Therapy (Son Rise)
18. Peer Mediated Instruction and Intervention
19. Pharmacological Approaches
20. Picture Exchange Communication System (PECS)
21. Pivotal Response Training (PRT)
22. Play Groups
23. Power Cards
24. Relationship Development Intervention (RDI)
25. Research on Connection with Mercury and the MMR to autism
26. Research on Siblings of Children with Autism
27. Research on Transition Services for Employment
28. Research on Transition to the Adult World
29. Research on Twin Studies
30. SCERTS Model (Social Communication, Emotional Regulation, and Transactional Support)
31. Sensory Integration
32. Sign Language
33. Social Stories
34. TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children)
35. Visual Strategies and Supports
36. Video Modeling
A
UTISM
I
NTERVENTIONS
1.
Applied Behavior Analysis (ABA)
2.
Aud
itory Integration Training (AIT)
3.
Biochemical Therapies
4.
Circle of Friends
5.
Computer Aided Instruction
6.
Dietary
R
estrictions and/or
S
upplements (including enzymes and vitamins)
7.
DIR/Floortime Approach (Greenspan)
8.
Discrete Trial Training
(DTT)
9.
Early Intervention Behavioral Intervention (EIBI)
10.
Early Start Denver Model (ESDM)
,
for young children with autism
11.
Functional Communication Training (FCT)
12.
Holding Therapies
13.
Hyperbaric Oxygen C
hamber Treatments
14.
Joint
Attention Interventions
15.
Music Therapy
16.
Naturalistic Intervention
17.
Options Therapy (Son Rise)
18.
Peer
M
ediated
I
nstruction and
I
ntervention
19.
Pharmacological
A
pproaches
20.
Picture Exchange Communication System (PECS)
21.
Pivotal Response Training
(PRT)
22.
Play Groups
23.
Power Cards
24.
Relationship Development Intervention (RDI)
25.
Research on
C
onnection with
M
ercury and the MMR to autism
26.
Research on
S
iblings of
C
hildren with
A
utism
27.
Research on
T
ransition
S
ervices for
E
mployment
28.
Research on
T
ransition to the
A
dult
W
orld
29.
Research on
T
win
S
tudies
30.
SCERTS Model (Social
Communication
,
Emotional Regulation
, and
Transactional Support)
31.
Sensory Integration
32.
Sign
L
anguage
33.
Social Stories
34.
TEACCH (Treatment and Education of Autistic and related
Communication
-
handicapped C
h
ildren)
35.
Visual Strategies
and .
More from tidwellveronique (20)
EDUC 742EDUC 742Reading Summary and Reflective Comments .docx
EDUC 742EDUC 742Reading Summary and Reflective Comments .docx
EDUC 380 Blog Post Samples Module 1 The Brain Below .docx
EDUC 380 Blog Post Samples Module 1 The Brain Below .docx
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 741Course Project Part 1 Grading RubricCriteriaLevels .docx
EDUC 740Prayer Reflection Report Grading RubricCriteriaLev.docx
EDUC 740Prayer Reflection Report Grading RubricCriteriaLev.docx
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docx
EDUC 6733 Action Research for EducatorsReading LiteracyDraft.docx
EDUC 637Technology Portfolio InstructionsGeneral OverviewF.docx
EDUC 637Technology Portfolio InstructionsGeneral OverviewF.docx
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx
EDUC 364 The Role of Cultural Diversity in Schooling A dialecti.docx
EDUC 144 Writing Tips The writing assignments in this cla.docx
EDUC 144 Writing Tips The writing assignments in this cla.docx
EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx
EDUC 1300- LEARNING FRAMEWORK Portfolio Page Prompts .docx
EDU734 Teaching and Learning Environment Week 5.docx
EDU734 Teaching and Learning Environment Week 5.docx
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
EDU 505 – Contemporary Issues in EducationCOURSE DESCRIPTION.docx
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docx
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
EDU 3215 Lesson Plan Template & Elements Name Andres Rod.docx
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx
EDST 1100R SITUATED LEARNING EDST 1100 N Situated Learning .docx
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDU 151 Thematic Unit Required ComponentsThematic Unit Requireme.docx
EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx
EDSP 429Differentiated Instruction PowerPoint InstructionsThe .docx
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx
EDSP 429Fact Sheet on Disability Categories InstructionsThe pu.docx
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx
EDSP 370Individualized Education Plan (IEP) InstructionsThe .docx
EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx
EDSP 377Scenario InstructionsScenario 2 Teaching communicatio.docx
EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx
EDSP 377Autism Interventions1. Applied Behavior Analysis (ABA).docx
Recently uploaded
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcSouth African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Recently uploaded (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
EBSCO Publishing Citation Format MLA (Modern Language Asso.docx
- 1. EBSCO Publishing Citation Format: MLA (Modern Language Assoc.): NOTE: Review the instructions at http://support.ebsco.com/help/?int=ehost&lang=en&feature_id= MLA and make any necessary corrections before using. Pay special attention to personal names, capitalization, and dates. Always consult your library resources for the exact formatting and punctuation guidelines. Works Cited Fong, Bobby. “Roethke’s `My Papa’s Waltz’.” College Literature, vol. 17, no. 1, Feb. 1990, p. 78. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=960 9111563&site=lrc- plus. <!--Additional Information: Persistent link to this record (Permalink): http://search.ebscohost.com/login.aspx?direct=true&db=lkh&A
- 2. N=9609111563&site=lrc-plus End of citation--> Section: NOTES & DISCUSSION ROETHKE'S "MY PAPA'S WALTZ" Most recent critics of Theodore Roethke's work give "My Papa's Waltz" short shrift. If mentioned at all, it is characterized as depicting the father's "mixture of tenderness and brutality" and the child's "admiration and fear."[ 1] The waltz is at once a "happy and terrifying activity" that, biographically, reflects "Roethke's vacillation toward his father, registering playful but poignant tones in stanzas of iambic trimeter."[ 2] Some of my students are able to perceive the poem as thus holding fear and joy in tension, but mainly these are the ones who see the poem dispassionately, as a play of words on the page where waltzing and romped are juxtaposed with battered and scraped and beat, where the child
- 3. is "waltzed off to bed" holding on "like death." The others, however, divide into two camps, united by their common insistence that one emotion predominates, either fear or joy. One party's interpretation accords with that of X. J. Kennedy, who argues: Most readers find the speaker's attitude toward his father affectionate, and take this recollection of childhood to be a happy one. But at least one reader, concentrating on certain details, once wrote: "Roethke expresses his resentment for his father, a drunken brute with dirty hands and a whiskey breath who carelessly hurt the child's ear and manhandled him." Although this reader accurately noticed some of the events in the poem and perceived that in the son's hanging on to the father "like death" there is something desperate, he missed the tone of the poem and so misunderstood it altogether. Among other things, this reader didn't notice the rollicking rhythms http://support.ebsco.com/help/?int=ehost&lang=en&feature_id= MLA http://search.ebscohost.com/login.aspx?direct=true&db=lkh&A N=9609111563&site=lrc-plus http://search.ebscohost.com/login.aspx?direct=true&db=lkh&A N=9609111563&site=lrc-plus
- 4. http://search.ebscohost.com/login.aspx?direct=true&db=lkh&A N=9609111563&site=lrc-plus http://search.ebscohost.com/login.aspx?direct=true&db=lkh&A N=9609111563&site=lrc-plus https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b1 https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b2 of the poem; the playfulness of a rime like dizzy and easy; the joyful suggestions of the words waltz, waltzing, and romped. Probably the reader didn't stop to visualize this scene in all its comedy, with kitchen pans falling and the father happily using his son's head for a drum. Nor did he stop to feel the suggestions in the last line, with the boy still clinging with persistent love.[ 3] Students espousing this reading have noted that their own fathers were reserved when sober, and that some of their fondest moments were when "papa" became tipsy enough so that exuberance and love could slip through. This "papa" wasn't the man they knew, so there was some anxiety felt regarding the "stranger," but he was what these students as children wanted more often from their fathers.
- 5. By contrast, the other side's response is captured by John Ciardi, who argues: Despite its seeming lightness, "My Papa's Waltz" is a poem of terror, all the more terrible because the boy is frightened and hurt by the father, even in play. "We romped," the poet says, but the romp is a dizzying succession of painful glimpses; the house is shaking, the mother is frowning, the father's hand is scarred by violence, every misstep in the dance scrapes the father's belt buckle painfully across the boy's ear, and the boy's head is being pounded by that huge, hard palm. It is a romp, but the boy must cling like death until he is finally dumped into bed.[ 4] For these students, alcohol is invariably associated with violence, and the mention of whiskey on the breath calls to mind incidents when their fathers came home drunk and "romped" with the family. What was "fun" for the father, however, was fearful for mother and children. These readers see the waltz image and the rhythm of the poem as ironic counterpoints to the stumbling brutality of a man who hurts even when he doesn't
- 6. mean to. A more extreme reading of the poem takes the waltz entirely as a euphemism for the father beating the child. The child struggles to hold the father, to make him stop, and they lurch around the kitchen to the mother's discountenance. This "waltzing was not easy," students have testified from hard experience. The poem is like a seesaw, where the elements of joy (the figure of the waltz, the playful rhymes, the rhythm), are balanced against the elements of fear (predominantly the effects of diction such as whiskey, dizzy, death, unfrown, battered, knuckle, scraped, buckle, beat, hard, dirt, clinging). The ambivalence of feeling extends to the narrative stance of the speaker. As a student recently noted, the speaker is remembering an incident of childhood, and if the child shared in the father's joy, the adult has learned to understand the mother's disapproval, for the adult stands with the mother, observing. The "preferred reading" among these interpretations is not a simple matter of appealing to the text. The New Criticism, with its focus on ambiguity, figurative language, and irony, has not
- 7. resulted in the narrowing of interpretive possibilities, but rather has provided tools to account for a poem's elements in a variety of ways and has proliferated interpretations. In the present case, those who maintain a balance between joy and fear in the poem give equal weight to both emotions. Those who see the joy in the poem 8 the diction of violence. And those who see the fear treat the figure and rhythm of the waltz ironically. A seesaw tips easily, and "My Papa's Waltz" is susceptible to the pressure of personal experience. This is not to say that one's personal experience must always be privileged in reading a poem. Following the lead of H. R. Swardson in "The Use of the Word Mistake in the Teaching of Poetry," there are no hippopotamuses in "My Papa's Waltz." As Swardson puts it, "the student https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b3 https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b4 who sees a hippopotamus there has made a mistake. I will say that interpretive communities
- 8. who see a hippopotamus there have, en masse, made a mistake."[ 5] What I have reported of my students is recurring patterns of interpretation that, in my estimation, account for the various elements of the poem in coherent but different ways. The words of a poem create a series of filters that eliminate possible meanings. In the universe of possible readings, comparatively few precipitate through all the filters. But in a poem like "My Papa's Waltz," several different readings do succeed in making their way through. At that point, the "preferred reading" is not found in the text, but in the interaction of reader and text. Students are not disembodied intelligences; rather, they bring to the text distinctive pasts that comprise additional filters screening out possible readings. This essay is a field report on that last set of filters. At a recent conference, I learned that the poem is used in Jungian psychotherapy to treat alcoholics. W. D. Snodgrass writes that in The Lost Son and Other Poems, of which "My Papa's Waltz" was one, Roethke "regressed into areas of the psyche where the powerful thoughts and
- 9. feelings of the child---the raw materials and driving power of our later lives--remain under the layers of rationale and of civilized purpose."[ 6] The achievement of "My Papa's Waltz" is that it permits readers to access such potent memories in their own lives in ways consistent with the words and construction of the poem. NOTES [1] Karl Malkoff, Theodore Roethke: An Introduction to the Poetry (New York: Columbia University Press, 1966) 3, 57. [2] See William V. Davis, "Fishing An Old Wound: Theodore Roethke's Search for Sonship," Antigonish Review 20 (1974): 33; and Walter B. Kalaidjian, Understanding Theodore Roethke (Columbia University of South Carolina Press, 1987) 51. [3] X. J. Kennedy, Literature: An Introduction to Fiction, Poetry, and Drama, 4th ed. (Boston: Little, Brown, 1987) 421. [4] John Ciardi and Miller Williams, How Does a Poem Mean? 2nd ed. (Boston: Houghton Mifflin, 1975) 369.
- 10. [5] H. R. Swardson, "The Use of the Word Mistake in the Teaching of Poetry." ADE Bulletin 91 (Winter 1988): 4-5. [6] W. D. Snodgrass, "That Anguish of Concreteness--Theodore Roethke's Career," Theodore Roethke: Essays on the Poetry, ed. Arnold Stein (Seattle: University of Washington Press, 1965) 81. ~~~~~~~~ by Bobby Fong https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b5 https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b6 https://mail.google.com/mail/u/0/#m_6866258545076574701_to c https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b1up https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b2up https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b3up https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b4up https://mail.google.com/mail/u/0/#m_6866258545076574701_bi
- 11. b5up https://mail.google.com/mail/u/0/#m_6866258545076574701_bi b6upWorks Cited Sheet1Exercise Question #1Exercise Question #2Project Criteria & WeightCriteria 1Criteria 2Criteria 3Weighted & Total ScoreProject Criteria & WeightCriteria 1Criteria 2Criteria 3Weighted & Total Score10641073Project A435Project A134Project B323Project B353Project C243Project C543Project D134Project D231 Exercise Question #1 Highlight your table in Excel. Copy the table. In Word, place cursor where you want to Paste the Table. Right click and under Paste Options click Picture. This will paste the Table into your Word document as a Picture. Discussion: Your Discussion should be double spaced and fill the rest of the page.
- 12. Exercise Question #2 Discussion: 1064 435 323 243 134 Project A Project B Project C Project D Weighted & Total Score Project Criteria & Weight Criteria 1Criteria 2Criteria 3
- 13. 1073 134 353 543 231 Project D Project Criteria & Weight Project B Criteria 2Criteria 3 Weighted & Total Score Project A Criteria 1 Project C