The document assigns students to research a national monument or memorial in Washington D.C. with a partner. Each partner is given specific tasks - the oldest researches the official name, location, and date it became a monument, while the youngest researches who it is for and why it was built. Students will use provided websites to research their site and create two pages for a digital storybook explaining why their monument exists.
Picture was made in my native city, Berdyansk, which is situated on the shore of the Azov Sea. The bullhead fish is truly a "symbol" of Berdyansk - there is always plenty of it, so everybody can be a fisher in our town. At the times of the World War II, when the people suffered from hunger and starvation, fishing became their salvation. That is why two memorials to bullhead fish still exist in Berdyansk. Now, when the worst times are in the past, fishing still remains the source of a profit, a wonderful trasition, which connects grown-ups and children, and a relaxing hobby.
My "heroes" are the family of fishers: an old man and his grandsons. He told me that they come to fish every day, so he can teach his boys how to fish. Alhough they didn't catch any fish that day, they still had a great time.
Picture was made in my native city, Berdyansk, which is situated on the shore of the Azov Sea. The bullhead fish is truly a "symbol" of Berdyansk - there is always plenty of it, so everybody can be a fisher in our town. At the times of the World War II, when the people suffered from hunger and starvation, fishing became their salvation. That is why two memorials to bullhead fish still exist in Berdyansk. Now, when the worst times are in the past, fishing still remains the source of a profit, a wonderful trasition, which connects grown-ups and children, and a relaxing hobby.
My "heroes" are the family of fishers: an old man and his grandsons. He told me that they come to fish every day, so he can teach his boys how to fish. Alhough they didn't catch any fish that day, they still had a great time.
Webquest celebrations around the worldClaudia Soto
This WebQuest deals with celebrations around the world. Four of the most known celebrations will be compared and contrasted so that in the end the students could create their own celebration.
EMOTIONAL AND BEHAVIORAL DISORDER 3
Action Research Article
School-Based Prevention and Intervention Programs for Children with Emotional Disturbance
APA Reference
Reddy, L. A., De Thomas, C. A., Newman, E., & Chun, V. (2009). School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology. Psychology in the Schools, 46(2), 132-153.
Reason for the Selection
Mental health is very common among children. Emotional and behavior disturbance among children and adolescents are among the most common issues that affect their learning abilities. Therefore, it is necessary to develop strategies and effective means to enable children to overcome the emotional disorder and enhance effective learning.
Studying this topic on emotional and behavioral disorders allows me to understand and develop the necessary skills for dealing with different behavioral disorders. As a teacher, it is necessary to understand the different types of behavioral issues caused by different factors. In children, behavioral disorders include autisms, depression, disruption, pervasive, and anxiety.
Understanding the emotional and behavioral disorder among school children helps in enhancing my role and skills as a teacher. Essentially, it allows me to explore different types of emotional and behavioral disorders and understand the various causes and triggering factors. Besides, it will also give insight into the appropriate interventions and strategies to manage and minimize the impact of these issues on students' learning abilities. The knowledge will enhance my ability to provide effective and equal learning opportunities for students. With this knowledge, it is easy to identify when a student develops a behavioral disorder and take the right action. The knowledge will ensure that all students are provided with the necessary support and resources that promote effective learning despite their learning abilities. The aim is to ensure that I can freely interact with my students with issues of emotional or behavioral disturbances.
Required Resources
Text
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.) [Electronic version]. Sage Publications.
· Chapter 1: Introduction to Action Research
Multimedia
Conscious Educating. (2009, November 7). Action research in the classroom part 1 (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=MDVH0u4tUWo
· In this first (10 minute) video, teachers are introduced to the topic of action research, including theory, benefits, and methods of classroom action research. Action research is compared to non-applied research methods (Parts 1 and 2). This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research? ...
Week 1 Assignment First StepsWrite a two- to three-page analysi.docxjessiehampson
Week 1 Assignment First Steps
Write a two- to three-page analysis of your community and the existing programs for youth within this community using the following guidelines:
1. Using your research from the U.S. Census Bureau’s American Fact Finder (Links to an external site.), Pew Research Center (Links to an external site.), and the National Center for Education Statistics (Links to an external site.), create an info-graphic picture of your community to support your written analysis. Embed the info-graphic picture into your analysis as a chart illustrating the written analysis. Your info-graphic and analysis should illustrate those statistics that have direct bearing on the 40 Developmental Assets identified by the Search Institute which can include, but are not limited to:
· Population demographics, including ethnicity and special populations
· Economic status
· Housing and household demographics
2. Summarize youth-related issues that seem to be at the forefront of your community. Use specific examples to support your observations (newspaper headlines, community meetings, political platforms, etc.) and cite your text when appropriate.
3. In support of your written analysis, create and embed a table that identifies the resources for young people that already exist in your community. Your table should include:
· The name of the program
· A short description of the program’s mission
· An analysis how the program engages with the youth they serve (Are they partners with adults?)
· Summarize which of the 40 Developmental Assets the program focuses on or attempts to meet with their program
Conclude your analysis by brainstorming ideas on how you can plug into one or more of the existing programs using the Asset Building Framework. Focus specifically on where you can make an impact in strengthening relationships within families, among peers, within schools and other institutions, in programs and outside of programs, and across generations. Your analysis must be two to three pages in length (excluding the title and reference pages), double spaced, and be formatted according to APA style as outlined in the Ashford Writing Center. Two references, charts, and tables should be properly cited. Your info-graphic and analysis will be used in your Final Paper and presentation.
Instructor Guidance
Week 1
Welcome to week 1 of EDU 635. In this week we begin our learning about communities and the youth that live and play in those communities. We will be looking at the communities and the culture of those communities, and looking at data about our communities to try to build a synopsis of what’s going on there. With all that, we are hoping to identify what role youth programs play in our community, and the roles that adults play in providing those programs.
In your introductions for the week, you will of course be telling us a little bit about yourself. I encourage you to use one of the digital tools listed as options. Later this week and in the future, y ...
3 pages, double spacedAttached is the rubric in which I will gra.docxrhetttrevannion
3 pages, double spaced
Attached is the rubric in which I will grade the project.
HistoryPaperRubric.doc
For this project, students will access FIU's dPanther Repository (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site.to conduct a primary source examination and explain how these sources on South Florida's past relate to the general themes and topics discussed in this Modern American Civilization course.
The format for this project differs from a typical paper; the project focuses on an in-depth analysis of sources rather than answering a question-based prompt. Students are expected to understand the purpose, the relevance, and the importance of the sources based on both a local and national level.
You are encouraged to explore the digital archives to find a topic that they find interesting. The years of investigation for these sources should range from 1877 to 2000. Try to use between 1 to 5 sources for the project. Students should look for sources that push them to re-evaluate the themes explored throughout the course and provides fascinating historical discussions for the writing portion of the project.
These are the digital collections that are acceptable for this project. These collections include documents, photographs, and videos:
City of Miami Beach (Links to an external site.)Links to an external site.
Virginia Key Beach Park Trust (Links to an external site.)Links to an external site.
Coral Gables Memory (Links to an external site.)Links to an external site.
Everglades Digital Library: Reclaiming the Everglades (Links to an external site.)Links to an external site.
Miami Metropolitan Archive (Links to an external site.)Links to an external site.
Mile Markers: Linking Keys History (Links to an external site.)Links to an external site.
Greater North Miami Historical Society (Links to an external site.)Links to an external site.
HistoryMiami Museum (Links to an external site.)Links to an external site.
Miami Shores Village Archives at Brockway Memorial Library (Links to an external site.)Links to an external site.
Tequesta: the Journal of the Historical Association of Southern Florida (Links to an external site.)Links to an external site.
I want to see creativity about combining the sources and coursework for these reports. For example, there are several photos and videos about the history of African Americans of Miami in these collections. An idea for a project is to look at the Civil Rights movement in the United States and compare it to efforts in South Florida. Other ideas include looks into how the events like the Great Depression, early 20th-century immigration, Post WWII development of the Sun Belt, and Conservationism affected the development of the South Florida area. Please only focus on a single topic. Conciseness is key.
THINK ABOUT KEYWORDS FROM THE CLASS TO USE AS SEARCH TOOLS!
As for citations, the textbook should serve as the primary reference. Additionall.
Talk on 21st century skills given at LABCI conference in Lima 11/07.Michael Harris
This talk is about 21st century skills and answers these questions: what are they?; which ones are the most useful?; how can we help students acquire them?
This illustrated lesson provides students with many illustrations, hyperlinked articles, and essential questions that can be used to create their own PowerPoint project about the challenges of technology.
1. By Georgann Barnett Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home
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7. Click here to print 2 copies of this rubric for your group to turn in to the teacher. Performance Indicator Advanced 4 Proficient 3 Basic 2 Below Basic 1 Points Cooperation Partners worked together on all aspects and sought each other’s help when necessary. Partners final project works together with help given to each other only if prompt by teacher during project. Project works together with minimal cooperation from partners. Project does not work together and partners had no cooperation. Grammar No mistakes in spelling, punctuation or capitalization. One or two mistakes in spelling, punctuation, or capitalization. Many mistakes in spelling, punctuation, and capitalization. Material is illegible due to mistakes in spelling, punctuation, or capitalization. Content Sentences clearly explain all information requested in the task with additional material given. Sentences clearly explain all information requested in the task. Sentences only explain half of the information requested in the task. Sentences do not explain information requested in the task. Use of Technology Students use websites and technology resources provided by the teacher in appropriate manner and cite sources. Students use websites and technology resources provided by the teacher in appropriate manner. Students only access websites for information and do not use other technology resources. Students do not use technology of any kind to publish information. Page Design Page incorporates all pictures and information requested in an easy to read layout. Page incorporates all pictures and information requested. Page incorporates pictures but not all information requested. Page is missing most or all of information requested. Introduction Task Process Jobs Websites Rubric Conclusion Resources References Home