Education

Should College be free yes or no? Must include In text citation and works cited page. 8 or more sources.

You KNOW more today than on the first day of this course. Knowing more is not isolated to learning in this course. Knowing more is also because you have lived more and have inevitably learned more through life experiences this term. You SEE your educational goal is one step closer. You DO more using the skills acquired from this course and the life skills acquired this term. The goal of this week’s discussion is to reflect on your CIS101 learning experience . CHOOSE A SCENARIO I gained more confidence, digital proficiency, and productivity skills in CIS101 this term. I did not gain confidence, digital proficiency, and productivity skills in CIS101 this term. I have mixed results regarding confidence, digital proficiency, and productivity skills in CIS101 this term. ADDRESS THESE POINTS Welcome:  Please provide a greeting to begin your post (e.g. Hello Professors and Peers!). Paragraph 1: Identify the scenario. Discuss how your mindset changed or why your mindset did not change throughout this course in relation to your confidence skills. Discuss how your mindset changed or why your mindset did not change throughout this course in relation to your digital proficiency skills. Discuss how your mindset changed or why your mindset did not change throughout this course in relation to your productivity skills. Paragraph 2: Discuss in detail one specific area in which you are using the above-mentioned skills in your life. Explain how you may continue to expand on these skills in the future. Closing:  Sign your post with your preferred name so that my team knows how to address you in the discussion forum. Make sure to respond back to my peer on how u feel about her point.PEER REVIEW Dear Professor and Peers I gained more confidence, with digital proficiency, and productivity skills while in CIS101 this term. During this course, my mindset has changed, it gave me more confidence to work harder, to plan and be organized with my tasks in school, at work, and in my home.  My mindset also changed for how I use different tools and how I can find new tools to help me be more productive. I also have a newfound skill of using new tools that I would not have normally used before.   IN my life I am now using the [productivity skill as I realized I am very unorganized and always rushing myself to do different tasks, so having a planner digitally and a hard copy helps me with each thing I need to do and when I need to do it. I will continue to use these skills in the future by using more planning tools and explore new ways to be organized and on task.   Sincerely Joce

We would like to know more about your interest in NYU. What motivated you to apply to NYU? Why have you applied or expressed interest in a particular campus, school, college, program, and or area of study? If you have applied to more than one, please also tell us why you are interested in these additional areas of study or campuses. We want to understand – Why NYU? (400 word maximum) *

Carry out Part 3 of the Report. I will find enclosed the portfolio to answer this part.  Reflect on your experiences while preparing the personal portfolio. Once you have completed all of the exercises detailed above, you must write a report in which you should reflect on what you have learned about yourself as a result of completing your portfolio. This section should be no more than two typed A4 pages. *Students are strongly advised to read the chapter ‘The art of reflection’ in Cottrell, S. (2015) Skills for Success, Basingstoke: Palgrave. Remember that simply describing a situation is not evidence of reflection. Reflection is a challenging process that involves trying to make sense of experiences, standing back to gain a clearer perspective, striving for the truth about ourselves and opening up to learning and understanding at a deeper level. Making judgments and drawing conclusions also forms an integral part of the process. This chapter is scanned in and available on Loop under the heading “Career Portfolio assignment description and supporting materials”. You can refer to the DCU guidelines on reflective learning provided. Remember, reflection will also be a vital component of completing your INTRA report. Use the following pointers to guide your report: Refer to the insights (expected and unexpected) that the exercises gave you about career options available and your career aspirations. Detail how you think the exercises will help you to better plan your future personal and career development goals. Identifying your skills (strengths, weaknesses and opportunities for improvement). Did you discover anything new about strengths/weaknesses/challenges? If so, how are you going to use this information to assist you make better career decisions? Refer to researching and reviewing career options and your decision-making process in relation to career choices. With hindsight, are you very happy with your chosen career specialism (HRM/Marketing/Finance/E-Commerce/Law). Are you still unsure about what area of business you would like to pursue as a career? How will this information assist you in shaping your future career choices? What strategies you will apply to achieve your career goals over the coming year. Regarding this assignment, did your input on this occasion differ from other similar projects/assignments, if so why? Did you seek advice/guidance from others and if so, in what way? Is there any area of your input/performance that needs to be improved upon? Overall, what did you learn from completing the careers component of your assignment for this module?

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

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

Leadership Program Brochure   Who understands students better than the students themselves? Student mentorship programs provide the unique opportunity for students to coach and engage with peers in the higher education community. Equipping student leaders with valuable skills and knowledge for them to coach fellow students through their academic journey, specifically the journey outside the classroom, is essential. Create an informational tri-fold brochure for a student mentorship program to be distributed to students and parents as they arrive on campus during freshmen orientation. Address the following: Provide an overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Describe the peer-to-peer nature of the program and its benefits for both student leaders and fellow students. Demonstrate how students will encounter learning experiences  with student leaders in an open and safe environment. Explain how students can reap the benefits of what the leadership program provides. Include links to resources for students and parents for more information. The brochure should include graphics that are relevant to the content, visually appealing, and use space appropriately. Support your brochure with 3-5 scholarly resources. Rubric: Leadership Program Brochure   Overview of Student Mentorship ProgramCriterion 1 20.0 Not addressed. Provides an unconvincing overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides a weak overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides a reasonable overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Provides an exceptional overview of the student mentorship program and how it prepares student leaders for effective peer-to-peer relationships. Nature of the Program and the Benefits 20.0 Not addressed. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is insufficient. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is unclear. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is clear. Description of the peer-to-peer nature of the program and its benefits for both student leaders and fellow students is thorough. Learning Experiences 20.0 Not addressed. Inappropriately demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Inexplicitly demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Appropriately demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Skillfully demonstrates how students will encounter learning experiences with student leaders in an open and safe environment. Reaping the Benefits 10.0 Not addressed. Imprecisely explains how students can reap the benefits of what the leadership program provides. Partially explains how students can reap the benefits of what the leadership program provides. Concisely explains how students can reap the benefits of what the leadership program provides. Convincingly explains how students can reap the benefits of what the leadership program provides. Resources 10.0 Not addressed. The links to resources for students and parents for more information are incomplete. The links to resources for students and parents for more information are overly simplistic. The links to resources for students and parents for more information are credible. The links to resources for students and parents for more information are innovative. Aesthetic Quality 10.0 Not addressed. Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. Design is clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. Design is professional, visually appealing, and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Not addressed. Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are documented completely and correctly, as appropriate to assignment and style. Format is free of error. Total Percentage  100

Describe your reasons and motivations for pursuing a graduate degree in your chosen degree program, noting the experiences that shaped your research ambitions, indicating briefly your career objectives, and concisely stating your past work in your intended field of study and in related fields. Your statement should not exceed 1,000 words. The program is (Middle Eastern Studies). I need to tell my story and how the SOP should look plus answering all your question for my education and work experience

The paper is about  “care” in education. Nel Noddings is an educator and philosopher who is infamous for her take on the philosophy of education. The paper seeks to research  Noddings and her teachings as well as the effects of care in a philosophical educational aspect. Most say that teachers who care truly make a difference and I would like to put that theory to the test.  In the spirit of Huffman and Brubaker (2009) who say caring is best assessed by analyzing encounters between teachers and students; and assuming that they have also correctly identified seven elements central to Noddings’ ethic of care (p. 36), consider the following story. After reading the story, use Noddings’ theory of care and the readings you’ve done for your paper to answer each of the questions posed below the story.   There was a little boy that attended a half day center-based program and a half day general education program. He had an IEP and was considered special needs. He was in my class for the second half of the day and was usually tired. I was doing a coloring activity with the kids when his other teacher came in for something and saw his work. She asked him why he was coloring so slowly and not staying inside the lines. He said he was tired, and she said that now he was really going to be tired because she took his work and ripped it up and threw it away. I almost died. The poor kid turned red and started to cry. I was very upset; and I can never look at this woman the same way again. I feel that was a terrible thing to do to a four-year-old special needs child. Frankly, it disgusted me.   1) a) What element of Noddings’ theory was most offended by the teacher who tore up the student’s work? b) What makes you pick that element as the most offended?   2) What would Noddings say is a good way to a) show the student empathy? b) restore the student’s sense of self? c) What makes you think those things would be empathetic and self-restoring?   3) a) Consider the response of the teacher who observed the student’s work being destroyed. (See the last five sentences of the story.) On a scale of 0-11, where 0 = “not Noddings at all” and 11 = “totally Noddings,” pick the number you think describes the way the teacher feels. b) What makes that the right number to pick?   4) a) What would Noddings say is a good first step to take to develop an attitude of caring in the teacher who tore up the work? b) What makes that a good first step? c) What would Noddings advise as a second step? d) What makes that a natural for Step 2?   5) Assuming Smeyers (1999) is right in saying an ethic of care is more a set of activities than a set of principles, what do you think is a good way to incorporate the ethics of care into preservice teaching programs? b) What makes you think that would work to help prospective teachers learn to care?   6) What makes caring the right thing to do even if the cared-for never fully reciprocates the caring they’ve received? (For an example see:

1.     What kind of career or vocational objective would you like to follow and in what setting (public school, residential school, research center, clinic, corporation, etc.)?   2.     How did you first become interested in your chosen field of study? When did you decide to pursue a degree in this field?   3.     What do you consider to be your greatest asset as a future professional in your chosen field?   4.     Provide any other information that will help us better understand you as an individual and better evaluate you as an applicant for this program.