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English III American Literature Outside Reading Project – 1st 9 Weeks
You will be required to complete one independent reading assignment per 9 weeks. You may
choose one of the short stories listed below for the first 9 weeks project.
For this assignment, you will prove your understanding of your independent reading story by
writing an annotated summary following the guidelines below. You will summarize the main
ideas/plot of the piece using carefully selected quotations to support the main ideas. You will
document each quote according to MLA style.
Your paper must be typed and turned in via www.turnitin.com.
Choose one of the following short stories( you can download them from my fusion page):
“In Another Country” – Ernest Hemingway
“A Rose for Emily” – by William Faulkner
“Winter Dreams”- by F. Scott Fitzgerald
“A Worn Path” – by Eudora Welty
“The Rockpile” – by James Baldwin
“Everyday Use” – by Alice Walker
“Antojos”- Julia Alvarez
Due Date:
Instructions:
1. Title: your author’s name followed by a colon and the title of the piece. Remember that the
title of novels should be italicized.
2. Below Title: you should write a Works Cited entry for your piece following your title and
above the introduction to your paper. This entry should be formatted according to MLA
style.
3. Introductory paragraph: should contain the author’s name and title (again), a brief (one
sentence) synopsis of the piece, the setting and the principle characters. Yes, this is a very
brief paragraph!
4. First Body Paragraph: Briefly summarize the plot of the entire piece. This paragraph
should be no less than half a page and no more than one page in length. Include two direct
quotations from the story that are significant and support your summary. Weave these
quotes into your sentences within your paragraph. Document quotes correctly.
5. Second Body Paragraph: Discuss at least two major themes in the story. Use two
documented quotes in this paragraph from the novel that directly reflect or support the
themes.
6. Third Body Paragraph: Describe the central character’s primary conflict and how that
conflict is resolved. Use two documented direct quotes from the novel that support your
discussion of the conflict and resolution.
7. Fourth Body Paragraph: Choose one of the following literary elements to discuss. Make
sure you choose one that is clearly used by your author in your novel: irony, figurative
language, interesting diction, sensory imagery, foreshadowing, flashbacks, symbolism, or
unique point of view. Use two carefully selected documented direct quotations from the
story that are evidence of the author’s use of the literary device that you chose.
8. Conclusion: This paragraph is very important. You must dig for the author’s meaning.
Discuss why the author wrote the piece. What is his/her message?
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Kean University Open School System Presentation
DESIGN AN OPEN-SYSTEM SCHOOL that takes its elements from the readings, videos and powerpoint slides, and from the schools ...
Kean University Open School System Presentation
DESIGN AN OPEN-SYSTEM SCHOOL that takes its elements from the readings, videos and powerpoint slides, and from the schools we have learned about from our Web Research presentations. The idea is to turn abstract theory into concrete forms of life. Organize your paper/powerpoint according to the same categories we have been using so far:SCHOOL AS AN OPEN SYSTEM:1. SPACE: various sized rooms, pathways, multiple commons, indoor-outdoor interfaces, natural light2. TIME: segmentation, flow, spontaneity, flexibility 3. GROUPING: large & small, individual, fluid4. CURRICULUM & MATERIALS: project-based, multidisciplinary, emergent, polysymbolic, individualized, customized5. PEDAGOGY: dialogical, interactive, customized, mentorship6. ASSESSMENT: Descriptive Review, multi-modal, formative7. GOVERNANCE: non-hierarchical, agentic, direct democracy8. PARENTS & COMMUNITY: community as resource and object of study; parents as visiting teachers.BASIC FEATURES:• No more than 100 students and least 10 full-time teachers (1:10 ratio)• Ages 6-14, NOT age-graded (no traditional classrooms)• Home-base organization, each with resident mentor• Individualized schedules (IEP)• Emphasis on arts: music, dance, plastic arts, video, literature, theatre, crafts. Artist-in-Residence on staff• Negotiated, emergent, individualized and integrated (inter-disciplinary) curriculum BASED ON THE PROJECT METHOD. Individualized math curriculum. Required “basic” classes in science, history, geography, anthropology and literature (non-graded).• Assessment based on the Descriptive Review Process, plus portfolios, performances, exhibits and presentations, and conferences with mentors and with parents and mentors. No letter or number grades• Governance based on democratic schools model: whole-school governance• Co-op status (parents commit two hours a week to the school)• Students participate in food growing, cooking and serving, and in building maintenanceTWO ESSENTIAL DIMENSIONS: HOME BASES & IEP’S:1. No age-grade classrooms. Instead, groups will be organized in home bases, which are spread around the school in various places. Each home base will house 10-15 students, of varying ages. A teacher/mentor’s office will be part of each home base. It will also include comfortable chairs, a seminar table, individual study carrels for each student, and a snack bar, as well as French doors to the outside and play-ground..2. Each student will, with their mentor, develop and maintain an individual weekly or monthly plan, or IEP. When they come to school in the morning, they will go to their home base, consult briefly on their IEP with their mentor, and go off to the scheduled activities—meeting with other students (from different home bases) on a project they have signed up for (for example), “Ocean Pollution and How to Fix It”), practicing a play they are working on with another group, going to the language lab, attending a seminar on a certain book or film, serving on the Judicial Committee, harvesting food from the greenhouse, a yoga class, engaging in peer tutoring in math, working on a programmed math module in their study carrel (or somewhere else) or attending a special class for help with a math module; attending the Weekly Meeting, preparing food in the kitchen, just hanging out for an hour,etc. etc. Individual students and small groups will come and go from their home base for these activities.BY CATEGORY:SPACE: The school will include a large greenhouse for growing food that connects directly with the main building, a black box theatre, study rooms, library, labs, and studios for art, music, and dance. Pathways will be irregular (i.e not like a prison or factory or office building—more like a hive or a labyrinth). Lots of indoor-outdoor interfaces (a terrace outside each home base, for example), and there will be many both large and small commons, as well as many spaces around the school for sitting and communicating (window niches, an outdoor section to the cafeteria, etc.). Pay special attention to a) the relationship between your building’s inside and outside, AND b) to the way that the spatial configuration of corridors and other interior spaces contribute to how people move through a building and whether they meet or remain apart. c) Create multiple and diverse work and meeting spaces, and be sure to include at least several commons, one very large one and several small ones; d) Create fixed spaces for display of student work all thorough the building; and e) pay attention to the "entry transition"—that is, the transition from street into the building: consider gateways, shifts in in pathway direction, level, surface, light, and view. Think in terms of a variety of gathering spaces—for whole school assembly, large groups, small groups, seminar rooms, consultation rooms, kitchen and multiple dining rooms, café, art studio, shop, recording studio, greenhouses, terraces, adventure playground and black box theatre.TIME: No segmented “periods.” Varying lengths of classes and meetings. Each student has their own customized schedule (IEP). Free time periods throughout the day.GROUPINGNo graded classrooms. Instead, groups will be organized in home bases, which are spread around the school in various places. Each home base will house 10-15 students, of varying ages. A teacher/mentor’s office will be part of each home base. It will also include comfortable chairs, a seminar table, individual study carrels for each student, and a snack bar, as well as French doors to the outside and play-ground. Home Bases are places to relax, plan, study, meet in small groups, meet with one’s mentor, etc.CURRICULUM & MATERIALS: • Project and/or theme (e.g. “central subject”) based• Emergent: Negotiated between students and teachers• Integrated (inter-disciplinary)• Customized for each individual student, and partially self-paced• Emphasis on Arts: Music, Dance, Plastic Arts, Video, Literature, Theatre, CraftsEach student will, with their mentor, develop and maintain an individual weekly or monthly plan, or IEP. When they come to school in the morning, they will go to their home base, consult briefly on their IEP with their mentor, and go off to the scheduled activities—meeting with other students (from different home bases) on a project they have signed up for (for example), “Ocean Pollution and How to Fix It”), practicing a play they are working on with another group, going to the language lab, attending a seminar on a certain book or film, serving on the Judicial Committee, harvesting food from the greenhouse, a yoga class, engaging in peer tutoring in math, working on a programmed math module in their study carrel (or somewhere else) or attending a special class for help with a math module; attending the Weekly Meeting, preparing food in the kitchen, just hanging out for an hour, etc. etc. Students will come and go from their home base for these activities. Explain how projects are developed and organized, etc and INCLUDE A DETAILED “DAY IN THE LIFE” OF ONE STUDENT IN THE SCHOOL.Four Categories Of Curriculum1) PROJECTS. Students sign up for one project chosen from among a group of possible ones that are decided on collaboratively by themselves and teachers. Both teachers and students present their ideas to the whole school at the beginning of the term. Sign-up sheets are then posted on a bulletin board, and students put their names on the one they are interested in. There might be a cap for the number of people who can sign up for one—maybe 10—but a project can also be carried out by one person, or a pair. Then the teacher designs activities that are based in the different content areas and divides them among the students to perform. In other words, you want to teach the content areas (math, history, science, literature, anthropology, geography) in the context of the project under study. For example, if the project were “Music of the American Indians,” various groups or subgroups of the 15 students would listen to recordings, learn songs, (music), identify songs of different tribes and different styles (geography), learn about the PowWow (anthropology), study the history of one tribe and their music (history) study the rhythms and intervals of Indian music (math/music), make a drum and a rattle themselves (craft), read a book about Indian life (e.g. “I Buried My Heart at Wounded Knee) (literature), and so on. They would culminate the project with a musical performance, a poster display, or a display of the instruments they have made. Other possible projects are: the world migration crisis; nuclear weapons; income inequality (lots of math here); climate change; racism in America; a popular or classic book (e.g. Harry Potter, Robinson Crusoe); the history of some old building in town (e.g. the post office or the library); wild animals in the city (coyotes, raccoons, ground hogs); migrating birds; the life of trees; the game of baseball; the Aztecs or Maya civilizations; famous explorers; a famous painter and his/her time, the history of baseball . . . Graded as pass/fail.2) INDIVIDUALIZED UNITS IN MATH AND LANGUAGE. In addition, the curriculum should include individualized programmatic instruction in mathematics and a foreign language, done as a combination of self-paced lessons (like the School of One) that can be done on a computer or as work-sheets, combined with trouble-shooting and tutoring classes as needed. Students advance through unit mastery tests.3) BASIC CONTENT COURSES. Include a required set of four “basic” content courses that meet once a week, and may coordinate with the projects that are going on. These are decided on each year by the teachers as a group, and could include: The Age of the Dinosaurs, World History, Ancient Egypt (or some other ancient civilization), American History, Philosophy (discussion-based), Language Arts (novel and poetry and song), Plants and Animals, Music Appreciation, Art Appreciation, Geography and Culture, one other language (Spanish, Latin, Italian, French, Chinese). Graded as pass/fail.4) ELECTIVES. Students choose one from among a series of electives that includes, for example, Martial Arts, Tai Chi, Yoga, Choral Singing, Orchestra, Woodworking, Intramural Sports, Painting and/or Sculpture, Rock Band, Peer Tutoring, Ornithology (birding), and Poetry, Short Story or Novel Writing. These classes meet once or twice a week, and are offered according to teachers’, parents’ and community members’ available expertise. Graded as pass/fail.PEDAGOGY• Project design and facilitation• Small and large group instruction• Lecture, lab, seminar formats• Peer tutoring• Individual tutoring• Asynchronous instruction• Independent study• Abundant documentation: continuously changing wall displays, production of self-made books, exhibits and performancesASSESSMENT: Based on the Descriptive Review Process. Also portfolios, individual interviews with students, small group self evaluation, formative mastery tests for moving on in specific areas, like math, etc., performances, exhibits and presentations, and regular conferences with mentors and with parents and mentors. GOVERNANCE: Direct democratic whole-school governance. Include a description of the governing structure, including Weekly Meeting, Judicial Committee, and other committees (grounds committee, library committee, etc). Describe schedule and responsibilities (e.g. rotation of students in serving on JC) in detail.PARENTS AND COMMUNITY: Parents committo contributing two hours a week, whether teaching--e.g. music, art, gardening, cooking, shop, bicycle maintenance, another language, etc. or serving as classroom aides, or using their accounting skills, etc.. Some projects are community-based—e.g. historical projects studying the town or region, following political campaigns, investigating town water and sanitation systems, local environmental studies, etc.. Parents and community are invited frequently to performances, exhibits, celebrations, etc. Parents have option of attending Weekly Meetings.
ece355 week 1 discussion, Psychology homework help
Respond to a peer who shared different things than you that surprised them about how parenting has changed. Respectfully c ...
ece355 week 1 discussion, Psychology homework help
Respond to a peer who shared different things than you that surprised them about how parenting has changed. Respectfully comment on their points, sharing why that didn’t surprise you or adding further relevant information or examples. 5 sentences or more.Describe at least two ways that you think parenting has changed in the last 25 years.After reading this question, there is one thing that comes to mind immediately. That is just how much parenting styles are put under a microscope these days. So many people are quick to judge parents and whether or not they are parenting right, wrong, good, or bad. On a side note, the first way I would say parenting has changed is parents seem to discipline their children a lot less than they used to. As a matter of fact I know a lot of parents that seem afraid to discipline their child because their feelings may get hurt and they seem to be afraid to tell them no. They second way parenting has changed is there are less responsibility in the home now than there was 25 years ago, on the child’s end, and this is the parent’s not holding their child accountable for some things (i.e., make their bed, clean their rooms, help with the dishes, set the table). I was doing all of this at a very young age, yet I hear so often parents having a hard time getting their six year old to pick up their toys. I also feel that 25 years ago parents used to give their children a lot more freedom than they do now, such as go play outside and be home for dinner or before dark. I am not sure if that is due to the fact that the world seems to get scarier or if it is because children are less responsible and less disciplined; maybe it’s a combination of both? 15 years ago all I remember seeing around my small town was children in groups on bikes and walking around everywhere. Now it’s less and less and children seem extremely sheltered. Another way parenting has changed (I had to add another because I can relate to this), is that many parents get a lot less quality time with their children today than they could get 25 years ago. These days many parents are forced to work multiple jobs, attend college, and raise their children, making it hard to get good quality time with children like they need from us. This is my life to the T, and for this we should not count the moments but make the moments count.Explain how your understanding of parenting that you shared in your introduction post does or does not align with the ideas shared in the article.Well my understanding of parenting I shared in my introduction was “a blessing”, and I still agree it is, although parenting is a lot of work. I wouldn’t necessarily say it aligns with the article because the article talks about the way parenting used to be and the way it is different now. The article mentions dual family incomes, divorce, single parent families, gay families, and time and attention. However, I would not say that it doesn’t align with the article either. Although parenting can be challenging at times it is also extremely rewarding.Discuss at least two ideas that were shared in the article that were surprising to you about how parenting has changed.One idea that was a bit surprising to me is that there are more fathers staying home with the children than the mothers. I really wonder why this is. Every family I know that has the mother working and the father staying home with the children is due to the father simply not wanting to work. (I hope nobody argues this, as this is what I have seen so far). I am certain there are other fathers staying home because it is something agreed upon and may be needed for child care, such as the father made less or was working less so he was the one to stay home with the children. Gender roles are just very reversed and flexible these days than ever before. The idea shared that boggled my mind the most was reading that working parents are spending more time than ever with their children these days (Morman, 2015). I have a heck of a time doing so, especially since I have been in school. Without working two jobs I would never be able to make ends meet. The article does give credit to a college education, so I would assume that after landing their career they work better hours, less doubles, less weekends, etc., leading to more quality time with their children.Describe how using this information, along with your knowledge of child development, will help your work with families.This information and my knowledge of child development will help my work with families because it will help me to understand different family backgrounds and dynamics. This will help me to understand their parenting styles and why they are the way they are. Their parenting styles and lives lived can also be crucial to understanding child development.ReferencesMorman, E. (2015). 25 years of parenting: A look back and ahead. Retrieved from http://www.metroparent.com/daily/parenting/parenting-issues-tips/25-years-parenting-look-back-ahead/ (Links to an external site.)Links to an external site.
Purdue Global Issues Encountered to Human Service Professionals Discussion Paper
Community Resources HandoutHuman service professionals who work in the community may be expected to develop the skills nec ...
Purdue Global Issues Encountered to Human Service Professionals Discussion Paper
Community Resources HandoutHuman service professionals who work in the community may be expected to develop the skills necessary to engage in outreach, provide education to community members, assume an advocacy role, and influence policymakers. As a human service professional, connecting clients with appropriate community resources can have a profound impact on their health and quality of life. Therefore, you must be aware of the resources in your community, where to refer clients for special help, and what support systems exist in your community. Human service professionals can assume an advocacy role for disenfranchised clients whose background makes it difficult for them to utilize professional assistance; a community perspective emphasizes social change rather than merely helping people adapt to their circumstances.Assignment DirectionsFor this assignment you will be creating a 1-page community handout that presents information about resources that address the needs of an at-risk population in your community. The handout can be used to educate your community, influence policymakers, advocate for additional resources, and even bring with you on an interview with a community agency.Please be sure to address all of the following in your assignment:Provide a quote that captures the spirit of a community.Describe the community and provide an overview of the demographic statistics of population in the community.Tip: You may begin with the city/town/county website to obtain this information.Identify an at-risk population within the community that will benefit from the community resource handout (i.e., community members of color, individuals with physical or developmental disabilities, children at low-performing schools, families of incarcerated individuals, etc.).Examine three reasons as to why this population is considered at-risk (i.e., risk factors may be related to institutional or social conditions within the community, oppression, discrimination, access to care, etc.).Describe three specific challenges human service professionals may encounter when working with the at-risk population identified.Examples include: stigma related to the helping process, resistance to receiving outside help, challenges for this population in utilizing professional assistance, lack of trust between the population and helpers, social factors within the community that are barriers in accessing care, and/or institutional or social conditions that contribute to the community problems.Tip: Use the Purdue Global Library and APA in-text citations.Explore three local community resources that are available to the at-risk population (i.e., support groups, community health/mental health centers, community service programs, resources that address a particular basic need insecurity, etc.). Please include:a brief description of the resource (1–2 sentences)how clients would access the resources, anda link to the resource website.Using your previous assignments as a basis, analyze three professional skills you possess as they relate to work of advocating for the needs of the at-risk population.Assignment Guidelines: Your assignment should be 1-page handout and should include the following elements:Title: Insert a header to provide your name, title of assignment, course and section number, and date.Body: Answer all the questions. You may be creative in your handout design, though keep in mind the readability of the content (i.e., think about the colors/font used and accessibility).Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice in the human service profession.Reference page: Sources listed in APA format.Include a minimum of three scholarly or academic sources to support your responses and conclusions.Use Arial or Times New Roman 12-point font, double-spaced and left aligned.Use standard 1" margins on all sides.Use APA formatting and citation style.
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Most Popular Content
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The Metamorphosis.edited
"The Metamorphosis" is a story composed by Kafka and published in 1915. The theme of poverty is evident in the entire stor ...
The Metamorphosis.edited
"The Metamorphosis" is a story composed by Kafka and published in 1915. The theme of poverty is evident in the entire story. The story is about a ...
Psychology article review
This assignment aims to help in developing critical thinking skills. Students are expected to use online /library resource ...
Psychology article review
This assignment aims to help in developing critical thinking skills. Students are expected to use online /library resources to complete the assignment. The assignment task is to summarize and evaluate ideas and information in an article choosing a topic written on Educational Psychology. The choice should be based on the interest of the students and the availability of suitable resources. Reviewing critically means thinking carefully and clearly and taking into consideration both the strengths and weaknesses in the material under review.An article reviewChoose an article written on an Educational Psychology related topic.Evaluate it by submitting the information below:1) Article Title2) Author (S)3) The target audience of the article4) Summary of the main ideas, arguments, positions, and findings.5) Mention if there is any scientific research used and explain how the research was obtained.6) Critique then the article’s contributions to the field and overall effectiveness. (Thecritique will be based on proof and your own thoughtful reasoning)
Political Incorporation for Immigrants Paper
Has to be at least five full pages
Make sure that you READ All and COMMENT on ALL, no matter how briefly for some, of the ...
Political Incorporation for Immigrants Paper
Has to be at least five full pages
Make sure that you READ All and COMMENT on ALL, no matter how briefly for some, of the pieces of assigned readings for the three weekly topics.
Try to COMPARE and CONTRAST several pieces of readings that make the same or very different points.
SHARE what you think. GO BEYOND merely summarizing the key points in the assigned readings.
In addition to expressing agreements, you are encouraged to BE CRITICAL by questioning some of points made by the author(s) and/or the instructor.
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Kean University Open School System Presentation
DESIGN AN OPEN-SYSTEM SCHOOL that takes its elements from the readings, videos and powerpoint slides, and from the schools ...
Kean University Open School System Presentation
DESIGN AN OPEN-SYSTEM SCHOOL that takes its elements from the readings, videos and powerpoint slides, and from the schools we have learned about from our Web Research presentations. The idea is to turn abstract theory into concrete forms of life. Organize your paper/powerpoint according to the same categories we have been using so far:SCHOOL AS AN OPEN SYSTEM:1. SPACE: various sized rooms, pathways, multiple commons, indoor-outdoor interfaces, natural light2. TIME: segmentation, flow, spontaneity, flexibility 3. GROUPING: large & small, individual, fluid4. CURRICULUM & MATERIALS: project-based, multidisciplinary, emergent, polysymbolic, individualized, customized5. PEDAGOGY: dialogical, interactive, customized, mentorship6. ASSESSMENT: Descriptive Review, multi-modal, formative7. GOVERNANCE: non-hierarchical, agentic, direct democracy8. PARENTS & COMMUNITY: community as resource and object of study; parents as visiting teachers.BASIC FEATURES:• No more than 100 students and least 10 full-time teachers (1:10 ratio)• Ages 6-14, NOT age-graded (no traditional classrooms)• Home-base organization, each with resident mentor• Individualized schedules (IEP)• Emphasis on arts: music, dance, plastic arts, video, literature, theatre, crafts. Artist-in-Residence on staff• Negotiated, emergent, individualized and integrated (inter-disciplinary) curriculum BASED ON THE PROJECT METHOD. Individualized math curriculum. Required “basic” classes in science, history, geography, anthropology and literature (non-graded).• Assessment based on the Descriptive Review Process, plus portfolios, performances, exhibits and presentations, and conferences with mentors and with parents and mentors. No letter or number grades• Governance based on democratic schools model: whole-school governance• Co-op status (parents commit two hours a week to the school)• Students participate in food growing, cooking and serving, and in building maintenanceTWO ESSENTIAL DIMENSIONS: HOME BASES & IEP’S:1. No age-grade classrooms. Instead, groups will be organized in home bases, which are spread around the school in various places. Each home base will house 10-15 students, of varying ages. A teacher/mentor’s office will be part of each home base. It will also include comfortable chairs, a seminar table, individual study carrels for each student, and a snack bar, as well as French doors to the outside and play-ground..2. Each student will, with their mentor, develop and maintain an individual weekly or monthly plan, or IEP. When they come to school in the morning, they will go to their home base, consult briefly on their IEP with their mentor, and go off to the scheduled activities—meeting with other students (from different home bases) on a project they have signed up for (for example), “Ocean Pollution and How to Fix It”), practicing a play they are working on with another group, going to the language lab, attending a seminar on a certain book or film, serving on the Judicial Committee, harvesting food from the greenhouse, a yoga class, engaging in peer tutoring in math, working on a programmed math module in their study carrel (or somewhere else) or attending a special class for help with a math module; attending the Weekly Meeting, preparing food in the kitchen, just hanging out for an hour,etc. etc. Individual students and small groups will come and go from their home base for these activities.BY CATEGORY:SPACE: The school will include a large greenhouse for growing food that connects directly with the main building, a black box theatre, study rooms, library, labs, and studios for art, music, and dance. Pathways will be irregular (i.e not like a prison or factory or office building—more like a hive or a labyrinth). Lots of indoor-outdoor interfaces (a terrace outside each home base, for example), and there will be many both large and small commons, as well as many spaces around the school for sitting and communicating (window niches, an outdoor section to the cafeteria, etc.). Pay special attention to a) the relationship between your building’s inside and outside, AND b) to the way that the spatial configuration of corridors and other interior spaces contribute to how people move through a building and whether they meet or remain apart. c) Create multiple and diverse work and meeting spaces, and be sure to include at least several commons, one very large one and several small ones; d) Create fixed spaces for display of student work all thorough the building; and e) pay attention to the "entry transition"—that is, the transition from street into the building: consider gateways, shifts in in pathway direction, level, surface, light, and view. Think in terms of a variety of gathering spaces—for whole school assembly, large groups, small groups, seminar rooms, consultation rooms, kitchen and multiple dining rooms, café, art studio, shop, recording studio, greenhouses, terraces, adventure playground and black box theatre.TIME: No segmented “periods.” Varying lengths of classes and meetings. Each student has their own customized schedule (IEP). Free time periods throughout the day.GROUPINGNo graded classrooms. Instead, groups will be organized in home bases, which are spread around the school in various places. Each home base will house 10-15 students, of varying ages. A teacher/mentor’s office will be part of each home base. It will also include comfortable chairs, a seminar table, individual study carrels for each student, and a snack bar, as well as French doors to the outside and play-ground. Home Bases are places to relax, plan, study, meet in small groups, meet with one’s mentor, etc.CURRICULUM & MATERIALS: • Project and/or theme (e.g. “central subject”) based• Emergent: Negotiated between students and teachers• Integrated (inter-disciplinary)• Customized for each individual student, and partially self-paced• Emphasis on Arts: Music, Dance, Plastic Arts, Video, Literature, Theatre, CraftsEach student will, with their mentor, develop and maintain an individual weekly or monthly plan, or IEP. When they come to school in the morning, they will go to their home base, consult briefly on their IEP with their mentor, and go off to the scheduled activities—meeting with other students (from different home bases) on a project they have signed up for (for example), “Ocean Pollution and How to Fix It”), practicing a play they are working on with another group, going to the language lab, attending a seminar on a certain book or film, serving on the Judicial Committee, harvesting food from the greenhouse, a yoga class, engaging in peer tutoring in math, working on a programmed math module in their study carrel (or somewhere else) or attending a special class for help with a math module; attending the Weekly Meeting, preparing food in the kitchen, just hanging out for an hour, etc. etc. Students will come and go from their home base for these activities. Explain how projects are developed and organized, etc and INCLUDE A DETAILED “DAY IN THE LIFE” OF ONE STUDENT IN THE SCHOOL.Four Categories Of Curriculum1) PROJECTS. Students sign up for one project chosen from among a group of possible ones that are decided on collaboratively by themselves and teachers. Both teachers and students present their ideas to the whole school at the beginning of the term. Sign-up sheets are then posted on a bulletin board, and students put their names on the one they are interested in. There might be a cap for the number of people who can sign up for one—maybe 10—but a project can also be carried out by one person, or a pair. Then the teacher designs activities that are based in the different content areas and divides them among the students to perform. In other words, you want to teach the content areas (math, history, science, literature, anthropology, geography) in the context of the project under study. For example, if the project were “Music of the American Indians,” various groups or subgroups of the 15 students would listen to recordings, learn songs, (music), identify songs of different tribes and different styles (geography), learn about the PowWow (anthropology), study the history of one tribe and their music (history) study the rhythms and intervals of Indian music (math/music), make a drum and a rattle themselves (craft), read a book about Indian life (e.g. “I Buried My Heart at Wounded Knee) (literature), and so on. They would culminate the project with a musical performance, a poster display, or a display of the instruments they have made. Other possible projects are: the world migration crisis; nuclear weapons; income inequality (lots of math here); climate change; racism in America; a popular or classic book (e.g. Harry Potter, Robinson Crusoe); the history of some old building in town (e.g. the post office or the library); wild animals in the city (coyotes, raccoons, ground hogs); migrating birds; the life of trees; the game of baseball; the Aztecs or Maya civilizations; famous explorers; a famous painter and his/her time, the history of baseball . . . Graded as pass/fail.2) INDIVIDUALIZED UNITS IN MATH AND LANGUAGE. In addition, the curriculum should include individualized programmatic instruction in mathematics and a foreign language, done as a combination of self-paced lessons (like the School of One) that can be done on a computer or as work-sheets, combined with trouble-shooting and tutoring classes as needed. Students advance through unit mastery tests.3) BASIC CONTENT COURSES. Include a required set of four “basic” content courses that meet once a week, and may coordinate with the projects that are going on. These are decided on each year by the teachers as a group, and could include: The Age of the Dinosaurs, World History, Ancient Egypt (or some other ancient civilization), American History, Philosophy (discussion-based), Language Arts (novel and poetry and song), Plants and Animals, Music Appreciation, Art Appreciation, Geography and Culture, one other language (Spanish, Latin, Italian, French, Chinese). Graded as pass/fail.4) ELECTIVES. Students choose one from among a series of electives that includes, for example, Martial Arts, Tai Chi, Yoga, Choral Singing, Orchestra, Woodworking, Intramural Sports, Painting and/or Sculpture, Rock Band, Peer Tutoring, Ornithology (birding), and Poetry, Short Story or Novel Writing. These classes meet once or twice a week, and are offered according to teachers’, parents’ and community members’ available expertise. Graded as pass/fail.PEDAGOGY• Project design and facilitation• Small and large group instruction• Lecture, lab, seminar formats• Peer tutoring• Individual tutoring• Asynchronous instruction• Independent study• Abundant documentation: continuously changing wall displays, production of self-made books, exhibits and performancesASSESSMENT: Based on the Descriptive Review Process. Also portfolios, individual interviews with students, small group self evaluation, formative mastery tests for moving on in specific areas, like math, etc., performances, exhibits and presentations, and regular conferences with mentors and with parents and mentors. GOVERNANCE: Direct democratic whole-school governance. Include a description of the governing structure, including Weekly Meeting, Judicial Committee, and other committees (grounds committee, library committee, etc). Describe schedule and responsibilities (e.g. rotation of students in serving on JC) in detail.PARENTS AND COMMUNITY: Parents committo contributing two hours a week, whether teaching--e.g. music, art, gardening, cooking, shop, bicycle maintenance, another language, etc. or serving as classroom aides, or using their accounting skills, etc.. Some projects are community-based—e.g. historical projects studying the town or region, following political campaigns, investigating town water and sanitation systems, local environmental studies, etc.. Parents and community are invited frequently to performances, exhibits, celebrations, etc. Parents have option of attending Weekly Meetings.
ece355 week 1 discussion, Psychology homework help
Respond to a peer who shared different things than you that surprised them about how parenting has changed. Respectfully c ...
ece355 week 1 discussion, Psychology homework help
Respond to a peer who shared different things than you that surprised them about how parenting has changed. Respectfully comment on their points, sharing why that didn’t surprise you or adding further relevant information or examples. 5 sentences or more.Describe at least two ways that you think parenting has changed in the last 25 years.After reading this question, there is one thing that comes to mind immediately. That is just how much parenting styles are put under a microscope these days. So many people are quick to judge parents and whether or not they are parenting right, wrong, good, or bad. On a side note, the first way I would say parenting has changed is parents seem to discipline their children a lot less than they used to. As a matter of fact I know a lot of parents that seem afraid to discipline their child because their feelings may get hurt and they seem to be afraid to tell them no. They second way parenting has changed is there are less responsibility in the home now than there was 25 years ago, on the child’s end, and this is the parent’s not holding their child accountable for some things (i.e., make their bed, clean their rooms, help with the dishes, set the table). I was doing all of this at a very young age, yet I hear so often parents having a hard time getting their six year old to pick up their toys. I also feel that 25 years ago parents used to give their children a lot more freedom than they do now, such as go play outside and be home for dinner or before dark. I am not sure if that is due to the fact that the world seems to get scarier or if it is because children are less responsible and less disciplined; maybe it’s a combination of both? 15 years ago all I remember seeing around my small town was children in groups on bikes and walking around everywhere. Now it’s less and less and children seem extremely sheltered. Another way parenting has changed (I had to add another because I can relate to this), is that many parents get a lot less quality time with their children today than they could get 25 years ago. These days many parents are forced to work multiple jobs, attend college, and raise their children, making it hard to get good quality time with children like they need from us. This is my life to the T, and for this we should not count the moments but make the moments count.Explain how your understanding of parenting that you shared in your introduction post does or does not align with the ideas shared in the article.Well my understanding of parenting I shared in my introduction was “a blessing”, and I still agree it is, although parenting is a lot of work. I wouldn’t necessarily say it aligns with the article because the article talks about the way parenting used to be and the way it is different now. The article mentions dual family incomes, divorce, single parent families, gay families, and time and attention. However, I would not say that it doesn’t align with the article either. Although parenting can be challenging at times it is also extremely rewarding.Discuss at least two ideas that were shared in the article that were surprising to you about how parenting has changed.One idea that was a bit surprising to me is that there are more fathers staying home with the children than the mothers. I really wonder why this is. Every family I know that has the mother working and the father staying home with the children is due to the father simply not wanting to work. (I hope nobody argues this, as this is what I have seen so far). I am certain there are other fathers staying home because it is something agreed upon and may be needed for child care, such as the father made less or was working less so he was the one to stay home with the children. Gender roles are just very reversed and flexible these days than ever before. The idea shared that boggled my mind the most was reading that working parents are spending more time than ever with their children these days (Morman, 2015). I have a heck of a time doing so, especially since I have been in school. Without working two jobs I would never be able to make ends meet. The article does give credit to a college education, so I would assume that after landing their career they work better hours, less doubles, less weekends, etc., leading to more quality time with their children.Describe how using this information, along with your knowledge of child development, will help your work with families.This information and my knowledge of child development will help my work with families because it will help me to understand different family backgrounds and dynamics. This will help me to understand their parenting styles and why they are the way they are. Their parenting styles and lives lived can also be crucial to understanding child development.ReferencesMorman, E. (2015). 25 years of parenting: A look back and ahead. Retrieved from http://www.metroparent.com/daily/parenting/parenting-issues-tips/25-years-parenting-look-back-ahead/ (Links to an external site.)Links to an external site.
Purdue Global Issues Encountered to Human Service Professionals Discussion Paper
Community Resources HandoutHuman service professionals who work in the community may be expected to develop the skills nec ...
Purdue Global Issues Encountered to Human Service Professionals Discussion Paper
Community Resources HandoutHuman service professionals who work in the community may be expected to develop the skills necessary to engage in outreach, provide education to community members, assume an advocacy role, and influence policymakers. As a human service professional, connecting clients with appropriate community resources can have a profound impact on their health and quality of life. Therefore, you must be aware of the resources in your community, where to refer clients for special help, and what support systems exist in your community. Human service professionals can assume an advocacy role for disenfranchised clients whose background makes it difficult for them to utilize professional assistance; a community perspective emphasizes social change rather than merely helping people adapt to their circumstances.Assignment DirectionsFor this assignment you will be creating a 1-page community handout that presents information about resources that address the needs of an at-risk population in your community. The handout can be used to educate your community, influence policymakers, advocate for additional resources, and even bring with you on an interview with a community agency.Please be sure to address all of the following in your assignment:Provide a quote that captures the spirit of a community.Describe the community and provide an overview of the demographic statistics of population in the community.Tip: You may begin with the city/town/county website to obtain this information.Identify an at-risk population within the community that will benefit from the community resource handout (i.e., community members of color, individuals with physical or developmental disabilities, children at low-performing schools, families of incarcerated individuals, etc.).Examine three reasons as to why this population is considered at-risk (i.e., risk factors may be related to institutional or social conditions within the community, oppression, discrimination, access to care, etc.).Describe three specific challenges human service professionals may encounter when working with the at-risk population identified.Examples include: stigma related to the helping process, resistance to receiving outside help, challenges for this population in utilizing professional assistance, lack of trust between the population and helpers, social factors within the community that are barriers in accessing care, and/or institutional or social conditions that contribute to the community problems.Tip: Use the Purdue Global Library and APA in-text citations.Explore three local community resources that are available to the at-risk population (i.e., support groups, community health/mental health centers, community service programs, resources that address a particular basic need insecurity, etc.). Please include:a brief description of the resource (1–2 sentences)how clients would access the resources, anda link to the resource website.Using your previous assignments as a basis, analyze three professional skills you possess as they relate to work of advocating for the needs of the at-risk population.Assignment Guidelines: Your assignment should be 1-page handout and should include the following elements:Title: Insert a header to provide your name, title of assignment, course and section number, and date.Body: Answer all the questions. You may be creative in your handout design, though keep in mind the readability of the content (i.e., think about the colors/font used and accessibility).Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, and reflect knowledge of skills and practice in the human service profession.Reference page: Sources listed in APA format.Include a minimum of three scholarly or academic sources to support your responses and conclusions.Use Arial or Times New Roman 12-point font, double-spaced and left aligned.Use standard 1" margins on all sides.Use APA formatting and citation style.
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