Describe and explain a clear distinction between “globalism” and “globalization” after viewing the video and reading the article.
Describe how being a global citizen in the world of advanced technology can be beneficial to your success in meeting your personal, academic, and professional goals.
Explain why there has been disagreement between theorists about the definition of global citizenship and develop your own definition of global citizenship after reading the article by Reysen and Katzarska-Miller.
Choose two of the six outcomes of global citizenship from the article (i.e., intergroup empathy, valuing diversity, social justice, environmental sustainability, intergroup helping, and the level of responsibility to act for the betterment of this world).
Explain why those two outcomes are the most important in becoming a global citizen compared to the others.
Describe at least two personal examples or events in your life that illustrate the development of global citizenship based on the two outcomes you chose.
Identify two specific general education courses.
Explain how each course influenced you to become a global citizen.
Prepare this assignment according to the guidelines found in the GCU Style Guide, using the attached GCU Style template .
Reflect on the topic of GCU Code of Conduct and Academic Standards, in 250‐500 words address the following prompts in four paragraphs:
Review the Code of Conduct and Academic Standards in the university policy handbook. Go to https://www.gcu.edu/academics/academic-policies.php#h-university-policy-handbook and click on the University Policy Handbook link. Find the Code of Conduct and Academic Standards section. In your own words, explain 2 academic integrity violations and 2 code of conduct violations. Give a specific example of what the 4 identified violations could be.
The academic integrity section discusses academic dishonesty. One area of dishonesty is plagiarism. Define plagiarism in your own words.
Why do you think students plagiarize?
Describe how students can avoid academic dishonesty, in group work or as an individual?
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
From your personal library, school, or public library:
Select a book that would be considered a Biography then state:
A. The title and the Author
B. What you consider the appropriate age group for the book
C. Who the Biography is about
What type of biography you would classify this as?
A brief reflection on the book.
Final Project/ PowerPoint Topic is Love
Choose a topic/theme or focal point of a lesson. You might choose loneliness, love, diversity, multiculturalism, national pride or a topic such as a season, water cycle, farm animals, and endangered species…the list is endless.
Write an objective: What do you want the students to know/understand that they did not know/understand before you introduce this topic. It may be a deeper understanding of a concept or introduction to something.
Once you have your theme or focal point find a corresponding literary item from each of the genres we have studied. For example, if I chose bravery as my theme I would look for a picture book that depicts bravery, a fantasy folk tale, book or fable that shows bravery, and so on through the genre. Genre: Picture Book, Poetry, Traditional Literature, Modern Fantasy (High Fantasy), Contemporary Realistic Fiction, Historical Fiction, Biography, Non-fiction/Informational, Graphic Novel.
Attach an activity to each of the books/genre supporting your topic. For example, if you found a picture book depicting bravery would an activity be, reading it aloud to the class then having the class journal, tell stories about bravery, make their own picture book about bravery, draw a picture about a brave person…
Think of a closing activity to pull all your materials together and solidify the completion of your topic and objective.
Look for peers with similar degree programs, career interests, and/or locations. Be sure to discuss with them any shared challenges in searching for information or similar experiences using information.
My name is Monica I am 34 years old I was born and raised in Atlanta, GA. I am a single mother to a seven year old daughter whom I adore I enjoy spending time with family and friends also love to travel the world.
I currently attend Arizona Global Campus I am pursing a Bachelor’s degree in human services. My goal is to become a social worker after I obtain my degree. My current job now is a unit clerk at local hospital in Atlanta. I enjoyed helping others has a social worker I want to provide support for patients and their families.
I use the internet daily to search online I pay all my bills online I also read the daily news online and check my emails. My preferred methods to using the internet is my laptop or cellphone. I think the internet can be beneficial to a certain degree. But the internet can also have a negative side its just depends on your used for the internet.
2-year-old Maya just enrolled in your program, and Monday will be Maya’s first experience in an early learning program. While she and her family (including her fathers and grandmother) are excited, everyone is a bit nervous.
As a professional educator, you know it is your responsibility to inform your teaching practice with knowledge of what is developmentally appropriate for children. As you prepare to welcome Maya and her family, you begin to brainstorm what information you need to gather to help you plan meaningful learning experiences.
First, spend time researching developmentally appropriate practice (DAP).
Next, create a mind map of the information you will need to gather and consider before creating learning experiences for Maya. The mind map will include the following:
Maya is your central idea.
The three core considerations of DAP as your three main branches (Individuality, Commonality, Context), with a description of each consideration.
At least five secondary branches of ideas, phrases, or questions you need to consider for Maya for each of the core considerations (5 secondary branches per core consideration for a minimum of 15 secondary branches).
Research the assessment process for ELL students in your state. What is the process your district goes through to properly identify students for ESL program placement?
Topic 5 DQ 2
Planning for effective instruction is the key to academic success for students. Using data to inform instruction is a regular process. Discuss how teachers can use longitudinal data along with other formative classroom assessments to design effective instruction.
After reviewing the video and article below, take one of the offensive technical skills discussed in Chapter 3 of the text and provide a review and analysis of how the author teaches and discusses this skill. In your review and analysis, be sure to address the following questions.
How would YOU teach the skill? Use information from the video and the link to support your method. What specific teaching techniques would you use to instruct the skill effectively? More importantly, did the author assume anything? Put yourself in the mind of a player who knows nothing about the skill you are trying to instruct. What visualizations will you try to create in the player’s mind? What words will you use? Notice how coach Walsh states that there is no aspect in football more important than teaching. He demonstrates how good he was at teaching in the explanation of how he wants a block to occur. How will you teach your skill so effectively that the player has no doubt about what you want to occur?
Each skill has a section titled “Key Points’ located on the top left hand side of the page. Explain why these key points are valuable for learning the skill.
Discuss anything that you would add to this section. Did the author do a good job of correcting the common errors? What would you do differently as a coach?
This essay must be submitted as an attachment on a double-spaced Word document of approximately two pages in length.
The three-point stance (see figure 3.1) is used primarily by linemen, tight ends and fullbacks. This stance helps keep the player’s pad level down and promotes a quick, explosive start, especially straight ahead. For run blocking, the three-point stance is ideal; its limitations are that from it, the lineman’s pass set is more difficult and players cannot see the defensive alignments as well before the snap.
The two-point stance (see figure 3.2) is used primarily by wide receivers and tailbacks. This stance allows the player to have excellent vision of the defensive deployment, which is far more important for these positions than a low, explosive start.
Quarterbacks use a specific version of the two-point stance (see figure 3.3) with feet more parallel to the line of scrimmage and hands under the center. Again, being able to see the defense is far more important to the quarterback than the quickness of his start.
On the snap, balance is required for quick, sudden movement in any given direction. Players may feel more comfortable moving in one direction—for example, they may prefer moving to their left instead of to their right—but all players need to strive to be skilled at moving in both directions, as well as straight ahead, with equal quickness.
In the three-point stance, as shown previously in figure 3.1, linemen must keep enough weight on the down hand so that they have some forward lean, but not so much that they fall forward if someone knocks the hand out from under them. This balanced position allows the player to start to his left, right or straight ahead with a low pad level.
Players positioned in the two-point stance, as shown previously in figure 3.2, should keep some weight on each foot to stay balanced, with slightly more pressure on the foot that will stay on the ground when they take their first step. In a traditional two-point staggered stance, the player should move his back foot first, leaving the front foot on the ground. Therefore, before the snap the player should have slightly more weight on his front foot, but not so much that he risks losing his balance forward before the snap.
The quarterback’s stance, as shown previously in figure 3.3, requires the quarterback to keep his weight evenly distributed between his feet, with slightly more weight and pressure on the foot that will stay on the ground when he takes his first step. If his first step is to his right, he should keep his left foot on the ground at the snap of the ball, pivoting slightly on that foot as he takes his first step with his right foot, opening up to the right.
The two-point stance used by a tailback, or halfback, involves all the same elements of balance and pressure as the two-point stance for wide receivers or quarterbacks. However, the tailback’s feet should not be staggered in his alignment. Both feet should be parallel to the line of scrimmage and his hands can rest comfortably on his thigh pads as he bends slightly at the knees. At the snap, the tailback must push off the foot that is opposite his starting direction and take his first step with the foot closest to the direction he is going.
In all stances, players should remember to keep weight on the balls of their feet, even if that means taking a somewhat pigeon-toed stance, because doing so will eliminate false steps. In addition, to take advantage of knowing the snap count, the offensive team needs to start plays at different times within the cadence, hoping that someone on defense will jump offside and that all defensive players will become hesitant about their start because they won’t know when the ball will be snapped. Of course, if offensive players commit a false start and incur illegal procedure penalties because of the changing snap count, the advantage swings the other way!
Feeling Comfortable in the Stance
Comfort in a stance is imperative. Offensive players must be able to remain poised and stable on a long snap count. They need to develop a poised, comfortable stance that is solid while at the same time being coiled—weight forward, hips low—for an explosive start. The knees must be bent slightly, weight evenly distributed, with just enough pressure on the plant foot to keep that foot on the ground at the snap. Regardless of whether the player is in a three-point, two-point or quarterback stance, feeling comfortable improves the chances for a positive start to the play.
Keeping the Head and Eyes Up
Regardless of the stance that they are using, all offensive players must keep their head and eyes up so that they can see the alignment of the defenders and process as much information as possible about the defense’s tactics before the snap. Offensive players should remember that they do not need to see the ball to know when the play is going to start (with the possible exception of wide receivers playing in stadiums with large, noisy crowds). The oral command of the quarterback will start the play. So, as the quarterback starts his cadence, the other 10 offensive players should be assessing the defense for clues about their intentions on the play. Remember, too, that without having a solid, comfortable stance, your players will probably be unable to use this crucial element of offensive strategy.
The center–quarterback exchange starts every offensive play in football and is therefore the single most important offensive skill in the game. Nothing is more frustrating to players and coaches, or more detrimental to offensive performance, than a fumble or mishandle of the snap. At worst, the other team might take the ball away; at best, the play breaks down, wasting the efforts of the nine other offensive players. A seemingly simple skill, the center–quarterback exchange is deceptively technical and must be practiced daily to be perfected.
The quarterback must be sure to keep his hands far enough under the center, without any separation, so that a forceful snap will not push the quarterback’s hands backward or cause him to lose the ball between his hands. The quarterback should be sure that his entire top hand, as far back as his wrist, is underneath the center (see figure 3.4). The center should position his dominant hand on the side of the football, with thumb up and fingers pointed down, and far enough forward that he can get a secure one-handed grip on the ball.
Please type your responses to each question below. Please also refrain from using the name of your school in your responses. (This helps the District Selection Committee as applications are redacted in the selection process.)
1. Briefly describe what you feel have been your most significant contributions to teaching and to education. What are the factors that influenced you to become an educator?
2. Describe your personal feelings and beliefs about teaching, including your own ideas of what makes you an outstanding teacher. Describe the rewards you find in teaching.
3. Describe your commitment to your community through service-oriented activities, such as volunteer work, civic and other group activities.
4. This section provides an opportunity for you to make comments that you feel would assist the district committee in considering your nomination.
James W. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got
Wrong (Touchstone, 2007). ISBN 978-0743296281
NOTE: You need the 2007 (or later) edition of this book. It will 13 chapters (not 12).
Summarize Loewen’s arguments regarding racism and anti-racism in textbooks and identify two examples of his evidence for each argument.
For assigned texts (Loewen) you will write a response (at least 180-200 words) to a prompt based on the readings assigned for that day. (answer qauestions ) :
Loewen, Chapters 5 and 6
Summarize Loewen’s arguments regarding racism and anti-racism in textbooks and identify two examples of his evidence for each argument. How does the portrayal of racism and anti-racism in textbooks impact public understanding of these issues?
Allocate at least 5 hours in the field to support this field experience.
Spend time observing lessons in your field experience classroom. Focus your observation on Lesson Delivery and Review and Assessment.
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from Appendix A in the textbook.
Include a 250-word reflection regarding at least one of the lessons that you observed. Address the following questions in your reflection:
Were the students aware of the class language and content objectives?
How did the teacher instruct the content and language objectives?
What types of strategies, interactions, applications, and assessments were implemented?
How did the teacher accommodate for different ELP levels?
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