Intellectual Stimulation

Idealised Influence – The best way I reflect this with the kids I coach (club and college) is by emulating behaviors and habits that I want my athletes practicing on a regular basis.  I think this refers back to what Chapter 2 reminds us of treating our athletes in the manner we want to be treated.  We are ultimately our athletes’ best role models in some circumstances.

Intellectual Stimulation – This, to me, is allowing the athletes a say in part of the leadership and decision-making in the program.  It’s not giving the team 100% say, but it’s giving athletes the say on certain things that will allow them an opportunity to feel heard.  For example, I may allow my college athletes some say regarding whether we train early or late, theme that goes on a t-shirt, or what we eat after matches.  I don’t want my athletes to have say as far as who should (or should not) play or any other items that would manufacture drama by being a ‘player-coach’.

Inspirational Motivation – Having athletes follow your lead as a coach is the first challenge you accept.  Getting athletes that are hungry to improve is what makes the journey priceless.  Kids today have information at the click of a button and typically need to have answers at a moment’s notice.  Being able to explain the “why’s” demonstrates that you as a coach are establishing yourself with your players by building necessary relationships and furthering your team’s culture in the same process.

Individual Consideration – Family comes first.  In those three simple words, that is the best way to sum up what this style is for me as a coach.  It is our job as coaches to meet our athletes how and where they come to us on a daily basis.  No athlete should be treated the same as another, but it is responsible of us to respectfully treat all of our athletes regardless of who s/he is ultimately.  I always let my athletes know that you can’t be a great student-athlete until you can manage yourself as a person.  Once you learn to manage yourself as a person, the opportunities for you to lead and compete are indescribable.

consequences you might expect for the children and families with whom you work while you experience specific “–ism(s)” in your own life

As you may have learned throughout your coursework in the program, it is veritably impossible to separate your personal self from your professional identity especially with regard to issues and thinking related to diversity. As an early childhood professional, you bring your individual perspectives, values, hopes, and dreams into any setting in which you work with young children and families. As such, situations that occur in your personal life, whether positive or negative, may influence the ways in which you participate and function in the workplace. And, as you know by now, because the work of early childhood professionals is so relationship driven, these personal-life factors most likely will impact the emotional, intellectual, and social development of the young children and families with whom you work.

This Blog will give you the opportunity to consider how experiences in your personal life may shape the interactions and relationships you have with the young children and families in your care.

In preparation for this Blog assignment:

  • Recall that in previous courses in this program you have learned about child development, family systems, and the significant influences adult relationships have on children’s social, emotional, and cognitive growth and the forming of social identities.
  • Next, think about what you learned about classism, racism, gender stereotyping and sexism, and other”-isms” prevalent in our society. Consider the ways in which these “–isms” influence people’s well being.
  • Now, imagine that you are an early childhood professional who is experiencing one or more of the “-isms” in your personal life. i.e., people are reacting to you with stereotypes and prejudice. How might such experiences affect your own emotional, cognitive, and physical well being? How might this impact your work with young children and their families?

By Day 6

  • Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific “–ism(s)” in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate.

you will analyze specific ways in which to respond to and intervene with young children when they exhibit prejudice

As you have learned in the previous weeks of this course, creating an anti-bias learning community involves promoting positive interactions and relationships with children and families, establishing an environment that honors all individuals, and implementing curriculum that addresses diversity issues.

For this Application Assignment, you will analyze specific ways in which to respond to and intervene with young children when they exhibit prejudice, misconceptions, fear, and/or rejection of differences with respect to culture, language, and economic class. You will develop an action plan that sets up opportunities for children to learn to understand, respect, and embrace differences and act/interact in unbiased and fair ways. Your action plan will focus on the four aspects of creating an anti-bias learning community:

  • Positive interactions with children
  • Positive relationships with and among families
  • The visual and material environment
  • Curriculum planning

To begin, print and review the “Creating an Anti-Bias Learning Community: Diversity of Culture, Language, and Economic Class” form. As you work on this assignment and plan activities and experiences to help children expand their understanding of diversity, build respect for others, and overcome negative and biased feelings, you will complete this form and ultimately submit it as your application.

Now, read the statements below that could reflect the voices of young children. Select one of the statements to be the focus of your analysis.

  • “Gabriel is stupid. He doesn’t even speak our language. Why doesn’t he learn English?” (Boy, 6)
  • “Go away! My mom says you’re a lazy Mexican! I’m not playing with you.” (Boy, 5)
  • “You can’t play with us – your clothes are old and ugly.” (Girl, 4)
  • “No, you can’t be the princess because your Daddy doesn’t have a car. You can be the maid.” (Girl 5)

With your selection in mind, begin to consider activities, discussions, and other techniques you might put into place to respond to the biases expressed in the statement.

Using the “Creating an Anti-Bias Learning Community: Diversity of Culture, Language, and Economic Class” form; record the child’s statement you selected in the upper right-hand box. Then, for each of the four anti-bias learning community elements listed on the left-side of the form, come up with at least two action items that will address the misconceptions and biases revealed in the child’s statement to help all of children with whom you work develop respect for diversity. It may be helpful to review Chapter 4 of the course text, as well as this week’s Learning Resources, to guide you through this process.

Note: For each action item you specify, provide a detailed description. Do not feel restricted by the space provided on the form. Your completed assignment will likely extend beyond the original one page document.

Comparison of Leadership Styles  

Comparison of Leadership Styles  (100 Points)

After watching week #2 lecture on “One Size Does Not Fit All: An Exploration on Coaching Styles” and week #3 lecture on “Leadership Styles: Transactional and Transformational,” write a two-page (minimum) paper comparing two coaches with different leadership styles and answer the following the questions:

  1. What coaching style does each coach exhibit?

B. How does each coach find success within their style?

C.  How are the coaching styles received by those outside the program?

* Note:  Be sure to use a minimum of two outside sources for your paper

Paper must be submitted in APA 7th Edition

Paper Guidelines are attached 

Educational technology has an important role in any instructional  design experience.

Educational technology has an important role in any instructional  design experience.

Educational technology has an important role in any instructional  design experience. The variety of tools continues to grow, and new  educational uses are being rapidly identified. Therefore, it is  important to stay current with educational technology trends and make  your selections based on sound design principles. For this Individual  Project, compare and contrast each of the categories of tools listed in  the following. Define them in your own words, and describe how they  might be used to enhance a quality instructional design or help  facilitate a quality educational experience. Hint:  Remember to consider the impact that these tools have on administrative,  instructional designer, learner, stakeholder, and teacher and faculty  needs. Provide at least 1 example for each type of tool to support your  analysis.

Peripheral Equipment and Resources

  • Cloud computing
  • Social networking tools
  • Web 2.0 tools
  • Open Educational Resources
  • Classroom instructional media
  • Cell phones, tablets, and other highly portable technology tools
  • Electronic whiteboards
  • Massive open online courses (MOOCs)

Establishing relationships is at the core of team building

The Transformational Leadership model provides many benefits to all coaches. Currently I am serving as co-head coach of our golf program and as assistant varsity coach with our basketball program.  In both roles Idealised Influence has a mojor impact on our players.  Preparation is one example of how this influence can affect our players.  As coaches we know preparation is an important part of our job to be succcessful. Often times we may not realize our preparation (or lack thereof) is noticed by our players.  How we prepare ourselves and our team for every practice, film session, game, or trip plays a role in how our players will also prepare. This example is also creating good habits.  We have all heard the phrase “do as I say, not as I do”, and that simply does not correlate with transformational leadership.  Coaches need to model the behavior they expect.  When we are prepared we clearly communciate to our teams the expectations and values we want to display.  Creating a positive culture in your program is neccessary for growth and improvement. Positivity spreads good vibes. In one of our basketball drills, we teach pointing to a teammate to recognize a good pass or a good screen. It is important to establish “norms” in practice that will translate to the game, and that goes beyond X’s and O’s.  Players know if they do not spread postivie re-enforcemt to each other, the next group is in the drill and they have lost their opportunity for the moment in that drill.  Leading by example is demostrated in how we communcaite with others.  If a coach is heard or seen berading and yelling at an official, the players may construe this as acceptable behavior.  In order to influence your group in a positive way, the leader must demonstrate these behaviors to all people involved process. A positive culture creates a great learning environment.

Idealised Stimulation can piggyback on this positive culture. Creating and maintaining an environment that allows for people to accepted and valued is very important. It has often been said that people join teams to be part of something bigger than themselves, to be loved, to accomplish a goal, and to feel needed or wanted. Having a team where everyone feels included goes a long way in establishing unity. As a head coach we often spend hours planning and working to set up the perfect game plan or practice schdeule. Incorpoarting your assitant coaches or even players in this process will generate new ideas. Not only does this allow for players to hear other voices but it also gives a sense of empowerment to those included.  Small examples work and does not always mean you have to reliquish authority. In our last golf season we had a very compettive group of girls who could beat one another on any given day. We worked hard to establish team cohesiveness but still wanted the girls to feel like they a major part of some of the decision making. At the beginning of each week near the end of practice we established a players only meeting. The girls would gather together and decide what unifoms combinations they were going to wear for each match for the week. Apparently this is a big deal to high school girls. This was a change for us as in previous years the coaches would just announce what color top and color bottoms each girl needed to wear to the matches.  Allowing them to come together and decide for themselves was important to them. It forced them to communciate and compromise with each other. The ideas grew and team memebrs starting going above and beyond to help each other by making hair bows that cooridinated with the rest of the outfit or tye-dying teams socks. These were things I would have never considered but not only did it bring our team closer together, it allowed for the girls to feel they were a part of the prcocess.

We have all recited our favorite quote from a former coach or even used a line from a our favorite movie to motivate our players before a game. Inspiratinal motivation goes beyond that.  While the players may hoot and holler in the locker room after the inspiring speech, that moment can fade away.  Both in basketball and golf we try to set up small goals each day or week. These goals require some work but should be achieveable goals. These building blocks helps instill confidence.  When you create challenges that are conquered, that person feels good about themself which will improve performance down the road.  Having a series of small successes is creating bank of confidence coaches can draw from in a time of need.  Players who need inspiration or motivation are often dealing with a struggle. Being able to reference a time where they did conquer a quest or were able to work through difficult times will bring back that confidence.  Leaders can instill the will and desire in their players when they have established a positive culture that allows for players and coaches to work together towards a common goal. Creating that environment in pracitce by having acheiveable goals that players have already defeated can motivate them to move forward towards that next step.

Establishing relatonships is at the core of team building.  As mentioned before people will join temas for many reasons, but the feeling of being need or loved is a major factor.  Simple gestures like shaking a players hand each day, looking them in the eyes when speaking and listening are the beginnings of establsihing a good relationship with your players.  This can combine with the IS strategy as well where players or coaches feel they are part of the process and not just another number on the team.  Getting to know your team as a whole is important, but knowing each member on a bit more personal level goes a lot further in establishing a connection. In our basketball pracitces we have a designated time where we will play music.  Music is something that people can connect to that is outside of the sport that brought us together.  Having a team members favorite song play, or allowing them to create the playlist for the drill helps this connection. It creates conversations amongst players and staff that can reveal important details about your group.  Taking the time connect with each indivdual increases that person self worth. They feel not only connected to the team but they feel cared about on a personal level.

Bernard Bass’ model for leadership is a geat way to create unity.  All members involved in the organization feel that they have value. This allows for new ideas and a cohesiveness that goes beyond the playing arena.

What kind of marketing materials do you anticipate and what do you envision for their design?

For this assignment, you are in charge of getting bums in seats!

Read And the Soul Shall Dance and develop a marketing strategy for a production in your town/city. While a dollar figure is not given, consider that your marketing campaign has

a modest budget.

This assignment is due 4/18/2021. APA Format is needed for this assignment, with a minimum of one page is required, as long as you answer all the required questions.

You will write a proposal addressing the following:

  1. How you plan to get the word out.
  2. Who your audience is/will be. (What is your area like? Are there a lot of theatre goers to attract or are you going to have to sell the idea of going to theatre in addition to selling the production?)
  3. What kind of marketing materials do you anticipate and what do you envision for their design? (You need not create a poster but you must describe what you think the marketing materials should look like.)

Remember, you must accurately depict the essence of the play while making it attractive to potential audience members. Submit this assignment to the Assignment box no later than Sunday 10pm. (This Assignment box may be linked to Turnitin.)

any advice you would give to a child who will grow up in a step/blended family? 

any advice you would give to a child who will grow up in a step/blended family?

Instructions:

Papers should be written in Word: 12pt, Times New Roman Font, Double-Spaced, and Normal Margins

Complete this exercise and answer the following questions:

Number each question in your paper

2+ pages in length.

1. Interview someone from a step/blended family.  Ask the following questions:

a. what were some of the challenges?

b. what were some of the advantages?

c. what was growing up in a step/blended family like (explain in detail if possible)?

d. any advice you (the person you’re interviewing) would give to a child who will grow up in a step/blended family?  If so, what?

2. In your own words, what is the fallout (outcome) from divorce?  Provide a number of examples, based on what you’ve observed in your life, TV/Media, other people, and/or research.

3. Reflect on retirement. What is the typical/optimal retirement age? How has it changed? What is the impact of retiring at 65 (or younger) when life expectancy is close to 80+? What would you do in that time?

4. What is one way that this course has impacted your life?  Provide at least one example.

“K-12StrategicPlanComparisonMatrix.”

Strategic planning is a task all leaders must perform. It is often easier to see what others have done to draw on their experience. This assignment will allow you to review three plans that you have researched.

General Requirements

Use the following information to ensure successful completion of the assignment:

  • Use the template titled “K-12StrategicPlanComparisonMatrix.”
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral-level writing. The Manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
  • This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
  • You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Directions

Complete the “K-12 Strategic Plan Matrix.”

Compare three K-12 strategic plans. In your comparison, refer to the following categories:

  1. Mission, vision, and goals
  2. Internal and external stakeholders
  3. Facilities
  4. Professional development

Write a synthesis (1,000-1,250 words) of your matrix findings. Include the following:

  1. How were the internal and external stakeholder relationships considered in the plans?
  2. What are the most significant elements of governance and structure that were evident in all of the plans?
  3. How do these plans support continuous school improvement and sustainable change? (Benchmarks C7.5: Analyze the development of a comprehensive learning plan for K-12 education that supports continuous school improvement and sustainable change.)
  4. How will the knowledge gathered in this assignment be used in your future?

Discuss the cult status that the artist Frida Kahlo occupies in our time.

Discuss the cult status that the artist Frida Kahlo occupies in our time.

1. Marcel Duchamp liked to challenge people’s traditional standards of beauty and values, for example his piece “L.H.O.O.Q”, where he drew a mustache on a postcard version of Mona Lisa. Give a modern example of an artist challenging the world’s traditional standards and values, and a brief explanation as to what it is challenging.

2. Discuss the cult status that the artist Frida Kahlo occupies in our time.

3. Minimalists refer to the artists that refer to nothing outside of the art, and they express nothing but shapes and color in the art. The art form used the minimal technique and was popular in the 1960s. What do you think are the main ideas that minimalists mostly put in their art? Describe in detail using the example from the book by Donald Judd.

4. Discuss the reasons why Abstract Expressionist painters moved away from the dominant realistic styles of the time. How did their art liberate painting (e.g. easel painting, materials, technique, attitude)?