Category: Education

update dissertation to correctly include feedback. Add information as necessary.

update dissertation to correctly include feedback. Add information as necessary. format into attached template..
Feedback is attached in pdfs and below.
feedback 1:Excellent first draft! Please see comments in the attached along with the most important I’m including here as well:
Get the prospectus template from the course room documents, and put your content into that document ASAP (before anything else). Have two documents open-the brand new template and your document. Then copy each section in your document, and select the area that is it replacing in the template, and do an edit/paste special, text only to avoid template issues.

Discussion Thread: Using the Political Theories Lens Discuss how the following G

Discussion Thread: Using the Political Theories Lens Discuss how the following Guiding Questions—which are based on the political theories lens—help you better understand your organization. Include in your discussion thread the strengths and weaknesses of this lens for gaining that understanding. You do not have to share your views on each of the guiding questions. Guiding Questions Who has power in this organization? What type of power? (Reward, coercive, legitimate, expert, referent) Who has access to agendas, control over information, knowledge of procedures, ability to cope with uncertainty, etc.? Describe the power coalitions and alliances affecting your unit. How does your unit attempt to influence other units and create upward influence in the organization? Please note, this assignment should not be a reiteration of the answers you use in your case study, rather, for the discussion, you are being asked to discuss how answering the questions help you to better understand your organization. Explain how the questions have helped you understand your organization better. For example, when discussing your views on the structural theories lens, you might say “viewing the chain of command helped me to realize…” or “after considering the span of control, it is clear that…”

The task
1. Focus on a core idea from the assigned texts that you consider impor

The task
1. Focus on a core idea from the assigned texts that you consider important. It may seem like the most central idea, or one that has led to an “aha!” moment for you or one that you find problematic. A prompt to guide you as to the focus of your reading response will be suggested by the instructor at the start of the respective module.
2. Choose a key quote from one of the readings that illustrates this idea for you and explain why.
3. Then discuss how each of the readings connects to this idea. Do the authors say similar or different things? How do they provide different insights on it?
A reading response asks you to examine, explain and reflect on your personal reactions to the reading. Your response is not an opinion piece and should not simply summarize content, but rather are brief works of reflective educational analysis interrogating the document using critical perspective-taking. As you do this over and over, you will develop stronger critical thinking skills, approach educational sources with greater awareness, and understand how educators use such sources to construct educational prompts.
There is no right or wrong answer to a reader’s response. Nonetheless, it is important that you demonstrate an understanding of the reading and clearly explain and support your reactions.
Submission format
1. A reading response is a full 2 pages long (double-spaced) and thoroughly proofread for spelling and grammar.
2. Give your paper a catchy title, i.e. not “Reading response #2.”
3. Do not include a title page or a separate Works Cited page – what you turn in should be no more than 2 pages under any circumstances.

nstructions: Building on what you developed in your Concept Proposal, ‘elevator

nstructions: Building on what you developed in your Concept Proposal, ‘elevator speech’ from Week 2, Problem Statement, Research Questions, and Summary you wrote to close Chapter 1, draft an outline of a literature review.
Preparation: Start by reading the EdD Dissertation Content Guide Links to an external site. before getting started on your outline. Understanding these guidelines is crucial before you begin drafting your outline.
Outline Development: Use Your Previous Work: Incorporate elements from your Concept Proposal and Chapter 1, including:
The ‘elevator speech’ from Week 2.
The Problem Statement and Research Questions.
The Summary concluding Chapter 1.
Outline Components:
Introduction:
Draft 1-2 bullet points summarizing each of the following prompts:
The problem you are addressing.
The purpose of your study.
The research questions your literature review aims to answer.
How your literature review will be organized and why (i.e., chronologically; based on a particular theory, etc.).
The theoretical or conceptual framework.
Constructs (Topics):
List 5 to 7 main constructs (topics that you will convert in to sections organized by headings) you plan to explore in Chapter 2 of your dissertation:
For each construct:
Create at least two sub-bullets to delve into related subtopics.
Support each construct with in-text citations from at least two scholarly articles or sources that clarify the construct. For example, if “toxic leadership” is a construct, include it as a main bullet and provide citations that offer insight into toxic leadership that will become a section of your literature review (Chapter 2).
Search Terms:
List the search terms you’ve used to gather literature on your topic. This will help peers and your instructor understand how you’ve sourced your information.
Formatting and Standards:
Follow Required Structure:
Ensure your outline includes all necessary headings.
Include a title page for your outline.
Adhere to Writing Standards:
Your document should meet ACU Writing Expectations, including proper grammar, spelling, punctuation, and organization.
References and in-text citations must follow APA formatting guidelines.
Minimum of 2 pages of text for the outline.

INSTRUCTIONS Lens Three: Reviewing the Culture Theories [VILLAGE] Use the follow

INSTRUCTIONS Lens Three: Reviewing the Culture Theories [VILLAGE] Use the following questions to describe, in a summative-narrative fashion, what the culture of your organization looks like. Your summary is to be 3–5 pages, include 3–5 references (this can include your textbook), have a title and reference page, and be formatted according to current APA style (first person should not be used). Headings should be used for each section of the paper. 1. Describe the culture of your organization and whether cultural differences exist within the various units of your organization. 2. How does your organization develop consensus on mission, tasks, and goals? 3. What is your role within the organization and how is this different from your actual job description? This section should be written from a neutral viewpoint much like a consultant would view it.

The purpose of completing this assignment is to critically review a book from th

The purpose of completing this assignment is to critically review a book from the ALA’s banned book list, providing a perspective on the reasons for its restriction and the implications of such actions. This review aims to offer a comprehensive analysis — including a synopsis, rationale for banning, key quotes, arguments against restriction, potential pedagogical challenges, and the impact on readers if the book were removed from the curriculum. Hi. Your book review of the banned book needs to be between 7-10 pages, double spaced, one inch margins, 12 point font, and in APA format. Must be submitted as .Doc or .PDF. Please don’t use Google Docs unless you are sure you have given me access to the document. I don’t have a minimum of sources you should use, but your analysis of the book should definitely be making reference to many of the sources from the course we have read/watched up to this point. Just because this assignment is part of specific module doesn’t mean that materials from other modules shouldn’t be used. You should be showing me your critical analysis skills in this review. It’s not just a summary. And it’s not just your “opinion.” You should use the materials from the course in your analysis of the book. If you use AI you must only use it as support for your own writing. You must never use it in replacement of your own writing. If you use AI (and I expect most will), you must acknowledge it and when appropriate it, cite it when you do. Your citation should be in APA format. Integrity is a key disposition for an educator and I expect you to be operating at the highest standard when it comes to using AI in your work. Thank you. Task Review a book on the banned book list put out by the ALA (see below). Your review should provide readers with: A synopsis of the book; The rationale for why some people are trying to restrict or ban it from schools and/or libraries; Direct quotes from the book that give readers a sense of why some people want it banned or restricted; A discussion of why some people think it shouldn’t be restricted or banned; An analysis of the ideas that would be made unavailable to readers if the book under consideration was restricted or banned from the school curriculum; A consideration of some of the pedagogical challenges that teaching the book would present to teachers; Your essay should be typed, double-spaced, use 12-point type, have one inch margins, and saved as a Word Doc or PDF. It must adhere to the university’s writing standards. You must cite at least five sources from the course materials in your review. You must use APA format for all citations. Any use of AI in your review must be cited. If AI is used in any way and not cited it is considered cheating and you will fail the assignment. Banned Book List Pick one to review (Just as a reminder, if you use AI or cut/paste content from the internet, you must cite it as you would any other source, otherwise it’s considered cheating.) Gender Queer: A Memoir by Maia Kobabe All Boys Aren’t Blue by George M. Johnson The Bluest Eye by Toni Morrison Flamer by Mike Curato Looking for Alaska by John Green The Perks of Being a Wallflower by Stephen Chbosky Lawn Boy by Jonathan Evison The Absolutely True Diary of a Part-Time Indian by Sherman Alexie Out of Darkness by Ashley Hope Perez A Court of Mist and Fury by Sarah J. Maas Crank by Ellen Hopkins Me and Earl and the Dying Girl by Jesse Andrews This Book Is Gay by Juno Dawson Rubric EDFD449 Assignment Rubric EDFD449 Assignment Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeIntegration of Course Materials 40 to >20.0 pts Excellent Effectively integrates course materials into the assignments and cites materials in APA format. Shows a deep and critical understanding the materials by being “in conversation” with the authors and content producers. Makes meaningful connections between quotes and the broader context of the Module’s themes and topics. Shows a critical understanding of the conflicts and ambiguities in the materials and subjects under investigation. 20 to >10.0 pts Satisfactory Somewhat effectively integrates course materials into the assignments and doesn’t always cite materials in APA format. Shows a somewhat superficial understanding of the materials and doesn’t engage the author’s in meaningful or critical ways. Makes occasionally meaningful connections between quotes and the broader context of the Module’s themes and topics. Shows a basic understanding of the conflicts and ambiguities in the materials and subjects under investigation. 10 to >0 pts Needs Improvement Poor integration of course materials. Reliance on cherry-picked quotes without clear explanation of their relevance. Fails to demonstrate understanding of the broader context or complexity of the issues. 40 pts This criterion is linked to a Learning OutcomeCritical Thinking and Reflection 30 to >15.0 pts Excellent Demonstrates high levels of sophistication in tackling complex and controversial issues. Provides critical self and social reflection, making meaningful self-to-text-world connections. Shows honesty, integrity, professionalism, and commitment in all work. 15 to >5.0 pts Satisfactory Addresses complex issues but lacks depth. Some critical reflection is present, but self-to-text-world connections are weak or superficial. Generally honest and professional, but commitment is inconsistent. 5 to >0 pts Needs Improvement Struggles with addressing complex issues. Minimal critical reflection and weak self-to-text-world connections. Issues with honesty, professionalism, and commitment are evident. 30 pts This criterion is linked to a Learning OutcomeClarity and Standard English Usage 30 to >15.0 pts Excellent Writing is clear, coherent, and fluid. Consistently uses Standard English grammar and syntax. Demonstrates ability to integrate course materials seamlessly into writing. 15 to >5.0 pts Satisfactory Writing is generally clear but may have minor issues with coherence and fluidity. Mostly uses Standard English grammar and syntax, with occasional errors. Course materials are integrated, but not always seamlessly. 5 to >0 pts Needs Improvement Writing lacks clarity and coherence. Frequent errors in Standard English grammar and syntax. Poor integration of course materials, leading to disjointed and confusing writing. 30 pts Total Points: 100

For this assignment, you will capture a minimum of three separate video segments

For this assignment, you will capture a minimum of three separate video segments using an actual video camera (a screen capture of your computer screen will not suffice) and edit these to produce a quality instructional video with a length of between four and six minutes. Make it fun and informative to engage your learners. The mark of a good video is the ability to take a person who has very little experience or understanding of a concept and help them reach the learning objectives identified, which might include accomplishing a task. If you purchase the game Throw Throw Burrito TM, the instructions within the box invite the players to grab their phones and pull up the YouTube video to see how to play. You can view that Watch: Throw Throw Burrito – How to Play video in this module’s Learn section. During this short 4:41-minute presentation, the audience learns how to play and the rules surrounding the game. Sure, the players could have read the PDF instructions, but the video engages the audience and teaches the skills necessary to play the game. Also included in your course resources for this module are several other examples of instructional videos. Notice in Watch: Introduction to Significant Figures how Joelle Acre suspended the camera above her workspace for the instruction on significant figures. Notice, too, how she splices in video clips of herself that add engagement value. Katie Meert created her instructional video (Watch: Common and Proper Nouns) to teach her third graders about common and proper nouns. She uses music during some of the demonstration of examples but leaves the music off during the initial practice time picking it up again as student confidence builds through practice. Please note that, in each of the examples, points may have been lost based on missing components identified on the rubric for this assignment. Once your video is complete, you will upload it to Canvas via Kaltura and along with the Instructional Video Project Template, where you will describe various elements of your video. The following section provides tips and additional information for the project. EDUC 730 Page 2 of 5 Planning the video 1. Have an idea. This is important. A good idea is fairly easy to implement and follow. WRITE IT DOWN. 2. Refer to the rubric for this assignment often. Your video needs to be between 4 and 6 minutes long. 3. Have a plan. The better you plan, the less time the whole project will take. This is true in life in general but it is doubly so in video editing. Storyboard out your idea. Figure out what shots you’ll need and what environment the shots should be in. Iterate! a. Do you need any special props or extra hands or expertise to help out? b. Do you need to use a “green screen or green wall” to achieve the effect that you want? c. Do you have a preset idea of what you want to say, or are you just filming something that is happening spontaneously? d. What are you going to wear? e. How much time will it take to film? It will take longer than you think; allow for it. f. Will you need special sound effects? If so, what are they, and where will you get them? 4. Write a “script” that you can follow to ensure you don’t forget anything. This way, you can also take a couple of takes in case something goes wrong. 5. If you plan on using music, think about using it carefully. If it is important to the film, it is important to keep it in mind from the start. Music is very powerful: use it wisely. Don’t use music for the entire length of the video. If you desire, do use it to create interest at the beginning, middle, or end. Overuse can be distracting to the learner. 6. If you are going to use the microphone directly from the camera or video recorder, make sure that the camera is picking it up well enough. You might need a mic or some other plan of attack. Place the mic close to the subject and point it away from (undesired) noise. Sound is often more important than visuals or pictures. 7. **Always take more film at the beginning and end of every take than you need. It will make editing easier. Give yourself a little extra recorded content to play with. 8. Once you have written a great plan and implemented it, you will likely have unedited video segments with much more footage and content than you’ll actually need. EDUC 730 Page 3 of 5 Implementing the Plan 1. When videoing, use a tripod whenever possible. 2. Avoid frequent panning and zooming – it can cause visual distress. 3. Balanced lighting is important. Create a good contrast between the subject and the background. Be conscious of light sources and shadows on your subject. 4. Get as close as possible to your subject—this heightens impact and improves audio. You might also ask your actors to speak up! 5. Follow the rule of thirds, frame off-center 6. Record a few seconds before a scene starts and after it ends – this provides you with footage to make transitions. 7. Be sure that the date and time are set on the camera, that NightShot is turned off, and that all video is shot in the same aspect ratio (i.e., either 16:9 widescreen or 4:3 traditional broadcast). 8. Follow your curiosity on the day of your shoot. Overshoot! Get more than you think you need! More stuff gives you more options when editing, and longer takes allow you some wiggle room for transitions. Editing the video 1. Make sure you set aside a large block of time for video editing. **Video editing is not a fast process! 2. Title/Opening and Closing Credits are essential. 3. When capturing video to the computer, be sure that the capture format is set to “DV full quality.” Then click on Settings, and in the Capture Source tab, set scene detection to “automatic based on shooting time and date.” “Automatic based on scene content” is the second-best choice if the “time and date” option does not detect scenes. 4. Make a rough cut of the whole film then go into details. Iterate. Cut early: when in doubt, edit shorter cuts. Also, choose a style that works with quick cuts- don’t get swallowed up by the mechanics. EDUC 730 Page 4 of 5 5. When editing, use the Save As command frequently and save your project with a different name (e.g., add an incremental number to the end of the name). This can be a lifesaver if you need to go back to a previous edition of the project or if the software should experience an anomaly. 6. If any scenes are too light or too dark, you can use Auto Color Correct and then move the brightness slider as needed. Note that this will adjust the brightness of the entire clip. 7. Keep it simple; avoid superfluous animated transitions, and shorter is almost always better. Also, keep a critical eye. Create your instructional video using several of the following types of technologies: ● Live Action Video using an actual video camera (avoid using your cell phone unless this is the only recording tool you have available. If the cellphone is used, you must hold the phone horizontally and not vertically to capture the recording. This will better allow for a 16 by 9 ratio). ● You should piece together a minimum of three video segments using editing software such as Movavi, iMovie, WeVideo, or Adobe Premier. ● In order to submit your assignment, you will upload your video via Kaltura using a textbox submission entry. Please follow the steps within the How to Submit a Video Presentaiton document found within the assignment resources section for instructions on how to embed your video into a textbook submission entry. For the final product, make sure that: ● Video footage was taken with an actual handheld video camera ● Video is between 4–6 minutes ● Video is uploaded to the Canvas text box submission entry via Kaltura, and the template is also submitted. In order to submit the template, you must use the “Documents” tab within the text box submission and click “Upload Documents.” This will allow you to upload the template document below the embeded video. ● Video is edited and rendered in widescreen (16:9 ratio) ● Video contains the required screens ○ Title Slide/Screen EDUC 730 Page 5 of 5 ○ List of objectives, steps, or instructions ○ Credits slide-cite all sources and contributors ● Video has smooth transitions (rather than harsh cuts) and sounds are well- balanced ● Video includes at least two transitions, such as: o Cut Dissolve o Wipe o Fade ● The video includes 3 types of shots o Wide-Long o Medium o Close ● At least three separately recorded segments are combined into one video. ● Video editing software was used, adding value. Be sure to complete the information required in the provided Instructional Video Project Template and submit it to this assignment in Canvas. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

1) What types of parenting style or combination of styles do the parents use ( d

1) What types of parenting style or combination of styles do the parents use ( define and explain the characteristics of the Parenting style(s)) ? How did it develop ? How can you understand the reasons for their parenting style(s)? 2) In what ways will this impact the child’s growth and development, both physical as well as emotional? give examples 3) What types of Attachments do they Display ? ( Define and explain the characteristics of the Attachment style(s)) Provide examples and how this will impact them in different areas of their life ? 4) You are the teacher of these parents and child. What steps might you take to Engage each Family and help the child in your classroom.: Come up with a plan of what you would do first and why this is the priority for a first step. Then give at least 3 more

INSTRUCTIONS • Create a multi-dimensional action plan of intervention. o What ca

INSTRUCTIONS • Create a multi-dimensional action plan of intervention. o What can—or should—you do structurally to address this problem? o What can—or should—you do systemically to address this problem? o What can—or should—you do culturally to address this problem? o What can—or should—you do relating to the political lens (power and influence) to address this problem? • Your action plan of intervention should be balanced according to the “weight” given to the various theories regarding how each theory impacts the issue. • Guidelines for this assignment include: o Body of work is to be 3–5 pages o Double-spaced, Times New Roman, 12-point font o Title page o Headings should be used for each area of the action plan o No references are required but if any are used, a references page is to be included o Current APA format (avoid first-person language)

Please see attached rubric and samples. Samples should NOT be copied, they are o

Please see attached rubric and samples. Samples should NOT be copied, they are only there for guidance. Assignment should be done for a class of 20 boys, aged 7.
Task 1: Learners and Environment
Effective teachers have a strong understanding of their students in order to make sound and research-based instructional decisions that promote student development and learning. To truly understand their students, they must have a deep awareness of students’ life experiences as shaped by their families, communities, and school and appropriately reflect upon this knowledge to guide their practice.
Teacher Candidates will prepare a 3–5-page written report in which they describe responses to Parts 1, 2 and 3 below. Teacher Candidates should take caution in using professional language that presents the characteristics factually and without judgment. The information gathered for this project should remain confidential. Teacher Candidates should use initials or professional pseudonyms for the school, teachers, and students.
Part 1 – Knowledge of Learning Environment: Teachers work with all students to create a dynamic learning environment that supports achievement and growth. Your response will indicate what is known about the classroom, school, and community and how it may impact student learning.
Respond to the following regarding the community:
Describe the diversity of the communities from which the students are drawn. Information on a variety of forms of diversity such as race, ethnicity, socio-economic status, languages spoken, religious affiliations, political affiliations, and geography.
Describe the community resources that are available within the neighborhoods from which the students are drawn (libraries, religious organizations, after school programs, athletic programs, arts and cultural centers, social services, extra-curricular activities, etc.).
Respond to the following regarding the school:
Describe the school setting (rural, urban, suburban, private, public, etc.) and your role in the classroom.
Describe the organization of the school. Identify features such as the number of classrooms, teachers, students; and the special services available including library, computer lab, offices, gym, lunchroom, student support services, extra-curricular activities, etc.

Respond to the following regarding the classroom:
Describe how specific classroom routines and procedures meet the specific learning needs of individual students.
Describe how classroom rules and consequences meet individual student needs or ways in which they have been modified to meet individual student needs.
List the classroom rules and consequences for noncompliance.
Describe the individual and group extrinsic and intrinsic incentives in the classroom.
Identify the strategies used to develop and promote positive relationships with students, among classmates, and with families.
Describe the organization of the classroom. This may include information such as the furniture in the classroom, seating arrangements, technology, displays, bulletin boards, windows, orientation of teacher space, etc.
Part 2 – Knowledge of Students: Teacher candidates will demonstrate the ability to assess student’s individual needs within the classroom and identify appropriately aligned research-based practices to incorporate into planning that promotes student development, learning, and achievement. Your response will describe the students in this class and what is known about the prior learning.
Respond to the following regarding the students:
What is the grade level and how many students are in the class?
What are similarities and differences among student diversities, including racial, ethnic, religious, linguistic, gender, family structure, and socio-economic?
What are the learning characteristics of the students (academic ability, developmental, exceptionality, learning styles, motivational factors, behaviors, etc.)?
What do you know about the students’ prior learning and how will that affect your instructional approach?

Part 3 – Reflection
Thinking about this classroom environment and its impact on student engagement, learning, and motivation, identify specific examples of what you feel works well and why?
Describe changes you would make if this were your own classroom based on your observation and experience with this classroom placement.
Describe how the information gathered about the students and the learning environment influence your planning for instruction.