Category: Education

Do not use 3 letter words or 1 Letter words or 2 letter words 
For example (as,I

Do not use 3 letter words or 1 Letter words or 2 letter words 
For example (as,I,if,but, in ,the,etc. 

Create an infographic (see the Learning Objects page for a resource) with your o

Create an infographic (see the Learning Objects page for a resource) with your objectives, tasks to complete, and at least one motivational quotation or statistic (You may use the NationMaster link on the Learning Objects page and select “Top stats.”). Use appropriate images to make your infographic visually appealing and motivational
APA format and 4 reference 

I need
someone selling an account with more than 3000 completed orders and above

I need
someone selling an account with more than 3000 completed orders and above, good
ratings and friendly manager.
More instructions on the attachment attached. 

Instructions
Through this paper, you are demonstrating your understanding of how

Instructions
Through this paper, you are demonstrating your understanding of how to utilize the available library resources at APSU. Please thoroughly review the directions below before getting started on this paper. 
Use APA formatting for your paper. The video below will give you a brief overview of how to cite your source(s) using APA. I also recommend checking out OWL Purdue’s APA resources.

Please correct….and put everything that you corrected in (Red)
Please use the

Please correct….and put everything that you corrected in (Red)
Please use the same paper that I am using. Do not use a different document I will attach it into the files section.
Appendix B
These questions are questionnaires for my dissertation
The name of my dissertation is……
IMPLEMENTING GAMIFICATION INTO THE EARLY CHILDHOOD CLASSROOM,
) Rather than describing by Appendix letter only, change descriiptions to indicate what the documents actually are.
b) Appendix B:
i. Add a question to ask participant to define gamification.
ii. When you say: Explain why or why not, use different punctuation Either end the statement with a period: Explain why or why not. Or say: Why or why not? Make this change for all questions where you use this format.
iii. In Q4, place an apostrophe after the final s in students.
iv. Revise Q5 to read: How have you used gamification in a lesson plan or activities for early childhood education students?
Please submit a copy of a lesson plan that has or will use gamification.

Assessment Descriiption
As previously discussed, the mathematics standards have

Assessment Descriiption
As previously discussed, the mathematics standards have outlined several shifts in teaching mathematics. Educators are shifting their instructional practices to include constructivist, inquiry-based, and student-centered strategies that increase rigor in terms of critical thinking and problem-solving. These strategies intend to prepare students for the skills (i.e., communication, collaboration, critical thinking, and creativity) they need to be successful in college and careers in the 21st century as well as help them understand math in a conceptual and meaningful way.
Grouping students for instruction and activities is an important concept to consider when promoting communication and collaboration skills in students. For this assignment, complete the “Student-Centered Math Stations” template. You will group students using the “ELM-560 Class Profile” and then create four student-centered stations that align with K-8 mathematics standards related to measurement. Each station needs to promote critical thinking and collaboration and at least one station should provide an opportunity for inquiry-based learning.
Support the assignment with 3-5 scholarly resources.
Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments

The Personal Profile
An effective externship should consider the individual char

The Personal Profile
An effective externship should consider the individual characteristics of each student. A comprehensive selection and development of activities should factor in their needs, strengths, weaknesses, prior experiences, and academic background in order to maximize personal and professional growth and enhancement. By crafting an appropriate tailored externship, students can optimize their potential.
Directions:
As a result of taking coursework in the Educational Studies and Leadership Program, you should have improved your expertise in the professional knowledge, skills and dispositions that are reflected in the NELP leadership standards. To help you prepare for your externship, answer each question below as they pertain to who you are as an educational leader. Make sure to keep these answers at the forefront of your mind when deciding on what responsibilities, tasks and projects constitute the entirety of your externship experience.
1.     Reflect on your present level of proficiency in each of the NELP standards (See p. 19). Arrange them in ordinal ranking from the standard you have become the most proficient in (#1), to the standard you have mastered the least (#6).
2.     Discuss the importance of moral and ethical behavior in educational leadership.
3.     How have past experiences influenced your values and ideas about leadership?
4.     How have the strong and weak points of your academic preparation through Bowie State University influenced your present level of proficiency in the seven NELP standards?
5.     What specific needs or goals will you meet while participating in this externship experience?
Answer to question #1
My Ordinal Order of Standards 
1. Standard 1: Mission, Vision, and Improvement Candidates who successfully complete a district- level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.
2. Standard 4: Learning and Instruction Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data systems, supports, assessment, and instructional leadership.
3. Standard 6: Operations and Management Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop, monitor, evaluate, and manage data informed and equitable district systems for operations, resources, technology, and human capital management.
4. Standard 2: Ethics and Professional Norms Candidates who successfully complete a district- level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and to cultivate professional norms and culture.
5. Standard 7: Policy, Governance, and Advocacy Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the present and future success and well-being of students and district personnel by applying the knowledge, skills, and commitments necessary to cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy.
6. Standard 3: Equity, Inclusiveness, and Cultural Responsiveness Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive district culture.
7. Standard 5: Community and External Leadership Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
Question 3. Past influences include experiences of not being picked for leadership positions due to chronisim or other unethical practices. (Expand with citations ) 
Question 4 . Through collaborative conversations, exchange of views and ideas, exposure through my leadership position and the externship. 
Question 5.  A stronger understanding of leadership within educational systems and environments 

Compare and contrast specific items from Des Moines Area Community College and T

Compare and contrast specific items from Des Moines Area Community College and The University of Iowa as listed in the attached directions. These two strategic plans are available at https://strategicplan.uiowa.edu/ and https://www.dmacc.edu/opad/documents/strategicplan2024-28.pdf. Must also include 3 scholarly sources. 

INTRODUCTION
After considering the social studies content that must be taught in

INTRODUCTION
After considering the social studies content that must be taught in an entire school year, teachers create multiweek learning segments that focus on various social studies topics, such as westward expansion in the U.S., ancient Egypt, maritime explorers, etc. Within each learning segment, teachers then create individual lesson plans.
In this task, you will create an elementary social studies learning segment for a K–6 elementary grade with a single central focus. You will first create a learning segment outline that incorporates social studies themes. You may wish to use online resources to explore social studies or history topics that align with your state’s standards. Next, you will plan a field trip related to the central focus of your social studies learning segment and elaborate on how the trip engages students in learning. You will then develop an inquiry-based, integrative lesson and discuss how you will differentiate instruction for defined student groups. You will also describe a method of evaluating student learning to inform instructional decisions.
As part of this task, you will select a different social studies theme from the following list for each week. One of your weekly themes must be culture:
•   culture (required)
•   time, continuity, and change
•   people, places, and environment
•   individual development and identity
•   individuals, groups, and institutions
•   power, governance, and authority
•   production, distribution, and consumption
•   science, technology, and society
•   global connections
•   civic ideals and practices
Note: You will use the attached “Social Studies Learning Segment Template” to complete this task.
REQUIREMENTS.
Note: The standard description should contain the full text and alphanumeric indicator code from your chosen education source. For example:
New York Social Studies Standard, grade 4: 4.6e Entrepreneurs and inventors associated with New York State have made important contributions to business and technology 
Utah Social Studies Standard, grade 1: Standard 1 (Culture): Students will recognize and describe how schools and neighborhoods are both similar and different. 1 Recognize and describe examples of differences within school and neighborhood. a. Recognize differences within their school and neighborhood.
Note: It is acceptable to repeat one or more standards.
3.  Select five social studies themes from the following list, one for each of the five weeks of your learning segment outline, using a different theme for each week. Oneweek must use the theme of culture:
•   culture (required)
•   time, continuity, and change
•   people, places, and environment
•   individual development and identity
•   individuals, groups, and institutions
•   power, governance, and authority
•   production, distribution, and consumption
•   science, technology, and society
•   global connections
•   civic ideals and practices
4.  Describe one lesson idea to be the focus for each of the five weeks in your learning segment outline, and include how the lesson idea aligns with the central focus, the standard, and the theme for that week.
B.  Plan a field trip for your social studies learning segment by doing the following:
1.  Identify a field trip that relates to social studies and aligns with the elementary grade level specified in part A1.
2.  Identify a state or local social studies standard for your specified elementary grade level and explain how the field trip aligns with the standard. The full standard description from your state or local education source, including the alphanumeric indicator, is required.
Note: The social studies standard for part B2 does not need to be the same as the social studies standard identified in part A.
3.  Explain how the field trip aligns with the learning segment’s central focus identified in part A1.
4.  Describe a learning experience that relates to the field trip and engages students in each of the following methods of engagement:
•   researching
•   analyzing
•   evaluating
C.  Develop an inquiry-based, integrative lesson focusing on the social studies central focus identified in part A1 by doing the following:
1.  Identify one standard in social studies andone standard in an additional K–6 elementary content area on which your lesson will be based. The full standard description from your state or local education source, including the alphanumeric indicator, is required.
Note: The social studies standard for part C1 does not need to be the same as the social studies standard identified in parts A or B.
a.  Provide one measurable learning objective, including a condition, a behavior, and a criterion, that aligns with both standards identified in part C1.
2.  Describe a lesson that incorporates bothstandards identified in part C1 in an interdisciplinary learning experience that effectively utilizes the concepts and methods of social studies inquiry (e.g., problem-solving, analysis).
a.  Explain how students would use concepts or skills from the additional elementary content area standard identified in part C1 to investigate the social studies focus of the lesson.
3.  Explain how you would differentiate instruction for each of the following students, including how the differentiation would effectively meet the student’s needs:
a.  a gifted and talented student
b.  a student with an identified special education exceptionality
c.  an English learner (EL) student
D.  Explain how assessment will inform instructional decision-making by doing the following:
1.  Describe one formative or summative assessment that would be used to evaluate student learning during your learning segment.
2.  Explain how student outcomes (i.e., data) from the assessment described in part D1 would be used to make informed instructional decisions.
E.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
F.  Demonstrate professional communication in the content and presentation of your submission.

urpose/Goal:
The purpose of this forum is to discuss faith integration in teachi

urpose/Goal:
The purpose of this forum is to discuss faith integration in teaching, learning, and research. This forum further provides students an opportunity to discuss the role of Christian higher education in developing the “whole person.” 
Parameters:
Your initial thread should be 500 words, written in the third person, and include a citation from the textbook in APA writing style. You may also use Encyclopedia Britannica online as an additional source at the end of your thread. You must also reply to two of your peers’ initial threads and each reply must be at least 100 words in length.
Initial Thread Prompt:
In Chapters 8–10, the authors discuss faith in teaching, learning, and research. Specifically, in Chapter 8, Guthrie talks about “whole person formation” as it relates to faculty and students. After reading the chapters, create your initial thread and respond to the following questions:
What do you think “whole person formation means? 
Why is this important for Christian higher education institutions? 
refrecnce:
1. Dockery, D. S., & Morgan, C. W. (Eds.). (2018). Christian Higher Education: Faith, Teaching, and Learning in the Evangelical Tradition. Crossway
2. American Psychological Association (2020). Publication manual of the American Psychological
Association (7th Ed). Washington, D.C.: Author.