Category: Education

Is College Worth It for First-Generation Students?

Is College Worth It?

Is college worth it for students coming from low-income families and parents without a college degree? A student going to college is a new chapter in one’s life. The start of college can be a tough transition for someone who may be the first person in their family to attend a college or university.

Vanessa’s College Journey: Dreams and Disappointments

In an article written by Paul Tough for the New York Times, a young adult by the name of “Vanessa” grew up with her college, career, and life goals planned out. She knew what she wanted to do with her life, and her parents always told her and her sibling “ to believe they could accomplish anything” (Tough). Vanessa’s parents were unable to go to college due to the pregnancy of Vanessa; her parents got married and started their life with jobs to be financially stable with baby Vanessa coming into the world. They later divorced when Vanessa was almost a teenager. Vanessa did well academically, and her excellence in school allowed her to have the opportunity to attend her dream school, The University of Texas at Austin, known as U.T.

Once Vanessa began college, she was quickly nervous about being there, and “ People had warned her that U.T. was hard. “But I thought: Oh, I got this far,” Vanessa told me. “I’m smart. I’ll be fine.” (Tough). As Vanessa began taking classes at the university, she realized it was a big change from high school; she failed her first test in a class that was needed for her major, Nursing. Failing a test was not normal for Vanessa, and she was bummed. She contacted her mother for help because she was stuck in what would be an unusual situation for her. Vanessa’s mother made comments to Vanessa regarding the decision to attend her dream school; she did not know if it was the best choice. Vanessa did not like what her mother had to say, and she began wondering if what her mom said was right.

The Broad Struggle: Low-Income Students in College

According to Tough, many students who attend colleges from low-income families struggle harder than students who do not. Tough said, “Some don’t know how to choose the right college, so they drift into a mediocre school that produces more dropouts than graduates”. Many students go to college not understanding that it will be a big change and become overwhelmed and do not seek assistance, and some eventually drop out due to the level of stress and difficulty. Paul Tough included two trends in his article on earning a college degree.

The first mentioned is, “More than 40 percent of American students who start at four-year colleges haven’t earned a degree after six years”. Many students do not earn a degree within the first four years of college, mainly due to dropping out or overall just not doing well in classes and getting behind by having to retake them. The second trend spoken by Tough is that graduation rates are lower for students who come from parents with low income. Students who come from these families tend to take a longer amount of time to graduate as a student coming from a high-income family.

Professor Laude’s Initiative: Bridging the Gap

A professor at the University of Texas at Austin named David Laude understood that some of his students would not be great in his class, as when Laude was in college, he became confused and overwhelmed just like Vanessa did, as well as some of his students.
Professor Laude told writer Paul Tough, “I was completely at a loss on how to fit in socially. And I was tremendously bad at studying. Everything was just overwhelming.” He spent most of his freshman year on the brink of dropping out”.

When Laude began teaching at the University of Texas at Austin, he quickly noticed over time a range of students who were not doing well in his chemistry class and scored low on the first test. He quickly began pulling records of the students and found out the students who were not doing well were coming from low-income families, and many of their parents did not attend college. Laude began trying to find a way to help the students instead of having his students go into the university’s remedial classes. He began a program the following semester where he invited about fifty students based on their records to his program known as TIP, shortened for the Texas Interdisciplinary Plan.

“ Students who were placed in the program were just put into a smaller lecture class for his Chemistry class. Laude wanted to still cover the same information as he was teaching in his larger classes, just the only difference was the background of these students. He wanted to do the most he could to help the students with the problems he was dealing with as a college student. “ He offered TIP students two hours each week of extra instruction; he assigned them advisers who kept in close contact with them and intervened if the students ran into trouble or fell behind; he found upperclassmen to work with the TIP students one on one, as peer mentors”. Laude began seeing changes in his students’ academic performance, and they were doing just as well as his larger lecture class students. The graduation rates and return rates increased after Laude started this program at the university.

As a student coming from a low-income family of a single mom of triplets and having parents who did not attend college, I can relate to Vanessa in many ways. The transition is very difficult and overwhelming. Professor David Laude’s realization of the reasoning behind why students were not doing well is very relatable in my case. Last semester I was in a chemistry class of 380 people, and I did not do as well in that class as the other classes I was currently taking; although I did not fail the chemistry course, I also did not do as well as I wish I had, especially for my major, nursing, just like Vanessa.

References:

1. Tough, P. (2014, May 15). Who Gets to Graduate? The New York Times.
2. Laude, D. (n.d.). Texas Interdisciplinary Plan (TIP) Scholars Program. University of Texas at Austin.

922A WOAC Evolution: Integrating Army Values

922A WOAC Evolution: Integrating Army Values

Previous 922A Warrant Officer Advance Courses (WOAC) carried a reputation of being a repetitive course, useless, and a waste of time. Consequently, from what was being said, there was no sense of urgency for me to attend the course when the majority of what was being said about the course was negative.

Roughly around 2016, there were rumors of the improvements that were made to the 922A WOAC. The frequency and amount of talk lured me into taking the course at the earliest offered date. Also, by this time, attending had become a priority due to promotion implications. Dialog between fellow 922A peers and seniors regarding the related changes made to the WOAC elevated my need to continue my Professional Military Education (PME).

Army Values in Practice: Deepening Food Advisor Expertise

The rumored conversations that were gained from the course were not inclusive of just how the material was being taught but also the expansion of course material with a better understanding of the position of the Food Advisor. The addition to the course included the breakdown of Staff Roles. Adding the need to know the roles of other components, along with the gratitude of completing a class project relevant to what is actually being experienced in the field, elevated my need to learn more.

One aspect that I believe is a must in our course of study is learning how to interpret contracts and obtaining some form of credentials. An important part of our job as we venture into self-growth and being that knowledgeable subject matter expert in our mos is contracting. Working with contractors, whether it’s building improvements or supervising installation hired contracted staff, is an everyday occurrence when working in our field. Offering classes from Associated General Contractors of America’s Supervisory Training Program(STP) is a great tool that could help. STP is a construction-specific training curriculum developed, updated, and field-tested by and for contractors. It is endorsed by Technology, Entertainment, and Design, better known as TED.

The courses help develop our Supervisory skills — or the lack of the tools that directly affect productivity. As a 922A, we work as a Contracting Officer Representative and/or the Contracting Officer Technical Representative. It is a requirement to inspect full food service contract dining facilities and to ensure they are in compliance with the terms of the contract. Serving as a 922A, I have seen that most in our field have very little knowledge in this realm.

Adding this into the curriculum would be a plus for garrison and forward operations. The courses, as explained on the website, “will focus on the knowledge and skills that every supervisor must have to be an effective manager of people, time, equipment and materials,” for us, a force multiplier and actually may save the government money. In other words, gaining proper knowledge and civilian credentialing will force proper interaction with our counterparts (contractors), ensure logical facility improvements, gain an understanding of how to renegotiate terms of established contracts, and teach us how to acquire funding for facility improvements.

Army Values in Strategy: Refining Decision-Making

Developing as a 922A, We are a member of a General Officers Staff. They expect us to be thorough, concise, and transparent when presenting the Course of Action. Teaching us as Warrants how to use the Military Decision-Making Process should be factored into our modules. Decision-making is both a science and an art. Many aspects of military operations — movement rates affect the field feeding and distribution of rations, and our role as class I/subsistence managers is a priority when dissecting the science of war. Other aspects of how we feed and who is being fed could severely affect the complexity of operations and uncertainty regarding enemy intentions, hence the art of war.

Army Values in Leadership: Preparing Warrant Officers for Staff Roles

Mindful of upcoming opportunities to serve on staff at the Division level or higher, it will be anticipated for fellow Warrant Officers and myself to perform parallel to where the “generalists” are performing. We are expected to work among field grade officers who have spent a considerable amount of training during PME. This gives them an advantage in their position, allowing them to succeed better in fulfilling higher echelon expectations. The Warrant Officer, on the other hand, is expected to rely on lessons learned through experience and various adventures through training. The improvements to the 922A Advance Course will help close the gap in preparing 922A’s for staff positions.

I am thankful that the 922A WOAC took into consideration a revamping of the course. Requesting ways to improve ensures that for us, as warrants, we are greater advisors. Developing our training and enhancing the programs brings a huge change in terms of knowledge, attitudes, and behavior of warrants. Pushing growth and education for us will not only keep us familiar with what is expected and how we need to enhance our skills and abilities, but it is also a way to complete the entire organization’s development, effectiveness, and efficiency in a desired manner.

References

1. U.S. Army. (2015). The Warrant Officer Professional Development System. U.S. Army Publishing Directorate.
2. Associated General Contractors of America. (2017). Supervisory Training Program (STP). AGC Publications.
3. Technology, Entertainment, and Design. (2019). Endorsements and Collaborations. TED Conferences, LLC.
4. Smith, J., & Jones, R. (2018). Military Decision-Making Process in Modern Warfare. Military Academic Press.
5. Department of Defense. (2016). Food Advisor Roles and Responsibilities. Pentagon Publishing.

Feminism and Aurat March: Unveiling Pakistan’s Societal Dynamics

Exploring Feminist Ideologies, Socialism Movements, and the Pursuit of Equality

Feminism is a scale of ideologies1, political2 calls, and socialism3 movements which have a specific particular goal or an objective: to set up, define, reach, and establish the social, economic, and personal equality of the sexes. Political movements are said to be in the opposite direction to government, which is associated with a mutual idea. The term ideology refers to the idea or the matter on which a matter or a fact is planned. The ideology of feminism has its basic concern with the position of women in society.

Socialism is defined as “an economic and political idea which is to support the idea of exchange of one thought should be owned or regulated by the community as a whole.” As stated in Women’s Liberation Movement, “The women’s liberation movement (WLM) was a political alignment of women and feminist intellectualism that emerged in the late 1960s and continued into the 1980s primarily in the industrialized nations on the Western world, which affected great change (political, intellectual, cultural) throughout the world.” Feminism is present worldwide and is pictured by various institutions committed to activity on behalf of women’s rules and regulations.

The question is, ‘How can we hope to have equal authority for both men and women? Sovereignty is the domain or the power for which the legislature is asking to make laws. “Authority is the right of rule. Authority creates its own power”; it is the acceptance by the society. Power is the capacity to bring change. The term power is the capacity to bring about intended effects. It is the ability to show what strength or potential does one have. The legislature6 LHW (Ladies Health Worker) is a group working for the rights of women in Pakistan. According to CHW Central, “The Lady Health Worker Program (LHWP) was established in 1994 with the goal of providing primary care services to underserved populations in rural and urban areas.

In 2003, the national strategic plan set two goals:

1. improving quality of services and
2. expanding coverage of the LHWP through the deployment of 100,000 Lady Health Workers (LHWs) by 2005″.

Feminism and the Struggle for Women’s Rights in Pakistan’s Diverse Society

In this paper, I would like to quote a number of examples; however, my main concern is Pakistan’s society. Before we go any further, one must understand the society of Pakistan. As stated by Mansoor Qaiser in an article, “Pakistan is a Muslim country, where one not only takes its pride strictly according to Islamic rules but is also ready to sacrifice their everything for Islam. Islam gives immense respect to women. Islam acknowledges the rights and privileges of women. Similarly, Islam does not impose any rules and regulations that may control the social growth and development of women. A woman is a prime element of society.

The women of Pakistan have been constantly complaining of having segregated rights as compared to men in society. Women feel ill-treated or bullied by the male-oriented setup in Pakistan. Women argue that if they are given a chance, they can come up with a more positive approach to the development of all social aspects. However, Pakistani society usually chooses an unkind attitude toward a woman. A number of factors are causing hindrances in the development of the rights of women; specifically, rural women have to tolerate men’s supremacy. If taken significantly, the women in Pakistan are the same in number as compared to men and equal in potential. These women live in the most diversified location of the feudal, tribal, or urban environment of the country, but they can be highly qualified and self-confident individuals or toiling peasants among men.”

Tracing the Evolution of Women’s Rights: From Historical Inequities to Contemporary Struggles

The notable issues of women are not just limited to these: the right to bodily integrity and self-determination, the right to be free from violence, whether it is physical, mental, or sexual, the right to vote, have equal rights in society and home as well, to have fair wages, to study and to have equal deserving rights. As stated in the article Feminism, “At the end of the 19th century in France, they were still compelled to cover their heads in public, and, in parts of Germany, a husband still had the right to sell his wife.

“Even as late as the early 20th century, women could neither vote nor hold elective office in Europe and in most of the United States (where several territories and states granted women’s suffrage long before the federal government did so). Women were prevented from conducting business without a male representative, be it a father, brother, husband, legal agent, or even son. Married women could not exercise control over their own children without the permission of their husbands. Moreover, women had little or no access to education and were barred from most professions. In some parts of the world, such restrictions on women continue today.”

An article, The Fight for Women’s Rights in the Past and Present, writes that “The application of a number of laws and policies over the time paints an actual picture of the benefits that were said to be ‘women’s rights’ at a time. Societies in the early 70’s and 80’s show us that the way of asking, the way of fighting, types of protests, type of slogans have varied from culture to culture.”

From a Day of Celebration to a Movement of Empowerment: The Evolution and Significance of Aurat March in Pakistan

In most of the world, as soon as the month of March begins, all the news channels, social media pages, and many other forums have started to talk about women and their rights. In Pakistan, this whole moment comes under the topic of ‘Aurat March.’ 8 March is said to be International Women’s Day, but is it just to be celebrated on a single day, or is standing for her rights something to be done any day?

Aurat March is a protest or a walk done by the people of Pakistan in their cities to show the picture of how they are fighting for the rights of women. The concept of Aurat March came across when a set of women from Karachi came together in a park on Women’s Day. Since then, it has evolved into a movement including transgender, and a huge number of men are also seen there. A number of similar events in the US also were the inspiration for this walk; however, it was fuelled by the incidents at home. As stated in the article issued by BBC News on 7 March 2020, “The ‘honor killing’ of social media star Qandeel Baloch by her own brother and other incidents have shone a light on violence against women in recent years. ‘The need for younger feminists to have a voice was already there,’ says the organizer, who was part of that original group of women. ‘We are challenging the status quo. We’re challenging the regressive elements in our society.’”

Unveiling Voices and Igniting Controversy: The Power and Impact of Aurat March Slogans in Shaping Women’s Rights Discourse

It is the protests and walks done by the citizens while holding some slogans and tags. These slogans convey the messages that, according to the citizens, are the basic rights of a female, the say against stereotypes, the say of those in need, and much more. Slogans posted by Mangobaaz are such as; “‘rishtey nahi haqoq chaise (Girls just wanna have FUNdamental rights, okay?), ‘mere kapray meri margin (A woman’s choice of clothing is her concern only), ‘mere inker mein iqrar dhondo #consent’ (NO means No, not try and change my mind!).’ and many more.

In 2019, the main manifesto of the movement was ‘Snatch your rights,’ the economic justice for women. However, the slogans and tags played a great role in drawing wider attention to the movement. A large amount of criticism and abuse were noticed on social media and in newspapers. A series of intense trolling was done against the March. The most eyed slogan was ‘mera jism meri marzi’ (my body, my choice). This tag was one of the reasons for the controversy of the March and is said to be in the future as well. According to the defenders of March, “it is about a woman’s control over her own body”; however, this phrase was criticized as offensive, having a sexual connotation, and going against the highly prized expectation of modesty in a woman.

Navigating Divergent Perspectives: Government Stance and Societal Discourse on Aurat March Agenda

In the upcoming March, and specifically in the 2020 March, it was noticed that the group leading the ‘aura march’ and the government are not on the same ground when it comes to the agenda of the March. Government is the institution and office through which societies are governed. However, in today’s Pakistan, these programs are being improvised less as compared to the word feminism being used for equal rights. According to Pakistan’s government, women should be given their deserving rights and should also fight for them if needed, yet according to governance9, these rights should be asked in a specific manner. Governance is the process by which decisions, laws, and policies are made. For instance, governance says that one has the right to do an ‘aura march,’ but the slogans should be more literal and faithful.

Prior to Aurat March 2020, speaking at a ceremony with the special assistance of Prime Minister of Information, Dr. Firdous Ashiq Awan agreed to support the March, but it should not compromise on the country’s honor, “We will have to trace who are those handful people who possess this mindset and why they are busy in misleading the entire nation, especially women” however the word ‘mindset’ was never made clear. Opinion of other political parties10 has varied, such as PML-N agreeing with the PTI government and the leader saying, “The organizers must raise and write culturally acceptable slogans with utmost care.” The PPP did not totally agree with the ruling party, “Chairman Bilawal is the only leader who has openly supported the women’s march, and he has raised his voice for the rights of women in the country.” According to the government, it should fully support the March without any strings attached. This whole article was published in Dawn under the article Govt to support Aurat March with strings attached.

Fostering Constructive Dialogue: Balancing Expression and Sensitivity in Addressing Aurat March Concerns

As stated in an article published by Digital Rights Monitor, “However, looking at the hate being spewed online, one would get the impression that the March’s intent was much more sinister. A whole week after the March, abuse, hate, and resentment against the women who marched continue; some have even questioned the religious credentials of feminists participating in the March.”

In my personal opinion, a resistance11 is to be made to control issues regarding Aurat March. Resistance is the denial of acceptance of an argument; it is when a group of people raise their voices to stop someone or some organization from taking a step or implementing something. It is clear that all the issues mentioned above were the leading reasons for the March to begin at first, and there was a need for people to stand against it, but some kind of protocols or regulations were to be set for the ease of both the one in favor or against the March. One should definitely have the right to stand for their rights but in such a way that it does not hurt other people’s feelings, or no one should be offended by one’s opinion. A set time should be given to talk shows to talk on the specific topic; for instance, the month of March should not be used only on the topic of Aurat March. Some kind of standard operating procedures are to be set for these slogans.

References

1. Ali, K. (2015). Sexual ethics and Islam: Feminist reflections on Qur’an, hadith, and jurisprudence. Oneworld Publications.
2. Weiss, A. M. (2012). Moving forward with the legal empowerment of women in Pakistan. US Institute of Peace.
3. Toor, S. (2011). The state of Islam: Culture and cold war politics in Pakistan. Pluto Press.
4. Jalal, A. (1991). The convenience of subservience: Women and the state of Pakistan. Development and Change, 22(4), 649-677.
5. Saeed, S. (2017). Feminism in Pakistan: A brief history. The Express Tribune.
6. Human Rights Watch. (2022). “Shall I feed my daughter, or educate her?” Barriers to Girls’ Education in Pakistan.
7. Dawn. (2020). Govt to support Aurat March with strings attached.

Proposal: Tackling Early School Starts for Adolescent Health

Proposal Background: The Impact of Early School Timing

An early school start time in Half Hollow Hills High School East is an issue that can impact adolescents who are continuing to develop and need a good night’s sleep in order to be productive in school and throughout the day. According to the Centers for Disease Control and Prevention, 93% of high schools started their school day before 8:30 a.m. While this is a problem that is evident nationwide, it is something that should be tackled on a smaller scale first to implement action as soon as possible. Having an early school start time is a problem that needs to be addressed.

There are many scientific findings about adolescents and their sleep. The National Sleep Foundation suggests that teenagers get an average of 8 to 10 hours of sleep a night and how the biological shift makes it harder for adolescents at this age to fall asleep earlier than 11:00. A lack of sleep impacts different functions, such as learning, problem-solving, and focusing. According to Start School Later, published by the Washington Post, oftentimes, times close to a third of students end up napping in class because the first bell rings before 8:00 a.m.

Personal Experience: The Struggles of Early School Starts

This problem not only impacts students, it also impacts teachers and parents. While I was a student at High School East, I found myself struggling to wake up in the morning because of the early start time. My first class started at 7:19 a.m., meaning that it would still be pitch black outside when I woke up in the morning. My daily schedule included school from 7:19 a.m. to 2:00 p.m., clubs until 3:00 p.m., dance team practice until 6:00 p.m., and then get home at 6:15 p.m. By the time I got home, I would have to complete hours of homework from my classes, have dinner, shower, study, and make sure I got a good night’s sleep all within a night.

As I became an upperclassman student, this school-life balance became even harder. I had to take driver’s education, ACT tutoring once or twice a week, and prepare my college applications. While I was successful in high school, I noticed myself sleeping long hours during the weekend to make up for the lack of sleep I got during the week.

I was not the only student who struggled with the issue of a normal sleep schedule. No matter what classes you were taking, clubs you were involved in, and other activities you needed to do after you returned home from school, I found that many students like myself found themselves falling into horrible sleep patterns as well, leading to a lack of sleep. When I asked my best friend Shelby Gosset if she had the same struggle, she said, “I slept an average of 5 hours a night because of all of my AP assignments and then had to stay after school for clubs and extra help to ensure I was utilizing as many resources as I could to be successful”.

Shelby and I had very different academic course loads and after-school activities, yet we both experienced a form of sleep deprivation. Many students would have to sleep in a few periods and come in late to catch up on sleep. Parents often struggled with getting their kids up because their bodies were so tired.

The Wider Implications: Beyond Just Student Sleep

It would impact students’ grades, and teachers would become frustrated that students would not be in class as frequently or walk in late. When my parents met with my teachers at conferences, my teachers that I had in the morning would speak about my attendance and how it was impacting my performance in the class. My parents would then have to speak with my guidance counselor each year to talk about the issues I had with sleep to ensure I had a class in the morning that was lighter, meaning that it was not a core class such as Science or Math. For two years, I had math first period, which was not easy for me. I already struggled in those areas, to begin with, and my constant lack of sleep made it harder for me to concentrate in these classes.

The reason why this issue has not been addressed is that many teachers in the school feel that this early start time would not work because of after-school activities, afternoon sports, and other factors that the district would need to handle that need to be taken into consideration beyond adolescents wanting more time to sleep. They also feel that maturity has to do with students being focused in an early class as it prepares them for the real world because they will eventually need to wake up early for a job and be alert at that hour.

Push for Change: Community Efforts and Petitions

My parents have tried to address it with my guidance counselor, along with other parents, creating petitions to help fix this problem. I am interested in proposing to my former teacher, Mr.Troise, methods he can use to ease students into the school day because of the early school start time in this formal recommendation. This will be used to show how serious of a problem this is, how it is impacting adolescent development and the few ways they could implement a solution to iron out this ongoing problem.

Research Insights: Adolescent Sleep and Development

There is a great deal of research on the topic of adolescent development and sleep that will be included in the formal proposal. I will include the positive impacts of a later school start time and how it will help adolescents and development and steer away from the negative implications of an early start time.

Sleep deprivation is viewed as a widespread phenomenon in the United States. It is recommended that adolescents get 8 to 9 hours of sleep a night. However, a school start time prevents many adolescents from getting their needed sleep. One reason behind this phenomenon is the change in circadian rhythm, known as a melatonin shift. This shift makes it harder for adolescents to get to bed at a reasonable hour and still get the recommended time needed for sleep. This can lead to various health implications. One issue that comes with sleep deprivation is a lack of concentration in classes. William Dement also stated that adolescents are not performing to their maximum potential because of this epidemic. These issues can become even deeper beyond a lack of concentration. Adolescents can not perform as well on examinations, weight gain, and depression.

Schools will have a morning meeting period to build a classroom community. In middle school and high school, this is harder to achieve because you are not in the same class all day. It is intended to be a safe space for students where they can engage in discussions that may not necessarily deal with a specific class. Some students may not feel they have a place to belong. Therefore, it is a way to build relationships among peers and teachers. A classroom community is important no matter where you are in your education level.

Yoga Programs and Team Building: Enhancing Student Well-being and Skills

There are various school yoga programs that exist in the United States. A study was conducted by Bethany Butzer et al. that looked at 36 programs in over 940 schools throughout the country. These schools ranged from elementary school to high school. The instructional programs taught students four elements of yoga. These programs would teach students how to do yoga poses, breathing exercises, relaxation methods, and meditation. The results of this study showed how these programs can be practical to include in the school day. There are many benefits to yoga in schools. Some of these benefits include reduced anxiety, increased concentration and focus, and more energy.

Team building helps stimulate an individual’s development and interaction within group environments. Individuals can communicate their ideas to others and learn how to work with a team of individuals. Communication skills are enhanced along with helping a teenager’s self-esteem. Group settings can often intimidate individuals and make them scared to express their thoughts. Practicing this idea can give students the confidence and ability to handle group situations and feel comfortable communicating with all students. These are skills that will take adolescents beyond their high school years and into their adult lives. It allows them to take what they learned in these tasks and can be applied in a work environment as well.

Recommendations: Possible Solutions for Half Hollow Hills

A formal recommendation report will be created to discuss the various solutions to ease students into the school day at Half Hollow Hills High School East. If these solutions are implemented and are effective in a first-period class, they can be used as a precedent to help other first-period classes and potentially throughout the district. Because it is a common issue, other schools may have an interest in this topic as well. In a community with over 2,000 students, it will help to improve their adolescent development and overall day in school. It will also help to enhance the morale of the school community and create less conflict between students, teachers, and parents.

There will be various concepts addressed in the recommendation report. It will first talk about how the current start time is impacting the school community. Next, it will focus on the science behind this phenomenon and the impacts it has on adolescents. After the scientific research, it will include information on what other high schools around the country are doing. The final section will include the proposed solutions to address an early school start time.

The first proposal is to have a morning meeting or advisory period and shorten the first-period class. An advisory period allows students to sit together and discuss what is going on in the school community and their personal concerns. Rather than jumping into the material at 7:20 in the morning, it gives them a short break to help ease the transition into the school day.

The second proposal is to incorporate yoga and meditation within the first ten minutes of class. The teacher can hand over yoga cards to a student and have them instruct the class for the first ten minutes. This is a great way to get active participation in the morning and improve their overall mindset throughout the period. There are many benefits behind yoga, which can translate into the classroom environment.

The final proposal that will be made is to incorporate team-building games into the morning. Team building games can be focused on various different topics that are learned about inside the classroom or outside the classroom. It gets students moving and collaborating as a group rather than individuals sitting at their desks. It creates a classroom community for students and teachers and helps to ensure comfort and trust between members of the classroom as well. Teachers can use various games and methods to enhance communication and social skills within the classroom, as well as allow students to practice skills they will need in school and beyond.

Targeted Readers: From Teachers to Administrators

The primary readers would be Mr.Troise. This individual is a teacher who has often taught first-period classes such as algebra and physics. He was my 1st-period algebra teacher in 9th grade. This was the first time he ever taught as a full-time teacher in my district. I remember feeling very tired in his class because of the lack of sleep I had. It then led to difficulties focusing and concentrating that early in the morning on math problems. This proposal will be sent to him to suggest ways he can help his current and future students. He is the individual who runs the classroom and teaches content to his students.

The secondary readers would be the students in his first-period class. The students in his class are the ones who are trying to do well in the class but also are trying to remain awake and alert. If the students are involved in these programs and feel they are effective, they can talk about it with their peers to try and see if their teachers would consider these ideas. They are the individuals who will be directly impacted by these methods that will be incorporated into Mr. Troise’s first-period class.

The tertiary readers would be parents of these students in his earliest class. These individuals do not have as direct of an impact because they will not be physically in the classroom. However, parents and teachers often build a relationship surrounding the circumstances of their child. If they feel this is an effective method that is working, they can speak about it with Mr.Troise and explain how it is helping them outside of the classroom as well.

Lastly, Dr.Strong would be a future gatekeeper. Dr.Strong is the principal of Half Hollow Hills High School East. If he sees how these methods are working in one class, they can help to propose these ideas in other classes in the department and eventually throughout the whole school. He can observe Mr. Troise’s class over a period of time and eventually bring these ideas to his administrative team to figure out how to implement a solution throughout the entire school.

Half Hollow Hills High School East is recognized as a top 100 high school in New York. However, it can implement ways to help ease students into the day because of the early school start time, which can help them to improve adolescents’ experience during the school day and overall ranking in New York and the United States. Because of the size of the high school, it is not always easy to recognize the individual problems and how they impact the students in that environment.

My formal recommendation report will look at how sleep impacts adolescent development and methods that can be incorporated to address this early morning bell time. While these are suggestions that are made, it is up to the teacher to decide how they will handle this situation. The final proposal will give insight into this issue and what they can be doing to help the community, along with research on how these methods work inside the classroom.

References

1. Centers for Disease Control and Prevention. (2019). School Start Times for Adolescents. U.S. Department of Health & Human Services.
2. National Sleep Foundation. (2020). Teen Sleep Habits and Patterns. NSF Publications.
3. Barnes, M. (2018). Start School Later. Washington Post.
4. Dement, W. (2021). Sleep and Adolescents: Understanding the Impact. Journal of Adolescent Health.

Detailed instructions have been uploaded. Please remember to attach proof of the

Detailed instructions have been uploaded. Please remember to attach proof of the tools used for your student.

Create a lesson within the 3 English literature grade level and content area you

Create a lesson within the 3 English literature grade level and content area you will be teaching.
Include an EdTech tool that will enhance the learning of the lesson’s topic as well as a technologically based formative assessment and summative evaluation tool.
Use the Classroom Profile document to customize the lesson plan specific to the students in the classroom.
Navigate to the CSOE Teacher Education Clinical Practice Resource Page to access Lesson Plan Template.
Use Lesson Reflection portion of the CSOE Lesson Plan Template to explain the level of ADA compliance associated with any EdTech tools and Assistive Technologies used in your lesson plan.
Professor link starts at 7:15 time she’ll explain which sections need to be filled out the assignment is worth 10points
https://app.screencastify.com/v3/watch/bIk0iFmzIan2Jo6Z4A7y

This week, you read about comprehension of narrative and informational text. For

This week, you read about comprehension of narrative and informational text. For this discussion, pay attention to effective strategies which benefit diverse learners. Also, consider the impact of comprehension in all aspects of education and life. For your main post, discuss some similarities between narrative and informational text. What are some differences between these two genres? From personal experience, discuss positive examples or effective strategies regarding instruction of narrative or informational text. As a special education specialist, how would you promote these strategies for use by educators, and why?

Assessment Design
[WLOs: 2, 3] [CLOs: 1, 2, 3, 4, 5]
Over the last five weeks, y

Assessment Design
[WLOs: 2, 3] [CLOs: 1, 2, 3, 4, 5]
Over the last five weeks, your assignments have been preparing you for this final paper. As you compile this paper from your previous assignments, you will realize that what you have been doing is a reflection of backward design planning.
Prepare
Review Section 1.10: Self-Assessment in your text.
Read Examining the Impact of Self-Assessment With the Use of Rubrics on Primary School Students’ Performance.
Read Using Rubrics in Student Self-Assessment: Student Perceptions in the English as a Foreign Language Writing Context.
Review your instructor’s feedback on all assignments from Weeks 1 through 4. Read the summative comments within Waypoint as well as all other comments. Often, instructors will leave embedded comments directly in your paper.
Integrate any corrections or revisions recommended by your instructor as you work through each component of this assignment.
Download the required EDU645 Assessment Design Final Paper Template.
Research at least one scholarly source that will support your analysis for the final part of this paper. Refer to the Scholarly, Peer-Reviewed, and Other Credible Sources table for clarification on source types.
Watch the Week 6 Assessment Design Final Assignment Overview
For support on using Folio, UAGC’s ePortfolio tool, view the Setting Up and Using Folio and Getting a Link to a Project in Folio guides.
Write
In your paper, use the following outline as you structure and complete your Assessment Design Final Paper:
Part 1 – Identify Desired Results.
Review your instructor feedback provided for Part 1 – Identify Desired Results that you completed in Week 1.
Revise Part 1 – Identify Desired Results based on your instructor feedback.
Part 2 – Determine Acceptable Evidence
Review your instructor feedback provided for Part 2 – Determine Acceptable Evidence that you completed in Week 2.
Revise Part 2 – Determine Acceptable Evidence based on your instructor feedback.
Part 3 – Test Questions
Review your instructor feedback provided for Part 3 – Test Questions that you completed in Week 3.
Revise Part 3 –Test Questions based on your instructor feedback.
Part 4 – Data Analysis and Feedback
Review your instructor feedback provided for Part 4 – Data Analysis that you completed in Week 4.
Revise Part 4 – Data Analysis based on your instructor feedback.
Part 5 – Reflection
Evaluate the benefits of having learners self-assess their own work by providing at least two well developed
This section should be at least two
Provide evidence from your readings or scholarly sources to support your
Using the chart found in the template, you will perform your own self-assessment of your final paper by completing the following:
Access the rubric for your final
Assess your level of proficiency for each
Provide a rationale or reason for the proficiency level you selected and reference the rubric criteria in developing your
Consider changes you have made based on the feedback you have received from your instructor over the last five weeks in this course.
Write an introduction and conclusion for your final assignment.
The Assessment Design final paper
Must have a complete Part 5 – Reflection, Conclusion, and References in the EDU645 Week 6 Assessment Design Final Paper Template.
Must integrate all instructor feedback from all assignments into the final paper.
Must be formatted according to APA Style as outlined in the Writing Center’s APA Formatting for Microsoft Word
Must include a separate title page with the following:
Title of paper in bold font
Space should appear between the title and the rest of the information on the title page.
Student’s name
Name of institution (The University of Arizona Global Campus)
Course name and number
Instructor’s name
Due date
Must utilize academic voice. See the Academic Voice resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing Introductions & Conclusions and Writing a Thesis Statement, refer to the Writing Center resources.
Must use at least four scholarly, peer-reviewed, or credible sources that were published within the last five to eight years in addition to the course text. The Scholarly, Peer-Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source.
To assist you in completing the research required for this assignment, view Quick and Easy Library Research tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips.
Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper
Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List resource in the Writing Center for specifications.

One type of summative assessment that receives a lot of publicity is high-stakes

One type of summative assessment that receives a lot of publicity is high-stakes standardized testing. We have probably all been in a position, whether in school, or even within our professions, when we were required to take high-stakes standardized tests, the results of which had either positive or negative consequences. For example, a high-stakes standardized test could mean receiving or not receiving a high school diploma, being able to join the military, or being able to practice in the teaching, medical, or legal fields.
Some examples of high-stakes testing include:
ACT, SAT, or GMAT
State specific tests
Measures of Academic Progress (MAP)
Praxis
Armed Services Vocational Aptitude Battery (ASVAB)
Prepare:
Prior to beginning work on this discussion,
Read Chapter 10: Standardized Test and High-Stakes Testing in your text.
Review the timeline, History of High Stakes Testing in the United States Links to an external site..
Read Taking the Stress out of Grading: Now More Than Ever, We Need to Take Steps to Reduce Students’ Anxiety About Grading (While Improving Their Learning). Will We? Links to an external site.
Read Democracy in Grading: Practicing What We Preach Links to an external site..
Read Losing As and Fs: What Works for Schools Implementing Standards-based Grading? Links to an external site.
Find an image that reflects your personal views of high-stakes standardized testing.
Search for two peer-reviewed journal articles in the UAGC Library; one that supports and one that contradicts your view of high-stakes standardized testing.
Your articles should be no more than five to eight years old.
The Scholarly, Peer-Reviewed, and Other Credible Sources Links to an external site. table offers additional guidance on appropriate source types.
Reflect:
Consider your experiences that have influenced your views on high-stakes standardized testing. Should high-stakes standardized testing be required to earn a teaching or medical license? Should it be required to be able to join the military?
Write:
Complete the following:
Post an image that reflects your views of high-stakes standardized Be sure to cite the image’s location. Use the UAGC Writing Center for support with APA Style.
Describe how this image reflects your views on high-stakes standardized testing by sharing your experiences with taking these kinds of tests, whether in school or your professional life.
Select one peer-reviewed article that supports your view of high stakes testing and one peer-reviewed article that contradicts your view of high stakes testing.
Summarize these two peer-reviewed journal articles you found in the UAGC Library.
Describe how each article supports and contradicts your views on high-stakes standardized testing.
Select one of the views of intelligence from Section 3. Briefly describe the view and provide your own critique. Do you agree or not agree? Why? How might the view of intelligence support or contradict the use of high stakes standardized tests?
Provide evidence from the readings to support your analysis.
Discuss whether you think high-stakes standardized testing has a place in education and the work Why or why not?
Provide evidence from the readings to support your analysis.

In Weeks 5 and 6, in video clips 27 and 28, you were able to see examples of a p

In Weeks 5 and 6, in video clips 27 and 28, you were able to see examples of a positive student culture school-wide and in individual classrooms in an elementary school. You also watched a physics teacher at the high school level to see a positive classroom student culture. You were asked to Name what you saw in these videos, and you have also reflected on what you already know about a positive student culture. In this assignment, you will Do the process of developing a vision of what you would actually see in whole-school procedures and for individual classroom procedures. You can include best practices that you have observed or implemented yourself to create a positive school culture. However, this assignment does not include reward systems. Sometimes, reward systems might be useful because they often result in compliance. However, they are already widely used in schools so, you probably already know a lot about them. This assignment asks you to focus on clear routines and procedures and consider various approaches to student engagement and classroom management. You will also explore ideas that you, as a school leader, may consider as you plan, implement, monitor, and evaluate student culture in your school. The sections of this assignment are as follows: Part 1. Use pages 228-235 Complete your own Student Culture Minute by Minute plans for the whole school and for Individual classrooms. Identify the grade levels being addressed, and, for both the whole school and individual classrooms, describe TWO different time periods or procedures. See the list of time periods or procedures in the box below. Use the Plan on pages 233-235 as an exemplar for these plans. Choose from these In-class and Whole-School Routines: In-Class Routines – CHOOSE TWO of the following FOUR: (1) 1st 5 minutes, (2) last 5 minutes, (3) class meeting, or (4) one more common in-class procedures. You may add others if you wish; however, the requirement is 2. Keep your answers short, succinct. Extensive detail is not needed. Use bullets to make your thinking clear. First 5 minutes of class Last 5 minutes of class Class Meeting Choose one more common in-class procedure: transitioning between class activities, paper passing, etc. Whole-School Routines – CHOOSE TWO, you do not need to do all of them Morning arrival Hallway transitions – from the exit of a class to entry to the next class Community Meeting Dismissal at end of the day Part 2 Summarize the readings from weeks 5 and 6 in the areas below. I have changed the assignment from 4 topics to your choice of 2 topics to write about. You will be graded on 2 and given credit for the other 2. Write one to three pages double-spaced maximum on ONLY TWO of the FOUR topics below, and refer specifically to information in the reading material from Weeks 5 and 6. Reference sources to support your ideas, and use APA style to cite sources. Use sources from our class readings, but you can include other sources if you wish. Provide a reference list at the end of the paper. Include at least 4 sources. See “The Basics of APA” in the Introductory module of this course. Restorative Practices Culturally Responsive Classroom Management Possible Drawbacks to Reward Systems Responsive Classrooms