Category: Writing

I have this assignment due and I will provide all the information and if you can finish it earlier I will appreciate it and if there is anything let me know. I have this assignment due and have 3 parts and make sure to be your own words and outside sources professor will know. Please add reference for 3 parts and put each reference under the end of the part.
Part 1
Discussions: Study Tips (GRADED)
Instructions
Discussions Prompt:
What are some general study tips and/or technology/AI resources that you use to help you study? Explain how these tips and/or resources make you a better student.
Grading Rubric
Click on the Three Dots icon located in the top right-hand corner and then click on “Show Rubric” to view the grading requirements for this Discussions posting. This Discussions posting is worth a total of 20 points. You will earn 10 points for answering the instructor’s question(s) and 10 points for responding to at least one of your classmates’ postings. Please provide thoughtful and meaningful postings or comments to strengthen and enrich our Discussions interaction.
Part 2
Journal Reflection: Note Taking (GRADED)
Now that you read Chapters 26 and 27 in Unit 4 of your textbook, let’s take some time to reflect on what we learned and identify the tips you would like to use for improving your listening and note taking skills.
What do I need to do?
Complete the following 2 items:
In Chapter 27 three note taking methods were presented – the Cornell System, Outline Method, and Mind Maps (see pictures below).
Choose one of these note taking methods to use for taking notes on Chapter 27.
Be sure to include in your notes the note taking tips from Chapter 27 that you think would be most helpful to use.
Then, reflect on your Chapter 27 note taking experience by answering the following 5 questions:
What note taking method did you choose to use and why?
What did you like and not like about the method you chose?
What additional note taking strategies (abbreviations, leaving space, phrases not sentences, bolded words, topic sentences, etc.) did you use?
Do you plan to use this method moving forward or maybe use it already? Explain your answer.
Did that method work for you? Explain your answer.
You will need to submit a copy of the notes you took on Chapter 27 along with your answers to the 5 reflection questions.
What do I need to submit in Canvas?
You need to submit the following 2 items for your assignment:
The notes you took on Chapter 27 – these can be typed on a separate document or handwritten in a notebook and then photographed/scanned Your answers to the 5 reflection questions – these should be typed on a Word doc You can type your notes and answers to the reflection questions on a Word doc or photograph your notes if they were handwritten in a notebook, and then upload your documents/pictures into Canvas.
Watch These Videos
View these 2 brief videos to hear about the pros and cons of each note taking modality.
Part 3
Journal Reflection: Memory (GRADED)
Now that you read Chapters 28. and 29. in Unit 5 of your textbook, viewed videos on memorization techniques, and read about the Cone of Learning, let’s take some time to reflect on what we learned and identify the tips you would like to use for improving your memory and concentration.
What do I need to do?
Complete the 3 items listed below:
Based on Chapters 28. and 29. in Unit 5 of your textbook, answer the following:Explain how memory works and what you can do to move information from your short-term memory to your long-term memory.
Identify what strategies you chose from the readings to improve your concentration.
Based on the video. from 5.2, about memorizing faster, answer the following question:In what ways, can you use the technique mentioned in the video (apply it to a class or subject you will be or are taking)?
Based on what you learned from 5.3, about the Cone of Learning. and the short video., answer the following question:
What can you do to help you remember more information from your classes?
Your journal reflection needs to be at least 150-200 words for each item.
Please read Chapters 28. and 29. in Unit 1 of your textbook. Click on the picture of the textbook to get started or the Chapter numbers listed to directly access the assigned Chapters.
This reading assignment may take you about 10 minutes to complete. Be sure to note the memory and concentration tips you found helpful in the readings. This will help you prepare for the Journal Reflection: Memory assignment.
Read This Article

Myth and Mystique of Learning Pyramid

Field Release Activity 2 – Questioning Techniques that Enhance Teaching and Learning
There are two parts to this assignment:
1. the DATA SHEET is to be completed and submitted.
2. Five paragraphs of reflections, one for each topic listed below the DATA SHEET information. Examples are given to help you.
DIRECTIONS:
Using the chart below, identify 10 questions that your mentor teacher asks during a lesson observation (questions do not have to be fully written, but it might be helpful for coding later). These should be instructional questions included during teaching and class discussion; not procedural questions, such “do you have a piece of paper to use”. In no more than 2 pages, write on your findings (the five paragraphs, one per topic) AND attach the data sheet.
*********************************************************************************
GUIDELINES: Use the key on the second page as a guide for how to code each of the columns. I suggest printing the key out to use while you gather the data. For example, in the first question the teacher asks, write (shorthand is fine) the question, then under column A code the appropriate level of question that the teacher asked. (i.e. a knowledge question would be coded with the number 1, an application question 3, and so on). Then code in column B for question 1 the appropriate wait-time code. Follow the same procedure for columns C and D, and repeat the procedure for each question.
PART ONE: DATA SHEET
Question
A
Cognitive Level
B
Amount of Wait Time
C
Question Difficulty
D
Teacher Response
Example – Q1 – What is a cell?
1
2
2
3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Example Q1 – the teacher asked an application question (3) and paused for a few seconds (2) for an answer. However, the student’s response was not accepted (2) by the teacher and the teacher responded to the incorrect answer by allowing the student another opportunity (3) to correctly answer the question). NOTE: Your reflection will not identify each individual question, but it will reflect the entire data that you have gathered in assessing teacher questioning in the classroom.
Observing Teachers’ Use of Questions and Wait-Time – CODING KEY
Column A – Bloom’s Cognitive Levels of Questions: Examples:
1. Remember
Can the students recall what they have seen, heard, or read?
2. Understand
Can the student organize facts in various ways?
3. Apply
Can the student apply techniques and rules to solve problems that have single correct answers?
4. Analyze
Can the student explain relationships, make inferences, and find examples to support generalizations?
5. Evaluate
Can the student give opinions about issues and judge the merit of ideas, problem solutions, art, and other products?
5. Create
Can the student make predictions, solve problems, or produce original communications?
Column B – Wait-time
1. Teacher paused for a few seconds before calling on students.
2. Teacher paused a few seconds after calling on student.
3. Teacher did not pause.
4. Not applicable; student answered readily.
Column C – Level of Difficulty of Question
1. Student response was accepted by the teacher.
2. Response was not accepted by teacher
Column D – Teacher response to students’ answers
1. Teacher gave a brief acknowledgement of the correct answer.
2. Teacher gave gushy praise.
3. Student error was “dignified”
4. Student error was handled inappropriately.
PART TWO: REFLECTIONS
Observing Teachers’ Use of Questions and Wait-Time – EXAMPLE REFLECTION
Bloom’s Cognitive Levels
Example #1: The majority of these twenty questions only made the students use their lower-level critical thinking skills. The questions were mainly focused on knowledge and if the student was able to remember what was taught, discussed, or previously learned from another day. However, some of the questions did require them to use other critical thinking skills such as: comprehension, application, and analysis. I was surprised that the teacher did not ask the students questions that required them to use evaluation skills.
Example #2: I saw a definite pattern in the teacher’s pattern of instruction. He tends to ask a lot of questions requiring that the students think back to what they have learned in the past, so as to memorize it, and put it into long-term memory. He asks very little higher-level thinking skills where a student would have to take what they know and put it into a different context or make predictions about what they think will happen. His main questions asked were recalling information that the students should already know, and how to apply skills such as technological or math to reach the desired outcome.
Wait Time
Example #1: On wait-times there were more mixed results. However, for the majority of the time the teacher would ask a question, call on a student, and then pause for them to answer. Unfortunately, because most of the questions that were asked were only requiring them to use very low-level thinking skills, a lot of the time students were able to just answer the questions immediately without even having to stop and think about it.
Example #2: On many occasions the teacher will give a few seconds of wait time before he calls on a student to answer. Sometimes he calls on the student first, asks the question, and then will give them a brief pause before requiring them to answer. On a few occasions the student will orally volunteer the answer without being called on. Only one time did I see the teacher call on a student and require the answer right away; this was because the student was not paying attention, and the teacher was illustrating that because he was not listening he did not know what the rest of the class was talking about and gave an incorrect answer. This was also one of the few occasions that the teacher did not let the student correct his error, and called on someone else. The teacher was very good at accepting any answer if it made sense and was not a question that only had one specific answer. Only during math did he not accept answers, but he always allowed the student to think again, look over the work that they had done, and try again.
Level of Difficulty
Example #1: The majority of the time the students’ answers were accepted by the teacher. There were only two times where the teacher did not accept the students’ answers, simply because they were ‘yes” and “no” types of questions, and they answered them wrong. Again, I think this also goes back to the fact that the majority of the questions asked did not require the students to higher-level thinking skills.
Example #2: The teacher briefly acknowledged his students when their performance was successful by replying with a “Good job” or “That’s correct.” Only on one occasion did I see him give more praise than that, and that was because it was one of his lower-achieving students who solved a fairly complex math problem. He praised this student by telling him “That is excellent work. You followed the right steps and came to the right answer because of it.” Only a few times were the answers not accepted, and except for the one student not paying attention, everyone else got a second chance. I never once witnessed the teacher handling the error in an inappropriate fashion.
Teacher’s Response
The majority of the time the teacher gave the students a brief acknowledgement that they did indeed answer the question correctly. Sometimes this was done with just a nod of the head, or a simple verbal acknowledgement like, “That is correct”, or “Very good!” The times that a question was not answered correctly, the teacher did not make an issue out of it. The teacher would either give the student a hint or clue to lead them to the correct answer, or would just tell them what the correct answer actually is.
Personal Reflection
Example #1: I was really surprised at the results that I got from just these twenty questions. I really expected them to be a lot better because these students are so very bright, and I really admire and respect my mentor teacher. This assignment really opened my eyes to help me see that we as teachers really need to watch how we ask a question, and how we word a question. Most of all I think that we really need to hold ourselves accountable by keeping a log of cognitive level of questioning that we are using in our classroom; that way we become more aware of the kind of questions that we are asking our students.
Example #2: This activity and observation helped provide me with the knowledge of how important it is for teachers to phrase questions so that they probe students to think about and recall information. I also learned that when teachers ask questions, you need to give the students a few seconds to think about the question and formulate an answer. I also learned that if the students do not respond, teachers should either rephrase the question or move on to another question. Teachers can also call upon a student. This observation also showed how important it is for teachers to provide the students with some form of feedback. They need to know that teachers acknowledge their responses whether right or wrong.
*Remember that my observation field is for Physical Activity so please make this assignment about PE. I’m a full time PE teacher assistant and the PE teacher always asks questions while she explains the game that the students play that day so I guess the questions for the assignment can be about a game*

Part one is too make sure my essay hits all these requirements that I will post on here and too make a conclusion, this link is the article needed to complete the essay “America’s education system is a mess, and it’s students who are paying the price”
I already attachemed the essay I have done I need you to make sure it hits the requirements I posted below and adding a good conclusion.
Based on your close and critical reading of David Steiner’s op-ed “America’s Education System Is a Mess, and It’s Students Who Are Paying the Price,” write a coherent essay in which you do each of the following:
explain the context for the argument; this will introduce your reader to the conversation/discourse Steiner is entering into with his op-ed;
introduce the text with the 8-point Academic Meaty Sentence (AMS) and summarize the content and significant elements of its rhetorical situation, in addition to those covered in the AMS, to include the author’s intended/target/primary audience and purpose, kairos, and exigence.
assert your major claim/thesis on the overall persuasiveness of the argument for the author’s intended/target audience;
support your major claim by analyzing and evaluating the author’s choices in rhetoric, carefully differentiating between appeals and the strategies the author employs to make them. It is required that you analyze a minimum of two strategies and the appeal/s they make utilizing at least four quotations in your analysis (two for each strategy);
based on your analysis, assess the overall effectiveness of the argument in persuading the intended/primary/target audience to consider and/or adopt the author’s viewpoint;
consider how a different audience might receive this argument.
Note: This is not an essay in which you agree or disagree with the author’s position or weigh in with your own perspective on the issue. You are giving your opinion on the author’s use of rhetoric for their intended/target audience. Essays that provide opinion on the issue (and not just the author’s rhetoric), or rely extensively on summary, will need to be rewritten.
REQUIREMENTS
Organize your cohesive essay so that it clearly responds to task A-F in this prompt; do not write your paper with subheadings.
Begin body paragraphs with strong topic sentences, and make sure all writing in paragraphs supports the topic sentence.
Use transitional phrases and wordsLinks to an external site. between paragraphs and ideas.
Utilize strategies that build your credibility (ethos) with your reader and appeal to reason (LOGOS) in your analysis and evaluation.
Support your analysis with the text and use MLA style (in-text citations). For Steiner, cite paragraphs like this if you say his name in the sentence in which you quote him (par. 3) or like this if you do not say his name in the sentence in which you quote him (Steiner, par. 3). For example: Steiner asserts that “pervasive weariness” exists regarding national test scores in education (par. 2). This strategy of…
Use the literary present tense throughout your analysis, such as “The author argues…” and not “The author argued…”
Choose the best verb for what the author is doing, avoiding phrasing like “The author talks about…” or “The author says…” Being precise with verbs will build your vocabulary and strengthen your ethos. Think back to what you learned from charting.
Use standard grammar, punctuation, and capitalization, and carefully proofread your writing; this is vital to doing college-level work.
Give your essay a title that reflects the nature of the assignment, not just Essay #1.
Write 3-5 pages, double-spaced. Your Works Cited page is not included in the required page count.
These are the two questions I need to be completed as well:
Create a reverse outline for Writing Project #1, your rhetorical analysis of David Steiner’s op-ed “America’s Education System Is a Mess, and It’s Students Who Are Paying the Price.” You may use any of the four “Sentence Sets,” but be sure to number them. You will post this reverse outline for question #1 in the quiz.
Review your reverse outline using the five strategies under “How to Use a Reverse Outline.” While all may not prove helpful, make sure you have considered each one. I suggest you compile a list of what you learned from this activity, as you will be asked to write about it for question #2 in the quiz.
Here is the other essay requirments I filled out some of them but I need it too be improeved ”
Writing:
A: Top Three Traits
Summarize, discuss, and evaluate the accuracy of your top three traits from the 60-question Career Coach Assessment and any other assessment you choose to take. (Write one fully developed paragraph with a strong topic sentence that effectively sets up your discussion, at least 150-250 words.)First and foremost, I love to persuade and assist people with anything they come or want to achieve which falls under how I am Enterprising, I am one who is energetic and up for any challenge I have to face and want to give people that same mindset.
Another trait I am strongly attached to is social. I fall under this because I give collaborative action and love working with others as well as being helpful towards other individuals. It brings me joy.
One last trait I fall into is being conventional. Conventional is a category of being organized, hard working, and working with others. I see myself as conventional because ever since I was little I recognized myself as always working with my peers. I put in effort and work hard on work that is given to me or when I am completing stuff. These three topics that I have relate to marketing careers. Companies that hold management and working with others which relate to my three traits.
B: Top Career Match
Choose the “top career match” that most interests you and summarize the information you receive, including, but not limited to, education needed, salary range, and current job market. Next, discuss how this career relates to one or more of your top three traits. Finally, consider how you see yourself in this career. What challenges or excites you about it? Do you anticipate any roadblocks? If so, share them. (The challenge is to get this into one cohesive paragraph, so a strong topic sentence is key. Write one fully developed paragraph that effectively sets up your discussion, at least 150-250 words.)Based on my top three traits, my top career match is Marketing. Marketing from what I learned is the planning, managing, and performing marketing activities in order to reach organizational objectives. Moreover, under the career marketing I was 100% matched with marketing management, marketing communication 83%, and professional sales 78 percent. However, searching through the career matches diagnostic services under health science is the one I was interested the most. I am 31% matched and see the job I want to do in the future which is diagnostic medical sonographer. The education requirement are usually 2 year associated for higher pay is four year bachelors. The salary range is new workers start around 72,861, once having that experience you can earn as as 165,963. From research the current job market is expected to increase 11 percent in the future.
Next, discuss how this career relates to one or more of your top three traits.In the workforce you need to take responsibility and enjoy working in businesses. As well as leadership which relates to me being enterprising. Also, I am helpful and take collaborative action. I like to work in cooperative work ethics which fall in social and these relate to my career. Last but not least I want a career that includes technology and working with others. I am an organized hard worker and this falls in conventional, it relates to my career field.
Finally, consider how you see yourself in this career. How I consider myself in the future with diagnostic medical sonography career is to make an impact and help others
What challenges or excites you about it? Do you anticipate any roadblocks? If so, share them.
C: Academic & Career Pathway
Based on your exploration on the Academic & Career Pathways site, summarize what you learned about a specific program and one course you will be required to take for that major, and then share how you feel about the program and course. (You may need to look up the description of the course in the Grossmont College CatalogLinks to an external site. under “Part 5: Courses of Instruction.”) What specifically interests you? Do you anticipate challenges? If so, what Student SupportLinks to an external site. services and/or resources are available to help you (consider those presented to you in class and/or visit the Student Support website)? (Write one fully developed paragraph with a strong topic sentence that effectively sets up your discussion, at least 150-250 words.)
D: Impact of Artificial Intelligence
Based on your reading and research, discuss AI’s current and/or future impact on your career choice. (Write one fully developed paragraph with a strong topic sentence that effectively sets up your discussion, at least 150-250 words.)
Activities:
Use the library websiteLinks to an external site. to find a database (there are 62!) that is most applicable to your major for the career you selected in part one. In that database, research and choose a text (article, pamphlet, report, etc.) that interests you and addresses your educational pathway or career choice. There are many options, though I suggest you choose a controversial issue relating to your field—next, complete letter E. You may also choose a text typical to the type of reading you will be doing in your career. Library
Career Center
Either in person, through email, or a phone conversation, reach out to someone currently working in your career choice and interview them, and if possible, shadow them on their job (it is acceptable to use one person for the interview and a different one for the shadowing). If you need help finding someone, go to the Career Center at Grossmont CollegeLinks to an external site.; they can help you set this up. Just talk to someone at the front desk. One tip I can give you is that you should record the interview if you do not do it online. For help creating your interview questions, at least five of them, check out this excellent website from the University of Buffalo’s School of Management: 40 Questions to Ask for an Informational Interview.Links to an external site. Next, complete letter F.40 Questions to Ask in an Informational Interview – School of Management – University at Buffalo
Writing:
E: Major/Career Relevant Text
Introduce with an Academic Meaty Sentence and summarize your selected text. Then, identify the rhetorical situation and describe its form (how it is written, the features of the text, and what it looks like on the page). Next, consider how the text clarifies (makes it easier to understand), extends (adds to), and/or complicates (challenges) your understanding of your coursework, major, and/or career choice. Do you think this text is typical of the reading you will be doing for your major and/or career? Why or why not? Be sure to share what you have learned through your careful analysis. (Write one fully developed paragraph with a strong topic sentence that effectively sets up your discussion, at least 150-250 words.)
F: Career Interview & Shadow
Transcribe your interview—your questions and your subject’s responses (type or cut and paste if you did an email interview but format to ensure it looks good), and then discuss what you found most valuable from the experience. (The length of the transcription will vary, but the following discussion should be a fully developed paragraph with a strong topic sentence, with a minimum of 150-250 words.)
While the interview is required, the shadowing is not (though highly recommended). If you do shadow someone, include it in the paragraph above, but write a broader topic sentence, such as “I was able to conduct an interview as well as shadow someone in the career.”
This part should be completed last, after you have completed A-F.
Writing:
G: Academic and Professional Development
Reflect on the semester and discuss the ways in which English 120 has contributed to your academic (education) and professional (career) development. Are you a more confident and successful reader, writer, and critical thinker? What steps have you taken towards your career? (Write one fully developed paragraph with a strong topic sentence that effectively sets up your discussion, at least 150-250 words.)
H: Real-World Problems
Reflect on and discuss how English 120 has contributed to your critical thinking about, and the ability to, develop creative solutions to real-world problems and effective analysis of information. (Write one fully developed paragraph with a strong topic sentence that effectively sets up your discussion, at least 150-250 words.)

Analyzing Music in Film
Assignment: Analyzing the music from the first and second (“Sunshine Through the Rain” and “The Peach Orchard”) of eight mythic vignettes in Akira Kurosawa’s Dreams. This will be shown in class on Wednesday, October 30th. If you cannot be in class you must find it on your own.
“Akira Kurosawa was inspired by the beloved director’s own nighttime visions, along with stories from Japanese folklore. In a visually sumptuous journey through the master’s imagination, tales of childlike wonder give way to apocalyptic apparitions = Dreams.”
How does he use: Sound-Image Counterpoint, Silence, Nature Sounds, Musical Score? Pacing and Timbre?
Guidelines:
500 – 750 words.
MLA
Be sure to give examples from the film.
The outline for this small paper is below.

All directions in the files below. I really appreciate any help you can provide and let me know if you need any help.

Topic: Analyzing and Visualizing Data
Question:
Kirk (2019) notes the importance of formulating your brief. What does he mean by this? Please expand this thought by noting how you would create a vision for your work. Note any real-world examples to expand upon this thought.
Instructions:
Minimum 300 words or 2-3 paragraphs in length.
At least one scholarly source should be used in the post.
Need 2 References in APA 7th edition
Please find the Textbook attached.
Single space.
No Plagiarism, please.

, research on the similarities and differences between the MLA and APA styles. Then write a paragraph of no less than 300 words and 15 or more sentences where you include the following information.
In the first sentence, state what you will compare and contrast; that is your Topic Sentence (Main Idea).
After, state what MLA and APA stand for and what they are used for.
Then in five sentences, mention five similarities.
In five more sentences, mention five differences.
Provide a concluding sentence/statement.
At the end of the paragraph, you must cite the source (s) you used for your assignment.
*Additional instructions that you must follow:
You must use Times New Roman font.
Do not use informal language like contractions (it’s, I’m, I’ll, can’t, aren’t), informal (slang) words/expressions.
You must use transitional words like first, another, also, in addition, furthermore, in contrast, however, on the other hand, finally, etc.

Very easy task cannot be plagerize Prompt: Imagine you’re an academic advisor, and a student comes to you for advice.
This student wants to take on a full load of classes but also works long hours, is a caregiver to a loved one, and has personal life needs, including errands and self-care, outside of school. You see the potential strain if they try to juggle it all and worry it could impact their mental health. What would you say to help this student make a wise decision that may not earn their degree quickly but will protect their health and peace immediately?

For this proposal assignment, I would like you to write a double-spaced page (one-page) outline. You will choose one approach: 1) to be a policy-maker or 2) to be a nonprofit manager (or consultant). You need to pick one nonprofit organization that is related to your project. All of the instructions are in the first power point.

Law Enforcement and Genetic Data