1. Critically analyse the uderstanding of operational art, 2. Preference with argument that you are providing, and be specific and why? For instance, this case or campaign has more utility becaose of this or that argument that you think is important.

Hi, I need help writing an academic appeal essay for Penn State University. The appeal is for a Retroactive Withdrawal for the Fall 2024 semester only. Please use the information below to write the essay. Do not invent any details, because I will be attaching documents that support these circumstances. The essay should be formal, honest, and respectful, and should show that I take responsibility for my academic performance while explaining the serious circumstances that affected me during Fall 2024. Please structure the essay clearly in this order: 1. Explain the unexpected circumstances. 2. Explain how they directly affected my academic performance during Fall 2024. 3. Explain what steps I am taking now so the situation is stable and improving. 1. Basic Information I am a Penn State University student. My major is Finance in the Smeal College of Business. I am an international student studying in the United States. I am requesting a retroactive withdrawal for the Fall 2024 semester only. 2. My Medical Condition I have celiac disease, which was diagnosed before I arrived in the United States. Celiac disease requires a strict gluten-free diet. When I consume gluten, I experience severe fatigue and stomach pain. Managing this condition while adjusting to life in a new country made it difficult to maintain a stable routine and diet. This affected my energy levels, focus, and daily functioning. I will attach medical documentation confirming my diagnosis. 3. My Mothers Illness During this time, my mother was battling stage 4 rectal cancer that had metastasized to her liver and lungs. Being far away from home while she was going through treatment caused significant emotional distress. As the eldest son, I felt a strong responsibility to support my family and stay in constant communication with them. I frequently stayed up late at night speaking with my mother and family, which caused insomnia, fatigue, and difficulty concentrating on my coursework. I will attach medical documentation related to my mothers illness. 4. Emotional and Mental Health Impact The combination of my health condition, my mothers illness, and adjusting to life in a new country created significant emotional stress and anxiety. I experienced homesickness, difficulty focusing, and trouble organizing my academic responsibilities. I attempted to seek help through Penn State CAPS and attended an initial session. I missed a follow-up appointment during a period of emotional overwhelm and did not reschedule in time due to my enrollment status. I later began therapy with a licensed therapist from my home country, Naser Al Riyami, which helped me address my anxiety and coping strategies. Documentation from my therapist will be attached. 5. Academic Impact These circumstances significantly affected my ability to focus, manage my time, and stay organized academically. As a result, my academic performance suffered during the Fall 2024 semester. 6. Responsibility I take full responsibility for my academic performance. I understand that I should have sought support sooner and communicated more about my situation. Reflecting on this experience has helped me recognize the importance of seeking help earlier when facing challenges. 7. What I Am Doing Now (Important for the Appeal) I am now meeting regularly with my academic advisor. I plan to use tutoring and academic support services on campus. I am continuing therapy to manage stress and anxiety more effectively. I am committed to maintaining a healthier routine and improving my academic performance. 8. Request I respectfully ask the committee to consider granting a retroactive withdrawal for the Fall 2024 semester. This would allow me the opportunity to move forward with a clean academic slate and continue my education successfully.

rewrite essay to pass al detector: Educational leaders play an important role in developing strategic plans that support student success while strengthening relationships within the school community. One area that continues to be important in many districts is increasing stakeholder involvement in decision-making and school improvement efforts. Stakeholders include parents, teachers, students, community members, and local organizations who all contribute to the success of schools. When these groups are actively involved, schools are better able to understand the needs of their communities and make decisions that support student achievement. The following action plan focuses on increasing stakeholder involvement in the district and outlines the strategic goal, scope of the plan, resources needed, budget management, and the role of ethical leadership and a Christian worldview in guiding the process. The strategic goal of this project is to increase stakeholder involvement in district decision-making and school improvement initiatives by 30 percent within one academic year through improved communication, structured opportunities for feedback, and collaborative engagement events. Increasing stakeholder involvement can strengthen the relationship between schools and the communities they serve. When families and community members feel included in the process, they are more likely to support school initiatives and participate in activities that benefit students. Research has shown that strong partnerships between schools and families can positively impact student learning, attendance, and overall school climate (Epstein et al., 2019). By creating opportunities for stakeholders to share their perspectives and ideas, district leaders can make more informed decisions that reflect the needs of students and families. This goal supports the districts mission and vision by encouraging collaboration, transparency, and shared responsibility for student success. The scope of this action plan focuses on implementing strategies that increase communication and provide meaningful opportunities for stakeholder participation. The first step in the process will be conducting a stakeholder needs assessment to better understand how families, staff, and community members currently interact with the district. Surveys and focus groups will be used to gather information about communication preferences, barriers to participation, and ideas for improving engagement. Collecting this feedback will allow district leaders to identify areas that need improvement and develop strategies that better meet the needs of the community. After the needs assessment is completed, the district will establish a stakeholder advisory committee made up of parents, teachers, students, and community representatives. This committee will meet regularly with district leadership to discuss school initiatives and provide feedback on policies and improvement plans. In addition to the advisory committee, the district will also expand its communication strategies by using newsletters, school websites, social media, and community forums to share information and encourage participation. These efforts will help create two-way communication between schools and stakeholders. The success of the plan will be measured using key performance indicators. These indicators may include increased attendance at school meetings and events, higher response rates on surveys, and improved satisfaction levels related to communication and engagement. Monitoring these indicators will help determine whether the district has achieved the goal of increasing stakeholder involvement by 30 percent within the academic year. The project will also produce deliverables such as survey reports, engagement summaries, and annual progress updates that demonstrate how stakeholder feedback has influenced district decisions. Several resources will be needed to support the successful implementation of this action plan. Human resources will include district administrators, school leaders, teachers, parent representatives, and community partners who will work together to promote engagement initiatives. Administrators will help coordinate the overall project and monitor progress, while teachers and school staff will support communication with families and encourage participation in district initiatives. Community partners may also help provide outreach and resources that support engagement activities. Capital resources will primarily support communication tools, survey platforms, and materials for community events. The estimated cost for these resources is approximately $2,000 to $3,000 for software subscriptions, printed materials, and event supplies. Many of these costs can be covered through existing district funds, school improvement budgets, or partnerships with community organizations. Physical resources such as meeting materials and printed communication resources will also be used during stakeholder meetings and engagement events. Technology will play a key role in expanding access to communication and feedback opportunities. Online survey tools, communication platforms, and school websites will allow stakeholders to easily share their input and stay informed about district initiatives. Facilities such as school auditoriums, libraries, and community centers will be used to host meetings, workshops, and forums that encourage participation. In addition, staff members will receive training on effective communication strategies and family engagement practices. Providing this training will help ensure that school leaders and staff feel prepared to build positive relationships with families and community members. Research suggests that effective leadership and strong communication practices are essential for building successful school-community partnerships (Leithwood et al., 2020). Managing and monitoring the project budget will be an important part of the implementation process. District leaders will work with financial staff to ensure that funds are used responsibly and aligned with the strategic goal. Budget expenditures will be reviewed regularly to track spending related to communication tools, engagement events, and training activities. Financial reports will allow leaders to monitor whether the project is staying within budget and identify any adjustments that may be needed. If unexpected expenses occur, district leaders may reallocate funds from less critical activities or seek additional support through grants or community partnerships. Maintaining transparency in financial decisions will help build trust with stakeholders and demonstrate responsible stewardship of district resources. From a Christian worldview perspective, educational leadership involves demonstrating strong character, ethical decision-making, and a commitment to serving others. Leaders are responsible for creating environments where individuals feel valued and respected. When developing this action plan, it was important to consider how decisions would affect students, families, and staff. Ethical leadership requires listening to different perspectives and ensuring that decisions are made in the best interest of the entire school community. The principles of character education emphasize values such as honesty, responsibility, respect, and compassion. These values guide leaders as they work to build relationships and foster collaboration within schools. Demonstrating discernment and practical wisdom was an important part of developing this action plan. Leaders must carefully evaluate the needs of stakeholders while ensuring that decisions align with the districts mission and vision. Encouraging open communication and participation reflects a commitment to fairness and shared responsibility. When leaders act with integrity and humility, they create a culture of trust where stakeholders feel comfortable sharing their ideas and concerns. This approach supports human flourishing by promoting collaboration, strengthening relationships, and ensuring that all members of the school community have the opportunity to contribute to the success of the organization. In conclusion, increasing stakeholder involvement is an important step toward building stronger schools and improving student outcomes. By implementing structured communication strategies, engagement opportunities, and collaborative decision-making processes, the district can strengthen relationships with families and community members. The resources, budget management strategies, and ethical leadership principles outlined in this action plan provide a clear path for achieving the strategic goal. Through thoughtful planning and responsible leadership, the district can create a more inclusive and supportive educational environment that benefits students, families, and the entire school community.

I need to create a website that contains 4 pages that will align with the rubric

AI and plagiarism report

SFM4 SFM4 Task 1: Instructional Design Theories and Models

Learning Experience Design Foundations I D291

PRFA SFM4

PreparationTask OverviewSubmissionsEvaluation Report

Competencies

2055.1.1 : Explains How to Incorporate Design Thinking

The learner explains standard instructional design process models and how incorporating Design Thinking activities into those models can result in more meaningful, human-centered learning experiences.

2055.1.2 : Examines Various Approaches to Learning

The learner examines various approaches to learning, the learning theories that inform those approaches, and the instructional frameworks that can be used to facilitate those approaches.

Introduction

In this task, you will step into the role of an instructional design consultant tasked with planning a one-hour training session on AI policy for 9th-grade students or faculty at River Bend High School. Your first step is to choose your target learners: students or faculty. You will then analyze the provided information and incorporate principles of learning experience design and instructional design to create an inclusive and engaging instructional plan. You will prepare a proposal in the format of your choice (written, slideshow, video, etc.) to present to your design team. Your proposal should include an instructional plan and justification of your decisions.

Requirements

Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See for more information.

Microsoft Files Note:

Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see .

Note: You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Prepare a proposal in the format of your choice (written, slide show, video, etc.) to present to your design team. The proposal should outline an instructional plan that applies human-centered design to the “Task 1: Instructional Design for AI Policy Education” scenario in the Supporting Documents section. The proposal should include justification for your instructional plan decisions. The Instructional Design for AI Policy Education scenario will only be used in this task.

A. Analyze the “Task 1: Instructional Design for AI Policy Education” scenario by doing the following:

Identify the instructional setting.

Identify the instructional problem.

Identify the target learners (students or faculty).

Identify the learning goal for your target learners.

B. Explain how you would use one of the instructional design process models listed below to meet the instructional problem in part A, and ensure you identify the instructional design process model you are addressing.

ADDIE

SAM

C. Analyze how principles and learning theories will affect your design choices by doing the following:

1. Explain how you would use one of the educational frameworks listed below to meet the instructional problem and support the target learners in part A, and ensure you identify the educational framework you are addressing:

Merrill’s First Principles of Instruction

Fink’s taxonomy

Gagn’s Nine Events of Instruction

2. Explain how you would use two levels of Bloom’s taxonomy to scaffold the learning experience for both the target learners and the instructional problem in part A, and ensure you identify the two levels of Bloom’s taxonomy you are addressing.

3. Explain how you would use one of the theories listed below to support the target learners in part A, and ensure you identify which theory you are addressing:

andragogy

pedagogy

4. Explain how you would use one of the instructional approaches to learning listed below to meet the instructional problem and support the target learners in part A, and ensure you identify the instructional approach you are addressing:

behaviorism

cognitivism

constructivism

connectivism

D. Explain how you could incorporate one of the three UDL principles listed below to support equitable access for the target learners in part A, and ensure you identify which UDL principle you are addressing:

multiple means of engagement

multiple means of representation

multiple means of action and expression

E. Acknowledge sources, using APA-formatted 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.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )

File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

Rubric

SOE PROFESSIONAL DISPOSITIONS AND ETHICS:

Not Evident

The submission demonstrates both behavior and dispositions that conflict with professional or ethical standards.

Approaching Competence

The submission demonstrates behavior or disposition that conflicts with professional or ethical standards.

Competent

The submission demonstrates behavior and disposition that align with professional and ethical standards.

A:ANALYSIS

Not Evident

An analysis is not provided.

Approaching Competence

The analysis is not relevant to the scenario in the Supporting Documents or does not include all 4 listed elements.

Competent

The analysis is relevant to the scenario in the Supporting Documents and includes all 4 listed elements.

B:

Not Evident

An explanation is not provided.

Approaching Competence

A listed instructional design process model is not identified, or the explanation of how 1 of the instructional design process models would be used to meet the instructional problem in part A is not logical.

Competent

A listed instructional design process model is identified, and the explanation of how 1 of the instructional design process models would be used to meet the instructional problem in part A is logical.

C1:

Not Evident

An explanation is not provided.

Approaching Competence

A listed educational framework is not identified, or the explanation of how 1 of the educational frameworks would be used to meet the instructional problem in part A is not logical or does not support the target learners.

Competent

A listed educational framework is identified, and the explanation of how 1 of the educational frameworks would be used to meet the instructional problem and support the target learners in part A is logical.

C2:

Not Evident

An explanation is not provided.

Approaching Competence

2 levels of Bloom’s taxonomy are not identified, or the explanation of how they would be used to scaffold the learning experience for both the target learners and the instructional problem in part A is not logical.

Competent

2 levels of Bloom’s taxonomy are identified, and the explanation of how they would be used to scaffold the learning experience for both the target learners and the instructional problem in part A is logical.

C3:

Not Evident

An explanation is not provided.

Approaching Competence

A listed theory is not identified, or the explanation of how 1 of the theories would be used to support the target learners in part A is not logical.

Competent

A listed theory is identified, and the explanation of how 1 of the theories would be used to support the target learners in part A is logical.

C4:

Not Evident

An explanation is not provided.

Approaching Competence

A listed instructional approach is not identified, or the explanation of how 1 of the instructional approaches would be used to meet the instructional problem in part A is not logical or does not support the target learners.

Competent

A listed instructional approach is identified, and the explanation of how 1 of the instructional approaches would be used to meet the instructional problem and support the target learners in part A is logical.

D:

Not Evident

An explanation is not provided.

Approaching Competence

The submission does not identify 1 UDL principle, does not logically explain how 1 UDL principle can be incorporated, or does not support the target learners in part A.

Competent

The submission identifies 1 UDL principle, logically explains how 1 UDL principle can be incorporated, and supports the target learners in part A.

E:

Not Evident

The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.

Approaching Competence

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.

Competent

The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.

F:

Not Evident

This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

Approaching Competence

This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, and/or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

Competent

This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding

Candidates will observe one art experience and one music experience in a designated community site, preschool or art/music or dance class for mobile infants or toddlers. Assignment will include all observation prompts. At least one experience needs to be a Parent-Child Class (i.e., Music Together class). Using APA format, your paper should be at least two pages in length (approximately one page per observation).

Your observation prompts for the two separate observations are:

1. Discuss the value and importance of involving parents based on what you observed.
2. Is the instruction, teacher or child directed? Would the interactions have changed if the instruction was different?
3. What did you like about what you observed and how would you have changed the instruction?

j.ortiz7355@student.nu.edu

Madison0114!

Discussion1 —- Using the example on page 106-107 of the Campbell text, create a rhyme that is designed to support a specific concept that you would be trying to teach a mobile infant or toddler (i.e., washing hands, wiping noses, using a spoon to eat, brushing teeth).

Discussion 2 —– You will be viewing: “” and “”.

After viewing these video clips, share other strategies that you as a teacher have used or could use to engage mobile infants or toddlers to explore music and dance.

j.ortiz7355@student.nu.edu

Madison0114!

Discussion1 —- After reading about Dr. Min’s gadget in the “Rock-A-Bye Music System” (pg 36), what additional “gadget” could you create to stimulate the brain of a fetus in utero? Think about a name for the “gadget” as well as what it would be designed to do.

Discussion 2 —– Based on the example found on page 83 “This is the Way We Comb our Hair,” create a song using a well known tune to be sung during an every day activity, transition, or chore. Describe the activity, the tune, and the words to be sung.

Be creative!

Example:

• Activity- Washing hands
• Tune-” This is the Way”
• Words- This is the way we wash our hands, wash our hands, wash our hands. This is the way we wash our hands so early in the morning.

Discussion 3 — For this question, you will be viewing two videos: “” and “”.

After viewing the videos think about the strategies that teachers used that worked well and what you would do as a teacher to scaffold development. Specifically for “Cone Calls Between Infant and Teacher,” what sounds would you make to draw the child into a sound making dialogue with a more definite call and answer?

Candidates will observe one art experience and one music experience in a designated community site, preschool or art/music or dance class for mobile infants or toddlers. Assignment will include all observation prompts. At least one experience needs to be a Parent-Child Class (i.e., Music Together class). Using APA format, your paper should be at least two pages in length (approximately one page per observation).

Your observation prompts for the two separate observations are:

1. Discuss the value and importance of involving parents based on what you observed.
2. Is the instruction, teacher or child directed? Would the interactions have changed if the instruction was different?
3. What did you like about what you observed and how would you have changed the instruction?