Category: Education

Discuss the influence of culture on the teaching and learning of citizenship education…. Write a well cited academic essay…. include references at the end…the introduction must define key terms and have thesis statement… Make at least 5 or 6 pages of the essay…..use British English and include in-text citations as much……do not include references which are ten years old unless the are academically classic.. remember it is a social studies essay.. don’t lose the perspective Use scholarly sources which are assesible when researched… Banks, J. A. (Ed.) (2004). Diversity and citizenship education: Global perspectives. San Francisco: Jossey-Bass.Ellis, A. K. (2002). Teaching and learning elementary social studies (7th Ed.) Boston: Allyn and BaconEngle, S. H. & Ochoa, A. S. (1988). Education for democratic citizenship: Decision making in social studies. New York: Teachers College Press.Figueroa, P. (2004). Diversity and citizenship education in England. In James Banks (Ed). Diversity and citizenship education: Global perspectives, pp.219-244. San Francisco: Jossey Bass.Hahn, C. (2001). Democratic understanding: Cross-national perspectives. Theory into practice, 40(1), 14-22.Mhlauli, M.B. (2011). Teaching Controversial Issues in Primary Schools in Botswana: Reality or Illusion? British Journal of Arts and Social sciences, 2(2), 143-156.Parker, W. C. (2002). Social Studies in Elementary Schools (11th Ed.). New Jersey: Merril. Tucker, J.L. & Cistone, P.J. (1991). Global perspectives for teachers: An urgent priority. Theory and research in social education, 34(3), 390-394. Include from information from those author’s from those references if they have information that answers the question…… Include as much in-text citations

Candidates are to complete an Annotated Bibliography of at least 20 sources of peer reviewed, academic, primary sources. The annotated bibliography should be formatted in accordance to the APA 7th ed. guidelines. All sources should be current and no more than 5 years old.

By now, you should have some sources that fit the criteria above. These may be utilized as a part of your annotated bibliography (given they meet all of the stated criteria). Please make sure that they fit within the framework of your mind map and support your outline. If they do not, you will need to replace them with sources that do. Future assignments will build off of this one and the content must support the adopted outline.

Note: Five (5) of these need to be dissertations related to your topic.

The readings below can assist with formulating your annotated bibliography:

Readings (Articles, Lectures, Power Points) etc. (M):

Lecture Notes (M):

What is an Annotated Bibliography?

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (approximately 150-word) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

The Process

• Locate books, periodicals, and documents that may contain useful information and ideas on your topic.
• Briefly examine and review the actual items.
• Choose those works that provide a variety of perspectives on your topic.
• Cite the book, article, or document using the appropriate style.
• Write a concise annotation that summarizes the central theme and scope of the book or article. Include two or three sentences that
• evaluate the authority or background of the author,
• comment on the intended audience,
• compare or contrast this work with another you have cited, and
• explain how this work illuminates your bibliography topic.

NOTE: PLEASE BE SURE TO REVIEW THE RECOMMENDATIONS FROM YOUR PREVIOUS ASSIGNMENTS REGARDING REFERENCE ENTRIES TO ENSURE YOUR SOURCES ARE CORRECT WITHIN YOUR ANNOTATED BIBLIOGRAPHY.

General Instructions for Both Parts: With any device/program/app, create at least a five-minute (5 minute) video. This video should have the ability to be uploaded to YouTube. You will need a Google account, which would be your school email address (it comes with access to Google sites, so you should not have a problem here). Videos may: be in any format. -Create a slideshow of 10 slides on Why General Education is important. Slideshow must at least include: direct quotations from a minimum of two credible, fact-checked sources. a properly-formatted Works Cited with a minimum of five entries (should include all sources, not just those directly quoted, either in a slide in the video or in the description section of the YouTube page). Part 1 Instructions: By this point in the semester, we have read a number of sources on general education and the liberal arts and sciences. We have completed a number of activities and discussions in order to reflect on the why of these requirements. In Part 1 of your Why General Education? Video, bring this work together and, referring to sources we have read together or that you have found, present what you consider to be the most compelling evidence for General Education.

All instructions and readings are in files

write an essay on jesus christ snd his influence

In this assignment, you will conduct a formative evaluation of formal and informal learning in your case study organization relevant to this learning milestone. Specifically, you will examine each of the following factors as they influence learning in your organization:

• Organizational processes and mission or operations
• Organizational structure and common team dynamics
• Legislation, policies, or procedures
• Situational and motivational influences on learning
• Formal training programs or learning efforts

Your evaluation should take the form of an APA-formatted paper with 2-3 pages of narrative text in addition to a title page and reference list. For full credit, the paper must include:

• Overview
• Background information on the processes, policies, and influencing factors on formal and informal learning
• Case-specific information addressing the points listed above
• Your evaluation of how these factors influence (positively or negatively) learning as a competitive advantage in this organization
• Conclusion

Your assessment should be supported by no fewer than 5 scholarly sources, only two of which may be chapters from the textbook or articles provided in the Milestone lessons. Sources specific to the organization (e.g. the organization’s website, policy documents, press releases, or news references) should all be properly cited, but do not count as the scholarly sources you use to ground your assessment in theory.

Reflection Paper 1

How and Why Did You Choose NYU? A Course-Informed Analysis of Your College Decision

Important: For information about AI use, citation format, submission requirements, extensions, and grading criteria, see the Reflection Overview page. REFLECTION PAPERS. This page focuses on the specific intellectual task for Reflection 1.

Purpose of This Reflection

Many people can write a personal story about how they chose a college. What makes this a course assignment is that your thinking should now be shaped by what youve learned in this class. Your goal is to reflect on your own college decision especially your choice to attend NYU using ideas, concepts, and evidence from the course. You are being asked to show how the course helps you see your decision more clearly, critically, or differently than you did at the time. You do not need to have consciously used these ideas when you were making your decision. You may apply them retrospectively, using what you now understand.

Core Elements to Draw From

Treat this as a guide, not a checklist. The elements below are meant to help you think about what an analytically strong reflection might include. You do not need to address every element explicitly, and you do not need to organize your paper into five sections. A strong paper will engage meaningfully with at least 3 of the 5 elements below, using course concepts in depth. Many strong papers will touch on all five but depth matters more than

do not need to label sections or follow the order above.

1. Your Decision Process

Reflect on how your decision to attend college and specifically NYU took shape. You might consider:

When you decided you would attend college

Who or what influenced you (family, teachers, rankings, counselors, social media, visits, peers, etc.)

What mattered most to you at the time

2. Comparative College Choices

Most students will find it helpful to discuss other colleges or universities they seriously considered. You might reflect on:

How those schools differed from NYU in ways that mattered to you

What trade-offs you were weighing (cost, prestige, location, majors, aid, distance from home, campus culture, etc.)

Why NYU ultimately stood out despite those trade-offs

If your choice set was limited (for example, by finances, geography, or admissions outcomes), explaining that limitation is itself analytically useful.

3. Major vs. Institution

Reflect on how your intended major and your choice of institution interacted (or didnt) in your thinking:

Did you choose your major first, or your type of college first?

What did you believe about earnings, job stability, graduate school, or career flexibility?

How do ideas like human capital or signaling help you interpret that thinking now?

If your major was uncertain or later changed, that uncertainty is worth discussing.

4. Money, Aid & Risk

You should engage seriously with the economic logic of cost, aid, and risk, even if cost was not a binding constraint for you. This might include:

Sticker price versus expected net price

Expectations about scholarships, grants, or loans

How you thought about debt, job prospects, or the possibility that things might not go as planned

Who would bear the risk if the investment didnt pay off as expected

Even students from higher-income backgrounds should reflect on how cost, investment, and risk figured into (or were consciously discounted in) their decision-making.

5. Final Choice & Trade-Offs

Bring your analysis together by reflecting on:

Why you ultimately chose NYU

What you gave up to attend NYU

What you expected to gain economically and non-economically

This is often where economic and non-economic considerations intersect most clearly.

personal information: major is communication, final year of school, future is finding a job and doing my own business.