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Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] KINESICS: the study of body motion or body behavior.

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  • [Solved] assistance needed PE

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    please see attachment – 2 years ago **files (1)** – ## lu05_discussion.pdf **## lu05_discussion.pdf** PEH 210: Elementary Physical Education Learning Unit 5: Assignment Diverse and Special Needs Assignment There will be times in your class where you have students with diverse and special needs. As…

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    please see attachment

    – 2 years ago

    **files (1)**

    – ## lu05_discussion.pdf

    **## lu05_discussion.pdf**

    PEH 210: Elementary Physical Education Learning Unit 5: Assignment

    Diverse and Special Needs Assignment

    There will be times in your class where you have students with diverse and special needs. As teachers, it

    will be important for you to make modifications to be able to include these students and make them

    feel comfortable. For this unit’s assignment, you will be responsible for taking a Physical Education game

    and recreating it with modifications for someone with special needs. You can consider whatever “need”

    you want (i.e. blindness, missing a limb, paraplegic). These modifications must be safe and acceptable

    for all students in the classroom. Please upload a video of your game being played with your

    modification and state specifics (as portrayed in the film) on how you can help these students learn the

    task. If the video is too large to upload to the discussion, please submit it to YouTube and then post the

    link in the discussion forum.

    © Lyndsey Michel and Indian Hills Community College

    **## lu05_discussion.pdf**

    PEH 210: Elementary Physical Education Learning Unit 5: Assignment

    Diverse and Special Needs Assignment

    There will be times in your class where you have students with diverse and special needs. As teachers, it

    will be important for you to make modifications to be able to include these students and make them

    feel comfortable. For this unit’s assignment, you will be responsible for taking a Physical Education game

    and recreating it with modifications for someone with special needs. You can consider whatever “need”

    you want (i.e. blindness, missing a limb, paraplegic). These modifications must be safe and acceptable

    for all students in the classroom. Please upload a video of your game being played with your

    modification and state specifics (as portrayed in the film) on how you can help these students learn the

    task. If the video is too large to upload to the discussion, please submit it to YouTube and then post the

    link in the discussion forum.

    © Lyndsey Michel and Indian Hills Community College

  • [Solved] Help with 3 assgn due in 24 hrs

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    attached – 2 years ago **files (14)** – ## EmilyDickinson.PoetryExamples.docx – ## TheEthicsofArtificialIntelligencesurvey.docx – ## RomanticismEssay.docx – ## ColonialPeriodEssay.docx – ## TheColonialPeriod.Overview.Rev.Spr25.docx – ## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf – Ame…

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    attached

    – 2 years ago

    **files (14)**

    – ## EmilyDickinson.PoetryExamples.docx

    – ## TheEthicsofArtificialIntelligencesurvey.docx

    – ## RomanticismEssay.docx

    – ## ColonialPeriodEssay.docx

    – ## TheColonialPeriod.Overview.Rev.Spr25.docx

    – ## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf

    – AmericanRomanticismDarkandTransIntro.ppt
    – Perkins_Concise_12e_Puritans.ppt
    – EdwardsSinnersintheHandsofanAngryGod.pdf
    – RomanticisminAmericanLiterature.Overview.docx
    – Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf
    – LigeiabyEdgarAllenPoe.docx
    – SAYLOR-ENGL405-3.2-GOODMAN.pdf
    – SAYLOR-ENGL405-3.1-BLACKVEIL.pdf

    **## EmilyDickinson.PoetryExamples.docx**

    **Because I could not stop for Death – (479)**

    Because I could not stop for Death –

    He kindly stopped for me –

    The Carriage held but just Ourselves –

    And Immortality.

    We slowly drove – He knew no haste

    And I had put away

    My labor and my leisure too,

    For His Civility –

    We passed the School, where Children strove

    At Recess – in the Ring –

    We passed the Fields of Gazing Grain –

    We passed the Setting Sun –

    Or rather – He passed Us –

    The Dews drew quivering and Chill –

    For only Gossamer, my Gown –

    My Tippet – only Tulle –

    We paused before a House that seemed

    A Swelling of the Ground –

    The Roof was scarcely visible –

    The Cornice – in the Ground –

    Since then – 'tis Centuries – and yet

    Feels shorter than the Day

    I first surmised the Horses' Heads

    Were toward Eternity –

    **I heard a Fly buzz – when I died – (591)**

    I heard a Fly buzz – when I died –

    The Stillness in the Room

    Was like the Stillness in the Air –

    Between the Heaves of Storm –

    The Eyes around – had wrung them dry –

    And Breaths were gathering firm

    For that last Onset – when the King

    Be witnessed – in the Room –

    I willed my Keepsakes – Signed away

    What portion of me be

    Assignable – and then it was

    There interposed a Fly –

    With Blue – uncertain – stumbling Buzz –

    Between the light – and me –

    And then the Windows failed – and then

    I could not see to see –

    **I'm Nobody! Who are you?**

    I'm Nobody! Who are you?

    Are you – Nobody – too?

    Then there's a pair of us!

    Dont tell! they'd banish us – you know!

    How dreary – to be – Somebody!

    How public – like a Frog –

    To tell your name – the livelong June –

    To an admiring Bog!

    **Success is counted sweetest (112)**

    Success is counted sweetest

    By those who ne'er succeed.

    To comprehend a nectar

    Requires sorest need.

    Not one of all the purple Host

    Who took the Flag today

    Can tell the definition

    So clear of victory

    As he defeated – dying –

    On whose forbidden ear

    The distant strains of triumph

    Burst agonized and clear!

    **Tell all the truth but tell it slant — (1263)**

    Tell all the truth but tell it slant —

    Success in Circuit lies

    Too bright for our infirm Delight

    The Truth's superb surprise

    As Lightning to the Children eased

    With explanation kind

    The Truth must dazzle gradually

    Or every man be blind —

    **I felt a Funeral, in my Brain, (340)**

    I felt a Funeral, in my Brain,

    And Mourners to and fro

    Kept treading – treading – till it seemed

    That Sense was breaking through –

    And when they all were seated,

    A Service, like a Drum –

    Kept beating – beating – till I thought

    My mind was going numb –

    And then I heard them lift a Box

    And creak across my Soul

    With those same Boots of Lead, again,

    Then Space – began to toll,

    As all the Heavens were a Bell,

    And Being, but an Ear,

    And I, and Silence, some strange Race,

    Wrecked, solitary, here –

    And then a Plank in Reason, broke,

    And I dropped down, and down –

    And hit a World, at every plunge,

    And Finished knowing – then –

    Copyright Credit: THE POEMS OF EMILY DICKINSON: READING EDITION, edited by Ralph W. Franklin, Cambridge, Mass.: The Belknap Press of Harvard University Press, Copyright © 1998, 1999 by the President and Fellows of Harvard College. Copyright © 1951, 1955 , by the President and Fellows of Harvard College. Copyright © 1979, 1983 by the President and Fellows of Harvard College. Copyright © 1914, 1918, 1924, 1929, 1930, 1932, 1935, 1937, 1942 by Martha Dickinson Bianchi. Copyright © 1952, 1957, 1958, 1963, 1965 by Mary L. Hampson.

    Source:
    _The Poems of Emily Dickinson_, edited by R.W. Franklin (Harvard University Press, 1999)

    **## TheEthicsofArtificialIntelligencesurvey.docx**

    **The Ethics of Artificial Intelligence**: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.

    **Question 4**

    PRE-KNOWLEDGE: Now that you have chosen a general topic, take a moment to assess your current knowledge. Treat this question as a "Note To Self." What do you already know about this topic? What are some things you're interested in examining more closely? Feel free to record audio or video instead of writing if you prefer.

    **Question 5**

    GENERATE IDEAS: What are some questions you want to explore about the topic you chose? What are some resources (outside of the library) you might find useful to learn about your topic? Spend time brainstorming as many questions as you can — the more the merrier! After you begin your research process, you'll be able to begin focusing on a few of them.

    As before, feel free to record yourself or even to upload a snapshot of your brainstorming notes.

    **## RomanticismEssay.docx**

    Romanticism Essay

    **Romanticism Essay**

    Directions: Read each of the attached readings posted by the authors and the poet of the Romantic Period in American Literature, Edgar Allan Poe, Nathaniel Hawthorne, and Emily Dickinson. Choose one work and develop an essay on one of the prompts below.

    **Edgar Allan Poe: “Ligeia”**

    · What are the key differences between Ligeia and Rowena, and what do these differences reveal about the narrator's character?

    **Nathaniel Hawthorne: (Choose one (1) prompt)** **“The Minister’s Black Veil”**

    · What do Father Hooper's final words disclose about his possible reasoning for wearing the veil?

    **“Young Goodman Brown”**

    · How does Young Goodman Brown change during the story?

    **Emily Dickinson—**
    **Choose two (2) poems**

    **“Because I could not Stop for Death”**

    · What is the significance of the carriage ride with Death, and what does it symbolize?

    **“I’m Nobody! Who are you?”**

    · What is the poem's message or central idea?

    **“I Heard a Fly Buzz—when I Died”**

    · What is the significance of the fly in the poem? Is it a literal fly, a symbol, or both?

    **“Success is counted sweetest”**

    · What is the central message or theme of the poem?

    **“Tell the Truth but tell it slant”**

    · What is the central message or argument of the poem? What does "tell it slant" mean in this context?

    **Essay Guidelines:**
    Length: 1 ½ to 2 pages.
    Double-spaced.
    Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman

    Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.

    Artificial Intelligence Use: Review the “Use of Artificial Intelligence” document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.

    **## ColonialPeriodEssay.docx**

    Colonial Period Essay

    **Colonial Writers Essay**

    **Directions:**

    **Read the attached readings by Colonial authors Ann Bradstreet, Mary Rowlandson, and Johnathan Edwards. Choose one (1) work and develop an essay on one (1) of the prompts below for your chosen author.**

    **Prompts:**

    **Ann Bradstreet**

    ·
    **Examine how the poem elevates marriage as a sacred union, a reflection of God's creation, and how this vision contrasts with societal expectations of the time.**

    ·
    **Analyze how Bradstreet's poem challenges or reinforces the traditional roles of women in Puritan society, particularly in marriage and love.**

    **Mary Rowlandson**

    ·
    **Discuss how Rowlandson's faith is challenged and strengthened during her captivity and how her narrative reflects the Puritan perspective on suffering and redemption.**

    ·
    **Analyze Rowlandson's portrayal of Native Americans, exploring whether her narrative perpetuates or challenges existing stereotypes and how her perspective reflects the biases (particularly against Native Americans) of her time.**

    **Johnathan Edwards**

    ·
    **Examine Edwards' understanding of sin and its consequences, and discuss how his sermon reflects Puritan beliefs about human depravity and the need for salvation.**

    ·
    **Discuss how the sermon reflects the core beliefs and values of the Puritan community, including their views on God, salvation, and the human condition.**

    **Essay Guidelines:**

    ·
    **Length: 1 ½ to two pages**

    ·
    **Double-spaced**

    ·
    **Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman**

    ·
    **Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.**

    ·
    **Artificial Intelligence Use: Review the "Use of Artificial Intelligence" document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.**

    ·
    **DO NOT submit PDF files. Submit your essay as a Microsoft Word document ONLY.**

    **## TheColonialPeriod.Overview.Rev.Spr25.docx**

    **The Colonial Period (1607–1775)**

    **The Colonial Period** encompasses the founding of
    [Jamestown](https://www.thoughtco.com/jamestown-facts-104979) up to a decade before the Revolutionary War. The Colonial Period covers a period beginning with the foundation of the colonies, the first being Jamestown, Virginia, in 1607, and ends with the beginning of the Revolutionary War. Thirteen British colonies were established and could be divided into three geographic areas: New England, Middle, and Southern. Each colony had specific economic, social, and political developments unique to the region. However, all colonies were governed by the British, and there was little deviation from European literary styles until the early Americans began to become their own people.

    **Literature in Colonial America**

    Colonial literature refers to works of literature produced during periods of colonization or imperialistic exploitation, typically focusing on the interactions and experiences of colonizers and colonized peoples. The majority of writings were focused on religious, historical, and practical aspects of life in the New World. The first
    [Slave Narrative](https://www.thoughtco.com/classic-slave-narratives-1773984), "A Narrative of the Uncommon Sufferings, and Surprising Deliverance of Briton Hammon, a Negro Man," was published during this period, in 1760 Boston.

    **Examples of Notable Writers**

    ·
    **Anne Bradstreet:** Known for her poetry, reflecting her personal experiences and religious beliefs. Bradstreet is considered to be “America's First Poet.” Bradstreet’s book of poems,
    _The Tenth Muse Lately Sprung up in America,_ was published in 1650. Bradstreet was the first English woman in the Thirteen Colonies to publish a book of poetry.

    ·
    **William Bradford:** _Of Plymouth Plantation,"_ is a historical account of the Pilgrims' journey and settlement. The book details the Pilgrims' journey from England to the New World, their experiences in establishing the Plymouth Colony, and their interactions with Native Americans, all viewed through a religious lens

    ·
    **Johnathan Edwards:**"Sinners in the Hands of an Angry God" is Edwards’ most famous sermon, delivered in 1741, which vividly portrays the consequences of sin and the wrath of God. Known as a theologian, philosopher, pastor, and revivalist, Edward’s writings offer insights into colonial thought and the
    **Great** **Awakening**. The Great Awakening refers to a series of religious revivals that swept through the American colonies in the 1730s and 1740s, characterized by increased religious fervor, evangelical preaching, and a renewed focus on personal piety.

    ·
    **Mary Rowlandson:** Rowlandson's famous work is the 1682 captivity narrative, "The Sovereignty and Goodness of God: Being a Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson." The 1682 memoir details her experiences during her captivity by Native Americans during King Philip's War, focusing on her faith and God's providence amidst hardship.

    **Key Characteristics and Themes**

    ·
    **Religious Focus:**

    Many colonial writers, particularly the Puritans, were deeply concerned with religious matters, expressing their beliefs and experiences through sermons, journals, and spiritual autobiographies.

    ·
    **Historical Accounts:**

    Colonial literature includes chronicles, histories, and travel records, documenting the colonization process, interactions with Native Americans, and the establishment of settlements.

    ·
    **Practical Writings:**

    Many writings were practical in nature, offering advice on managing resources, establishing communities, and navigating the challenges of the "New World".

    ·
    **Emergence of Genres:**

    Colonial authors pioneered genres like the captivity narrative, autobiographical accounts, and plantation literature, reflecting the diverse experiences of the colonies.

    Common themes include the relationship between humans and nature, the differences between European and Native American cultures, and the struggle to establish order and maintain communities.

    **## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf**

    To My Dear and Loving Husband

    Anne Bradstreet – 1612-1672

    If ever two were one, then surely we.
    If ever man were loved by wife, then thee;

    If ever wife was happy in a man,
    Compare with me ye women if you can.

    I prize thy love more than whole mines of gold,
    Or all the riches that the East doth hold.

    My love is such that rivers cannot quench,
    Nor ought but love from thee give recompense.

    Thy love is such I can no way repay;
    The heavens reward thee manifold, I pray.
    Then while we live, in love let's so persever,

    That when we live no more we may live ever.

    Analysis
    Line 1
    She begins the poem, To my Dear and Loving Husband, with a proclamation.

    If ever two were one, then surely we.
    This reveals her truly deep love for her husband by claiming that if any two people in the history of marriages have ever

    been bonded together as though they were one person, then surely she and her husband are bonded together in this deep

    and intimate way.

    Line 2
    If ever man were loved by wife, then thee.
    In the second line, Bradstreet reassures her husband of her own love and commitment to him by claiming that

    she loves him as much as any woman as ever loved a man. This is a great claim, as there are countless lovers in

    the world. But she is confident that she loves her husband as much as any woman has ever loved a man.

    Lines 3-4
    If ever wife was happy in a man,
    Compare with me, ye women, if you can.
    In the third and fourth lines, she reassures her husband that she is happy with him. She challenges him to

    compare her with any other woman and see that she herself is happiest of all women because she is married to

    him.

    Lines 5-6
    I prize thy love more than whole mines of gold,
    Or all the riches that the East doth hold.
    In the fifth and sixth lines, she proclaims to her husband that his love is worth far more to her than any amount

    of money could ever be worth. She claims that she values his love “more than whole mines of gold” and even

    more than “all the riches that the East doth hold”. This shows that she values the human feeling of love in

    connection and commitment to another person far more than she could ever value any amount of material

    wealth.

    [https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)

    To My Dear and Loving Husband

    Anne Bradstreet – 1612-1672

    Line 7
    My love is such that rivers cannot quench,
    In the seventh line, she reveals that even though she is the happiest of women, she does not count herself fully

    satisfied, because the nature of her love for him is such that she feels she can never get enough. This is why she

    says. “My love is such that rivers cannot quench”.

    Line 8
    Nor ought but love from thee give recompense.
    In the eighth line, she reveals her gratitude for being the recipient of her husband’s love, by claiming that she

    could never “recompense” his love. This shows that she feels so loved by her husband that she doesn’t believe

    she could ever make him feel as loved as he has made her feel.

    Lines 9-10
    Thy love is such I can no way repay;
    The heavens reward thee manifold, I pray.
    In the ninth line, she reiterates her thought that his love is deeper than what she could ever return by saying,

    “Thy love is such I can no way repay”. And since she doesn’t believe that she herself could ever repay her

    husband for the love he has bestowed on her, she prays to God that He will bless her husband in reward for the

    way he has loved his wife (line 10).

    Line 11-12
    That when we live no more, we may live ever.
    She ends To my Dear and Loving Husband by claiming that they will persevere in love until the end. Bradstreet

    has no doubt that she and her husband will stay married and in love until one passes from this life to the next.

    This is revealed when she says, “Then while we live, in love let’s so persever”.

    Line 12
    The final line of this poem ends with a small glimpse into the next life. She says, “That when we live no more,

    we may live ever”. This line suggests that their love with being eternal. She believes that even after this life is

    over, they will continue to be in love for all of eternity.

    [https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)

    **AmericanRomanticismDarkandTransIntro.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/americanromanticismdarkandtransintro-ppt)

    **Perkins_Concise_12e_Puritans.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/perkins-concise-12e-puritans-ppt)

    **EdwardsSinnersintheHandsofanAngryGod.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edwardssinnersinthehandsofanangrygod-pdf-10234523)

    **RomanticisminAmericanLiterature.Overview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/romanticisminamericanliterature-overview-docx)

    **Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rowlandson-excerpt-narrativeofthecaptivity-pdf-10234535)

    **LigeiabyEdgarAllenPoe.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ligeiabyedgarallenpoe-docx-10234521)

    **SAYLOR-ENGL405-3.2-GOODMAN.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-2-goodman-pdf-10234531)

    **SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-1-blackveil-pdf-10234529)

    **SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-1-blackveil-pdf-10234529)

    **## EmilyDickinson.PoetryExamples.docx**

    **Because I could not stop for Death – (479)**

    Because I could not stop for Death –

    He kindly stopped for me –

    The Carriage held but just Ourselves –

    And Immortality.

    We slowly drove – He knew no haste

    And I had put away

    My labor and my leisure too,

    For His Civility –

    We passed the School, where Children strove

    At Recess – in the Ring –

    We passed the Fields of Gazing Grain –

    We passed the Setting Sun –

    Or rather – He passed Us –

    The Dews drew quivering and Chill –

    For only Gossamer, my Gown –

    My Tippet – only Tulle –

    We paused before a House that seemed

    A Swelling of the Ground –

    The Roof was scarcely visible –

    The Cornice – in the Ground –

    Since then – 'tis Centuries – and yet

    Feels shorter than the Day

    I first surmised the Horses' Heads

    Were toward Eternity –

    **I heard a Fly buzz – when I died – (591)**

    I heard a Fly buzz – when I died –

    The Stillness in the Room

    Was like the Stillness in the Air –

    Between the Heaves of Storm –

    The Eyes around – had wrung them dry –

    And Breaths were gathering firm

    For that last Onset – when the King

    Be witnessed – in the Room –

    I willed my Keepsakes – Signed away

    What portion of me be

    Assignable – and then it was

    There interposed a Fly –

    With Blue – uncertain – stumbling Buzz –

    Between the light – and me –

    And then the Windows failed – and then

    I could not see to see –

    **I'm Nobody! Who are you?**

    I'm Nobody! Who are you?

    Are you – Nobody – too?

    Then there's a pair of us!

    Dont tell! they'd banish us – you know!

    How dreary – to be – Somebody!

    How public – like a Frog –

    To tell your name – the livelong June –

    To an admiring Bog!

    **Success is counted sweetest (112)**

    Success is counted sweetest

    By those who ne'er succeed.

    To comprehend a nectar

    Requires sorest need.

    Not one of all the purple Host

    Who took the Flag today

    Can tell the definition

    So clear of victory

    As he defeated – dying –

    On whose forbidden ear

    The distant strains of triumph

    Burst agonized and clear!

    **Tell all the truth but tell it slant — (1263)**

    Tell all the truth but tell it slant —

    Success in Circuit lies

    Too bright for our infirm Delight

    The Truth's superb surprise

    As Lightning to the Children eased

    With explanation kind

    The Truth must dazzle gradually

    Or every man be blind —

    **I felt a Funeral, in my Brain, (340)**

    I felt a Funeral, in my Brain,

    And Mourners to and fro

    Kept treading – treading – till it seemed

    That Sense was breaking through –

    And when they all were seated,

    A Service, like a Drum –

    Kept beating – beating – till I thought

    My mind was going numb –

    And then I heard them lift a Box

    And creak across my Soul

    With those same Boots of Lead, again,

    Then Space – began to toll,

    As all the Heavens were a Bell,

    And Being, but an Ear,

    And I, and Silence, some strange Race,

    Wrecked, solitary, here –

    And then a Plank in Reason, broke,

    And I dropped down, and down –

    And hit a World, at every plunge,

    And Finished knowing – then –

    Copyright Credit: THE POEMS OF EMILY DICKINSON: READING EDITION, edited by Ralph W. Franklin, Cambridge, Mass.: The Belknap Press of Harvard University Press, Copyright © 1998, 1999 by the President and Fellows of Harvard College. Copyright © 1951, 1955 , by the President and Fellows of Harvard College. Copyright © 1979, 1983 by the President and Fellows of Harvard College. Copyright © 1914, 1918, 1924, 1929, 1930, 1932, 1935, 1937, 1942 by Martha Dickinson Bianchi. Copyright © 1952, 1957, 1958, 1963, 1965 by Mary L. Hampson.

    Source:
    _The Poems of Emily Dickinson_, edited by R.W. Franklin (Harvard University Press, 1999)

    **## TheEthicsofArtificialIntelligencesurvey.docx**

    **The Ethics of Artificial Intelligence**: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.

    **Question 4**

    PRE-KNOWLEDGE: Now that you have chosen a general topic, take a moment to assess your current knowledge. Treat this question as a "Note To Self." What do you already know about this topic? What are some things you're interested in examining more closely? Feel free to record audio or video instead of writing if you prefer.

    **Question 5**

    GENERATE IDEAS: What are some questions you want to explore about the topic you chose? What are some resources (outside of the library) you might find useful to learn about your topic? Spend time brainstorming as many questions as you can — the more the merrier! After you begin your research process, you'll be able to begin focusing on a few of them.

    As before, feel free to record yourself or even to upload a snapshot of your brainstorming notes.

    **## RomanticismEssay.docx**

    Romanticism Essay

    **Romanticism Essay**

    Directions: Read each of the attached readings posted by the authors and the poet of the Romantic Period in American Literature, Edgar Allan Poe, Nathaniel Hawthorne, and Emily Dickinson. Choose one work and develop an essay on one of the prompts below.

    **Edgar Allan Poe: “Ligeia”**

    · What are the key differences between Ligeia and Rowena, and what do these differences reveal about the narrator's character?

    **Nathaniel Hawthorne: (Choose one (1) prompt)** **“The Minister’s Black Veil”**

    · What do Father Hooper's final words disclose about his possible reasoning for wearing the veil?

    **“Young Goodman Brown”**

    · How does Young Goodman Brown change during the story?

    **Emily Dickinson—**
    **Choose two (2) poems**

    **“Because I could not Stop for Death”**

    · What is the significance of the carriage ride with Death, and what does it symbolize?

    **“I’m Nobody! Who are you?”**

    · What is the poem's message or central idea?

    **“I Heard a Fly Buzz—when I Died”**

    · What is the significance of the fly in the poem? Is it a literal fly, a symbol, or both?

    **“Success is counted sweetest”**

    · What is the central message or theme of the poem?

    **“Tell the Truth but tell it slant”**

    · What is the central message or argument of the poem? What does "tell it slant" mean in this context?

    **Essay Guidelines:**
    Length: 1 ½ to 2 pages.
    Double-spaced.
    Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman

    Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.

    Artificial Intelligence Use: Review the “Use of Artificial Intelligence” document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.

    **## ColonialPeriodEssay.docx**

    Colonial Period Essay

    **Colonial Writers Essay**

    **Directions:**

    **Read the attached readings by Colonial authors Ann Bradstreet, Mary Rowlandson, and Johnathan Edwards. Choose one (1) work and develop an essay on one (1) of the prompts below for your chosen author.**

    **Prompts:**

    **Ann Bradstreet**

    ·
    **Examine how the poem elevates marriage as a sacred union, a reflection of God's creation, and how this vision contrasts with societal expectations of the time.**

    ·
    **Analyze how Bradstreet's poem challenges or reinforces the traditional roles of women in Puritan society, particularly in marriage and love.**

    **Mary Rowlandson**

    ·
    **Discuss how Rowlandson's faith is challenged and strengthened during her captivity and how her narrative reflects the Puritan perspective on suffering and redemption.**

    ·
    **Analyze Rowlandson's portrayal of Native Americans, exploring whether her narrative perpetuates or challenges existing stereotypes and how her perspective reflects the biases (particularly against Native Americans) of her time.**

    **Johnathan Edwards**

    ·
    **Examine Edwards' understanding of sin and its consequences, and discuss how his sermon reflects Puritan beliefs about human depravity and the need for salvation.**

    ·
    **Discuss how the sermon reflects the core beliefs and values of the Puritan community, including their views on God, salvation, and the human condition.**

    **Essay Guidelines:**

    ·
    **Length: 1 ½ to two pages**

    ·
    **Double-spaced**

    ·
    **Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman**

    ·
    **Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.**

    ·
    **Artificial Intelligence Use: Review the "Use of Artificial Intelligence" document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.**

    ·
    **DO NOT submit PDF files. Submit your essay as a Microsoft Word document ONLY.**

    **## TheColonialPeriod.Overview.Rev.Spr25.docx**

    **The Colonial Period (1607–1775)**

    **The Colonial Period** encompasses the founding of
    [Jamestown](https://www.thoughtco.com/jamestown-facts-104979) up to a decade before the Revolutionary War. The Colonial Period covers a period beginning with the foundation of the colonies, the first being Jamestown, Virginia, in 1607, and ends with the beginning of the Revolutionary War. Thirteen British colonies were established and could be divided into three geographic areas: New England, Middle, and Southern. Each colony had specific economic, social, and political developments unique to the region. However, all colonies were governed by the British, and there was little deviation from European literary styles until the early Americans began to become their own people.

    **Literature in Colonial America**

    Colonial literature refers to works of literature produced during periods of colonization or imperialistic exploitation, typically focusing on the interactions and experiences of colonizers and colonized peoples. The majority of writings were focused on religious, historical, and practical aspects of life in the New World. The first
    [Slave Narrative](https://www.thoughtco.com/classic-slave-narratives-1773984), "A Narrative of the Uncommon Sufferings, and Surprising Deliverance of Briton Hammon, a Negro Man," was published during this period, in 1760 Boston.

    **Examples of Notable Writers**

    ·
    **Anne Bradstreet:** Known for her poetry, reflecting her personal experiences and religious beliefs. Bradstreet is considered to be “America's First Poet.” Bradstreet’s book of poems,
    _The Tenth Muse Lately Sprung up in America,_ was published in 1650. Bradstreet was the first English woman in the Thirteen Colonies to publish a book of poetry.

    ·
    **William Bradford:** _Of Plymouth Plantation,"_ is a historical account of the Pilgrims' journey and settlement. The book details the Pilgrims' journey from England to the New World, their experiences in establishing the Plymouth Colony, and their interactions with Native Americans, all viewed through a religious lens

    ·
    **Johnathan Edwards:**"Sinners in the Hands of an Angry God" is Edwards’ most famous sermon, delivered in 1741, which vividly portrays the consequences of sin and the wrath of God. Known as a theologian, philosopher, pastor, and revivalist, Edward’s writings offer insights into colonial thought and the
    **Great** **Awakening**. The Great Awakening refers to a series of religious revivals that swept through the American colonies in the 1730s and 1740s, characterized by increased religious fervor, evangelical preaching, and a renewed focus on personal piety.

    ·
    **Mary Rowlandson:** Rowlandson's famous work is the 1682 captivity narrative, "The Sovereignty and Goodness of God: Being a Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson." The 1682 memoir details her experiences during her captivity by Native Americans during King Philip's War, focusing on her faith and God's providence amidst hardship.

    **Key Characteristics and Themes**

    ·
    **Religious Focus:**

    Many colonial writers, particularly the Puritans, were deeply concerned with religious matters, expressing their beliefs and experiences through sermons, journals, and spiritual autobiographies.

    ·
    **Historical Accounts:**

    Colonial literature includes chronicles, histories, and travel records, documenting the colonization process, interactions with Native Americans, and the establishment of settlements.

    ·
    **Practical Writings:**

    Many writings were practical in nature, offering advice on managing resources, establishing communities, and navigating the challenges of the "New World".

    ·
    **Emergence of Genres:**

    Colonial authors pioneered genres like the captivity narrative, autobiographical accounts, and plantation literature, reflecting the diverse experiences of the colonies.

    Common themes include the relationship between humans and nature, the differences between European and Native American cultures, and the struggle to establish order and maintain communities.

    **## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf**

    To My Dear and Loving Husband

    Anne Bradstreet – 1612-1672

    If ever two were one, then surely we.
    If ever man were loved by wife, then thee;

    If ever wife was happy in a man,
    Compare with me ye women if you can.

    I prize thy love more than whole mines of gold,
    Or all the riches that the East doth hold.

    My love is such that rivers cannot quench,
    Nor ought but love from thee give recompense.

    Thy love is such I can no way repay;
    The heavens reward thee manifold, I pray.
    Then while we live, in love let's so persever,

    That when we live no more we may live ever.

    Analysis
    Line 1
    She begins the poem, To my Dear and Loving Husband, with a proclamation.

    If ever two were one, then surely we.
    This reveals her truly deep love for her husband by claiming that if any two people in the history of marriages have ever

    been bonded together as though they were one person, then surely she and her husband are bonded together in this deep

    and intimate way.

    Line 2
    If ever man were loved by wife, then thee.
    In the second line, Bradstreet reassures her husband of her own love and commitment to him by claiming that

    she loves him as much as any woman as ever loved a man. This is a great claim, as there are countless lovers in

    the world. But she is confident that she loves her husband as much as any woman has ever loved a man.

    Lines 3-4
    If ever wife was happy in a man,
    Compare with me, ye women, if you can.
    In the third and fourth lines, she reassures her husband that she is happy with him. She challenges him to

    compare her with any other woman and see that she herself is happiest of all women because she is married to

    him.

    Lines 5-6
    I prize thy love more than whole mines of gold,
    Or all the riches that the East doth hold.
    In the fifth and sixth lines, she proclaims to her husband that his love is worth far more to her than any amount

    of money could ever be worth. She claims that she values his love “more than whole mines of gold” and even

    more than “all the riches that the East doth hold”. This shows that she values the human feeling of love in

    connection and commitment to another person far more than she could ever value any amount of material

    wealth.

    [https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)

    To My Dear and Loving Husband

    Anne Bradstreet – 1612-1672

    Line 7
    My love is such that rivers cannot quench,
    In the seventh line, she reveals that even though she is the happiest of women, she does not count herself fully

    satisfied, because the nature of her love for him is such that she feels she can never get enough. This is why she

    says. “My love is such that rivers cannot quench”.

    Line 8
    Nor ought but love from thee give recompense.
    In the eighth line, she reveals her gratitude for being the recipient of her husband’s love, by claiming that she

    could never “recompense” his love. This shows that she feels so loved by her husband that she doesn’t believe

    she could ever make him feel as loved as he has made her feel.

    Lines 9-10
    Thy love is such I can no way repay;
    The heavens reward thee manifold, I pray.
    In the ninth line, she reiterates her thought that his love is deeper than what she could ever return by saying,

    “Thy love is such I can no way repay”. And since she doesn’t believe that she herself could ever repay her

    husband for the love he has bestowed on her, she prays to God that He will bless her husband in reward for the

    way he has loved his wife (line 10).

    Line 11-12
    That when we live no more, we may live ever.
    She ends To my Dear and Loving Husband by claiming that they will persevere in love until the end. Bradstreet

    has no doubt that she and her husband will stay married and in love until one passes from this life to the next.

    This is revealed when she says, “Then while we live, in love let’s so persever”.

    Line 12
    The final line of this poem ends with a small glimpse into the next life. She says, “That when we live no more,

    we may live ever”. This line suggests that their love with being eternal. She believes that even after this life is

    over, they will continue to be in love for all of eternity.

    [https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)

    **AmericanRomanticismDarkandTransIntro.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/americanromanticismdarkandtransintro-ppt)

    **Perkins_Concise_12e_Puritans.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/perkins-concise-12e-puritans-ppt)

    **EdwardsSinnersintheHandsofanAngryGod.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edwardssinnersinthehandsofanangrygod-pdf-10234523)

    **RomanticisminAmericanLiterature.Overview.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/romanticisminamericanliterature-overview-docx)

    **Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/rowlandson-excerpt-narrativeofthecaptivity-pdf-10234535)

    **LigeiabyEdgarAllenPoe.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ligeiabyedgarallenpoe-docx-10234521)

    **SAYLOR-ENGL405-3.2-GOODMAN.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-2-goodman-pdf-10234531)

    **SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-1-blackveil-pdf-10234529)

    **## EmilyDickinson.PoetryExamples.docx**

    **Because I could not stop for Death – (479)**

    Because I could not stop for Death –

    He kindly stopped for me –

    The Carriage held but just Ourselves –

    And Immortality.

    We slowly drove – He knew no haste

    And I had put away

    My labor and my leisure too,

    For His Civility –

    We passed the School, where Children strove

    At Recess – in the Ring –

    We passed the Fields of Gazing Grain –

    We passed the Setting Sun –

    Or rather – He passed Us –

    The Dews drew quivering and Chill –

    For only Gossamer, my Gown –

    My Tippet – only Tulle –

    We paused before a House that seemed

    A Swelling of the Ground –

    The Roof was scarcely visible –

    The Cornice – in the Ground –

    Since then – 'tis Centuries – and yet

    Feels shorter than the Day

    I first surmised the Horses' Heads

    Were toward Eternity –

    **I heard a Fly buzz – when I died – (591)**

    I heard a Fly buzz – when I died –

    The Stillness in the Room

    Was like the Stillness in the Air –

    Between the Heaves of Storm –

    The Eyes around – had wrung them dry –

    And Breaths were gathering firm

    For that last Onset – when the King

    Be witnessed – in the Room –

    I willed my Keepsakes – Signed away

    What portion of me be

    Assignable – and then it was

    There interposed a Fly –

    With Blue – uncertain – stumbling Buzz –

    Between the light – and me –

    And then the Windows failed – and then

    I could not see to see –

    **I'm Nobody! Who are you?**

    I'm Nobody! Who are you?

    Are you – Nobody – too?

    Then there's a pair of us!

    Dont tell! they'd banish us – you know!

    How dreary – to be – Somebody!

    How public – like a Frog –

    To tell your name – the livelong June –

    To an admiring Bog!

    **Success is counted sweetest (112)**

    Success is counted sweetest

    By those who ne'er succeed.

    To comprehend a nectar

    Requires sorest need.

    Not one of all the purple Host

    Who took the Flag today

    Can tell the definition

    So clear of victory

    As he defeated – dying –

    On whose forbidden ear

    The distant strains of triumph

    Burst agonized and clear!

    **Tell all the truth but tell it slant — (1263)**

    Tell all the truth but tell it slant —

    Success in Circuit lies

    Too bright for our infirm Delight

    The Truth's superb surprise

    As Lightning to the Children eased

    With explanation kind

    The Truth must dazzle gradually

    Or every man be blind —

    **I felt a Funeral, in my Brain, (340)**

    I felt a Funeral, in my Brain,

    And Mourners to and fro

    Kept treading – treading – till it seemed

    That Sense was breaking through –

    And when they all were seated,

    A Service, like a Drum –

    Kept beating – beating – till I thought

    My mind was going numb –

    And then I heard them lift a Box

    And creak across my Soul

    With those same Boots of Lead, again,

    Then Space – began to toll,

    As all the Heavens were a Bell,

    And Being, but an Ear,

    And I, and Silence, some strange Race,

    Wrecked, solitary, here –

    And then a Plank in Reason, broke,

    And I dropped down, and down –

    And hit a World, at every plunge,

    And Finished knowing – then –

    Copyright Credit: THE POEMS OF EMILY DICKINSON: READING EDITION, edited by Ralph W. Franklin, Cambridge, Mass.: The Belknap Press of Harvard University Press, Copyright © 1998, 1999 by the President and Fellows of Harvard College. Copyright © 1951, 1955 , by the President and Fellows of Harvard College. Copyright © 1979, 1983 by the President and Fellows of Harvard College. Copyright © 1914, 1918, 1924, 1929, 1930, 1932, 1935, 1937, 1942 by Martha Dickinson Bianchi. Copyright © 1952, 1957, 1958, 1963, 1965 by Mary L. Hampson.

    Source:
    _The Poems of Emily Dickinson_, edited by R.W. Franklin (Harvard University Press, 1999)

    **## TheEthicsofArtificialIntelligencesurvey.docx**

    **The Ethics of Artificial Intelligence**: Explore the possibilities and ethical implications of AI in various industries, such as healthcare, finance/business, law enforcement, and education. Consider the potential benefits and risks associated with AI in your chosen sector.

    **Question 4**

    PRE-KNOWLEDGE: Now that you have chosen a general topic, take a moment to assess your current knowledge. Treat this question as a "Note To Self." What do you already know about this topic? What are some things you're interested in examining more closely? Feel free to record audio or video instead of writing if you prefer.

    **Question 5**

    GENERATE IDEAS: What are some questions you want to explore about the topic you chose? What are some resources (outside of the library) you might find useful to learn about your topic? Spend time brainstorming as many questions as you can — the more the merrier! After you begin your research process, you'll be able to begin focusing on a few of them.

    As before, feel free to record yourself or even to upload a snapshot of your brainstorming notes.

    **## RomanticismEssay.docx**

    Romanticism Essay

    **Romanticism Essay**

    Directions: Read each of the attached readings posted by the authors and the poet of the Romantic Period in American Literature, Edgar Allan Poe, Nathaniel Hawthorne, and Emily Dickinson. Choose one work and develop an essay on one of the prompts below.

    **Edgar Allan Poe: “Ligeia”**

    · What are the key differences between Ligeia and Rowena, and what do these differences reveal about the narrator's character?

    **Nathaniel Hawthorne: (Choose one (1) prompt)** **“The Minister’s Black Veil”**

    · What do Father Hooper's final words disclose about his possible reasoning for wearing the veil?

    **“Young Goodman Brown”**

    · How does Young Goodman Brown change during the story?

    **Emily Dickinson—**
    **Choose two (2) poems**

    **“Because I could not Stop for Death”**

    · What is the significance of the carriage ride with Death, and what does it symbolize?

    **“I’m Nobody! Who are you?”**

    · What is the poem's message or central idea?

    **“I Heard a Fly Buzz—when I Died”**

    · What is the significance of the fly in the poem? Is it a literal fly, a symbol, or both?

    **“Success is counted sweetest”**

    · What is the central message or theme of the poem?

    **“Tell the Truth but tell it slant”**

    · What is the central message or argument of the poem? What does "tell it slant" mean in this context?

    **Essay Guidelines:**
    Length: 1 ½ to 2 pages.
    Double-spaced.
    Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman

    Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.

    Artificial Intelligence Use: Review the “Use of Artificial Intelligence” document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.

    **## ColonialPeriodEssay.docx**

    Colonial Period Essay

    **Colonial Writers Essay**

    **Directions:**

    **Read the attached readings by Colonial authors Ann Bradstreet, Mary Rowlandson, and Johnathan Edwards. Choose one (1) work and develop an essay on one (1) of the prompts below for your chosen author.**

    **Prompts:**

    **Ann Bradstreet**

    ·
    **Examine how the poem elevates marriage as a sacred union, a reflection of God's creation, and how this vision contrasts with societal expectations of the time.**

    ·
    **Analyze how Bradstreet's poem challenges or reinforces the traditional roles of women in Puritan society, particularly in marriage and love.**

    **Mary Rowlandson**

    ·
    **Discuss how Rowlandson's faith is challenged and strengthened during her captivity and how her narrative reflects the Puritan perspective on suffering and redemption.**

    ·
    **Analyze Rowlandson's portrayal of Native Americans, exploring whether her narrative perpetuates or challenges existing stereotypes and how her perspective reflects the biases (particularly against Native Americans) of her time.**

    **Johnathan Edwards**

    ·
    **Examine Edwards' understanding of sin and its consequences, and discuss how his sermon reflects Puritan beliefs about human depravity and the need for salvation.**

    ·
    **Discuss how the sermon reflects the core beliefs and values of the Puritan community, including their views on God, salvation, and the human condition.**

    **Essay Guidelines:**

    ·
    **Length: 1 ½ to two pages**

    ·
    **Double-spaced**

    ·
    **Font and Font size: 12-14 pt. in Tahoma, Arial, or Times New Roman**

    ·
    **Secondary sources may be included. Use MLA documentation to cite your sources for in-text citations and the Works Cited page.**

    ·
    **Artificial Intelligence Use: Review the "Use of Artificial Intelligence" document located in the Style Rules and Guidelines module. Please know, these guidelines will be strictly enforced.**

    ·
    **DO NOT submit PDF files. Submit your essay as a Microsoft Word document ONLY.**

    **## TheColonialPeriod.Overview.Rev.Spr25.docx**

    **The Colonial Period (1607–1775)**

    **The Colonial Period** encompasses the founding of
    [Jamestown](https://www.thoughtco.com/jamestown-facts-104979) up to a decade before the Revolutionary War. The Colonial Period covers a period beginning with the foundation of the colonies, the first being Jamestown, Virginia, in 1607, and ends with the beginning of the Revolutionary War. Thirteen British colonies were established and could be divided into three geographic areas: New England, Middle, and Southern. Each colony had specific economic, social, and political developments unique to the region. However, all colonies were governed by the British, and there was little deviation from European literary styles until the early Americans began to become their own people.

    **Literature in Colonial America**

    Colonial literature refers to works of literature produced during periods of colonization or imperialistic exploitation, typically focusing on the interactions and experiences of colonizers and colonized peoples. The majority of writings were focused on religious, historical, and practical aspects of life in the New World. The first
    [Slave Narrative](https://www.thoughtco.com/classic-slave-narratives-1773984), "A Narrative of the Uncommon Sufferings, and Surprising Deliverance of Briton Hammon, a Negro Man," was published during this period, in 1760 Boston.

    **Examples of Notable Writers**

    ·
    **Anne Bradstreet:** Known for her poetry, reflecting her personal experiences and religious beliefs. Bradstreet is considered to be “America's First Poet.” Bradstreet’s book of poems,
    _The Tenth Muse Lately Sprung up in America,_ was published in 1650. Bradstreet was the first English woman in the Thirteen Colonies to publish a book of poetry.

    ·
    **William Bradford:** _Of Plymouth Plantation,"_ is a historical account of the Pilgrims' journey and settlement. The book details the Pilgrims' journey from England to the New World, their experiences in establishing the Plymouth Colony, and their interactions with Native Americans, all viewed through a religious lens

    ·
    **Johnathan Edwards:**"Sinners in the Hands of an Angry God" is Edwards’ most famous sermon, delivered in 1741, which vividly portrays the consequences of sin and the wrath of God. Known as a theologian, philosopher, pastor, and revivalist, Edward’s writings offer insights into colonial thought and the
    **Great** **Awakening**. The Great Awakening refers to a series of religious revivals that swept through the American colonies in the 1730s and 1740s, characterized by increased religious fervor, evangelical preaching, and a renewed focus on personal piety.

    ·
    **Mary Rowlandson:** Rowlandson's famous work is the 1682 captivity narrative, "The Sovereignty and Goodness of God: Being a Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson." The 1682 memoir details her experiences during her captivity by Native Americans during King Philip's War, focusing on her faith and God's providence amidst hardship.

    **Key Characteristics and Themes**

    ·
    **Religious Focus:**

    Many colonial writers, particularly the Puritans, were deeply concerned with religious matters, expressing their beliefs and experiences through sermons, journals, and spiritual autobiographies.

    ·
    **Historical Accounts:**

    Colonial literature includes chronicles, histories, and travel records, documenting the colonization process, interactions with Native Americans, and the establishment of settlements.

    ·
    **Practical Writings:**

    Many writings were practical in nature, offering advice on managing resources, establishing communities, and navigating the challenges of the "New World".

    ·
    **Emergence of Genres:**

    Colonial authors pioneered genres like the captivity narrative, autobiographical accounts, and plantation literature, reflecting the diverse experiences of the colonies.

    Common themes include the relationship between humans and nature, the differences between European and Native American cultures, and the struggle to establish order and maintain communities.

    **## Bradstreet.ToMyDearLovingHusband.PoemandAnalysis.docx.pdf**

    To My Dear and Loving Husband

    Anne Bradstreet – 1612-1672

    If ever two were one, then surely we.
    If ever man were loved by wife, then thee;

    If ever wife was happy in a man,
    Compare with me ye women if you can.

    I prize thy love more than whole mines of gold,
    Or all the riches that the East doth hold.

    My love is such that rivers cannot quench,
    Nor ought but love from thee give recompense.

    Thy love is such I can no way repay;
    The heavens reward thee manifold, I pray.
    Then while we live, in love let's so persever,

    That when we live no more we may live ever.

    Analysis
    Line 1
    She begins the poem, To my Dear and Loving Husband, with a proclamation.

    If ever two were one, then surely we.
    This reveals her truly deep love for her husband by claiming that if any two people in the history of marriages have ever

    been bonded together as though they were one person, then surely she and her husband are bonded together in this deep

    and intimate way.

    Line 2
    If ever man were loved by wife, then thee.
    In the second line, Bradstreet reassures her husband of her own love and commitment to him by claiming that

    she loves him as much as any woman as ever loved a man. This is a great claim, as there are countless lovers in

    the world. But she is confident that she loves her husband as much as any woman has ever loved a man.

    Lines 3-4
    If ever wife was happy in a man,
    Compare with me, ye women, if you can.
    In the third and fourth lines, she reassures her husband that she is happy with him. She challenges him to

    compare her with any other woman and see that she herself is happiest of all women because she is married to

    him.

    Lines 5-6
    I prize thy love more than whole mines of gold,
    Or all the riches that the East doth hold.
    In the fifth and sixth lines, she proclaims to her husband that his love is worth far more to her than any amount

    of money could ever be worth. She claims that she values his love “more than whole mines of gold” and even

    more than “all the riches that the East doth hold”. This shows that she values the human feeling of love in

    connection and commitment to another person far more than she could ever value any amount of material

    wealth.

    [https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)

    To My Dear and Loving Husband

    Anne Bradstreet – 1612-1672

    Line 7
    My love is such that rivers cannot quench,
    In the seventh line, she reveals that even though she is the happiest of women, she does not count herself fully

    satisfied, because the nature of her love for him is such that she feels she can never get enough. This is why she

    says. “My love is such that rivers cannot quench”.

    Line 8
    Nor ought but love from thee give recompense.
    In the eighth line, she reveals her gratitude for being the recipient of her husband’s love, by claiming that she

    could never “recompense” his love. This shows that she feels so loved by her husband that she doesn’t believe

    she could ever make him feel as loved as he has made her feel.

    Lines 9-10
    Thy love is such I can no way repay;
    The heavens reward thee manifold, I pray.
    In the ninth line, she reiterates her thought that his love is deeper than what she could ever return by saying,

    “Thy love is such I can no way repay”. And since she doesn’t believe that she herself could ever repay her

    husband for the love he has bestowed on her, she prays to God that He will bless her husband in reward for the

    way he has loved his wife (line 10).

    Line 11-12
    That when we live no more, we may live ever.
    She ends To my Dear and Loving Husband by claiming that they will persevere in love until the end. Bradstreet

    has no doubt that she and her husband will stay married and in love until one passes from this life to the next.

    This is revealed when she says, “Then while we live, in love let’s so persever”.

    Line 12
    The final line of this poem ends with a small glimpse into the next life. She says, “That when we live no more,

    we may live ever”. This line suggests that their love with being eternal. She believes that even after this life is

    over, they will continue to be in love for all of eternity.

    [https://poets.org/poet/anne-bradstreet](https://poets.org/poet/anne-bradstreet)

    **AmericanRomanticismDarkandTransIntro.ppt**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/americanromanticismdarkandtransintro-ppt)

    **Perkins_Concise_12e_Puritans.ppt**

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    **RomanticisminAmericanLiterature.Overview.docx**

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    **Rowlandson.Excerpt.NarrativeoftheCaptivity.pdf**

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    **LigeiabyEdgarAllenPoe.docx**

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    **SAYLOR-ENGL405-3.2-GOODMAN.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-2-goodman-pdf-10234531)

    **SAYLOR-ENGL405-3.1-BLACKVEIL.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/saylor-engl405-3-1-blackveil-pdf-10234529)

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    – 2 years ago

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    **review how the importance of mental health can be addressed through organizational culture.** Be sure to address how the code of silence impacts addressing mental health needs of police officers.

    Plagiarism and turnitin required

    – 2 years ago

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    See attached. No plagiarism or AI needs originality and quality work – 2 years ago **files (3)** – ## TheWilliamCecilGoldenSchoolLeadershipLearningProgram.docx – ## EvaluationSampleandDemographics.pdf – ## Week1work.docx **## TheWilliamCecilGoldenSchoolLeadershipLearningProgram.docx** **The William …

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    – 2 years ago

    **files (3)**

    – ## TheWilliamCecilGoldenSchoolLeadershipLearningProgram.docx

    – ## EvaluationSampleandDemographics.pdf

    – ## Week1work.docx

    **## TheWilliamCecilGoldenSchoolLeadershipLearningProgram.docx**

    **The William Cecil Golden School Leadership Learning Program**

    Florida’s public schools require high-performing leaders who possess and utilize the competencies and skills necessary to successfully lead for the improvement of student learning. Designed to address the needs of educational leaders,
    [the William Cecil Golden Professional Learning Program for School Leaders](http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1012/Sections/1012.986.html) (WCG Program) provides teacher leaders, assistant principals, principals, and school district leaders with high-quality, competency-based, customized, comprehensive, and coordinated resources aligned with the
    [Florida Educational Leadership Standards](https://www.fldoe.org/teaching/professional-dev/the-fl-ed-leadership-stards/). These resources support the development and improvement of
    [educational leadership](https://www.fldoe.org/teaching/preparation/edual-leadership.stml) and
    [principal preparation](https://www.fldoe.org/teaching/professional-dev/level-ii-pp.stml) programs, as well as professional learning programs for current school leaders.

    The William Cecil Golden School Leadership Learning Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement. Components of the program address the needs of emerging school leaders engaged in
    [Level I educational leadership programs,](https://www.fldoe.org/teaching/preparation/edual-leadership.stml) [Level II principal preparation programs](https://www.fldoe.org/teaching/professional-dev/level-ii-pp.stml) and district professional learning for current school leaders.

    In coordination with a collaborative network of educational leadership stakeholders, the Department provides educators across the leadership continuum with professional learning content across several areas. Click on the content area below to find more resources to help deepen professional practices.

    **Content Areas:**

    [Civic Education](https://www.fldoe.org/civicliteracy/)

    [Resiliency and Mental Health](https://www.fldoe.org/mental-health/)

    [School Safety](https://www.fldoe.org/safe-schools/)

    [Evidence-Based Reading Instruction and Intervention Strategies](https://www.fldoe.org/academics/standards/just-read-fl/)

    For more information on Florida’s Educational Leadership Standards or the William Cecil Golden School Leadership Learning Program, please contact the Bureau of Educator Recruitment, Development and Retention at
    ProfessionalLearning@fldoe.org or 850-245-0435.

    **## EvaluationSampleandDemographics.pdf**

    EDA 602

    Evaluation and Sample Demographics 1

    Evaluation Sample of the Previous Principal

    The Principal: Never Rarely Sometimes Usually Always

    Is a good listener. X

    Conducts effective small group meetings. X

    Conducts effective faculty meetings. X

    Communicates effectively with the EESAC. X

    Builds rapport with faculty and staff. X

    Provides constructive feedback. X

    Listens to concerns of faculty and staff. X

    Encourages faculty interaction. X

    Shows an interest in faculty and staff events. X

    Communicates with the staff on a regular basis. X

    Communicates with major stakeholder X

    Shows concern for male/female issues. X

    It should be understood that the written format of this plan would be appropriate for

    presentation to the Superintendent of Schools. The plan should include four sections:

    a. Analysis of the scenario of the school climate resulting from the previous

    administrator’s communication style;

    b. Needs assessment of the current scenario;

    c. Improvement objectives designed to target improvements in the school

    climate; and,

    d. Specific activities to improve communication which might include resources,

    timelines, events, etc.

    Required usage of the William Cecil Golden School Leadership Development Program

    will provide you with vital research in developing your plan. Go to:

    http://www.floridaschoolleaders.org

    [http://www.floridaschoolleaders.org/](http://www.floridaschoolleaders.org/)

    EDA 602

    Evaluation and Sample Demographics 2

    You have just been appointed principal of William C. Golden Middle School. The

    demographic make-up is below.

    School: William C. Golden Middle School

    Student size: 1,000 students

    Faculty size: 121

    Racial Composition of Students

    White (30%)

    Black (42%)

    Hispanic (26%)

    Other (2%)

    Racial Composition of Faculty

    White (60%)

    Black (20%)

    Hispanic (17%

    Other (3%)

    School grade on Florida’s A+ Plan: “D”

    SES of students: School is a Title I school, 90% of students on free or reduced

    lunch. Neighborhood composed of blue-collar workers and fall into the upper

    lower-to-lower middle SES. School does however, have some affluent

    population within the schools boundaries.

    – Evaluation Sample of the Previous Principal
    – Racial Composition of Students
    – Racial Composition of Faculty
    – School grade on Florida’s A+ Plan: “D”

    **## Week1work.docx**

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    _(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)_

    **Read**

    · Kullar, J. K. (2020).
    _Connecting through leadership: The promise of precise and effective communication in schools_(1st ed.). Solution Tree.

    · Introduction

    · Auerbach, S. (2012).
    _School leadership for authentic family and community partnerships: Research perspectives for transforming practice_ (1st ed.). Routledge.

    · Part I: Chapters 1-3

    ·
    [Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860?wrap=1) [Download Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860/download?download_frd=1)
    STU. (2021).
    _Evaluation sample and demographics_ [PDF].

    ·
    [WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870?wrap=1) [Download WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870/download?download_frd=1)
    Florida Department of Education. (2007).
    _1012.986 William Cecil Golden professional development program for school leaders_ [PDF]. https://www.fldoe.org/core/fileparse.php/7566/urlt/0075312-tlpichd.pdf

    ·
    [The William Cecil Golden School Leadership Development ProgramLinks to an external site.](https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml)
    Solodev. (2020, October 16).
    _The William Cecil golden school leadership development program_. Florida Department of Education. https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml

    · As part of your readings in this module, please also review the following:

    ·
    [Syllabus](https://stu.instructure.com/courses/44806/assignments/syllabus)

    ·
    [APA and Research Guides](https://www.stu.edu/library/How-To/Cite-Sources.html)

    **Watch**

    ·
    **How great leaders inspire action (18:34)**
    TED. (2010, May 4).
    _How great leaders inspire action._ YouTube. https://youtu.be/qp0HIF3SfI4

    [How Great Leaders Inspire ActionLinks to an external site.](https://youtu.be/qp0HIF3SfI4)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)

    ![icon](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)**_School Improvement Plan Part 1_**

    **Part 1:** Analysis of the scenario of the school climate

    **Scenario:** _You have just been made principal of a failing school. There is no collegiality among teachers and the morale of the staff is at an all-time low. The union representatives are militant and the School Advisory Team seldom reaches consensus without a struggle. You obtain a copy of an evaluation of the previous principal. At the end of the year, you will be evaluated using the same instrument. You have one year to improve conditions in your school._

    By the end of this project (all 6 parts leading up to the final project), you will develop a school improvement plan that requires you to analyze the scenario of a “broken” school climate that results from the previous administrator’s communication style. This school is a Title 1 school. Use the Evaluation Sample and Demographics and the William Cecil Golden School Leadership Development Program located in
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/44806/pages/module-1-lecture-materials-and-resources) to research the issue and provide an analysis of the school climate resulting from the previous administrator's communication style.

    **Submission Instructions:**

    · Your analysis should be 1-2 pages in length (excluding the reference page).

    ## image1.png

    ## image2.png

    **## Week1work.docx**

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    _(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)_

    **Read**

    · Kullar, J. K. (2020).
    _Connecting through leadership: The promise of precise and effective communication in schools_(1st ed.). Solution Tree.

    · Introduction

    · Auerbach, S. (2012).
    _School leadership for authentic family and community partnerships: Research perspectives for transforming practice_ (1st ed.). Routledge.

    · Part I: Chapters 1-3

    ·
    [Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860?wrap=1) [Download Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860/download?download_frd=1)
    STU. (2021).
    _Evaluation sample and demographics_ [PDF].

    ·
    [WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870?wrap=1) [Download WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870/download?download_frd=1)
    Florida Department of Education. (2007).
    _1012.986 William Cecil Golden professional development program for school leaders_ [PDF]. https://www.fldoe.org/core/fileparse.php/7566/urlt/0075312-tlpichd.pdf

    ·
    [The William Cecil Golden School Leadership Development ProgramLinks to an external site.](https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml)
    Solodev. (2020, October 16).
    _The William Cecil golden school leadership development program_. Florida Department of Education. https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml

    · As part of your readings in this module, please also review the following:

    ·
    [Syllabus](https://stu.instructure.com/courses/44806/assignments/syllabus)

    ·
    [APA and Research Guides](https://www.stu.edu/library/How-To/Cite-Sources.html)

    **Watch**

    ·
    **How great leaders inspire action (18:34)**
    TED. (2010, May 4).
    _How great leaders inspire action._ YouTube. https://youtu.be/qp0HIF3SfI4

    [How Great Leaders Inspire ActionLinks to an external site.](https://youtu.be/qp0HIF3SfI4)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)

    ![icon](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)**_School Improvement Plan Part 1_**

    **Part 1:** Analysis of the scenario of the school climate

    **Scenario:** _You have just been made principal of a failing school. There is no collegiality among teachers and the morale of the staff is at an all-time low. The union representatives are militant and the School Advisory Team seldom reaches consensus without a struggle. You obtain a copy of an evaluation of the previous principal. At the end of the year, you will be evaluated using the same instrument. You have one year to improve conditions in your school._

    By the end of this project (all 6 parts leading up to the final project), you will develop a school improvement plan that requires you to analyze the scenario of a “broken” school climate that results from the previous administrator’s communication style. This school is a Title 1 school. Use the Evaluation Sample and Demographics and the William Cecil Golden School Leadership Development Program located in
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/44806/pages/module-1-lecture-materials-and-resources) to research the issue and provide an analysis of the school climate resulting from the previous administrator's communication style.

    **Submission Instructions:**

    · Your analysis should be 1-2 pages in length (excluding the reference page).

    ## image1.png

    ## image2.png

    **## TheWilliamCecilGoldenSchoolLeadershipLearningProgram.docx**

    **The William Cecil Golden School Leadership Learning Program**

    Florida’s public schools require high-performing leaders who possess and utilize the competencies and skills necessary to successfully lead for the improvement of student learning. Designed to address the needs of educational leaders,
    [the William Cecil Golden Professional Learning Program for School Leaders](http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1012/Sections/1012.986.html) (WCG Program) provides teacher leaders, assistant principals, principals, and school district leaders with high-quality, competency-based, customized, comprehensive, and coordinated resources aligned with the
    [Florida Educational Leadership Standards](https://www.fldoe.org/teaching/professional-dev/the-fl-ed-leadership-stards/). These resources support the development and improvement of
    [educational leadership](https://www.fldoe.org/teaching/preparation/edual-leadership.stml) and
    [principal preparation](https://www.fldoe.org/teaching/professional-dev/level-ii-pp.stml) programs, as well as professional learning programs for current school leaders.

    The William Cecil Golden School Leadership Learning Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement. Components of the program address the needs of emerging school leaders engaged in
    [Level I educational leadership programs,](https://www.fldoe.org/teaching/preparation/edual-leadership.stml) [Level II principal preparation programs](https://www.fldoe.org/teaching/professional-dev/level-ii-pp.stml) and district professional learning for current school leaders.

    In coordination with a collaborative network of educational leadership stakeholders, the Department provides educators across the leadership continuum with professional learning content across several areas. Click on the content area below to find more resources to help deepen professional practices.

    **Content Areas:**

    [Civic Education](https://www.fldoe.org/civicliteracy/)

    [Resiliency and Mental Health](https://www.fldoe.org/mental-health/)

    [School Safety](https://www.fldoe.org/safe-schools/)

    [Evidence-Based Reading Instruction and Intervention Strategies](https://www.fldoe.org/academics/standards/just-read-fl/)

    For more information on Florida’s Educational Leadership Standards or the William Cecil Golden School Leadership Learning Program, please contact the Bureau of Educator Recruitment, Development and Retention at
    ProfessionalLearning@fldoe.org or 850-245-0435.

    **## EvaluationSampleandDemographics.pdf**

    EDA 602

    Evaluation and Sample Demographics 1

    Evaluation Sample of the Previous Principal

    The Principal: Never Rarely Sometimes Usually Always

    Is a good listener. X

    Conducts effective small group meetings. X

    Conducts effective faculty meetings. X

    Communicates effectively with the EESAC. X

    Builds rapport with faculty and staff. X

    Provides constructive feedback. X

    Listens to concerns of faculty and staff. X

    Encourages faculty interaction. X

    Shows an interest in faculty and staff events. X

    Communicates with the staff on a regular basis. X

    Communicates with major stakeholder X

    Shows concern for male/female issues. X

    It should be understood that the written format of this plan would be appropriate for

    presentation to the Superintendent of Schools. The plan should include four sections:

    a. Analysis of the scenario of the school climate resulting from the previous

    administrator’s communication style;

    b. Needs assessment of the current scenario;

    c. Improvement objectives designed to target improvements in the school

    climate; and,

    d. Specific activities to improve communication which might include resources,

    timelines, events, etc.

    Required usage of the William Cecil Golden School Leadership Development Program

    will provide you with vital research in developing your plan. Go to:

    http://www.floridaschoolleaders.org

    [http://www.floridaschoolleaders.org/](http://www.floridaschoolleaders.org/)

    EDA 602

    Evaluation and Sample Demographics 2

    You have just been appointed principal of William C. Golden Middle School. The

    demographic make-up is below.

    School: William C. Golden Middle School

    Student size: 1,000 students

    Faculty size: 121

    Racial Composition of Students

    White (30%)

    Black (42%)

    Hispanic (26%)

    Other (2%)

    Racial Composition of Faculty

    White (60%)

    Black (20%)

    Hispanic (17%

    Other (3%)

    School grade on Florida’s A+ Plan: “D”

    SES of students: School is a Title I school, 90% of students on free or reduced

    lunch. Neighborhood composed of blue-collar workers and fall into the upper

    lower-to-lower middle SES. School does however, have some affluent

    population within the schools boundaries.

    – Evaluation Sample of the Previous Principal
    – Racial Composition of Students
    – Racial Composition of Faculty
    – School grade on Florida’s A+ Plan: “D”

    **## Week1work.docx**

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    _(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)_

    **Read**

    · Kullar, J. K. (2020).
    _Connecting through leadership: The promise of precise and effective communication in schools_(1st ed.). Solution Tree.

    · Introduction

    · Auerbach, S. (2012).
    _School leadership for authentic family and community partnerships: Research perspectives for transforming practice_ (1st ed.). Routledge.

    · Part I: Chapters 1-3

    ·
    [Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860?wrap=1) [Download Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860/download?download_frd=1)
    STU. (2021).
    _Evaluation sample and demographics_ [PDF].

    ·
    [WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870?wrap=1) [Download WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870/download?download_frd=1)
    Florida Department of Education. (2007).
    _1012.986 William Cecil Golden professional development program for school leaders_ [PDF]. https://www.fldoe.org/core/fileparse.php/7566/urlt/0075312-tlpichd.pdf

    ·
    [The William Cecil Golden School Leadership Development ProgramLinks to an external site.](https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml)
    Solodev. (2020, October 16).
    _The William Cecil golden school leadership development program_. Florida Department of Education. https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml

    · As part of your readings in this module, please also review the following:

    ·
    [Syllabus](https://stu.instructure.com/courses/44806/assignments/syllabus)

    ·
    [APA and Research Guides](https://www.stu.edu/library/How-To/Cite-Sources.html)

    **Watch**

    ·
    **How great leaders inspire action (18:34)**
    TED. (2010, May 4).
    _How great leaders inspire action._ YouTube. https://youtu.be/qp0HIF3SfI4

    [How Great Leaders Inspire ActionLinks to an external site.](https://youtu.be/qp0HIF3SfI4)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)

    ![icon](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)**_School Improvement Plan Part 1_**

    **Part 1:** Analysis of the scenario of the school climate

    **Scenario:** _You have just been made principal of a failing school. There is no collegiality among teachers and the morale of the staff is at an all-time low. The union representatives are militant and the School Advisory Team seldom reaches consensus without a struggle. You obtain a copy of an evaluation of the previous principal. At the end of the year, you will be evaluated using the same instrument. You have one year to improve conditions in your school._

    By the end of this project (all 6 parts leading up to the final project), you will develop a school improvement plan that requires you to analyze the scenario of a “broken” school climate that results from the previous administrator’s communication style. This school is a Title 1 school. Use the Evaluation Sample and Demographics and the William Cecil Golden School Leadership Development Program located in
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/44806/pages/module-1-lecture-materials-and-resources) to research the issue and provide an analysis of the school climate resulting from the previous administrator's communication style.

    **Submission Instructions:**

    · Your analysis should be 1-2 pages in length (excluding the reference page).

    ## image1.png

    ## image2.png

    **## TheWilliamCecilGoldenSchoolLeadershipLearningProgram.docx**

    **The William Cecil Golden School Leadership Learning Program**

    Florida’s public schools require high-performing leaders who possess and utilize the competencies and skills necessary to successfully lead for the improvement of student learning. Designed to address the needs of educational leaders,
    [the William Cecil Golden Professional Learning Program for School Leaders](http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1012/Sections/1012.986.html) (WCG Program) provides teacher leaders, assistant principals, principals, and school district leaders with high-quality, competency-based, customized, comprehensive, and coordinated resources aligned with the
    [Florida Educational Leadership Standards](https://www.fldoe.org/teaching/professional-dev/the-fl-ed-leadership-stards/). These resources support the development and improvement of
    [educational leadership](https://www.fldoe.org/teaching/preparation/edual-leadership.stml) and
    [principal preparation](https://www.fldoe.org/teaching/professional-dev/level-ii-pp.stml) programs, as well as professional learning programs for current school leaders.

    The William Cecil Golden School Leadership Learning Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement. Components of the program address the needs of emerging school leaders engaged in
    [Level I educational leadership programs,](https://www.fldoe.org/teaching/preparation/edual-leadership.stml) [Level II principal preparation programs](https://www.fldoe.org/teaching/professional-dev/level-ii-pp.stml) and district professional learning for current school leaders.

    In coordination with a collaborative network of educational leadership stakeholders, the Department provides educators across the leadership continuum with professional learning content across several areas. Click on the content area below to find more resources to help deepen professional practices.

    **Content Areas:**

    [Civic Education](https://www.fldoe.org/civicliteracy/)

    [Resiliency and Mental Health](https://www.fldoe.org/mental-health/)

    [School Safety](https://www.fldoe.org/safe-schools/)

    [Evidence-Based Reading Instruction and Intervention Strategies](https://www.fldoe.org/academics/standards/just-read-fl/)

    For more information on Florida’s Educational Leadership Standards or the William Cecil Golden School Leadership Learning Program, please contact the Bureau of Educator Recruitment, Development and Retention at
    ProfessionalLearning@fldoe.org or 850-245-0435.

    **## EvaluationSampleandDemographics.pdf**

    EDA 602

    Evaluation and Sample Demographics 1

    Evaluation Sample of the Previous Principal

    The Principal: Never Rarely Sometimes Usually Always

    Is a good listener. X

    Conducts effective small group meetings. X

    Conducts effective faculty meetings. X

    Communicates effectively with the EESAC. X

    Builds rapport with faculty and staff. X

    Provides constructive feedback. X

    Listens to concerns of faculty and staff. X

    Encourages faculty interaction. X

    Shows an interest in faculty and staff events. X

    Communicates with the staff on a regular basis. X

    Communicates with major stakeholder X

    Shows concern for male/female issues. X

    It should be understood that the written format of this plan would be appropriate for

    presentation to the Superintendent of Schools. The plan should include four sections:

    a. Analysis of the scenario of the school climate resulting from the previous

    administrator’s communication style;

    b. Needs assessment of the current scenario;

    c. Improvement objectives designed to target improvements in the school

    climate; and,

    d. Specific activities to improve communication which might include resources,

    timelines, events, etc.

    Required usage of the William Cecil Golden School Leadership Development Program

    will provide you with vital research in developing your plan. Go to:

    http://www.floridaschoolleaders.org

    [http://www.floridaschoolleaders.org/](http://www.floridaschoolleaders.org/)

    EDA 602

    Evaluation and Sample Demographics 2

    You have just been appointed principal of William C. Golden Middle School. The

    demographic make-up is below.

    School: William C. Golden Middle School

    Student size: 1,000 students

    Faculty size: 121

    Racial Composition of Students

    White (30%)

    Black (42%)

    Hispanic (26%)

    Other (2%)

    Racial Composition of Faculty

    White (60%)

    Black (20%)

    Hispanic (17%

    Other (3%)

    School grade on Florida’s A+ Plan: “D”

    SES of students: School is a Title I school, 90% of students on free or reduced

    lunch. Neighborhood composed of blue-collar workers and fall into the upper

    lower-to-lower middle SES. School does however, have some affluent

    population within the schools boundaries.

    – Evaluation Sample of the Previous Principal
    – Racial Composition of Students
    – Racial Composition of Faculty
    – School grade on Florida’s A+ Plan: “D”

    **## Week1work.docx**

    Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

    _(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)_

    **Read**

    · Kullar, J. K. (2020).
    _Connecting through leadership: The promise of precise and effective communication in schools_(1st ed.). Solution Tree.

    · Introduction

    · Auerbach, S. (2012).
    _School leadership for authentic family and community partnerships: Research perspectives for transforming practice_ (1st ed.). Routledge.

    · Part I: Chapters 1-3

    ·
    [Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860?wrap=1) [Download Evaluation Sample and Demographics.pdf](https://stu.instructure.com/courses/44806/files/3422860/download?download_frd=1)
    STU. (2021).
    _Evaluation sample and demographics_ [PDF].

    ·
    [WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870?wrap=1) [Download WCG Professional Development Program for School Leaders.pdf](https://stu.instructure.com/courses/44806/files/3422870/download?download_frd=1)
    Florida Department of Education. (2007).
    _1012.986 William Cecil Golden professional development program for school leaders_ [PDF]. https://www.fldoe.org/core/fileparse.php/7566/urlt/0075312-tlpichd.pdf

    ·
    [The William Cecil Golden School Leadership Development ProgramLinks to an external site.](https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml)
    Solodev. (2020, October 16).
    _The William Cecil golden school leadership development program_. Florida Department of Education. https://www.fldoe.org/teaching/professional-dev/the-william-cecil-golden-school-leader.stml

    · As part of your readings in this module, please also review the following:

    ·
    [Syllabus](https://stu.instructure.com/courses/44806/assignments/syllabus)

    ·
    [APA and Research Guides](https://www.stu.edu/library/How-To/Cite-Sources.html)

    **Watch**

    ·
    **How great leaders inspire action (18:34)**
    TED. (2010, May 4).
    _How great leaders inspire action._ YouTube. https://youtu.be/qp0HIF3SfI4

    [How Great Leaders Inspire ActionLinks to an external site.](https://youtu.be/qp0HIF3SfI4)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)

    ![icon](https://www.sweetstudy.com/questions/education-eda-602-week-1-assignment)**_School Improvement Plan Part 1_**

    **Part 1:** Analysis of the scenario of the school climate

    **Scenario:** _You have just been made principal of a failing school. There is no collegiality among teachers and the morale of the staff is at an all-time low. The union representatives are militant and the School Advisory Team seldom reaches consensus without a struggle. You obtain a copy of an evaluation of the previous principal. At the end of the year, you will be evaluated using the same instrument. You have one year to improve conditions in your school._

    By the end of this project (all 6 parts leading up to the final project), you will develop a school improvement plan that requires you to analyze the scenario of a “broken” school climate that results from the previous administrator’s communication style. This school is a Title 1 school. Use the Evaluation Sample and Demographics and the William Cecil Golden School Leadership Development Program located in
    [Module 1: Lecture Materials & Resources](https://stu.instructure.com/courses/44806/pages/module-1-lecture-materials-and-resources) to research the issue and provide an analysis of the school climate resulting from the previous administrator's communication style.

    **Submission Instructions:**

    · Your analysis should be 1-2 pages in length (excluding the reference page).

    ## image1.png

    ## image2.png

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    **files (5)**

    – ## Template.docx

    – ## ReflectionPaperAssignmentInstructions.pdf

    – ## ReflectionPaperGradingRubric.pdf

    – ## REFLECTIONEXAMPLE.pdf

    – ## EXAMPLE2.pdf

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to . Email:**

    **2**

    **2**

    **## References**

    **## ReflectionPaperAssignmentInstructions.pdf**

    EDUC 730

    REFLECTION PAPER ASSIGNMENT INSTRUCTIONS

    In this 1–2-page paper, you will reflect on the understandings gained through the course in light
    of biblical principles. Specifically reflect on the admonition in Philippians 4:8 to think on things
    that are true, noble, right, pure, lovely, admirable, excellent, and praiseworthy and how this
    admonition relates to technology integration in today’s classrooms. Additionally, reflect on the
    learning experiences of the course, identifying the most challenging aspects and the most
    important lessons, as well as the learning experiences that were most fun or interesting. Finally,
    you will formulate at least two specific suggestions for improving the course content and
    learning experiences for future offerings. The suggestions you provide should add significant
    value for future course offerings. Please note that this analysis and the resulting suggestions for
    improvement are not related to professor actions (the end of course survey is where you will
    provide feedback on professor related factors). Focus your analysis on the opportunities provided
    by the course itself.

    References from scholarly articles are not required, as this assignment represents your own
    understandings and take-aways that can be applied in your work setting moving forward.
    However, if you reference the work of others, you will cite and add the associated reference to a
    reference page in current APA format. The paper itself must be formatted according to current
    APA standards.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ReflectionPaperGradingRubric.pdf**

    Criteria Ratings Points

    Reflecting on
    Key
    Understandings
    and Biblical
    Principles

    20 to >17 pts

    Advanced

    The candidate effectively
    reflects on
    understandings gained
    in light of biblical
    principles. The student
    specifically reflects on
    the admonition in
    Philippians 4:8 to think
    on the relevant areas (as
    mentioned in the verse)
    and indicates how this
    relates to technology
    integration in today's
    classrooms.

    17 to >16 pts

    Proficient

    The candidate generally
    effectively reflects on
    understandings gained in
    light of biblical principles.
    The student generally
    reflects on the admonition
    in Philippians 4:8 to think
    on the relevant areas (as
    mentioned in the verse)
    and generally indicates
    how this relates to
    technology integration in
    today's classrooms.

    16 to >0 pts

    Developing

    The candidate minimally
    reflects on
    understandings gained in
    light of biblical principles.
    The student minimally
    reflects on the
    admonition in Philippians
    4:8 to think on the
    relevant areas (as
    mentioned in the verse)
    and minimally indicates
    how this relates to
    technology integration in
    today's classrooms.

    0 pts

    Not
    Present

    20 pts

    Reflecting on
    Learning
    Experiences

    20 to >17 pts

    Advanced

    The candidate effectively
    reflects on the learning
    experiences. The
    candidate identifies the
    most challenging
    aspects, the most
    important lessons, and
    the learning experiences
    that were most fun or
    interesting.

    17 to >16 pts

    Proficient

    The candidate generally
    effectively reflects on the
    learning experiences. The
    candidate generally
    identifies the most
    challenging aspects, the
    most important lessons,
    and the learning
    experiences that were
    most fun or interesting.

    16 to >0 pts

    Developing

    The candidate minimally
    reflects on the learning
    experiences. The
    candidate minimally
    identifies the most
    challenging aspects, the
    most important lessons,
    and the learning
    experiences that were
    most fun or interesting.

    0 pts

    Not
    Present

    20 pts

    Analysis and
    Suggestion for
    Course
    Improvement

    7 to >6 pts

    Advanced

    The candidate provides
    two specific suggestions
    for improving course
    content and learning
    experiences for future
    offerings. These
    suggestions add
    significant value for
    future course offerings.

    6 to >5 pts

    Proficient

    The candidate provides
    two specific suggestions
    for improving course
    content and learning
    experiences for future
    offerings. These
    suggestions add some
    value for future course
    offerings.

    5 to >0 pts

    Developing

    The candidate may
    provide less than two
    specific suggestions for
    improving course content
    and learning experiences
    for future offerings. If any
    are provided, the
    suggestions add little
    value for future course
    offerings.

    0 pts

    Not
    Present

    7 pts

    Reflection Paper Grading Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Reflection
    Paper APA
    Format

    3 to >2 pts

    Advanced

    The candidate uses
    correct APA formatting
    throughout the paper.

    2 to >1 pts

    Proficient

    The candidate makes only
    1 type of mistake in APA
    formatting.

    1 to >0 pts

    Developing

    The candidate has 2 or
    more issues of APA
    formatting.

    0 pts

    Not
    Present

    3 pts

    Total Points: 50

    Reflection Paper Grading Rubric | EDUC730_C01_202520

    **## REFLECTIONEXAMPLE.pdf**

    REFLECTION

    Reflection Paper

    Erica L. Smith

    School of Education, Liberty University

    Author Note

    Erica L. Smith

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Erica L. Smith.

    Email: eljackson14@liberty.edu

    1

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    REFLECTION

    Reflection Paper

    When I think of Philippians 4:8, I think of it as God’s way of reminding me that I need to

    be cautious of what I may dwell on in my mind. The mind can affect the speech and actions of an

    individual. I admire Philippians 4:8 a lot because I am encouraged that it is a better way to think,

    which results in a better way of doing things in life. It is also important to renew our minds. The

    Bible says “Don’t copy the behavior and customs of this world, but let God transform you into a

    new person by changing the way you think. Then you will learn to know God’s will for you,

    which is good and pleasing and perfect” (New Living Translation Version, 1996/2015, Romans

    12:2). So, what does it have to do with technology integration?

    Technology integration is simply the use of technology within a learning environment.

    Schools, colleges, and jobs are all integrating technology. Some people may find it easier or

    difficult to deal with in life. However, I see it as rewarding. It keeps students interested and

    motivated to succeed because there are so many ways it can be utilized to reach every level and

    personality of students. I feel that teachers find it a lot more rewarding as well because they can

    keep the attention of the students. It is thought of as a better way to enhance learning and

    teaching, and it does just that.

    This course has done a great deal of teaching me about the huge role technology plays in

    teaching and learning. I have learned and had to think about the Internet of Things (IoT), game-

    based learning, careers in educational technology, and project-based and problem-based learning.

    My takeaway from the Internet of Things was that I was already familiar with it; however, I was

    unfamiliar with the categorization of the Internet of Things. I was already familiar with how

    technology had taken over with existing smartphones, smart watches, air conditioners, etc. I

    enjoyed discussing game-based learning because I even got to do a PowerPoint on game apps

    2

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    REFLECTION

    and young users. However, the Stem, Robotics, Coding, Makers’ Spaces Overview, Instructional

    Video Project, Technology Integration Learning Plan, and Challenges and Possibilities Paper

    assignments were challenging. Yet, I felt the challenges were worth it and helped me to believe

    that I could do whatever I put my mind to doing. As long as I believed that I could do it, it could

    be done.

    In conclusion, I must say that I enjoyed the course overall. Although I have not been

    successful in everything in the course, I say the assignments were mind-blowing. I hope to apply

    what I learn to my future career as a teacher or college professor.

    3

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    REFLECTION

    References

    New Living Translation Bible. (2015). NLT online.

    h ttps://www.biblegateway.com/passage/?search=Romans+12%3A2&version=NLT

    (Originally published 1996)

    New Living Translation Bible. (2015). NLT online.

    https://www.biblegateway.com/passage/?search=Philippians+4%3A8&version=NLT

    (Originally published 1996)

    4

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    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## EXAMPLE2.pdf**

    REFLECTION PAPER 1

    Reflection Paper Assignment

    Edi Saroca

    School of Education, Liberty University

    EDUC730: Issues and Trends in Learning Technologies

    Author Note

    Edi Saroca

    I have no conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Edi Saroca, Liberty

    University, 1971 University Blvd, Lynchburg, VA 24502. Email: esaroca@liberty.edu

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/

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    REFLECTION PAPER 2

    I believe that teaching or being an educator is the noblest profession and indeed is a

    journey to grow with and learn with. As this course comes to an end, I contemplate on the

    knowledge and skills I learned through the assignments, discussion threads, feedback, and

    projects that contribute to my understanding of this course, EDUC 730: Issues and Trends in

    Learning Technologies. The “Internet of Things” explained how the internet impacts our

    daily lives, our country’s economy, educational systems’ operations; curriculum and

    instruction, and how people live interconnected. I learned how to take advantage of the use of

    technology while putting guards, parameters, and regulations a priority. Digital equity is a

    gigantic issue in the educational system and in our country that needs everyone’s attention

    and consideration. It pertains not only to the lack of access to technology but the ability of

    everyone to get their hands on, learn, and apply technology to their daily lives. As an

    educator, it worries me to know how students are divided in terms of skills, knowledge, and

    expertise on the account of access to education and technology. I strive to improve and better

    my craft as a teacher, learn from Professional Development, Professional Learning

    Community, and continue my education to influence and impact school policies to improve

    the learning environment for all students.

    I appreciate the strategies and issues in technology presented in this course. I was

    refreshed by STEM and how it correlates with the global industries making it a vital part of

    the school system. The strategies, Game-Based Learning, Personalized Learning, and

    Problem-Based Learning revamp my ideas on how to engage students, harness their ideas,

    and use their understanding to create artifacts with technology. I am aware that technology is

    a powerful tool in the classroom that must be utilized with all comprehension and precaution.

    I am glad to gather some of the communication tools and social media platforms to provide

    information to the public, especially the parents and students to guide them beforehand on

    some applications. It takes one initiative to start a community of helpers and concerned

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    REFLECTION PAPER 3

    citizens. Through this approach, I get to recall the importance of digital literacy and digital

    citizenship that first and foremost must be taught to the learners.

    2 Timothy 3:17 says “That the man of God may be competent, equipped for every

    good work.” This bible verse reminds me of natural good lies with every individual. Thus,

    people towards themselves or others, use natural and genuine effort, help, and care to extract

    and unleash these natural talents, good, and genuine care. Let our actions, tasks, works, and

    talents be offered to God as a prayer. Genesis 11:6 says, And the Lord said, “Behold, they are

    one people, and they have all one language, and this is only the beginning of what they will

    do. And nothing that they propose to do will now be impossible for them.” With the current

    global pandemic, it is a challenge for everybody to connect and interact with each other.

    Technology has been filling in the gap and connecting people establishing relationships and

    positive communication from a distance. We learned to communicate with our hearts and let

    our actions of care, respect, and connectedness speak for ourselves. Finally, 1 John 2:15-17

    says, “Do not love the world or the things in the world. If anyone loves the world, the love of

    the Father is not in him. For all that is in the world—the desires of the flesh and the desires

    of the eyes and pride in possessions—is not from the Father but is from the world. And the

    world is passing away along with its desires, but whoever does the will of God abides

    forever.” With everything we enjoy in the world, it is important to understand that they are

    tangible things that soon will perish or decrease in value. The Love of God however is

    absolute and we must learn to live towards it, counting each day praising Him and rejoicing

    His greatness and love. As an educator, I am determined to take each learning opportunity as

    a creation of God’s love and mercy for my students and bring them closer to God every step

    of the way.

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    REFLECTION PAPER 4

    Reference

    Access your bible from anywhere. BibleGateway.com: A searchable online Bible in over 150

    versions and 50 languages. (n.d.). Retrieved from https://www.biblegateway.com/.

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    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## EXAMPLE2.pdf**

    REFLECTION PAPER 1

    Reflection Paper Assignment

    Edi Saroca

    School of Education, Liberty University

    EDUC730: Issues and Trends in Learning Technologies

    Author Note

    Edi Saroca

    I have no conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Edi Saroca, Liberty

    University, 1971 University Blvd, Lynchburg, VA 24502. Email: esaroca@liberty.edu

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/

    [https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/](https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/)

    REFLECTION PAPER 2

    I believe that teaching or being an educator is the noblest profession and indeed is a

    journey to grow with and learn with. As this course comes to an end, I contemplate on the

    knowledge and skills I learned through the assignments, discussion threads, feedback, and

    projects that contribute to my understanding of this course, EDUC 730: Issues and Trends in

    Learning Technologies. The “Internet of Things” explained how the internet impacts our

    daily lives, our country’s economy, educational systems’ operations; curriculum and

    instruction, and how people live interconnected. I learned how to take advantage of the use of

    technology while putting guards, parameters, and regulations a priority. Digital equity is a

    gigantic issue in the educational system and in our country that needs everyone’s attention

    and consideration. It pertains not only to the lack of access to technology but the ability of

    everyone to get their hands on, learn, and apply technology to their daily lives. As an

    educator, it worries me to know how students are divided in terms of skills, knowledge, and

    expertise on the account of access to education and technology. I strive to improve and better

    my craft as a teacher, learn from Professional Development, Professional Learning

    Community, and continue my education to influence and impact school policies to improve

    the learning environment for all students.

    I appreciate the strategies and issues in technology presented in this course. I was

    refreshed by STEM and how it correlates with the global industries making it a vital part of

    the school system. The strategies, Game-Based Learning, Personalized Learning, and

    Problem-Based Learning revamp my ideas on how to engage students, harness their ideas,

    and use their understanding to create artifacts with technology. I am aware that technology is

    a powerful tool in the classroom that must be utilized with all comprehension and precaution.

    I am glad to gather some of the communication tools and social media platforms to provide

    information to the public, especially the parents and students to guide them beforehand on

    some applications. It takes one initiative to start a community of helpers and concerned

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/

    [https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/](https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/)

    REFLECTION PAPER 3

    citizens. Through this approach, I get to recall the importance of digital literacy and digital

    citizenship that first and foremost must be taught to the learners.

    2 Timothy 3:17 says “That the man of God may be competent, equipped for every

    good work.” This bible verse reminds me of natural good lies with every individual. Thus,

    people towards themselves or others, use natural and genuine effort, help, and care to extract

    and unleash these natural talents, good, and genuine care. Let our actions, tasks, works, and

    talents be offered to God as a prayer. Genesis 11:6 says, And the Lord said, “Behold, they are

    one people, and they have all one language, and this is only the beginning of what they will

    do. And nothing that they propose to do will now be impossible for them.” With the current

    global pandemic, it is a challenge for everybody to connect and interact with each other.

    Technology has been filling in the gap and connecting people establishing relationships and

    positive communication from a distance. We learned to communicate with our hearts and let

    our actions of care, respect, and connectedness speak for ourselves. Finally, 1 John 2:15-17

    says, “Do not love the world or the things in the world. If anyone loves the world, the love of

    the Father is not in him. For all that is in the world—the desires of the flesh and the desires

    of the eyes and pride in possessions—is not from the Father but is from the world. And the

    world is passing away along with its desires, but whoever does the will of God abides

    forever.” With everything we enjoy in the world, it is important to understand that they are

    tangible things that soon will perish or decrease in value. The Love of God however is

    absolute and we must learn to live towards it, counting each day praising Him and rejoicing

    His greatness and love. As an educator, I am determined to take each learning opportunity as

    a creation of God’s love and mercy for my students and bring them closer to God every step

    of the way.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/

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    REFLECTION PAPER 4

    Reference

    Access your bible from anywhere. BibleGateway.com: A searchable online Bible in over 150

    versions and 50 languages. (n.d.). Retrieved from https://www.biblegateway.com/.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/
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    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to . Email:**

    **2**

    **2**

    **## References**

    **## ReflectionPaperAssignmentInstructions.pdf**

    EDUC 730

    REFLECTION PAPER ASSIGNMENT INSTRUCTIONS

    In this 1–2-page paper, you will reflect on the understandings gained through the course in light
    of biblical principles. Specifically reflect on the admonition in Philippians 4:8 to think on things
    that are true, noble, right, pure, lovely, admirable, excellent, and praiseworthy and how this
    admonition relates to technology integration in today’s classrooms. Additionally, reflect on the
    learning experiences of the course, identifying the most challenging aspects and the most
    important lessons, as well as the learning experiences that were most fun or interesting. Finally,
    you will formulate at least two specific suggestions for improving the course content and
    learning experiences for future offerings. The suggestions you provide should add significant
    value for future course offerings. Please note that this analysis and the resulting suggestions for
    improvement are not related to professor actions (the end of course survey is where you will
    provide feedback on professor related factors). Focus your analysis on the opportunities provided
    by the course itself.

    References from scholarly articles are not required, as this assignment represents your own
    understandings and take-aways that can be applied in your work setting moving forward.
    However, if you reference the work of others, you will cite and add the associated reference to a
    reference page in current APA format. The paper itself must be formatted according to current
    APA standards.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ReflectionPaperGradingRubric.pdf**

    Criteria Ratings Points

    Reflecting on
    Key
    Understandings
    and Biblical
    Principles

    20 to >17 pts

    Advanced

    The candidate effectively
    reflects on
    understandings gained
    in light of biblical
    principles. The student
    specifically reflects on
    the admonition in
    Philippians 4:8 to think
    on the relevant areas (as
    mentioned in the verse)
    and indicates how this
    relates to technology
    integration in today's
    classrooms.

    17 to >16 pts

    Proficient

    The candidate generally
    effectively reflects on
    understandings gained in
    light of biblical principles.
    The student generally
    reflects on the admonition
    in Philippians 4:8 to think
    on the relevant areas (as
    mentioned in the verse)
    and generally indicates
    how this relates to
    technology integration in
    today's classrooms.

    16 to >0 pts

    Developing

    The candidate minimally
    reflects on
    understandings gained in
    light of biblical principles.
    The student minimally
    reflects on the
    admonition in Philippians
    4:8 to think on the
    relevant areas (as
    mentioned in the verse)
    and minimally indicates
    how this relates to
    technology integration in
    today's classrooms.

    0 pts

    Not
    Present

    20 pts

    Reflecting on
    Learning
    Experiences

    20 to >17 pts

    Advanced

    The candidate effectively
    reflects on the learning
    experiences. The
    candidate identifies the
    most challenging
    aspects, the most
    important lessons, and
    the learning experiences
    that were most fun or
    interesting.

    17 to >16 pts

    Proficient

    The candidate generally
    effectively reflects on the
    learning experiences. The
    candidate generally
    identifies the most
    challenging aspects, the
    most important lessons,
    and the learning
    experiences that were
    most fun or interesting.

    16 to >0 pts

    Developing

    The candidate minimally
    reflects on the learning
    experiences. The
    candidate minimally
    identifies the most
    challenging aspects, the
    most important lessons,
    and the learning
    experiences that were
    most fun or interesting.

    0 pts

    Not
    Present

    20 pts

    Analysis and
    Suggestion for
    Course
    Improvement

    7 to >6 pts

    Advanced

    The candidate provides
    two specific suggestions
    for improving course
    content and learning
    experiences for future
    offerings. These
    suggestions add
    significant value for
    future course offerings.

    6 to >5 pts

    Proficient

    The candidate provides
    two specific suggestions
    for improving course
    content and learning
    experiences for future
    offerings. These
    suggestions add some
    value for future course
    offerings.

    5 to >0 pts

    Developing

    The candidate may
    provide less than two
    specific suggestions for
    improving course content
    and learning experiences
    for future offerings. If any
    are provided, the
    suggestions add little
    value for future course
    offerings.

    0 pts

    Not
    Present

    7 pts

    Reflection Paper Grading Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Reflection
    Paper APA
    Format

    3 to >2 pts

    Advanced

    The candidate uses
    correct APA formatting
    throughout the paper.

    2 to >1 pts

    Proficient

    The candidate makes only
    1 type of mistake in APA
    formatting.

    1 to >0 pts

    Developing

    The candidate has 2 or
    more issues of APA
    formatting.

    0 pts

    Not
    Present

    3 pts

    Total Points: 50

    Reflection Paper Grading Rubric | EDUC730_C01_202520

    **## REFLECTIONEXAMPLE.pdf**

    REFLECTION

    Reflection Paper

    Erica L. Smith

    School of Education, Liberty University

    Author Note

    Erica L. Smith

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Erica L. Smith.

    Email: eljackson14@liberty.edu

    1

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    REFLECTION

    Reflection Paper

    When I think of Philippians 4:8, I think of it as God’s way of reminding me that I need to

    be cautious of what I may dwell on in my mind. The mind can affect the speech and actions of an

    individual. I admire Philippians 4:8 a lot because I am encouraged that it is a better way to think,

    which results in a better way of doing things in life. It is also important to renew our minds. The

    Bible says “Don’t copy the behavior and customs of this world, but let God transform you into a

    new person by changing the way you think. Then you will learn to know God’s will for you,

    which is good and pleasing and perfect” (New Living Translation Version, 1996/2015, Romans

    12:2). So, what does it have to do with technology integration?

    Technology integration is simply the use of technology within a learning environment.

    Schools, colleges, and jobs are all integrating technology. Some people may find it easier or

    difficult to deal with in life. However, I see it as rewarding. It keeps students interested and

    motivated to succeed because there are so many ways it can be utilized to reach every level and

    personality of students. I feel that teachers find it a lot more rewarding as well because they can

    keep the attention of the students. It is thought of as a better way to enhance learning and

    teaching, and it does just that.

    This course has done a great deal of teaching me about the huge role technology plays in

    teaching and learning. I have learned and had to think about the Internet of Things (IoT), game-

    based learning, careers in educational technology, and project-based and problem-based learning.

    My takeaway from the Internet of Things was that I was already familiar with it; however, I was

    unfamiliar with the categorization of the Internet of Things. I was already familiar with how

    technology had taken over with existing smartphones, smart watches, air conditioners, etc. I

    enjoyed discussing game-based learning because I even got to do a PowerPoint on game apps

    2

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    REFLECTION

    and young users. However, the Stem, Robotics, Coding, Makers’ Spaces Overview, Instructional

    Video Project, Technology Integration Learning Plan, and Challenges and Possibilities Paper

    assignments were challenging. Yet, I felt the challenges were worth it and helped me to believe

    that I could do whatever I put my mind to doing. As long as I believed that I could do it, it could

    be done.

    In conclusion, I must say that I enjoyed the course overall. Although I have not been

    successful in everything in the course, I say the assignments were mind-blowing. I hope to apply

    what I learn to my future career as a teacher or college professor.

    3

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    REFLECTION

    References

    New Living Translation Bible. (2015). NLT online.

    h ttps://www.biblegateway.com/passage/?search=Romans+12%3A2&version=NLT

    (Originally published 1996)

    New Living Translation Bible. (2015). NLT online.

    https://www.biblegateway.com/passage/?search=Philippians+4%3A8&version=NLT

    (Originally published 1996)

    4

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    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## EXAMPLE2.pdf**

    REFLECTION PAPER 1

    Reflection Paper Assignment

    Edi Saroca

    School of Education, Liberty University

    EDUC730: Issues and Trends in Learning Technologies

    Author Note

    Edi Saroca

    I have no conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Edi Saroca, Liberty

    University, 1971 University Blvd, Lynchburg, VA 24502. Email: esaroca@liberty.edu

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/

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    REFLECTION PAPER 2

    I believe that teaching or being an educator is the noblest profession and indeed is a

    journey to grow with and learn with. As this course comes to an end, I contemplate on the

    knowledge and skills I learned through the assignments, discussion threads, feedback, and

    projects that contribute to my understanding of this course, EDUC 730: Issues and Trends in

    Learning Technologies. The “Internet of Things” explained how the internet impacts our

    daily lives, our country’s economy, educational systems’ operations; curriculum and

    instruction, and how people live interconnected. I learned how to take advantage of the use of

    technology while putting guards, parameters, and regulations a priority. Digital equity is a

    gigantic issue in the educational system and in our country that needs everyone’s attention

    and consideration. It pertains not only to the lack of access to technology but the ability of

    everyone to get their hands on, learn, and apply technology to their daily lives. As an

    educator, it worries me to know how students are divided in terms of skills, knowledge, and

    expertise on the account of access to education and technology. I strive to improve and better

    my craft as a teacher, learn from Professional Development, Professional Learning

    Community, and continue my education to influence and impact school policies to improve

    the learning environment for all students.

    I appreciate the strategies and issues in technology presented in this course. I was

    refreshed by STEM and how it correlates with the global industries making it a vital part of

    the school system. The strategies, Game-Based Learning, Personalized Learning, and

    Problem-Based Learning revamp my ideas on how to engage students, harness their ideas,

    and use their understanding to create artifacts with technology. I am aware that technology is

    a powerful tool in the classroom that must be utilized with all comprehension and precaution.

    I am glad to gather some of the communication tools and social media platforms to provide

    information to the public, especially the parents and students to guide them beforehand on

    some applications. It takes one initiative to start a community of helpers and concerned

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/

    [https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/](https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/)

    REFLECTION PAPER 3

    citizens. Through this approach, I get to recall the importance of digital literacy and digital

    citizenship that first and foremost must be taught to the learners.

    2 Timothy 3:17 says “That the man of God may be competent, equipped for every

    good work.” This bible verse reminds me of natural good lies with every individual. Thus,

    people towards themselves or others, use natural and genuine effort, help, and care to extract

    and unleash these natural talents, good, and genuine care. Let our actions, tasks, works, and

    talents be offered to God as a prayer. Genesis 11:6 says, And the Lord said, “Behold, they are

    one people, and they have all one language, and this is only the beginning of what they will

    do. And nothing that they propose to do will now be impossible for them.” With the current

    global pandemic, it is a challenge for everybody to connect and interact with each other.

    Technology has been filling in the gap and connecting people establishing relationships and

    positive communication from a distance. We learned to communicate with our hearts and let

    our actions of care, respect, and connectedness speak for ourselves. Finally, 1 John 2:15-17

    says, “Do not love the world or the things in the world. If anyone loves the world, the love of

    the Father is not in him. For all that is in the world—the desires of the flesh and the desires

    of the eyes and pride in possessions—is not from the Father but is from the world. And the

    world is passing away along with its desires, but whoever does the will of God abides

    forever.” With everything we enjoy in the world, it is important to understand that they are

    tangible things that soon will perish or decrease in value. The Love of God however is

    absolute and we must learn to live towards it, counting each day praising Him and rejoicing

    His greatness and love. As an educator, I am determined to take each learning opportunity as

    a creation of God’s love and mercy for my students and bring them closer to God every step

    of the way.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/

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    REFLECTION PAPER 4

    Reference

    Access your bible from anywhere. BibleGateway.com: A searchable online Bible in over 150

    versions and 50 languages. (n.d.). Retrieved from https://www.biblegateway.com/.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:14:54 GMT -06:00

    https://www.coursehero.com/file/153898541/Reflection-Paper-Assignment-EDUC730docx/
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    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## Template.docx**

    **School of , Liberty University**

    ****Author Note****

    **I have no known conflict of interest to disclose.**

    **Correspondence concerning this article should be addressed to . Email:**

    **2**

    **2**

    **## References**

    **## ReflectionPaperAssignmentInstructions.pdf**

    EDUC 730

    REFLECTION PAPER ASSIGNMENT INSTRUCTIONS

    In this 1–2-page paper, you will reflect on the understandings gained through the course in light
    of biblical principles. Specifically reflect on the admonition in Philippians 4:8 to think on things
    that are true, noble, right, pure, lovely, admirable, excellent, and praiseworthy and how this
    admonition relates to technology integration in today’s classrooms. Additionally, reflect on the
    learning experiences of the course, identifying the most challenging aspects and the most
    important lessons, as well as the learning experiences that were most fun or interesting. Finally,
    you will formulate at least two specific suggestions for improving the course content and
    learning experiences for future offerings. The suggestions you provide should add significant
    value for future course offerings. Please note that this analysis and the resulting suggestions for
    improvement are not related to professor actions (the end of course survey is where you will
    provide feedback on professor related factors). Focus your analysis on the opportunities provided
    by the course itself.

    References from scholarly articles are not required, as this assignment represents your own
    understandings and take-aways that can be applied in your work setting moving forward.
    However, if you reference the work of others, you will cite and add the associated reference to a
    reference page in current APA format. The paper itself must be formatted according to current
    APA standards.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## ReflectionPaperGradingRubric.pdf**

    Criteria Ratings Points

    Reflecting on
    Key
    Understandings
    and Biblical
    Principles

    20 to >17 pts

    Advanced

    The candidate effectively
    reflects on
    understandings gained
    in light of biblical
    principles. The student
    specifically reflects on
    the admonition in
    Philippians 4:8 to think
    on the relevant areas (as
    mentioned in the verse)
    and indicates how this
    relates to technology
    integration in today's
    classrooms.

    17 to >16 pts

    Proficient

    The candidate generally
    effectively reflects on
    understandings gained in
    light of biblical principles.
    The student generally
    reflects on the admonition
    in Philippians 4:8 to think
    on the relevant areas (as
    mentioned in the verse)
    and generally indicates
    how this relates to
    technology integration in
    today's classrooms.

    16 to >0 pts

    Developing

    The candidate minimally
    reflects on
    understandings gained in
    light of biblical principles.
    The student minimally
    reflects on the
    admonition in Philippians
    4:8 to think on the
    relevant areas (as
    mentioned in the verse)
    and minimally indicates
    how this relates to
    technology integration in
    today's classrooms.

    0 pts

    Not
    Present

    20 pts

    Reflecting on
    Learning
    Experiences

    20 to >17 pts

    Advanced

    The candidate effectively
    reflects on the learning
    experiences. The
    candidate identifies the
    most challenging
    aspects, the most
    important lessons, and
    the learning experiences
    that were most fun or
    interesting.

    17 to >16 pts

    Proficient

    The candidate generally
    effectively reflects on the
    learning experiences. The
    candidate generally
    identifies the most
    challenging aspects, the
    most important lessons,
    and the learning
    experiences that were
    most fun or interesting.

    16 to >0 pts

    Developing

    The candidate minimally
    reflects on the learning
    experiences. The
    candidate minimally
    identifies the most
    challenging aspects, the
    most important lessons,
    and the learning
    experiences that were
    most fun or interesting.

    0 pts

    Not
    Present

    20 pts

    Analysis and
    Suggestion for
    Course
    Improvement

    7 to >6 pts

    Advanced

    The candidate provides
    two specific suggestions
    for improving course
    content and learning
    experiences for future
    offerings. These
    suggestions add
    significant value for
    future course offerings.

    6 to >5 pts

    Proficient

    The candidate provides
    two specific suggestions
    for improving course
    content and learning
    experiences for future
    offerings. These
    suggestions add some
    value for future course
    offerings.

    5 to >0 pts

    Developing

    The candidate may
    provide less than two
    specific suggestions for
    improving course content
    and learning experiences
    for future offerings. If any
    are provided, the
    suggestions add little
    value for future course
    offerings.

    0 pts

    Not
    Present

    7 pts

    Reflection Paper Grading Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Reflection
    Paper APA
    Format

    3 to >2 pts

    Advanced

    The candidate uses
    correct APA formatting
    throughout the paper.

    2 to >1 pts

    Proficient

    The candidate makes only
    1 type of mistake in APA
    formatting.

    1 to >0 pts

    Developing

    The candidate has 2 or
    more issues of APA
    formatting.

    0 pts

    Not
    Present

    3 pts

    Total Points: 50

    Reflection Paper Grading Rubric | EDUC730_C01_202520

    **## REFLECTIONEXAMPLE.pdf**

    REFLECTION

    Reflection Paper

    Erica L. Smith

    School of Education, Liberty University

    Author Note

    Erica L. Smith

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Erica L. Smith.

    Email: eljackson14@liberty.edu

    1

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    REFLECTION

    Reflection Paper

    When I think of Philippians 4:8, I think of it as God’s way of reminding me that I need to

    be cautious of what I may dwell on in my mind. The mind can affect the speech and actions of an

    individual. I admire Philippians 4:8 a lot because I am encouraged that it is a better way to think,

    which results in a better way of doing things in life. It is also important to renew our minds. The

    Bible says “Don’t copy the behavior and customs of this world, but let God transform you into a

    new person by changing the way you think. Then you will learn to know God’s will for you,

    which is good and pleasing and perfect” (New Living Translation Version, 1996/2015, Romans

    12:2). So, what does it have to do with technology integration?

    Technology integration is simply the use of technology within a learning environment.

    Schools, colleges, and jobs are all integrating technology. Some people may find it easier or

    difficult to deal with in life. However, I see it as rewarding. It keeps students interested and

    motivated to succeed because there are so many ways it can be utilized to reach every level and

    personality of students. I feel that teachers find it a lot more rewarding as well because they can

    keep the attention of the students. It is thought of as a better way to enhance learning and

    teaching, and it does just that.

    This course has done a great deal of teaching me about the huge role technology plays in

    teaching and learning. I have learned and had to think about the Internet of Things (IoT), game-

    based learning, careers in educational technology, and project-based and problem-based learning.

    My takeaway from the Internet of Things was that I was already familiar with it; however, I was

    unfamiliar with the categorization of the Internet of Things. I was already familiar with how

    technology had taken over with existing smartphones, smart watches, air conditioners, etc. I

    enjoyed discussing game-based learning because I even got to do a PowerPoint on game apps

    2

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    REFLECTION

    and young users. However, the Stem, Robotics, Coding, Makers’ Spaces Overview, Instructional

    Video Project, Technology Integration Learning Plan, and Challenges and Possibilities Paper

    assignments were challenging. Yet, I felt the challenges were worth it and helped me to believe

    that I could do whatever I put my mind to doing. As long as I believed that I could do it, it could

    be done.

    In conclusion, I must say that I enjoyed the course overall. Although I have not been

    successful in everything in the course, I say the assignments were mind-blowing. I hope to apply

    what I learn to my future career as a teacher or college professor.

    3

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    REFLECTION

    References

    New Living Translation Bible. (2015). NLT online.

    h ttps://www.biblegateway.com/passage/?search=Romans+12%3A2&version=NLT

    (Originally published 1996)

    New Living Translation Bible. (2015). NLT online.

    https://www.biblegateway.com/passage/?search=Philippians+4%3A8&version=NLT

    (Originally published 1996)

    4

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    **## EXAMPLE2.pdf**

    REFLECTION PAPER 1

    Reflection Paper Assignment

    Edi Saroca

    School of Education, Liberty University

    EDUC730: Issues and Trends in Learning Technologies

    Author Note

    Edi Saroca

    I have no conflict of interest to disclose.

    Correspondence concerning this article should be addressed to Edi Saroca, Liberty

    University, 1971 University Blvd, Lynchburg, VA 24502. Email: esaroca@liberty.edu

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    REFLECTION PAPER 2

    I believe that teaching or being an educator is the noblest profession and indeed is a

    journey to grow with and learn with. As this course comes to an end, I contemplate on the

    knowledge and skills I learned through the assignments, discussion threads, feedback, and

    projects that contribute to my understanding of this course, EDUC 730: Issues and Trends in

    Learning Technologies. The “Internet of Things” explained how the internet impacts our

    daily lives, our country’s economy, educational systems’ operations; curriculum and

    instruction, and how people live interconnected. I learned how to take advantage of the use of

    technology while putting guards, parameters, and regulations a priority. Digital equity is a

    gigantic issue in the educational system and in our country that needs everyone’s attention

    and consideration. It pertains not only to the lack of access to technology but the ability of

    everyone to get their hands on, learn, and apply technology to their daily lives. As an

    educator, it worries me to know how students are divided in terms of skills, knowledge, and

    expertise on the account of access to education and technology. I strive to improve and better

    my craft as a teacher, learn from Professional Development, Professional Learning

    Community, and continue my education to influence and impact school policies to improve

    the learning environment for all students.

    I appreciate the strategies and issues in technology presented in this course. I was

    refreshed by STEM and how it correlates with the global industries making it a vital part of

    the school system. The strategies, Game-Based Learning, Personalized Learning, and

    Problem-Based Learning revamp my ideas on how to engage students, harness their ideas,

    and use their understanding to create artifacts with technology. I am aware that technology is

    a powerful tool in the classroom that must be utilized with all comprehension and precaution.

    I am glad to gather some of the communication tools and social media platforms to provide

    information to the public, especially the parents and students to guide them beforehand on

    some applications. It takes one initiative to start a community of helpers and concerned

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    REFLECTION PAPER 3

    citizens. Through this approach, I get to recall the importance of digital literacy and digital

    citizenship that first and foremost must be taught to the learners.

    2 Timothy 3:17 says “That the man of God may be competent, equipped for every

    good work.” This bible verse reminds me of natural good lies with every individual. Thus,

    people towards themselves or others, use natural and genuine effort, help, and care to extract

    and unleash these natural talents, good, and genuine care. Let our actions, tasks, works, and

    talents be offered to God as a prayer. Genesis 11:6 says, And the Lord said, “Behold, they are

    one people, and they have all one language, and this is only the beginning of what they will

    do. And nothing that they propose to do will now be impossible for them.” With the current

    global pandemic, it is a challenge for everybody to connect and interact with each other.

    Technology has been filling in the gap and connecting people establishing relationships and

    positive communication from a distance. We learned to communicate with our hearts and let

    our actions of care, respect, and connectedness speak for ourselves. Finally, 1 John 2:15-17

    says, “Do not love the world or the things in the world. If anyone loves the world, the love of

    the Father is not in him. For all that is in the world—the desires of the flesh and the desires

    of the eyes and pride in possessions—is not from the Father but is from the world. And the

    world is passing away along with its desires, but whoever does the will of God abides

    forever.” With everything we enjoy in the world, it is important to understand that they are

    tangible things that soon will perish or decrease in value. The Love of God however is

    absolute and we must learn to live towards it, counting each day praising Him and rejoicing

    His greatness and love. As an educator, I am determined to take each learning opportunity as

    a creation of God’s love and mercy for my students and bring them closer to God every step

    of the way.

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    REFLECTION PAPER 4

    Reference

    Access your bible from anywhere. BibleGateway.com: A searchable online Bible in over 150

    versions and 50 languages. (n.d.). Retrieved from https://www.biblegateway.com/.

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