...Eighth Grade Eighth grade was… interesting. It wasn’t like sixth grade, where I was still figuring out how things worked, or seventh grade where I was finding out who I wanted to be. In eighth grade I knew how things worked, I basically knew who I was, but everything was still so small. I’m still in middle school, nothing really matters a whole lot, I’m just barely a teenager. At first, I viewed that as a negative thing. At first, failure was such a terrible thought, it was scary how easily everything could be messed up, especially in the beginning of the year. I had this new beginning, and it felt so fragile, I wanted to finish middle school the right way. I was worried I would mess it up but, I wanted things to feel important. Throughout eighth grade I learned how to embrace the things that don’t matter. I thought I was ready for things to matter but I still cowered at the thought. I also, hadn’t yet learned how to fail, and that it was okay to just not know. All the lessons I learned this year are pretty accurately displayed through the long “Maybe IDK” sung by Jon Bellion. Towards the end of eighth grade is when I really learned this lesson. I...
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...The Bright Highlights of my 8th Grade Year Lucabella Beason “I kinda know what you mean. It’s never just what it seems”(Sunshine Khau Dreams and Atwood) Many people describe their 8th grade year as being stressful, and horrible. I wouldn’t disagree with that, but I also think that there more to everything, than what is on the surface. There’s lessons to be learned behind everything that goes wrong, and I think that those lessons help people to become a better person and a harder worker. I would identify my 8th grade year as being stressful, but at the end of it all I’ll look back and think about all of the good memories I made, and all of the lessons I learned that will help ready me for high school, and the real world. Through my 8th grade year especially being on varsity cheer, and getting to go to nationals in Florida, even though it was extremely stressful, I made many good memories. “Fun times come my way I'm takin em. So great when the”...
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...I am fit to take eighth grade honors science this year for many reasons. First off, I have had a unique education that I believe has been one of the key factors that has lead up to my current level of intelligence. I attended a homeschooling program at an early age during kindergarten and first grade. Though I had little experience socially, I excelled in my studies. My mom would give me a first grade math workbook and less than a month later she would have to but the next grade book because even at the age of 6, I knew that I wanted to learn as much I as possibly could. I was never exposed to television, the internet, or even people my age until second grade. My mom decided that I would get a better education if I attended public school with...
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...Team B Methods Paper The goal of standardized testing is to evaluate student ability with a uniform, non-biased instrument. They have “been shown to predict students’ future educational attainment and adult employment and income” (Trafton, 2013, para. 2). First used in Imperial China for determining suitable employees for the government of the ruling class (Do standardized tests show an accurate view of students’ abilities, 2012), the standardized test as we know it now is a result of an open letter to the public by the U.S. Department of Education entitled, “A Nation At Risk: The Imperative For Educational Reform”, that was released in 1983 (Jolley, 2014). The SAT, an aptitude test typically taken by high school juniors and seniors, was started in 1926 and has been modified multiple times to eradicate any evidence of bias and contain no references to content outside the classroom (Bauerlein, 2015). The demand for removing bias has led to one of the reasons for opposition to standardized testing; teaching to the test. Educators feel stripped of autonomy (Jolley, 2014), and that this type of curriculum does not encourage critical thinking skills. Supporters of standardized testing, however, believe that they hold teachers and schools accountable to taxpayers by being able to measure student achievement and be judged according to student performance (Do standardized tests show an accurate view of students' abilities, 2012). The goal of this study is not make an argument for...
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...reading short stories, poems, and nonfiction books but I didn’t like historical stories, research, or long books. I’ve never a finished a book until high school because I never found a book I liked considering I never tried since I didn’t have an interest in reading. Although, now I can say I like to read if I find the right book when i use to say that i hated reading. The youngest I remember writing was in 6th grade when I would write letters to my dad. I wrote letters to my dad after my parents got divorced since I didn’t get to see my dad from it. My letters would be about how much I missed him, how school was going, and how things were different. I wrote...
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...Portfolio for Psychology of Adolescence The portfolio project in psychology of adolescence is designed to offer you experiences interacting with middle school aged youth. You are required to spend 10 hours interacting and/or observing youth in 6th – 8th grades. Your portfolio should include all of the materials that you have acquired during this semester for these observations Remember, you are representing Maryville College, so dress and behave appropriately and arrive on time for all appointments! Have fun ( Observation Options: All psychology of adolescence students are required to spend 10 hours interacting with and/or observing youth who are in 6th – 8th grades. Licensure students - 10 hours Observations in 6th – 8th grade classrooms. Non Licensure students – 10 hours of Observations (5 in a structured setting, 5 in a casual setting). You will need to set up these observations yourself. Five hours of your observations should be in a structured setting (youth group, after-school program, boys and girls club, community art classes, karate class etc. There must be an adult in charge for the setting to be considered “structured”) and 5 of the hours can be in a casual setting (basketball game, movie theater, museum, etc.). Format for Portfolio: The following items should be included (in the prescribed order) in your portfolio binder. It is suggested that you use dividers to separate the sections and number the pages. ← Title Page - Minimally...
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...Little January 09, 2015 Abstract Reading comprehension among students in today’s society is of high importance. The ability to be college ready in reading and writing categories is a need that many students struggle with at the college level. This paper will focus on an action plan to alleviate those needs and allow for students to be better prepared for future challenges in reading and writing that await them. This paper will address deficiencies, challenges, and strategies to improve the literacy program at Anywhere ISD in Anywhere, Texas. Reading Program Action Plan A reading program plan should be determined by meeting the needs of the students it plans to serve (Ediger, 2010). In determining an action plan for meeting the students of my school there are several key factors I have to evaluate. School funding issues are prevalent in every state in America and in order for this to be effective funding issues need to be established. For the sake of argument this reading program action plan is built on the assumption that funding is not an issue but student success is of more importance. This action plan will focus on 8th grade students at Anywhere ISD in Anywhere, Texas. Based upon data, two thirds of 8th graders read below grade level (Martello, Martello, Modder man, Peterson, & Pan, 2013). Gunning (2013) suggests ten principles in implementing a successful reading program for all students to be successful. In order for these principles to be effective proper monitoring...
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...SOUTHWESTERN COLLEGE HEALTH, EXERCISE SCIENCE, AND ATHLETICS Principles of Healthful Living Fall 2015 Class: HLTH Instructor: Dr. Akili Section number:101-44 Office Hours: By Appointment Class Location: H-312 Prerequisites: NONE Units: 3.0 Class Hours: T, TR 5:10p.m.-6:35 p.m. Phone: e-mail: sakili@swccd.edu Course Description: Addresses contemporary public health issues and development of holistically healthy living. Provides an overview of epidemiology, chronic and infectious diseases, environmental health, injury prevention, chemical dependency, nutrition, health policies and promotion, global health, body composition, fitness, psychological wellness, fertility, sexuality, emergency preparedness, disaster response, conflict resolution, and end of the life cycle. Text: Insel, P. & Roth, W. (2011). Core concepts in health. 13th ed. brief. New York, NY: McGraw- Hill. ISBN: 978-0-07-8028533 MHID: 0-07-802853-1 Student Learning Outcomes: Upon successful completion of this course, the student will be able to: 1. Identify present health condition that may develop into disease and modify them as necessary. 2. Identify causes and health consequences...
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...The Impact of Internet Access at Home and/or School on Students’ Academic Performance Abstract: The paper examines the effects of Internet access at school and/or at home on students’ academic performance in urban areas utilizing a Brazilian unique dataset collected by the governmental agency “Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira” (National Institute of Educational Research Anísio Teixeira) or INEP for years 2007 and 2009. Using the propensity scores matching methodology the paper assesses the impact of internet on standardized Portuguese and mathematics tests that students in all public schools take in the 8th grade while controlling for an extensive list of variables which includes various household assets, parental education and involvement with student activities, the school physical infrastructure, safety, electronic equipments and library as well as teachers’ academic history, experience and pedagogical strategies. Following Lechner (2001) the multiple treatment case is examined constituting of four alternatives: students with no Internet access at home or at school, students with Internet access at home but not at school, students with Internet access at school but not at home, and students with Internet access at home and at school. The results suggest that Internet access at home considerably improves test scores of 8th graders. The results hold for both Portuguese and mathematics tests and for both years 2007 and 2009. On the...
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...Plagiarism is a very serious problem among students nowadays. Thanks to the Internet, tons of research papers are just a click away. Researching a topic became much easier when search engines like Google became available. Now, instead of going to the library and spending hours on finding the right article or a book, we can have it all in just a few minutes. Unfortunately, not all students know how to use the resources wisely. Plagiarism can be compared to stealing, even though not everyone sees it that way. We may not be stealing someone’s money or car but their intellectual property. As defined in the textbook, “Plagiarism is passing off other people's ideas or words as one's own. “ (Ruggiero, p.18) I think that some students especially do not realize how serious of an offense plagiarism is. “In the academic world, plagiarism is considered an ethical violation and is punished by a failing grade for a paper or a course or even by dismissal from the institution.” Outside the school, there can be serious consequences as well. The original author, the person from whom we “stole” the ideas and/or words can press charges against us. (Ruggiero, p.18) I also believe that some cases of student plagiarism are due to misunderstanding. Perhaps the student paraphrased a fragment of a scholar article and did not put the source because they thought that since it is in their own words they do not need to cite the source. Maybe the student was not familiar with the APA citation method and...
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...WILFRID LAURIER UNIVERSITY WATERLOO, ON COMMUNICATION STUDIES CS 101A — CANADIAN COMMUNICATION IN CONTEXT FALL 2015 Instructor Email Office Location Office Hours Phone Dr. Nathan Rambukkana nrambukkana@wlu.ca DAWB 3-136 Monday 12:00 – 1:00 or by appointment 519 884 0710 x4346 ∆ COURSE FORMAT Lecture Tutorials A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 A14 Thursday 4:00 to 5:50 Location: BA 201 Time Friday 8:30-9:20 Friday 9:30-10:20 Friday 10:30-11:20 Friday 11:30-12:20 Friday 12:30-1:20 Friday 8:30-9:20 Friday 9:30-10:20 Friday 10:30-11:20 Friday 11:30-12:20 Friday 12:30-1:20 Thursday 6:30-7:20 Thursday 7:30-8:20 Thursday 6:30-7:20 Thursday 7:30-8:20 Tutorial Leader Copland, Kayla Copland, Kayla Pope, Amara Brown, Sami Brown, Sami Gupta, Alison Gupta, Alison Naraghi, Erika Naraghi, Erika Pope, Amara Zaman, Syeda Zaman, Syeda Bull, Katie Bull, Katie 1 Locations Seminary S102 Seminary S102 Seminary S102 Seminary S102 Seminary S102 Peters P2027 Peters P2027 Peters P2027 Peters P2027 Peters P2027 Seminary S102 Seminary S102 Peters P2027 Peters P2027 Our time each week will divided between lectures, group discussions and, occasionally, the screening of relevant documentaries/other material. The readings for each lecture should be completed by the time of class. ∆ COURSE OVERVIEW Boilerplate Course Description: An introduction to the key issues in Canadian communication...
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...conduct the course in a seminar format, with many topics assigned for pre-reading and research, with learning shared with the class on a daily basis. There will also be a major topic assigned (“term paper”) for research and presentation to the class. Classroom Expectations 1. Speak and listen with a generous spirit. 2. Bring a physical, printed, Bible or have a Bible app loaded and ready on your chromebook.. Load up the “Daily Questions” from your “classroom folder”. 3. Be prepared to share your insight each day into the topic shared in “The Look Ahead” section in the previous day’s “Daily Questions”. Classroom Procedures 1. Nearly every day, there will be some question that required “presearch” for the section of Acts being considered that day. 2. Nearly every day, the “Daily Questions” form should be considered, and completed with answers from yourself and the class reflected there. 3. Most often, we will study a section of Acts, with students seeking answers to questions presented by the teacher, and with students seeking life-related applications of the answers found. Grading This course is in development and in “rough form” as far as grading procedures are concerned. Therefore, some grading expectations will change along the way as we/I flesh out the course. Nonetheless, these are some behaviors that are likely to be counted towards a grade for the course. 1. Daily participation in the “presearch” questions. Regular participation...
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...You still have a chance to pass this class, but you have to turn in all your homework from now on. Turn Essay # 3 Version 2 today, your instructor is going to provide feedback on it, and give you some points for that paper. This is your instructor’s report for these weeks: Essay 2 Reflection: 0/5 Assigned Reading Worksheet: 0/10 Summary of 2nd Article of Choice: 5/5 Summary of 3rd Article of Choice: 5/5 Completed Cheat-sheet on Article for Essay 3: 5/5 Analysis Discussion Activity: 5/5 Essay 3 Version 1 Peer Review: 0/10 Comment Analysis: 0/5 Essay 3 Version 2: 0/50 Essay 3 Reflection: 0/5 Comments: Joe hasn't turned in the most recent major essay. When I asked him to do so, he expressed that he had a lot going on in his life outside of class and refused to let me help him.. HIST 101A – History of the Word Civ I: Your overall grade for this class is 170/210 80.9%. You have 200 points available in this class. Start preparing your coming paper which is due on Tuesday, December...
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...Running head: PARENTS AND STUDENTS READING A Proposal to study Effects of Parental Involvement with Reading levels Alexis Leonard Research Proposal Wayne State University December 08, 2013 Table of Contents Abstract 4 Chapter I: Introduction 5 Problem Statement 5 Purpose 5 Description of Community 5 Description of Work Setting 6 Writer’s Role 7 Chapter II: Study of the Problem 8 Problem Description 8 Problem Documentation 10 Literature Review 13 Causative Analysis 21 Chapter III: Outcomes and Analysis 23 Goals and Expectations 23 Expected Outcomes 24 Measurement of Outcomes 25 Analysis of Results 25 Chapter IV: Solution Strategy 26 Statement of Problem 26 Discussion 26 Selected Solutions 29 Chapter V: Results and Recommendations 30 Problem Statement 30 Goals 30 Results 30 Discussion 31 Recommendations and Plans for Dissemination 33 References 36 Appendix A Calendar 40 Appendix B1 Teacher Survey 42 Appendix B2 Parent Survey 43 Appendix C Graph Results 44 Abstract The ARP is intended towards advancing schools achievement rate for children within comprehensive the setting for middle schools who have lack of parental involvement. Middle schools have many problems dealing with parental involvement. The quantity for increasing parent teacher conferences is the goal for all middle schools. Middle schools would have a better percentage of parents being involved with teacher conferences, once the percentage of parents...
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...Executive Summary . 5 Introduction . 8 Methods 10 Conceptual Definitions . 10 Inclusion Criteria . 10 Identification of Studies that Met the Inclusion Criteria . 11 Classification of Studies . 11 Study Coding Process . 12 Data Analysis . 13 Results . 14 School-Based Physical Education Studies . 16 Recess Studies . 19 Classroom Physical Activity Studies . 21 Extracurricular Physical Activity Studies . 24 28 Summary . Overall Findings . 28 Findings for Physical Activity by Context . 29 Findings by Gender, Other Demographic Characteristics, and Research Design . 30 Strengths and Limitations of Review . 30 Implications for Future Research or Evaluation . 31 Implications for Schools . 32 References . 34 Appendices . 39 Appendix A: Database Search Terms . 39 Appendix B: Coding Sheet...
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