Author: admin

It is easy to live our lives without thinking too carefully about why we are doing what we do. It is also easy to simply do the things that seem immediately pleasant without a bigger life-plan in mind. This is totally natural, of course, since thinking about how to live our lives can be quite annoying and deciding to be more intentional about what we do can be truly exhausting. But while Socrates was clearly exaggerating when he said that “the unexamined life is not worth living” (of course it is!), he was certainly right in suspecting that unexamined lives often lead their subjects to the late and regrettable conclusion that their living was not worth their lives. So the truth is that simply going-through-the-motions of your life is a recipe for existential disaster down the road. It would be great if we could all avoid that. In this short paper, then, I want you to examine your life so far and your life goals moving forward, in light of our discussions of Religion and Meaning in this unit. More exactly, I want you to do three things. (A) I want you to begin by analyzing your own life until now. I want you to make a self-assessment of how meaningful it has been. This is once again an opportunity for self-improvement; an opportunity to turn a constructively critical eye to yourself. (B) I then want you to discuss the connection between Religion and Meaning in general, based on our readings, and also the connection between Religion and the meaningfulness of your life, so far, in particular. Here I want you to engage with at least one author from this unit. (C) Finally, I want you to discuss what steps you can take to improve the meaningfulness of your life going forward.
Attachments:
6335929_1_SP2—Religion-and-Meaning-1-.pdf

Documentation of Behaviors Early childhood teachers collect and store data to help make effective decisions regarding behaviors and abilities.
*Select a discouraged target behavior or specific ability displayed by young children, based on research performed or classroom observation.
*Create two different behavior tracking forms (i.e., latency, duration, and interval) that can be used in the classroom to record data regarding the specified target behavior or specific ability.
In 500-1000 words,
analyze the design of EACH form,
why it will be effective, and
how you plan to use it in your professional practice.
Describe how you will ethically use various assessments and corresponding data to identify student strengths and needs to promote growth.
Describe any issues you anticipate experiencing as you access and manage information.
Submit the two tracking forms and the analysis as one document.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Behavior Resources and Tracking resources: I don’t want you to use the actual forms on here but you can get some ideas from these websites.
https://www.pbis.org/
https://www.interventioncentral.org/

Home

https://www.behaviorbabe.com/
http://www.ecedata.org/
Attachments:
6343997_1_Rubric-Print-Format–13-.xlsx

] Select an essay question. Choose a topic that interests you, and perhaps one where you have strong views.
2] Find a range of suitable readings useful for answering the question. Only use academic sources, such as textbooks, chapters, or even journal articles. Make notes of the key points from the readings you’ve chosen. At a minimum choose 3-5 readings.
3] Make a draft plan of your essay. You’ll need to have an introduction, the main body of your essay (where you focus on the key issues and arguments), and then a conclusion.
4] Write your essay, making sure you outline
the argument
you will make in answering your chosen essay question. Make sure you answer the question, rather than just writing everything you know about the topic. Your essay should include the question, your student number, your tutor’s name, and also have a bibliography (a list of all your readings and works cited in your essay).
IMPORTANT NOTE: ESSAYS, SOURCES AND REFERENCING
Sources:
For a University level essay, we expect you to use academic and suitable sources. Whilst you might, for example, look at a site like Wikipedia to get some basic information, we don’t expect you to cite this. You must ONLY use appropriate academic sources for the essays. Your main sources should therefore be:
Chapters/material from relevant academic textbooks
Articles from suitable academic journals or relevant sources
Students who do not use adequate sources are unlikely to pass the assignment
Attachments:
6344272_1_720-1-1617600922essay-template-and-rubric.docx

Item 1
In the following poem by Henry Vaughan, published in 1655, the speaker contemplates the relationship between God and nature. Read the poem carefully. Then, in a well-written essay, analyze how Vaughan uses poetic elements and techniques to convey the speaker’s complex ideas about the connection between the spiritual and material worlds.

Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
The Early Math Collaborative. (2014). Big ideas of early mathematics: What teachers of young children need to know. Upper Saddle River, NJ: Pearson Education.
Burton, F. (2018 in Press). Chapter 6: Mathematics. In E. Irving and C. Carter,
The Child in Focus: Learning and Teaching in Early Childhood Educa
tion. Melbourne: Oxford University Press.
Australian Government Department of Education, Employment and Workplace Relations 2009, Belonging, being & becoming: the early years learning framework for Australia, Department of Education, Employment and Workplace Relations, Australia, accessed 17 February 2017.
Barnes, MK 2006, ‘How many days ’til my birthday?: helping kindergarten students understand calendar connections and concepts’, Teaching Children Mathematics, vol. 12, no. 6, pp. 290-295.
Bennett, E & Weidner, J 2012, Everyday maths through everyday provision: developing opportunities for mathematics in the early years, Routledge, Oxon, UK.
Bobis, J. Mulligan, J. Lowrie, T. (2013).
Mathematics for children: challenging children to think mathematically
(4th edition). NSW, Australia: Pearson Education Australia.
Bobis, J., (2010) Playing with Mathematics: Play in Early Childhood as a Context for Mathematical Learning.in L. Sparrow, B. Kissane, & C. Hurst (Eds.),
Shaping the future of mathematics education: Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia
. Fremantle: MERGA.
Hughes, A. (2010),
Developing play for the under 3s: the treasure basket and heuristic play
, 2nd edn, Oxon, UK: Routledge.
Hunting, R (2010) ‘Little people, big play and big mathematical ideas’, in L Sparrow, B Kissane & C Hurst (eds),
Shaping the future of mathematics education
, Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, Fremantle, WA.
Hunting, R., (2013)
What children can teach adults about mathematics
. Macleod: Palm Press
Attachments:
6345685_1_2000-word-.docx

Infographic/poster – 600 words equivalent
Create a poster (intended for parents and families) that helps them clearly visualise and understand the importance of certain play-based
activities that they could implement at home
in order to encourage active
physical activity
. Please select
three play-based activities
, and ensure the use of colour, images and
photos
of real life facilities or equipment (e.g. exercise mat, skipping rope, ball, etc.).
Attachments:
6345688_1_rubric-task-1.docx
6345688_2_4x3-Template-1.pptx