Category: Foreign Languages

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Please follow the rubric points (below) in completing your paper. In addition to these points remember that Erikson’s theory sees the resolution of life crises as integral to our personality development. How well we achieve crisis resolution at each stage will affect how we meet and accomplish crises in future stages. Also, although Erikson’s theory states that each life stage has a particular crisis that is addressed at that particular time in our lives, this isn’t to say that an issue of trust, for example, can’t be dealt with again at a later stage of life. However, how we emerge from our first few years of life regarding a sense of trust will inform how we handle and meet future crises that may involve an element of trust (example: trust in an intimate relationship). These are the threads that you want to keep going throughout the paper.

I am attaching the files that has all the details and the the Rubric for the papers

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Read chapter 5 of “The Formation of Islam” and summarize the chapter in 500 words.

This is a short summary/responses to the assigned reading. The report must show mastery of the readings. It must be coherent and it must be written in your own words. More than 15 words taken from a source will be flagged by the system as plagiarism. Therefore, try to always paraphrase and use your own languages to explain the readings. While you can refer to the author, you do not need to cite. Think of it as an answer to this question: “What have I learned from the readings this week?”

Rubric

1. Delivering the required content

2. Accurate information and fact-checking

3. Stating the core arguments of the reading

I have attached the reading down below.

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Please reply briefly to the following questions I have attached the articles and the corresponding questions

1. ¿Por qué, según Maiakovski, la poesía es útil?

2. ¿Qué quieren decir los versos “La poesía es útil si diciendo verdades como puños/ da puñetazos de verdad”?

3. Según la voz poética, ¿en qué se ha convertido ahora el sueño de Maiakovski?

4. ¿Qué opinas sobre el hecho de que la publicidad ocupe parte del espacio de las ciudades?

5. ¿Conoces el movimiento “Acción poética”? Se trata de un fenómeno mural-literario que consiste en pintar en las paredes de las ciudades fragmentos de poesía. ¿Qué opinas de este movimiento? ¿Consideras que son meras pintadas o pueden repercutir de alguna forma en la vida diaria de las personas?

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Your report must show mastery of the readings. It must be coherent and it must be written in your own

words. More than 15 words taken from a source will be flagged by the system as

plagiarism. Therefore, try to always paraphrase and use your own languages to explain

the readings. While you can refer to the author, you do not need to cite. Minimum 500 words.

Watch videos pasted here and read the attached readings to get this assignment done.

Watch al-Jazeera Documentary on the Crusades

Part One:

Part Two:

Part Three:

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REL 212 Week 3 – Buddhism

With
shared beliefs and concepts tied back to similar origins out of the Vedic
scriptures and traditions that are foundational for Hinduism (Brahmanism,
Buddhism directs the hearts and minds of its adherents to a liberation from the
burdens, suffering and many limitations of worldly existence.  Thus, Buddhism, as a non-theistic tradition,
can be considered to be as much of a philosophical system as it is a religious
tradition.  Consider the following
questions drawn from foundational concepts in Buddhism:

1)  Is desire (craving) good or bad or, can
desire be either good or bad (Fisher, pp. 143 – 145)?  How do desires reveal an individual’s sense
of the “meaning and purpose of life?” 
How do you think desires relate to religious ethics in Buddhism (e.g.,
the Noble Eightfold Path, Fisher, pp. 145 – 146)?

2)  What causes and solutions can you think
of regarding the problem of human suffering? 
Can suffering be entirely avoided in this life?  If so, what are some of the steps one might
take to reduce or eliminate suffering in their life?

3)  What is enlightenment (Fisher, p. 148 –
149)?  How can one obtain
enlightenment?  Is enlightenment
attainable in this life?

4)  How does the Buddhist concept of sunyata reflect Ultimate Reality
(Fisher, p. 160 – 161)?  How do
traditional Theravada and Mahayana branches of Buddhism differ from Pure Land
Buddhism (Fisher, pp. 151 – 161; 166)?

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Chapter 11 builds on chapter 10 by continuing discussing reading strategies. In this case, post reading strategies are presented. Then everything is put together with content reading and writing and English learners. So this assignment has you combine your knowledge of these areas from the course as well.

To synthesize the course content and funnel it specifically into content reading and writing, create a differentiated lesson plan. Use the model on textbook pages 467-468. 

Include the

• 5 areas at the top: Theme, Grades. English Language Proficiency, Vocabulary/Concepts, English Language Skills
• 7 bold numbered items (most of the bold items have some further explanation in italics)

This lesson is about content reading and writing, so be sure that this lesson is not focused on an English Language Arts unit or topic. It should be for a content area (Science, Math, or Social Studies – a specific area and topic within one of these.)  If you utilize ideas from a lesson plan you find online, please cite the source you used in a Resources: section on your lesson plan. 

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With older students, it can be useful to have students complete a reading autobiography at the beginning of the year. This lets you know some of their background experiences with reading, some of their favorite topics, genres, and books, and a bit about their reading level. It is helpful to also write an autobiography yourself. It can be read aloud to students or shared in hard copy. It gives a model of the assignment for students, builds rapport, and shows, in some cases, that all reading experiences may not be good ones. This assignment is a variation of a reading autobiography.

This assignment has two parts. The first part is to reflect on your own reading experiences. The second part is to to think about these experiences with regard to English learners.

Part 1: Answer the following questions about your personal reading experiences:

When did you first learn to read?

What reading experiences stand out for you? High points? Low points?

Who or what supported your reading experiences? Who or what discouraged it?

Were there times in your school/reading experience – or the materials – made you feel like an insider? Like an outsider?

What are the types of things you like to read?

What are the types of things you dislike reading?

In which electronic formats (online, internet, e-reader like a Kindle, iPad, etc.) do you read? Discuss how that is the same/different for you from reading print materials.

Part 2: Answer the following questions with regard to English learners:

Were you a non-native speaker in any of your classroom reading experiences?

If yes, what if any effect did that have on your reading experiences?

If no, how do you think an English learner would do if he/she had the same reading experiences that you did?

How could you use a reading autobiography assignment with English learners? What changes would you make?

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In chapter nine of in the textbook some specific activities are given as classroom practices for reading and literature instruction. These will form the basis of this discussion. This discussion will include just a post (no response required).

For this discussion begin by completing the 2 items below:

1) Review pages 344-375

2) Find a video showing an example of one of the following topics being used in a classroom: metacognition, text structure, guided reading, literature response groups, language experience approach, shared reading, story mapping, cognitive mapping, directed reading-thinking activity, literature response journals, reader’s theater, independent reading, or reading apprenticeship.

Then for your POST:

• Give the title of the video and the link Be sure that any link points to a specific video. If there is more than one on the page where the link takes you, please be specific about which video you are sharing. (2 pts.)
• Tell which of the topics above you chose (.5 pts.)
• Discuss how you would tweak this classroom lesson to work (or work better) with English learners . Be specific as to what you would do differently and which level English learners you would use it with in a classroom.(min. 6 sentences) (6 pts.) Please don’t just tell what you liked about the video or why you chose it. There is no need to give a synopsis of the video or the topic – so leave that out, and remember this post is not about native speakers.

I’m working on a spanish question and need an explanation to help me learn.
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REDACCIÓN 3

All redacciones or compositions must be double-spaced, Times New Roman, 12 pt font, and be one (1) page long, please.

TOPIC: House, home, daily routine, favorite season

Write about your dream house, your daily routine, and your favorite
weather/season. What is your dream house? How many rooms, restrooms,
levels, garage, yard, land, location, etc. Write as though you already live in that
house. What is your daily routine (when you wake up, when you get up, get
dressed, get dressed, shower/bathe, teeth, hair, make-up, breakfast, when you
leave for work/school, etc.)? Describe what your typical day is like. You don’t
have to do the entire week, just choose one day.
Next, write about your favorite season. Why is it your favorite season? What
do you do? Compare seasons and what makes your favorite season the same or
different from other seasons (is it the same, is it different, is it better or worse?).
Choose a single day during your favorite season and describe what you are
doing that day (present progressive). Is what you are doing this day different
than what you would do any other day in your favorite season? Why or why
not?
CONCLUSION: Write a few sentences to conclude the essay.

OJO: Before turning in your composition, check:
• the verbs hacer, oír, poner, salir, traer, ver
• reflexive verbs
• use of the present progressive
• your spelling, including accent marks.
• your choice and conjugation of the verbs ser vs estar
• comparisons
• sentences that can be joined with y, pero, sin embargo (however), or también.

I’m working on a spanish question and need guidance to help me understand better.
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Please read the following story and write a page story:

Imagina que tras su investigación Jorge Reinz encuentra al penúltimo (next-to-last) Malturian. No se llama Malturian, claro: es un viejo payaso de circo llamado Tito Garrigues. Tito está muy enfermo y le cuenta la verdad. Piensa en cómo continuarías tú la historia y, en una página, escribe una obra de teatro en la que decidas cómo, tras su conversación con Tito, Reinz se convierte en el último Malturian.

El diálogo： Imagina una conversación entre el periodista Reinz y Tito Garrigues.

Las acotaciones escénicas： Describe el lugar donde Reinz encuentra a Tito y los gestos de los personajes.

El monólogo final： Termina tu obra de teatro con un monólogo de Reinz.

https://llevatetodo.com/malturian/