The first image is of the entire section– although Diego painted other walls in the Palace, I would like you to examine this one large section and all its various, fascinating parts. You may, of course, conduct research online, but make sure what you write are your own words and NOT copying and pasting.

Examine, analyze and explain the various scenes in the painting. Each particular scene represents a time period in Mexican history, with its own drama, icons and characters. Use as many facts as possible in explaining the people, places and historical events.
3-5 pages, double spaced, 1 in margins

ASAP, all what u need to understand to know ,.

    • Journal 1 and 2: at least ten words or phrases (e.g., e pluribus unum counts as one) you think are, or come from, Latin, along with where you found them (Wheelock’s does not count).
    • Journal 3: at least ten etymologies for the words/phrases from previous journals, including original and current meanings, as well as parts of speech. Students should also distinguish between affixes and root words (e.g., subterranean comes from sub + terra).
  • Reflective Essay: 500 words, excluding any bibliography, footnotes, or header. You should summarize the etymology of a word in your own words, and not just copy/paste.

Familiarized yourself with the language and guidelines of Task 2 from the edTPA Handbook. Review your respective content area video and then write a 3-page analysis of the teaching methodology and quality based on the edTPA handbook and guidelines. Rate the teacher based on the four prompts below and use APA 6th formatting.

Instruction Task 2: Instructing and Engaging Students in Learning page 22,23,24,26(Please see attached)

Rate the teacher based on a 1-5 scale where 5 is exceptional and 1 indicates a lack for the following prompts:

  • Promoting a Positive Learning Environment -Refer to scenes in the video clips where the teacher provided a positive learning environment.
  • Engaging Students in Learning -Refer to examples from the video clips where students were engaged in learning.
  • Deepening Student Learning during Instruction Refer to scenes where the teacher built on student responses to promote thinking.
  • Analyzing Teaching- Your overall impression of the teacher’s instruction.

Familiar words are a good way to begin learning a language.

Cognates are words that look and mean the same thing in two or more languages. This is because the words are derived from the same root language (such as Latin). Sometimes the spelling is different due to the language conventions.

Examples of English/Spanish cognates where spelling is the same in the singular:

Nouns Adjectives

color impersonal

doctor postal

sensor paternal

In the plural of these nouns, Spanish differs in spelling–but the meaning is the same as in English: colores, doctores, sensores.

Adjectives become pluralized in Spanish to match their nouns. Example: doctores impersonales

There are also some cognates that are spelled differently in Spanish than English because of the rules of Spanish phonetics. Examples are: Noun: sicólogo, Adjective: fenomenal

Verbs can also be cognates, but the spelling differs because of the rules of grammar of the different languages. Some examples are:

English Spanish

to practice practicar

to prefer preferir

to depend depender

There are also false cognates where the words in two languages might look the same but have very different meanings. Examples:

Spanish: sopa It means ‘soup’ not soap. Parientes means ‘relatives’ not parents. Sensible means sensitive not sensible.

For this assignment, prepare a list of 5 cognates that are nouns in Spanish, 5 that are adjectives, and 5 that are verbs. The cognates can be spelled exactly the same as in English or can have spelling variations. Do not use the same words as in the examples above. Also make a list of 5 false cognates in Spanish (whether nouns, verbs or adjectives) and translate them into English. There will be 20 words. Label them as nouns, adjectives, verbs, false cognates. (You don’t have to color code them, just label them into 4 categories.)

Include links to your sources of information (online dictionary, for example).

Grading will be based on completion of activity: 25% per list.

See attached


visiter + a place = TO VISIT A PLACE

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je visite

nous visitons

tu visites

vous visitez

on visite

ils visit

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1. regarder = ________________________

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je

nous

tu

vous

il

elles

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2. assister à = __________________________

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j’

nous

tu

vous

elle

ils

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3. dîner = __________________________

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je

nous

tu

vous

on

elles

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4. passer = __________________________

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je

nous

tu

vous

il

ils

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5. téléphoner à + une personne = __________________________

undefined

je

nous

tu

vous

elle

ils

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6. écouter = __________________________

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j’

nous

tu

vous

on

ils

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7. préparer = __________________________

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je

nous

tu

vous

il

elles

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8. admirer = __________________________

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j’

nous

tu

vous

elle

ils

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9. enseigner = __________________________

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j’

nous

tu

vous

on

elles

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10. échouer = __________________________

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j’

nous

tu

vous

il

ils

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expliquer = __________________________

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j’

nous

tu

vous

elle

elles

Filling in the blanks on pg 2 and 3.

you have to write a coherent text about you and your friend/friends.

Write in FRENCH, of course! Use material you have studied and worked with from Unit 1 A&B and Unit 2 A&B, use also Unit 3 A – don’t rely on the dictionary, but instead on what you KNOW from your FREN 115 class (vocabulary and grammar) and your textbook Units. After you write your passage, be sure and take a moment to check over your work carefully and correct any errors you notice in spelling, grammar, etc.! Remember – translation devices (such as “Google Translate”) are a violation of Academic Honesty. DO YOUR OWN WORK!

(Minimum 8-10 sentences (at least 50 – 60 words overall) – TYPED in a word document, Times New Roman, double-spaced, 1 inch margins) – I will count off if this is not done!

Be sure and try to include transition words like “et (and); mais (but); ensuite, puis – these two words mean ‘then’; après (after), aussi – also” to help make the content flow smoothly and not sound “choppy”.

TOPICS:

1) Write 25 – 30 words for this topic: Mon ami, mon amie et/ou mes amis (My friend and/or my friends). Tell me all about your friend or friends – his/her name, his/her ages (you might even mention when their birthdays are – if you know!) and what they are like (describe their personality and their appearance using the adjectives). Are they CCU students? What is their major? Etc.

2) Write also 25 – 30 words for this topic: Moi et ma vie à l’université (Me and my university life). Tell me about yourself – What are you like? Your personality and appearance and what kinds of activities you like to do? What kind of courses you are taking this semester (Be sure to incorporate vocabulary about days of week/times of day when you speak about your activities and courses).

You are expected to use grammar and vocabulary from Unit 1 A&B and Unit 2 A&B. But also, use Unit 3A, Vocabulary, p. 120, sections : ‘Adjectifs descriptifs’, ‘Professions et occupations’.

VERY SPECIAL NOTE: As mentioned above, you cannot use ‘google translate’ or any translation device for completing this assignment. You can believe me that it is very easy to notice when ‘Google translate’ is used. Please note that if I see that a translation device was used, then Journal Entry 1 assignment will be graded as 0(zero) points.

7. Give your reaction to the food items indicated. Say whether or not you like each item and why. Use words from the group below and follow the model.

buenomalosabrosohorrible

me gustano me gustame gustanno me gustan

Modelo los tomates

Me gustan los tomates. Son sabrosos.

el pollo:

8.Give your reaction to the food items indicated. Say whether or not you like each item and why. Use words from the group below and follow the model.

buenomalosabrosohorrible

me gustano me gustame gustanno me gustan

Modelo los tomates

Me gustan los tomates. Son sabrosos.

las papas:

9. Write in Spanish : These peoaple are sledding.

Guided Response: Consider ways in which you might like to interact with your peers. For example, do you have any ideas regarding different techniques and styles your peers’ selected professional might use? Have you seen any of these in action in the human services field? Respond to 2 classmates, 100 words per response.

*****Original Post***

How many times have you either asked or been asked, “Are you listening?” While we might think we know what it means to be an effective listener, different skills are needed to suit different situations. In the human services field, listening is a multi-faceted task that must take into account the needs of the client and the situation being addressed. In this first discussion, you will consider a range of listening skills and how they may be used in a human services setting. Specifically, you will identify active listening skills used within interpersonal and group settings.

Read Chapter 6 of The Interpersonal Communication Book; review the five human service career paths from Human Service Careers (Links to an external site.) provided by Films on Demand:

  • Early Child Development & Services (03:01)
  • Counseling and Mental Health Services (04:17)
  • Family & Community Services (07:00)
  • Personal Care Services (03:54)
  • Consumer Services (04:11)

Consider the stages and skills associated with effective listening and reflect on the essential responsibilities associated with one human service career path.

Classmate # 1

Maritza

Week 3 – Discussion # 1 Listening in Human Services

Mental Health counselor is a person who works with individuals and groups to promote optimum mental and emotional health. they typically work directly with clients and sometimes with their families. they work with people who are dealing with stressful and difficult situations. For a Professional, Empathic and Objective listening would be one of the styles of listening to use, the clients may have mental or physical distractions you will need to listen with Empathy, listen with an open mind, not be judgemental. Be aware to fully understand what they are saying so you could understand their intentions and the issue that they are trying to communicate to you.

As a Mental Health counselor professional, I would apply a One-On-One client interaction at first to make sure to develop trust and understanding of what they need help with and that way you get to know your clients and their needs. Once you feel that your client will feel comfortable and willing to interact with others in a group session, I would facilitate a group session, that way the client can interact with others in the group that may have similar issues or common ground. Sometimes when you listen to others speak you realize that what they are speaking about may be helpful to you and that you may have the same interest.

One of the basic counseling skills Professionals can use in an Interpersonal and Group setting is ” An open question”- which could be used to gather lots of information , which part of being a Mental Health professional is to gather information and develop a plan with the information obtained from your client., in order to provide them a good service and help them.

Another Counseling technique would be “Closed question” – which can be used to gather specific information, it can normally be answered with a short phrase which is considered” to be a good counseling technique”.

Paraphrasing is used to restate what you are saying and the listener may be drawing attention to a particular concern and the techniques can be used in a One -on -one- setting, you can use to get as much information that you need in order to help your client pinpoint their issues and to evaluate them and set up a plan.

“Remember both listener and speaker share the responsibility for effective listening”.

References

Basic Counseling Skills. (n.d.). Retrieved from http://www.basic-counseling-skills.com/.

Burnard, P. (1992). Listening skills. Effective Communication Skills for Health Professionals, 49–61.

DeVito, J. A. (2019). The interpersonal communication book. Boston: Pearson Education, Inc.

Classmate #2

Tiffany

Since I am interested in the Counseling and Mental Health Services career path, I thought I’d focus on what I think may be most effective for this type of professional. This professional is expected to help assist individuals with their problems and decision making. It is important to be a good listener who actively listens for meaning. For example, it’s been my experience with counselors in the one- on- one interaction, I find that they do very little talking in the beginning. I now know they are gathering all of the information they can to give the best advice possible to assist in solving the problem. In this setting the active listening techniques that were used were open questions, paraphrasing, note-taking, and summarizing. I can see how these active listening skills would be beneficial in either the one-on-one client interaction or group setting. In either case, the counselor would need to periodically ask open ended questions for an individual that may have problems fully expressing themselves, these questions will guide them to give more detail, rather than a one word affirmative or negative response. The paraphrasing technique would be a method to not only show the speaker that you understand what is being said, but that you want to clarify it to be their understanding as well. I think note-taking is a very valuable tool, that will help you recall information at a later time, that maybe you did not think you should interrupt the speaker on at that time. Summarizing will bring the main ideas of the conversing together to make sure you are correct before giving your advice. Two interviewing skills that I would apply in both the interpersonal and group setting are setting up the room and the first few seconds, I believe this two skills build upon first impressions. I believe both the setting in which the interaction will take place and the counselor need to present an environment that sets the tone for friendliness and warmth. These will help make the client(s) feel more comfortable and at ease to share.

References:

Basic Counseling Skills. (n.d.). Retrieved from http://www.basic-counseling-skills.com/.

Burnard, P. (1992). Listening skills. Effective Communication Skills for Health Professionals, 49–61.

DeVito, J. A. (2019). The interpersonal communication book. Boston: Pearson Education, Inc.

Utilisez un (1) infinitif +à et un (1) infinitif + de. Utilisez le pronom Y (une fois) et le pronom EN (une fois).


Social network is very common these days (nowadays). With
facebook as the avant garde in 2004. The use of social network is now for
everyday use, we’re always on our phones, laptops and tablets browsing on
Social media. We use social network to connect to our friends, our family and
loved one, to update news all around the world. However, come along with goods,
there are some bad. Some people use social network to spread misleading
information, negative information. These information could be harmful if we do
not know how to filter it. Also there’s a chance of having your personal
information/ data be stolen by these social network. Therefore, use it with
care. The choice is yours to make. But be aware!