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Essay Instructions: ------------------------------------------------------------------------------
((( PLEASE READ ALL INSTRUCTIONS THOROUGHLY)))
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(((ONLY REFERENCE THE THREE ATTACHED PDF'S IN THE PAPER)))
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TOPIC: Literary Analysis that supports the question: What classroom management strategies and instructional methods foster self-regulating behaviors amongst Kindergarten students?

Although you need to summarize relevant research, it is also vital that you evaluate this work, show the relationships between different work, and show how it relates to your work. Keep in mind that the literature review should provide the context for your research by looking at what work has already been done in your research area. It is not supposed to be just a summary of other people's work!

Follow these guidelines:
? 3 pages
? APA format
? Use the third person
? Do not include your opinion or indicate a prejudice towards the findings.
? Discuss each article in its own paragraph so that you do not ?mix? or combine resources.
? As you transition from one article to the next, make connections between the articles.
? Finally, in your concluding paragraph, summarize what you have discussed and provide clarity about gaps or limitations in the literature on your topic area.

The three articles include a lot of information regarding the researchers methods and statistics. It is ok to mention this in the analysis but focus more on the following:
? demographics of subjects included in the study
? Researcher?s Discussion (usually provided near the end)

Here are some of the questions this literature review should answer:
? What do we already know in the immediate area concerned?
? What are the characteristics of the key concepts or the main factors or variables?
? What are the relationships between these key concepts, factors or variables?
? What are the existing theories?
? Where are the inconsistencies or shortcomings in our knowledge and understanding?

Essay Instructions: The topic is " YU-WA-BHAN-DID KINDERGARTEN BUSINESS MODEL"

In this essay will be dedicate to the drawing up of the business model canvas that will help to capture the essential of new business. Each elements will be described and then a final summary canvas will be present.
The elements of business model canvas are:
1. Priority Customers
2. Superior Value Proposition
3.Channel
4. Key Activity
5 Value Chain Base Resources
6.Competition / Competitive Strategy
7.Relationship
8. Key Partnership
9.Identity
10. Cost & Cost Budget
11. Revenue Streams & Cash flow

All these elements have to review of relevant the research and publication/sources of evidence .This I going to upload files that I have done some research for this business plan.

Essay Instructions: Title:
How to motivate teacher's motivation in private kindergartens?

According to this title, I would like you to do the literature review, in the literature review you should include:
1. Definition about motivation. AND the previous research about motivation, especially the employee's motivation.
2. Critical thinking the previous research about motivation.
3. Definition about private kindergarten. AND the previous research about private kindergarten.
4. Critical thinking the previous research about private kindergarten.

Essay Instructions: math Plan a standard and research-based curriculum.
standard:

K.CC Counting and Cardinality



K Know number names and the count sequence.
K.CC.1 Count to 100 by ones and by tens. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.4)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)
Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.4)
Numbers and counting up to 20: Count tens and ones - up to 20 (Kindergarten - D.14)
Numbers and counting beyond 20: Count to 30 (Kindergarten - E.1)
Numbers and counting beyond 20: Count to 100 (Kindergarten - E.2)
Numbers and counting beyond 20: Count groups of ten (Kindergarten - E.3)
Skip-counting: Skip-count by tens (Kindergarten - F.3)

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Numbers and counting up to 5: Count up - up to 5 (Kindergarten - B.4)
Numbers and counting up to 10: Count up - with pictures (Kindergarten - C.5)
Numbers and counting up to 10: Count up - with numbers (Kindergarten - C.6)
Numbers and counting up to 10: Count forward - up to 10 (Kindergarten - C.12)
Numbers and counting up to 20: Count up - up to 20 (Kindergarten - D.5)
Numbers and counting up to 20: Count forward - up to 20 (Kindergarten - D.10)

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Numbers and counting up to 10: Count dots - 0 to 10 (Kindergarten - C.2)
Numbers and counting up to 20: Count dots - 0 to 20 (Kindergarten - D.2)

K Count to tell the number of objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.4)
Numbers and counting up to 10: Names of numbers - up to 10 (Kindergarten - C.14)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)
Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.4)
Numbers and counting up to 20: Names of numbers - up to 20 (Kindergarten - D.12)

K.CC.4.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)

K.CC.4.c Understand that each successive number name refers to a quantity that is one larger. Numbers and counting up to 5: Count up - up to 5 (Kindergarten - B.4)
Numbers and counting up to 10: Count up and down - with pictures (Kindergarten - C.7)

K.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Numbers and counting up to 3: Count to 3 (Kindergarten - A.1)
Numbers and counting up to 3: Represent numbers - up to 3 (Kindergarten - A.2)
Numbers and counting up to 3: Count by typing - up to 3 (Kindergarten - A.3)
Numbers and counting up to 5: Count to 5 (Kindergarten - B.1)
Numbers and counting up to 5: Represent numbers - up to 5 (Kindergarten - B.2)
Numbers and counting up to 5: Count by typing - up to 5 (Kindergarten - B.3)
Numbers and counting up to 10: Count to 10 (Kindergarten - C.1)
Numbers and counting up to 10: Represent numbers - up to 10 (Kindergarten - C.3)
Numbers and counting up to 10: Count by typing - up to 10 (Kindergarten - C.4)
Numbers and counting up to 20: Count to 20 (Kindergarten - D.1)
Numbers and counting up to 20: Represent numbers - up to 20 (Kindergarten - D.3)
Numbers and counting up to 20: Count by typing - up to 20 (Kindergarten - D.4)

K Compare numbers.
K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Comparing: Fewer, equal, and more (Kindergarten - G.1)
Comparing: Fewer and more - comparing groups (Kindergarten - G.2)
Comparing: Fewer and more - with charts (Kindergarten - G.3)
Comparing: Fewer and more - mixed (Kindergarten - G.4)

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Comparing: Compare numbers up to 10 (Kindergarten - G.5)




Established Goals

What content standards and program-or mission-related goal(s) will this unit address?

What habits of mind and cross-disciplinary goal(s)-for example, 21st century skills, core competencies-will this unit address? Transfer
Students will be able to use their learning to…


What kinds of long-term independent accomplishments are desired?


Meaning
UNDERSTANDINGS
Students will understand that…


What specifically do you want students to understand? What inferences should they make?

ESSENTIAL QUESTIONS
Students will keep considering…


What thought-provoking questions will foster inquiry, meaning-making, and transfer?


Acquisition
Students will know…


What facts and basic concepts should students know and be able to recall?

Students will be skilled at…


What discrete skills and processes should students be able to use?

Stage 2-Evidence
Code Evaluative Criteria
Are all desired results being appropriately assessed? What criteria will be used in each assessment to evaluate attainment of the desired results?

Regardless of the format of the assess-ment, what qualities are most important?
PERFORMANCE TASK(S):

Students will show that they really understand by evidence of…


How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

OTHER EVIDENCE:

Students will show they have achieved Stage 1 goals by…


What other evidence will you collect to determine whether Stage 1 goals were achieved?
Stage 3-Learning Plan
Code Pre-Assessment
What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions?
What’s the goal for (or type of) each learning event? Learning Events

Student success at transfer, meaning, and acquisition depends upon…


• Are all three types of goals (acquisition, meaning and transfer) addressed in the learning plan?
• Does the learning plan reflect principles of learning and best practices?
• Is there tight alignment with Stages 1 and 2?
• Is the plan likely to be engaging and effective for all students? Progress Monitoring
• How will you monitor students’ progress toward acquisition, meaning and transfer, during lesson events?
• What are potential rough spots and student misunderstandings?
• How will students get feedback they need?


There are faxes for this order.