Make 3 PowerPoint slides that highlight learning from the research paper( please provide the information that I will be using in my slides please) (I am not asking for a PowerPoint only the information in it)

Creating an outline and highlighting key points in the video presentation is an essential step in the pre-production process. It helps you organize your thoughts, structure your content, and ensure a clear and coherent flow in your video. The purpose of these slides is to serve as a visual guide and outline for the video presentation. They should be clear, concise, and visually appealing to engage your audience effectively.

Your task is to create slides to show your learning from your research paper.

Slide 1:

Thesis, Solution, and Personal Interest: Start with an introductory slide that sets the tone for the presentation.

• Include your name and title.
• Include a concise and compelling thesis statement that encapsulates the main argument and solution to the problem.
• Highlight your personal interest in your topic and how it relates to your core value(s).

Slide 2:

Key Supporting Points and Research: Outline the main supporting points that will be discussed in the video. These points should directly relate to and strengthen your thesis statement.

• Use bullet points or short phrases to concisely summarize 2-3key supporting points that contribute to the overall argument or message of thr research. Be sure tohighlight each point's significance and relevance to the thesis.
• Be sure to mention AT LEAST ONE study or piece of compelling research and include the author and title of that publication. (Include full citation information on the next slide)

Slide 3:

Conclusion, Call to Action and Citation: The final slide of your outline should provide a concise conclusion to your presentation and include a call to action for your audience. Leave your viewers with a clear and impactful message. Include a Works Cited list of any sources mentioned.

• Conclude by restating your thesis and your main findings.
• Craft a compelling call to action that motivates your audience to engage further with your research, such as encouraging them to explore related resources or consider the implications of your findings.
• Add a list of Works Cited for any sources mentioned in the slides.

THIS IS MY RESEARCH PAPER:

Education focused on cultivating kindness and compassion is needed more than ever in today's globalized society, which has people from all backgrounds and cultures. Picture a class in which each child is valued and accepted; teachers and learners are civil and compassionate to one another. It may appear nave, but this vision is possible, especially by applying Social-Emotional Learning (SEL) programs in learning institutions. SEL programs focus on the student's social and emotional learning, which is crucial in shaping the students' personalities and achievements. This essay aims to describe why SEL programs should be included in schools, what happens to students and teachers, what problems may occur, and how to solve them. Exploring academic literature and comparing different points of view, one can see the prospects of SEL programs to foster the development of a more equitable and supportive school climate.

SEL is a set of desired states and cognitive, affective, and behavioral competencies that enable individuals to achieve and maintain desired affective, cognitive, and behavioral patterns for personal and social development (Lawlor 80). SEL programs are intended to teach these competencies progressively, many starting at preschool and extending to twelfth grade. Such programs may be classroom-based curricula, school-based programs, or programs offered after school. The intended purpose is to foster the development of a learning climate for the enhanced learning and personal development of the students.

SEL is crucial in promoting the well-being of schools by developing positive behaviors among students, which in turn impacts academic results.

The importance of the SEL programs resonates with my set values of kindness, love, and tolerance to the extent of a perfect match. I highly value the concept of education and consider the development of empathy and compassion as important as gaining academic knowledge. These values are reflected in SEL programs that promote a culturally progressive learning environment, acknowledging individual differences and students' emotional requirements in a school setting (Yeager, 2017).

In addition, it has also been argued that SEL enables students to acquire other relevant skills in life other than academic pursuits. Hence, these programs enhance social-emotional learning which enables the students to relate well with people, understand and regulate their emotions, and make correct choices. Besides, this approach positively contributes to students' health and development as well as to the formation of more responsible and compassionate citizens.

Incorporation of SEL as part of the educational frameworks is a preventive measure towards learning complexities faced by students in their daily lives. In this regard, prioritization of SEL will help improve learning environments by reducing negative interactions thus improving student-learning outcomes. This not only enhances learning, and in turn, the overall education experience but also helps in the formation of a society where acceptance and compassion are a part of the core and an unfortunately, a necessary practice in the formation of a strong and healthier society.

Cheng et al. (2023) titled their study "Using a person-centered analysis to examine second-grade outcomes of a universal SEL program." The authors suggested that the impacts of a universal SEL program on second-grade learners should be explored (Cheng et al. 255). Their study used a qualitative approach to evaluate the growth of the students in the program in terms of individual learning. This way, the conducted study proved the changes in social and emotionally development if learning is targeted at students' development achieved. For instance, the student in the SEL group has improved aspects of self-regulation, empathy, and interpersonal relations as opposed to the other learners who did not undergo through the program.

The studies by Cheng et al have attributed the effects of SEL programs to the development of the right socio-emotional skills in young learners. These outcomes may provide evidence to the assertion that incorporating SEL in academic curricula could effectively help in enhancing a positive school climate. SEL initiatives are implemented with the goal of increasing students' well-being along with general academic performance by helping students develop appropriate interpersonal skills in their early years.

Cheng and colleagues' study supports the benefits of SEL practices for the social and emotional growth of young learners by focusing on improvements in self-control, emotion management, and interpersonal understanding as more quantifiable goals. These findings are important for educators and policymakers to use in the discovery of effective practices in boosting the overall quality of students' lives and the outcomes they achieve.

Kaplan et al. (2016) explored the effectiveness of kindness education programs in their research titled "Studying the teaching of kindness: Exploring a conceptual model for assessing school based kindness education programs" (Kaplan et al. 160). In this study, the authors chose middle school students and teachers and used the concept mapping technique to characterize the main facets of the evaluation of kindness education programs in school. This way it became possible to build a model for the assessment of such programs gathering empirical data and views of stakeholders.

In the study done by Kaplan et al, the following advantages came out clearly as resulting from the introduction of kindness education into schools. It showed that virtue of teaching kindness improves the students' interpersonal relationships and improves the school climate. Through enhancing empathy and conflict-resolution strategies, the scope of kindness education is to help to decrease conflicts among students and create safe and welcoming learning environments.

George (2022) conducted research on the student experience of a blended SEL program in high schools in her dissertation titled "Conversations, Progressions, and Perceptions: A Recent Study about the Student Experience of a Blended SEL Program in High Schools" (George). In her study, the BASE program has been described as a blended SEL program used to increase self-awareness and responsible decision-making among high school students. According to George, the participants in BASE program felt enhanced in some area of social and emotional development through qualitative analysis.

Consequently, respondents reported higher levels of self-identification, better emotions regulation, and more favorable patterns in social relationship among program participants. These findings posit blended SEL programs as effective approaches to addressing the complex social and emotional demands of adolescents in their developmental years. They emphasize the need to incorporate SEL interventions into high school education programs since students face diverse social relationships and can experience various types of stress.

As it is highlighted in D'Emidio-Caston's (2019) work "Addressing Social, Emotional Development, and Resilience at the Heart of Teacher Education," Social and Emotional Learning (SEL) is essential in teacher preparation (D'Emidio-Caston 116). This paper presents evidence from classroom practices of teacher candidates which show that teachers who know how to implement SEL can foster a positive school climate. These conditions promote students' social and emotional growth through the development of coping skills and an improved psychological state.

According to the findings outlined in the literature by D'Emidio-Caston, both receivers and providers could gain from SEL implementation in teacher education. SEL also prepares teachers on how to handle the emotional aspect of the children in their class while at the same time improving on the interaction of the educators in the class. Through the implementation of SEL within teacher preparation programs, the institutions can equip the faculty with tools that will enable them to foster acceptance and appreciation of students in their classes. This approach not only enhances students' academic performance but also enhances their socio-emotional development as well as that of the teachers.

Kim-Ju et al. (2024) investigated the collaborative implementation of Social and Emotional Learning (SEL) programs through a university-1st-8th grade partnership in their article "Putting Social and Emotional Learning into Practice: Partnership between University and 1st to 8th Grade Teachers in Designing and Facilitating SEL Program: Literature Review (Kim-Ju et al. ). The present study focused on the engagement of university researchers and school staff in implementing SEL practices in school settings. This partnership with university researchers and school personnel facilitated the wide adoption and diffusion of SEL programs in multiple contexts.

Thus, this research highlighted the importance of such partnership to increase the effectiveness and implementation of SEL programs. Universities introduce research-based approaches and comprehensive program development, and schools implement them in practice and constantly feedback. In addition, the involvement of multiple sectors improves the quality of SEL programs and their ability to address learners' social emotional development needs.

Critics have noted that even though there are several benefits of implementing SEL programs, it is not as effective as people have boosted it to be. For example, some research has indicated that the effect of SEL programs on academic achievement can be rather small or that SEL can only be implemented in some cultures with reservation. However, these criticisms can be met by arguing that SEL programs must be tailored to the specific context and constantly researched and revised. Furthermore, the social and emotional benefits of SEL programs support the continued practice and expansion of such programs.

In conclusion, the incorporation of SEL programs in the curriculum is vital as they will help improve student's kindness, compassion, academic performance, and positive interpersonal relationships in school as well as promote the creation of a positive and inclusive school climate. The benefits described in this essay show how SEL can significantly improve personal development of students and teachers, as well as the school climate. One should also be able to counter arguments and promote the context wise implementation strategy can help the diffusion of SEL programs in education at global level. Finally, investing in SEL is investing in students' social subjects as human beings, who should be ready to be social beings within the interconnected world. Therefore, by implementing and promoting SEL within educational frameworks, institutions prepare individuals who will be competent in handling various social situations besides being productive citizens within and beyond their societies.