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Today, businesses have a variety of disciplinary action policies at their disposal. For this assignment, you will be asked to research current corporate disciplinary action procedures and determine which ones work best for a specified company.

In M2: Assignment 1, you assumed you were a manager in the HR department for WidgetMaker, a large US-based company with offices in several states. For this assignment, you will once again assume you are an HR manager at the same company. You have now been tasked with evaluating the company’s official disciplinary action policy. As you already know, this firm is a large established company with a large mix of job levels and functions.

Using the Argosy University online library resources and the Internet, research current corporate disciplinary action procedures and choose two different styles to compare and contrast.

For each method, respond to the following:

  • What steps are taken before terminating an employee?
  • How are corrective measures taken?
  • Does the employee have the right to appeal disciplinary decisions? Why or why not? If so, how does the appeal process work? If not, how will disagreements over disciplinary decisions be mediated?
  • Does one style work better than the other for a specific industry, job function, or level? Please explain.
  • What legal factors are considered upon termination? What ethical factors are considered?
Assignment 1: Discussion—Disciplinary Policies

For this Project, you will need to choose one job that truly interests you. It can be one of the jobs you chose to learn about through your informational interviews, the job you wrote about in this week's Discussion, or an entirely different job, possibly inspired by insights shared by your colleagues.


To complete this week's assignment, choose the profession/job you are interested in learning about and write your paper according the following guidelines:

Section I: Introduction—Begin your paper by stating the title of the job you will be focusing on and provide a job description.

Section II: Essentials—S ummarize the following:

  • The education and experience you would need to qualify for this position
  • Expected average salary
  • Opportunities this job offers to positively impact the lives of young children and their families and to contribute to the field of early childhood/child development
  • Possible challenges as well as high points of a career in this job position.

Cite at least three sources in APA style for this information. (If applicable, one of your sources can be the informational interview you conducted.)

*Refer to the Walden Writing Center (http://writingcenter.waldenu.edu/APA.htm) for help with APA style.


Section III: Conclusion—E xplain why this job appeals to you, i.e., how it aligns with your philosophy, specific theories of child development, principles of effective early childhood practice, and/or methods of working with young children and their families learned throughout the program. Also include the contribution(s) this position will help you make to the field and the ways in which it will help you grow personally and professionally.

Assignment length: 2–3 pages


Learning Resources

Required Resources

  • Media: Review the "Looking to the Future: Your Career in Child Development" video segments.

Accessible player --Downloads--Download Video w/CCDownload Audio

Use the following resources to broaden your awareness of the range of jobs in the early childhood field and to decide on which job you are going to focus. (Note: These sources/Web sites are highly recommended, but you may also find other resources on your own).

Optional Resources

  • Course Text:  Bolles, R. N. (2018). What color is your parachute? A practical manual for job-hunters and career-changers (2018 ed.). Berkeley, CA: Ten Speed Press.
    • "The Flower Exercise" (pp. 125-197)
      This section of the book is written to help you discern what job is right for you. You may find all or parts of this helpful on the journey toward personal and professional fulfillment in your career.
Project: Researching a Position in the Early Childhood Field

Assignment Objectives:

  1. Meet CAHIIM Curriculum requirement for Bachelor Degree
    1. Domain III. Informatics, Analytics and Data Use
    2. Subdomain III.C. Analytics and Decision Support
    3. Section 4. Analyze clinical data to identify trends that demonstrate quality, safety, and effectiveness of healthcare
    4. Competencies: Descriptive statistics  o Mean, standard deviation, ranges, percentiles

Assignment Purpose:

To understand the calculation and use of attack rates and descriptive statistics in epidemiology

Assignment Description

Community members who attended the Annual Neighborhood picnic earlier today are experiencing illness which they believe is related to food served at the picnic. Using the information below:

1). Calculate the attack rate(s). Show your work.

2). Determine which food is mostly likely to have caused the illness?

Number of People Who Ate Specified   Food

Number of People Who Do Not Eat   Specified Food










































During the investigation process, investigators questioned each person who became ill and who also ate ham and/or potatoes, how
many slices of ham and how many potatoes they ate. Using the information below:

3) Calculate the mean, median, mode, and range of the amount of ham and the amount of potatoes.

Number of slices of ham eaten:

1, 3, 4, 2, 1, 2, 2, 2, 4, 5, 3, 2, 4, 1, 2, 6, 2, 4, 1, 2, 3, 1, 2, 3, 4, 5, 1, 2, 2

Number of potatoes eaten:

4, 5, 6, 8, 9, 1, 9, 6, 8, 4, 10, 14, 6, 4, 3, 2, 7, 3, 1, 7, 5, 9, 4, 15, 5, 5

4) For each food item, calculate the total percentage of people who became ill. (Total number of people who became ill divided by the total number of people).

5). Discuss your findings and explain how the study of epidemiology and use of descriptive statistics can assist in disease prevention. Submit your response as an APA page (at least one page) not counting the title page and reference page.

6). Submit all parts for grading.

Epidemiology Unit 1 Assignment 2 Descriptive Statistics

 This assignment has to be submitted to Turnitin. APA style and proper use of grammar with a thesis statement to explain the content of the paper. 

This assignment requires that support your position by referencing at least six to eight scholarly resources. 


This assignment comprises the second part of the Epidemiology Paper. Write a 1,250-1,500 word paper that provides the following:

1. Identify an existing at-risk population. Using aggregated statistics, include identified criteria and data that substantiates why this population is at risk.

2. Using analyzed population data, identify a health risk within this population that nursing science can impact. Describe the specific variables. Provide SPSS data that correlates population to the identified health risk.

3. Identify potential obstacles that may hinder the implementation of the prevention and health promotion activities.

4. Identify stakeholders, individuals, and agencies with whom you may need to collaborate.


Using the course materials and the Unit case study Eye to Eye, write a response paper between 700-900 words. Assess the conflict in the case study using the systems theory approach. Specifically, choose any three questions from either the Wilmot-Hocker Conflict Assessment Guide or The Difficult Conversations Guide that appear to apply to the case study, “Eye to Eye,” for this unit.

For example, from the Conflict Assessment Guide (recommended), you might discuss the I. Nature of the Conflict, IV. Power, and V. Styles.

From the Difficult Conversations Guide, you might put yourself into the case study and discuss I. What happened - my story, IV. The Feelings Conversation – the other’s story, and V. The Identity Conversation.

Assignment specifics

  1. The paper must adhere to APA guidelines for citing references.
  2. Include a cover page.
  3. Include an introduction with a summary of the case study, and identify which conflict assessment guide and the specific questions will be used to assess the conflict.
  4. Use three questions from either the Conflict Assessment Guide or The Difficult Conversations Guide to assess the conflict in the case.
  5. Include specific examples from the case study and the textbook to support your analysis.
  6. Include at least three in-text citations from the case study or the text material.
  7. Length of the paper should be 700-900 words.

For this project, you will take the role of a nurse practitioner treating a patient with a chronic condition( CIRRHOSIS). Your patient is not completely satisfied with the treatments you’ve tried and asks about a specific alternative therapy (**natural medicine to treat cirrhosis). Unfamiliar with these sorts of therapies, you decide to do some research before making recommendation. Your objective is to determine whether or not you would recommend regular treatment( which one as per CDC'S guideline recommendations)  either alone or in combination with alternative treatment. The paper should be 4 pages excluding the title page and references. Is required a professional APA format , with scholarly journals  citations no older than 5 years.  Paper will be checked in turnitin for similarity ,more than 15 percent will be consider plagiarism.

Using natural medicine to treat cirrhosis

Proactive case managers advocate for clients using many forms of communication. Case managers may call agencies to establish contact. They may write e-mails to inquire about services. They may also make in-person visits to agencies. Case managers who establish open communication may find that their work with multiple agencies yields positive outcomes for their clients and aids in establishing effective service plans.

Case managers must develop strategies to communicate their clients’ needs to various agencies. Case managers can do this by advocating on behalf of their clients. This involves representing their clients’ situations in a manner that is sufficiently compelling to encourage multiple agencies to become involved and actively collaborate.

For this week’s Discussion, you explore ways in which case managers can foster collaboration among multiple agencies.

To Prepare for this Discussion:

  • Review Chapter 5 of Case Management from an Empowerment Perspective: Guide for Health and Human Service Professionals. Consider the ideas about community and collaboration.
  • Review the article, “Case Management and the Integration of Services: How Service Delivery Systems Shape Case Management.” Focus on the mechanisms of case management described.
  • Review the media titled Georgia’s Case.
  • Consider Georgia’s critical needs and what recommendations you might make as a case manager.
  • Think about how you might coordinate services to develop Georgia’s service plan.

With these thoughts in mind:

Post by Day 4 a brief description of Georgia’s critical needs. Then provide three recommendations of appropriate services to meet those needs. Finally, explain how you might coordinate those services to develop an effective service plan for Georgia.

Be sure to support your postings and responses with specific references to the Learning Resources.

Be sure to support your postings and responses with specific references to the Learning Resources. 300 words or less



Georgia is your newest and most outspoken client. She is 60 years old and a self-professed product of “the system” due to an early history of traumas. As a young girl, Georgia was sexually abused by her father. In her teens, this sexual abuse was carried on by her brother, resulting in an abortion and a two-year psychiatric hospitalization. This time away from her family was described as a “happy time” by Georgia. Hospital auspices allowed her to finish high school, where she promptly decided to move away and attend college. Georgia went on to pursue her graduate degree and her hard work and academic achievements earned her a position as a college professor. As Georgia excelled in the professional world, her personal life continued to silently crumble. Her past made her hesitant to initiate any form of intimate relationship with the opposite sex, making her attempts at dating fail after a few awkward dates. She tried to bury feelings of loneliness by consuming herself with work, but that gave way to binge drinking and inconsistent patterns in her diet. Georgia’s breakdowns became severe when students reported her as either showing up drunk or not at all for her classes. These breakdowns led to multiple hospitalizations, forcing the college to relieve Georgia from her position indefinitely.


You visit with Georgia at the group home where she has lived for the past year. She is not working and is living off Social Security benefits. She has no problem sharing her distrust of government agencies with you, giving detailed examples of how each one cares only about the best ways to help itself.


After talking with each of the agencies that affect Georgia’s case, you find that her perception of the situation is not too far off. Each agency admits that it is having trouble directing care for this woman. Social Security would like her to keep working so welfare payments do not have to be made. State rehabilitation services believe that past behaviors and a recent double diagnosis of depression and diabetes make her too incompetent to work. An employment service has had trouble placing her in a job because of her age and the fact that she is overqualified for most positions. Her doctor believes that Georgia should not even be thinking of work and should be focused more on controlling her aggressive behavior and taking her medications. As a case manager, your task is developing a service plan for Georgia. Think about her current needs and how you might coordinate services among multiple agencies.

Fostering Collaboration Between Multiple Agencies

Requirement for assignment

Post a simplified course/lesson design based on the topic that you have chosen to focus on for the next four modules.  

Your course design should answer the following questions. Format it so that it is easy to read and assess, use the heading listed here (course overview, student demographic etc)

Course Overview:  What is the topic of your course? Summarize it in 2 - 3 sentences.

Student Demographic: Who is this course for?  Adults? Children? Anything special about who this course is for?  Do they need prerequisite knowledge or skills to do your course? Avoid making your audience too broad or too narrow to be effective.

Course Objectives:  What will the students know or do by the end of the course?  Write these using Bloom's Taxonomy action verbs. (Google examples if you are not sure how to write these, consider the objectives at the start of each module in this course.. By the end of the course the students will be able to:....)

Methods of instruction:  What online methods will you use to teach the students?  Readings?  Videos? Simulations? Games? Collaboration?  

Learning Activities: What activities will the students do to learn the material?  Describe in detail one lesson or module that you would offer in your course. What are the activities? What are the objectives? How will you communicate the information?

Assessment:  How will the students be assessed in this one lesson? how will you determine if they have demonstrated a sufficient understanding of the materials?

Materials:  What resources do you need to build the course and to support student learning? Consider everything that you would need to teach this course as well as everything your students would need to participate in the course. Computers? Camera? Scanners? etc.


Read your classmates online course design proposals and assess them. What is unclear? What is engaging? Are there any gaps in their process? Will their methods suit their audience?







Course Overview: My course is going to be called ‘Bake like the best’ and it is intended to help students feel capable to bake cakes, cookies, muffins and eventually more technically tricky items like puff pastry and meringues. Although the course is about baking, most of its lessons will be about learning to deconstruct a recipe so that you understand what you need to do step-by-step to end up with not only a delicious and attractive end product but having had an experience that has left you feeling confident, happy and accomplished rather than unsure of yourself, anxious and disappointed.

Student Demographic: This course is for anybody aged about 11 or 12 and up although younger students could participate with adult supervision. Young people participating (say under about 15 or 16) need to be assessed as being mature enough to safely use sharp knives, the stove and the oven. Students should be able to read simple English instructions and lists of ingredients and have a basic knowledge of tasks associated with baking such as how to measure ingredients or what terms like ‘cream’ or ‘sift’ mean.

Course Objectives:  

By the end of the course students will be able to:



      • Read a recipe they have never encountered before and be able to evaluate whether they have the skills necessary to prepare the product successfully (evaluate)
      • Read a recipe they have never encountered before and identify gaps in their knowledge and skills that they need to address before they can make the product successfully (analyze)
      • Use skills learned in the preparation of one type of baked good in the preparation of another type of baked good or other food item (apply)
      • Identify the steps that if followed carefully lead to successful baked goods as well as an enjoyable experience in the kitchen (understand)
      • List the common measurements used in baking and describe alternative techniques for measuring certain ingredient types (remember)

Methods of instruction:  I will use a combination of videos (likely created in Powtoon) as well as still images and references to online resources. There will also be a forum where students can interact with each other.

Learning Activities: 

The first lesson will be titled ‘Before you begin – prepping for perfection’. This lesson will consist of a video that has the following sections:

1.    Introducing the recipe –show the students the recipe and a picture of the finished item 

2.    Ingredient check –take the students through the recipe item by item making sure they have all the ingredients necessary and suggesting alternative for things that are difficult to obtain (for example sometimes a recipe will call for a tablespoon or two of a certain liqueur or alcohol – most people are not going to buy a whole bottle of alcohol for a single use)

3.    Tool check – sometimes recipes will need special tools without which it will be very difficult to get a good product – for example although you can beat egg whites until they are stiff with a hand beater it is a lot of work

4.    Countdown to creation – some ingredients should be at room temperature while others should be kept cold until just before mixing, other ingredients will need special preparation that needs to be done ahead of time (soaking in water, chopping, peeling)

The video will end with a bit of a cliffhanger since we haven’t actually started the baking process. At the end of sections 2, 3 and 4 there will be a slide or two recapping what was shown in the video just before. The intent of this lesson is to teach the general concepts of preparation via a specific recipe – it is not the particular recipe that is important but learning how to break a recipe down to avoid mishaps/missteps that may result in an inferior product or experience.

Assessment: Students will be assessed by completing a multiple choice quiz as well as a fill in the blanks exercise. They will also be asked to find a recipe on their own and work through the steps outlined in the lesson and present their findings in the form of a forum post.

Materials: The students could access the lesson and assessment materials on a smartphone although preparing the forum post would probably be better done on a computer. The instructor also needs access to a computer for lesson preparation. For later lessons that show the baking in progress (i.e. measuring, mixing, preparing pans) it would be good to have a professional kitchen set up with the ability to record video though really only the ability to record is essential - it doesn't so much matter where the action takes place.


Requirement for the example

1.     Something about the post that made you want to respond to it

2.     Something about it that poses a question for you

3.     A suggestion to make the posting stronger, clearer or more engaging.

4.     Possible sources for more information related to what they have posted about

5.     Should be a minimum of 100 words in addition to the word count in your own post.



Faculty of Education Department of Curriculum & Instruction-Distributed and Open Learning

1.  What factors have influenced curriculum for young children with disabilities?  What three (3) fields of education have influenced curriculum for young children with delays or disabilities? 

2.  List three (3) global outcomes that must be documented to report the progress children with special needs make annually.

3.  Explain the developmental-cognitive approach.  Define functional skills.

4.  Explain each approach:  preacademic or academic approach; behavioral approach; functional approach.

5.  What is a curriculum model?

6.  Explain each model:  The Creative Curriculum Model; Bank Street Curriculum Model; High/Scope Curriculum Model; Montessori Curriculum Model; Reggio Emilia Model; Theme-Based Model.

7.  Define developmentally appropriate practice (DAP).  List and explain the three (3) dimensions of DAP.

8.  What is ECSE?

9.  List six (6) principles that underlie DEC recommended practices.

10.  List seven (7) potential benefits of ECSE.

11.  List seven (7) inadequacies of the DAP Guidelines that pertain to young children with delays or disabilities.

12.  What is the biggest challenge in applying the DAP Guidelines to the education of young children with delays or disabilities?

13.  List seven (7) similarities that have been documented across both DAP and DEC guidelines.

14.  List four (4) specific elements of a comprehensive curriculum for early intervention, preschool, and early primary programs.

15.  List eleven (11) important questions to be asked about any curriculum model or curriculum-based assessment system being considered for use with young children with delays or disabilities.

16.  Define activity-based instruction or intervention.

17.  For what should data collection be used when monitoring curriculum progress?

18.  What is the foundation of the curriculum framework?

An Introduction to Young Children with Special Needs

Teachers are expected to “manage the learning environment to actively and equitably engage students by organizing, allocating and coordinating the resources of time, space and learner's attention” (InTASC 3(d).

For this assignment, your principal has asked you to develop a presentation about student motivation and engagement strategies. This presentation will be used in a professional development workshop for first-year teachers.

Using the “Class Profile,” select a grade 1-8 and create a 10-15 slide PowerPoint presentation. In completing your presentation:

  • Research, analyze, and select seven strategies that foster motivation and active engagement in learning, self-motivation, and positive social interaction among the students.
  • Explain each strategy in your own words.
  • Identify classroom arrangements that are best for each engagement strategy.

Support your presentation with three scholarly resources.

Create a title slide, reference slides, slide notes that provide a detailed explanation of how you would implement each strategy in your future classroom.

In addition, write a 200-250 word student engagement strategies statement. Include components of your presentation that you would incorporate into your future classroom management plan, and explain why.

Include a minimum of three scholarly references.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Teachers are expected to “manage the learning environment

Resurrection Apologetic Instructions

For this assignment, write a 34-page apologetic of the resurrection. When writing an apologetic, you are essentially writing a persuasive essay; that is what this assignment is at its foundationwrite a persuasive essay arguing for the resurrection of Christ. Base this essay on the Module/Week 5 presentation by Dr. Gary Habermas entitled The Minimalist Facts Argument. In presenting this essay, follow the provided template and the outline below:


1.     Introduction The introduction is an explanation of your purpose for writing (i.e. why you are writing this essay). Each student in this course should have a very similar introduction because everyone is writing on the same topic and using the same outline. Include a thesis statement and a transition statement. A thesis statement is like telling someone what your destination is when you go on a trip. You would say, I am headed from Idaho to Lynchburg. A thesis statement (for this course) should begin with the following phrase, In this paper I will…” You can finish this statement in many different ways (e.g. present an apologetic for the resurrection, explain the minimalist facts approach for the resurrection, argue that Jesus did in fact rise from the dead, etc.). What is your destination? That is the key question to answer when writing your thesis statement. Following the thesis statement is the transition statement. The transition statement gives the reader a list of directions to get to the final destination. For example, if you are traveling from Idaho to Lynchburg you are going to take I-84 east toward Colorado, then I-70 east, then etc The transition statement will list your outline. In this paper I will…” I will do this by…” or I will do this in the following ways…” It is important to realize that you are giving the reader the destination and directions for them to reach the conclusion you are persuading them to accept.


2.     Summary of the Minimalist Facts Argument In the first section of the body, summarize the minimalist facts argument for accepting the resurrection of Christ as a real and historical event. Use Dr. Habermas video presentation as the basis for your research. Feel free to use Chart 58 in House and Holden. You should also find 2 additional Internet or library sources that explain the minimalist facts approach for presenting an apologetic of the resurrection.


3.     Apologetic In this section, begin your persuasive writing. Use your summary above to show why it is logical to accept Christ as truly resurrected. Explain how the evidence presented above supports a logical belief in Christs resurrection. Again, it is good to find additional resources from the Internet to support your presentation and explanation of the evidence.


4.     Conclusion The conclusion of a paper is a short explanation of what you accomplished. Look back at your thesis and transition statement. If you set out to do [insert thesis statement], ask yourselfdid you do it? Did you achieve what your stated goal was for the assignment? If you did not achieve your goal, then go back and rework the body of your apologetic. If you did achieve your goal, briefly explain to the reader how you proved your point.


This assignment is due by 11:59 p.m. (ET) on Monday of Module/Week 5.



















Student Name

APOL 120









Delete all highlighted material in this template and replace it with your original writing.


Summary of the Minimalist Facts Argument














Research Paper Guidelines and Grading Rubric

The research paper should reflect an understanding of both course content and advanced study of journal articles. This paper is an opportunity to build on the course content in a specific area.

Sickle Cell Paper: Students should demonstrate a command of basic genetics (based on course content) and connect this with new outcomes for children with sickle cell. Your second article may focus on genetic counselling or the agricultural practices that change the landscape in such a way that it increases the population of female anopheles mosquitos. This depends on your interests and the articles you select.

Lactase Persistence Paper: Students should demonstrate knowledge of gene-culture co-evolution (based on course content) and connect this with changes in diet. Your journal articles may focus on Paleolithic nutrition or allele frequency distribution based on a history of dairying, or an aspect of your choice but you must related it to the course content.

Chimpanzee Hunting Paper: Students should demonstrate knowledge of the pattern of food acquisition in chimpanzees and the significance of this to understanding the behavior of a common ancestor of chimpanzees and humans (integrate course content). Your journal articles may focus on tool use in non-human primates, tool use in species of the genus Homo, the role of meat consumption in the evolution of humans, or food and reciprocity.

Homo erectus and Brain Size Paper: Students should demonstrate knowledge of the anatomical changes that characterize Homo erectus (based on course content). Your journal articles may focus on the control of fire and associated consequences, a discussion of Richard Wrangham’s cooking hypothesis and the role in brain size, or the debate between Wrangham, Zink, and Lieberman (profiled in the Evolutionary Anthropology in the News article).

In general, students should feel free to focus on the aspects of the topic that they find interesting and learn more about these areas through work on the research paper. Areas of interest must be integrated with the course content.



Please be advised that the hyperlinks included below serve as additional resources to assist you.


Required Elements


0-8 points

APA citation format (in-text and references), grammar, evidence of proofreading, word choice, spell check, no contractions (HELP with academic writing)


0-7 points


Strong introductory paragraph, outline, sentence structure

Strong thesis statement, strong topic sentences, cohesive paragraphs

(HELP with academic writing)


0-25 points

Strong integration of course content with information from peer-reviewed journal articles.

See the descriptions of each research paper topic above for additional information regarding content.




Name: Faisal Alsaadi




Google Scholar

Lactase Persistence

Multiple Rare Variants as a Cause of a Common Phenotype: Several Different Lactase Persistence Associated Alleles in a Single Ethnic Group


Ingram, C.J.E., Raga, T.O., Tarekegn, A. et al. J Mol Evol (2009) 69: 579. https://doi.org/10.1007/s00239-009-9301-y



Google Scholar

Lactase Persistence

Microsatellite variation and evolution of human lactase persistence



Coelho, M., Luiselli, D., Bertorelle, G. et al. Hum Genet (2005) 117: 329. https://doi.org/10.1007/s00439-005-1322-z






I need 750 word research about Changes in behavior and lactase persistence

1. Use your Reflection draft paper to create Instructional plan. 

2. Write a Brief, respond to highlight questions in the instructional plan. Remember to include state standards. Using APA style and references.

View attachment for this assignment

 Reading & Literacy Growth, Grades 4-6

Assignment: Text-Dependent Questioning: Critical Response to Reading


1.       Use your Reflection draft paper to create Instructional plan.

2.       Write a Brief, respond to highlight questions in the instructional plan. Remember to include state standards. Using APA style and references.

Instructional Plan Template


                                                                 Setting/Grade Level:      

Subject(s):  Close Reading                 School: N/A        

Date:                                                        Theme/Title:      



Standards Addressed

List the standards by including the state, number of the standard(s), and a description of the standard(s).

Which international, national, or state, or content standards does this lesson address?

Professional Standards associated with your specialization).  .    



Learning Outcomes/SMARTGoals


What will students learn? Using smart goal




Learning Objectives (at least two)


What will students do? All objectives must be measurable.    







Bloom’s Revised Taxonomy


Which level(s) of Bloom’s Revised Taxonomy are targeted?  

 Make sure that you reach the higher levels of Bloom’s Taxonomy (Evaluating and Creating).













Real World Contexts


What real-world contexts are included in the lesson? Link the topic of the lesson to the relevance for the student. Include opportunities for students to demonstrate career and college readiness skills.






How was collaboration with other professionals, families, and/or community leaders included for this lesson? Describe the collaborative effort.




Learning Experience/ Activity        



Introductory/Anticipatory Set

 Building/Applying Knowledge and Skills by engaging students in their learning.

List and explain all of the activities that you will use in the lesson.

 Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.


Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning.

 List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer.




Diversity of instruction in the lesson: Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. Use the following definition of diversity when addressing this issue.

Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)


Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.







Instructional Strategies


What instructional strategies/methods will you use?

Connect each strategy and method back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity.








Nonlinguistic Representations






Cooperative Learning







Peer Editing
































Problem Solving





Field Study





Questions, Cues, and Advance Organizers





Graphic Organizers










Generating and Testing Hypothesis





Reinforcing Effort and Providing Recognition





Homework and Practice










Identifying Similarities and Differences










Independent Learning





Setting Objectives and Providing Feedback




















Summarizing and Note Taking















Library Research





Other (Please specify)








Why did you choose these instructional strategies/methods? What levels of Bloom’s Taxonomy did your students reach?


 Explain the activities that support these areas of Bloom’s Taxonomy.  Use outside resources to support your reasoning for each strategy.

  How will you group students for instruction (individual, small group, large group, or whole class)? Explain your rationale.




Materials Used




Include at least one digital material.






Materials used



Technology utilized




Graphing or Scientific Calculator




Tape Recorder


VCR/TV/DVD/Laser disc


Assistive Technology


Cell Phone/Mobile Device


Digital/Video Camera


Concept Mapping Software


Social Networking


Virtual World (e.g., Second Life)


Interactive Gaming


Interactive White Board (e.g., SMART Board)


Distance Learning/Webcast


Computer Software


Weblog (Blog)




Internet Research/Website






Presentation Software (e.g., PowerPoint)


Virtual Field Trip


Interactive Gaming


Other (Please specify):      


Why did you choose these materials? 








Assessment Options


Application Exam



Objective Test



Concept Mapping






Parent Evaluation






Peer Evaluation









Performance Task









Quantitative Scale



Rating Scales






Scored Discussion






Problem-Solving Assessment






Other (Please specify):




Why did you choose this assessment(s)? How do the chosen assessment(s) help you determine if your students met the goals/objectives?  In your answer, provide a rationale for each assessment you plan to use and its connection with each of your standard(s) and objective(s). Be sure and link each assessment piece to a specific objective.  Make sure you collect student work samples that can be included as appendices.  What do your pre-assessment, formative assessments, and summative assessments tell you about the learning of your group of P-12 students?



How will you use this assessment data to inform your instruction?










How will you differentiate curriculum to meet diverse student needs? List and explain at least two ways that you differentiated the curriculum to meet diverse student needs.


How will you differentiate instruction to meet diverse student needs?

List and explain at least two ways that you differentiated the instruction to meet diverse student needs. 


How will you differentiate assessment to meet diverse student needs?

List and explain at least two ways that you differentiated the assessment to meet diverse student needs. 






How will you address the needs of diverse students (e.g., IEP, 504, readiness level, cultural/linguistic background)? Choose one diverse population and explain how you addressed their special needs.





Student Work Samples

As you implement your Instructional Plan with a group of P-12 students, collect pre-assessment data to help you create your plan, formative assessment data so you can make sure your students are reaching your Learning Outcomes and Objectives, and summative assessment data so you have evidence of student mastery. You need to compare the three types of data as part of your final reflection on this lesson.



Read-6707 Reading & Literacy Growth, Grades 4-6

Draft Lesson plan

Text-Dependent Questioning: Critical Response to Reading

In this paper, I will discuss the summary of this close reading activity and provide explanation using learning resources. When we feel passionate enough to reach a topic, we have specific questions in mind, questions that we have generate for ourselves (Cummins, S., 2013). As an illustration, the text used for the close reading activity for grade 4-6 was an old basal reader dated in the 1955-1965 period story. In fact, the story narrates the events of a cat named Tom that lives in a place called Junction City. Furthermore, the text is about four pages and is one that uses quite an understandable level of language for grade 4-6 students. In fact, one of my objectives, as I chose this text for the close reading activity, is that I wanted the students to have a great understanding and think about the text in effective ways. For instance, I settled on this text since it was easy for me to use it to achieve major informational goals I had, while conducting the close reading activity with the students in class.

 In addition, the text contents the three components of text complexity in various ways. The three components of text complexity are qualitative measures, quantitative measures and reader and the task (Burke, 2017). As a result, the text has ideas that further student’s understanding of various topics such as heroism and fame among others and thus satisfies the qualitative component. Furthermore, the text had a structure that could be used to access if the students understood the text meaning. In fact, the quantitative aspect, the text is of the readable level to grade 4-6 readers an important factor that influenced the success of the text. Since, my pre-assessment test, I had assessed how conversant my students were with the topic of heroism and fame and gauged their interest in the topic, which was quite high as such; also, text met the reader and task consideration aspect for it to be properly use for a close reading activity.

Nevertheless, the pre-assessment data for the close reading was composed through observation and teacher talk. For the most part, I watched and listened to students as they read in class for themselves, which was I task I conducted as a self-assessment. Furthermore, I observed that most of the reading my student were “gist” reading, which was done hurriedly by just reading the text. In this case, I used effective questions to assess if the student would be able to answer a few questions about the text they were reading. As a result, I realized that their answers were just an interpretation and discussions that were, based on the text not grounded in a comprehensive way.

Indeed, the response from the students to the close reading active was quite positive. Furthermore, it was the kind of response most teacher, would hope from the students after an exercise. Nevertheless, the students were sincerely excited and seemed to have enjoyed the text at a deeper level, which I presume would not have been the case if they had not read the text carefully. Then, I also incorporated acting out some of the parts of the text in a dramatic way; most students was engaged as could be demonstrating when I asked them to relate some sections read in the text with real-life situations that they could relate to.  In fact, this was also, proven in the writing section of the activity as most students gave correct answers to the questions showing a deep understanding of the text. Furthermore, most of the students were, faired quite well in the writing section with the close reading helping them improve on new words they had learned from the text as most of them struggled to give the correct spelling of the vocabulary they had learned from the text.

In addition, the text-dependent questions that I asked for the closed reading activity were in three sections depending on the intent of the questions and the interpretive objective of the reading. Next, the questions were checking three main things: if the students could indicate the key ideas and details about the text; Also, if the student has a grasp of the structure and craft of the text; and if the students could integrate.

The text-based questions were as followed:

Questions on the main ideas in the text

·         What was special about Tom?

·         Why did Tom pretend to sleep?

·         As the men loaded the train, what did Tom do?

·         What was the reason behind Tom’s picture the newspaper?

·         What problem did Tom have when he was in the in the railroad car?

·         What did the engineer think Tom wanted when he yowled?

·         What happened after Tom saved the train?

·         Where was Tom when he got out of the car?

Questions on text craft and structure:

·         The author wrote, “He had never seen a kitchen or climbed a backyard fence?” What did he mean?

·         What is the meaning of “freight”?

·         The text, on page one narrates states that Tom was a “hero.” What does that mean?

·         Is this story a realistic fiction or fantasy?

·         What is the difference between the references of Tom as a “hero” on page four that in page one?

Questions on the meaning of the text:

·         What is the alteration between a hero and a famous person?

·         The word “hero” has been use twice in this story. Which is the right one?

·         What is better, being a hero or being famous?

·         What did you learn from this story?

In summary, this close reading activity was successful, and in addition to that, there were many valuable lessons that I learned, that should enlighten my next instructional practices with grade 4-6. Together with, dramatization during the close reading is important as it enables the students to clearly understand the deeper meaning of the text and enjoy the activity as well. In fact, the text-based questions should be set with the intention of accessing a particular objective of the close reading activity.



Cummins, S. (2013). Close reading of informational texts: Assessment-driven instruction in grades 3-8. New York, NY: The Guilford Press.

Burke, B. (2017, June 12). A Close Look at Close Reading, Retrieved from NIE online: https://nieonline.com/tbtimes/downloads/CCSS_reading.pdf


















Use your Reflection draft paper to create Instructional plan

4.1 Biblical Wisdom


  1. Watch the  video, The Best Gift I Ever Survived. Click here for an interactive transcript of this video. 
  2. Navigate to the discussion forum and start a new thread.  Post your response to the following prompt:  
    1. “A description of the 'best gift" that I ever received.”
  3. Your initial post is due by the end of the fourth day of the workshop.
  4. Read and respond to at least two of your classmates' postings, as well as follow-up instructor questions directed to you, by the end of the workshop.
  5. Your postings should:
    1. Be well developed, contain meaningful information, and be stated clearly.
    2. Add greater depth to the discussion by introducing your own ideas, rather than restating what your classmates have shared (Include much more than: “Great post,” or “I agree.”).
    3. Directly address the ideas your classmates have posted in order to contribute to insightful conversation.


4.5 Dropbox

Introduction and Alignment

This assignment builds upon last workshop’s assignment on locating sources. Now that you have identified three articles, you will have the opportunity to describe your research process and share the content of the articles while demonstrating your writing and information literacy skills. These skills are critical to creating an Annotated Bibliography. Remember, research is an evolutionary process. This research provides an excellent opportunity to practice your critical thinking and problem solving skills. 

Upon successful completion of this assignment, you will be able to:

  1. Demonstrate information literacy skills through the use of the learning tools.
  2. Demonstrate proficiency in reading, writing, and information literacy.
  3. Explain the kind of information that requires APA citation.


Background Information

The focus of this assignment is to help you explore the overall content of the articles you selected to support your Research Paper topic (i.e., Workshop Assignments 3.8 and 5.6). You will summarize each article, and will list the information required by APA format (i.e., journal title, article title, author, issue number, volume number, page numbers, date, source location). Do not allow this assignment to overwhelm you. Your instructor and OCLS librarian are here to help. Remember, you can post questions in the Off Campus Library Service Forum located at "Activities/Discussions/Course Forums." An IWU librarian monitors the forum regularly.

The information for your Annotated Bibliography should be created on the “Annotated Bibliography Template” document (see link above). The work you do this workshop as you continue researching and writing will make Workshop Five’s assignments accomplished more easily.


  1. Locate the three articles you identified in the "3.8 Finding Your Sources" assignment.
  2. Download the Annotated Bibliography Template.
  3. Cite each source in APA format using the APA 6e Guide and the other APA resources included in this course. 
  4. Summarize the information contained in each article. Each summary should consist of 10 sentences. Refer to the sample entry and summary located in the Annotated Bibliography Template
  5. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the Assignment Dropbox by the end of the workshop.



4.6 Dropbox

4.6 References Page


Introduction and Alignment

Preparing a References Page is an essential part of an APA research paper. Even though the research paper is not due until the end of Workshop 5, locating research and identifying sources correctly is an essential step in the overall process. By conducting research you will acquire all the information needed to write the paper. Once you complete the research, writing the paper is as easy as putting it all together. Once Workshop 5 begins, you will essentially have all the necessary components and will simply compile them to incorporate into the research paper. The goal of the individual research assignments in this course is to prepare you to write the paper at the end of the course. This process can serve as your model for creating many research papers throughout your degree program. It will also be extremely beneficial if your employer asks you to submit a work report or proposal; you will be in great shape for preparing excellent documents.

Upon successful completion of this assignment, you will be able to:

  • Describe the different information sources requiring APA citation.



  1. Following the instructions in the Research Guide file, locate an additional two sources related to the topic you chose for the Title Page Assignment. You have already located 3 journals or magazines. Now you will locate one book and one web page to add to your sources list. For this assignment, a minimum of 5 sources are required as follows:
    1. Three journal/magazine articles (you may use the ones you located in the previous assignment or find new ones).
    2. One book. The book you locate can be either hardback or electronic; check the APA Guide to see how to cite whichever source you choose.
    3. One Web page. You will likely locate this using the internet search tool of your choice; just be sure your source is reliable.
    4. NOTE: Total sources required for the References Page assignment; 5 sources
  2. In a Word document:
    1. Type the word References (centered) at the top of the page and list each source alphabetically in APA format.
    2. Remember to use a hanging indent if the source continues past one line.
    3. Double-space the entire document. (This includes double-spacing BETWEEN each entry; Word defaults to an “extra” space, so you will need to select “Paragraph” from the dropdown area, then click on the box beside the line that states: “Don’t add spaces between paragraphs of the same style.”
    4. Use Times New Roman, 12-point font throughout. (Word usually defaults to a different font, so you will need to select Times New Roman font from the dropdown area when your Word doc is open.)
    5. If you need assistance with APA format, review the IWU APA 6e Guide.
    6. Refer to the References Page Sample document located above.
  3. When you have completed your assignment, save a copy for yourself and submit a copy to your instructor using the Assignment Dropbox by the end of the workshop.

4.5 APA Annotated Bibliography Template

·         This is a template in which you will create your Annotated Bibliography for 4.5 in your GEN-111 course. The information you see below is a sample of one entry (see yellow highlights). For your assignment, use the three OCLS articles that you located in Assignment 3.8. Note that the “article author/publication information/date, etc.” is in APA format (See the APA Guide 6e for guidance on how to arrange your information in correct APA format). Then type 4 to 8 sentences summarizing the main content of the article (example below begins with “The economy has been…”). Be sure to align your summary (margins and spacing) as shown in the example (note the hanging indent lined up with the entry: (/Publications…). All 3 bibliographic entries should be in alphabetical order on the page, and the entire content should be double spaced, in Times New Roman 12-point font.

·         Save the completed document to your computer and submit it via the Assignment Dropbox in your GEN-111 course.

·         Your name:

Annotated Bibliography

Pace, A. (2012). Stressed out? T +D, 66(10), 14. Retrieved from http://www.astd.org


The economy has been an increasing cause of stress. The causes of job stress are many, having their sources both in the workplace and in the home. The author suggests that staff  lay-offs and lack of funds for training create a lot of uneasiness and insecurity. This is a helpful source for documenting the various types of job stress employees face in the 21st Century.



Introduction and Alignment

Consider your experience both within your own family of origin and when interacting with other families. What is different between these examples of families?

In the field of social work, it is imperative that you know how to assess families. When trying to identify what is happening within a family, a social worker must learn about the family’s structure, identify their strengths, review their communication style, and understand the family’s dynamics. Families are influenced by the unique individuals within the family, as well as by the larger cultural context in which the family exists. Families vary in how they define who is a member of the family unit, what role each family should play, and what the family dynamics are based on an individual member’s contributions to the family system. Often, the social worker’s role is to help identify trouble spots and help the family re-adjust to healthy system dynamics.

In this week’s Assignment, you provide an assessment of a family and provide an analysis of the family using a social work perspective with consideration to strengths, cultural values, and social work theory.

By Day 7

Submit a 2- to 3-page paper in which you analyze a family that is familiar to you. Support your analysis by using course-assigned resources and at least 2 to 3 additional peer-reviewed articles to do the following:

  • Describe the structure of a family that is familiar to you. 
  • Identify the strengths in the family.
  • Explain where in the life cycle this family is located and how that may influence family dynamics.
  • Analyze one form of communication used by this family and how this communication style influences family dynamics.
  • Describe the specific roles of two family members and explain if the various roles work well together for the benefit of this family.
  • Explain how understanding cultural values will help a social worker working with this family.
  • Analyze this family using systems theory or the ecological perspective.
Consider your experience both within your own family of origin


You are required to answer three questions from Part B.  Write a short essay, at least 400 words long, for each answer, worth 5 points. Focus your response on the question; and, “own” your answers.


Answer any three of the following 8 questions.


1.      Segregation, a social system based on a long history of prejudices and discrimination, was deeply entrenched in people’s minds as well as in the culture. How did segregation manifest itself in daily life in the South? How did segregation disenfranchise black Americans?


2.      “Throughout the first half of the twentieth century, American society was sharply segregated along color lines. Supported by both law and custom, the Jim Crow system—late nineteenth-century rules and regulations that codified a long tradition of prejudice, dehumanization, and discrimination— created separate and unequal services, employment, and housing for blacks and whites. The first episode traces events that brought this discrimination and violence to public awareness and the awakening of the nascent civil rights movement. (Blackside, 1986, ‘Awakenings’)”.Considering the resultant context, what is the difference between desegregation and integration? What is required for each?


3.      What is the evidence that American youth of college age participated in the ACRM during the 1950s, 1960s, and 1970s? Describe a youth organization you know participated in some of the biggest campaigns of the ACRM.


4.      In his civil rights address of June 11, 1963, President Kennedy points to several contradictions inherent in twentieth-century American democracy. What were they? Why did they become especially significant in June 1963?


5.      In his “Letter from a Birmingham Jail”, MLK wrote about the “degenerating sense of ‘nobodiness’” prevalent among blacks in America. What did he mean by the term ‘nobodiness’? How, according to the King’s letter, do indignities like name-calling rob blacks of their individuality and humanity? Can you think of other examples in which people are made to feel like “nobodies” because of the way they’re treated?


6.      “Four days after Rosa Parks was arrested for her defiant bus ride, local activists recruited a young minister to lead their struggle against segregation in Montgomery … twenty-six-year-old Reverend Dr. Martin Luther King, Jr. … to lead the newly formed Montgomery Improvement Association … on December 5, 1955 … at the Holt Street Baptist Church … King … laid out the plan for the Montgomery bus boycott and a new vision for American democracy”. What kind of struggle did King propose? What principles did King cite as a foundation for the struggle?


7.      Episode 5 of the video series EOTP explores the “voter registration drive and the racist backlash of intimidation and violence that followed”. What strategies were employed by activists during “Freedom Summer” to reverse years of intimidation, segregation, and discrimination in Mississippi? How did the various components of the program connect?


8.      Is the American Civil Rights Movement over? Georgia Congressman John Lewis probably will answer “not yet”. Here is a link to a recent biography: https://johnlewis.house.gov/john-lewis/biography. Would you agree or disagree with the Congressman? Take a stand and explain why you agree or disagree


Extra Credit. 5 Points each. Answer only one of the following questions

9.      Episode 6 of eyes on the prize, “bridge to freedom”… What different strategies did activists in Selma, Alabama use to draw national attention to discrimination in voting rights?


10.  Would you recommend to others the course BST 204, Intro to African American History II – Great Depression to American Civil Rights Movement? Why or, why not? Considering your experience in that course, please explain in a short essay.




Answer 3 of the 8 questions (at least 400 word for each answer)
17053 need the Hesi exam test questions Hesi exam
17033 M6D2: Project 2 Annotated Bibliography: Part 2 Three Annotations – due 6/14/18 No unread replies.No replies. What have scholars written about your topic? What does it mean to write an annotation of an article? Check out the website: http://owl.english.purdue.edu/owl/resource/614/01/ (Links to an external site.)Links to an external site. During MODULE 6, please present 3 annotations to the class. This will allow the professor to provide feedback on your entries prior to your final submission. At this time, it is important to submit a rough draft (3 or more entries) of Project 2, complete with a turnitin review of the draft. Your professor will review the originality report and indicate the areas, if any, which need improvement. Submit the three (3) entries in this document to three individual posts on the discussion board. This will allow classmates to see what you are working on and may spark additional interest in the topic. Post three (3) separate posts (one for each entry) in the discussion board. 250 words in length for each. Subject: Sexual harassment on college campuses or in high school. Source should be from scholarly peer review articles or journals - ex. American Psychology Association, etc. Sociology - Annotated Bibliography
17032 M6D1: The Law Profession on Trial What is the sociological definition of a profession? What are the four hallmarks of a profession? Now consider, how often do you see advertisements for professions? What about the law profession in particular? Do commercials influence your opinion of this profession? What are the common messages in these commercials? The future of the law profession is on trial and you are the judge. First, act as the prosecuting attorney and present evidence from your analysis of the 10 online advertisements for attorneys that the legal profession is de-professionalizing. Then present the defense’s case using the NPR broadcast as evidence. Sociology in the workplace

Explain the factors that determine how a company selects a project. 

Differentiatebetween top-down and bottom-up estimates including when each would be used. 

Determine the methods for estimating project costs. 

Explainthe types of costs. 

Format your 700- word paper consistent with APA guidelines.

Click the Assignment Files tab to submit your assignment.



Apply: Alternative Dispute Resolution Mind Map

Create a Mind Map using a tool such as Popplet®, Mindmeister®, GoConqr®, or a Microsoft® Word document in which you do the following:

  • Assess three advantages and three disadvantages of mediation in comparison to arbitration or litigation
  • Summarize five mediator qualifications
  • Assess three advantages and three disadvantages of arbitration
  • Summarize five arbitrator qualifications

Assess all categories in a 525- to word Mind Map.

Click on the Assignment Files tab to submit your Mind Map.

Project Selection and Estimating Technique Paper

Due Week 9 and worth 240 points
**My Subject to address is “The Struggle of College Students finding Employment after Graduation”

What do reporters, crime scene investigators, and sports broadcasters have in common? All of these occupations are focused on reporting the results from data or information. The final part of your research paper is about the data procedures, reporting, and interpretation of the results of your research topic.
For this assignment, you will create the last part of your research paper. Build on your paper from Assignments 2 and 3, and integrate feedback from your instructor. You should use the headings below for the sections of your paper.
Write a twelve to fifteen (12-15) page paper (this includes the work you already completed in Assignments 2 and 3) in which you:
These items you should have already completed in Assignments 2 and 3:
1 Describe the:
a Introduction to your topic.
b Purpose of your research.
c Problem statement.
2 Summarize the literature you collected related to your topic.
3 Identify the:
a Gap(s) in the literature.
b Research question or hypotheses of your topic.
c Proposed theory for your research.
4 Identify two to three (2-3) common themes in the literature.
5 Contrast the findings and results of the literature.
1 Include seven to ten (7-10) peer-reviewed quantitative or qualitative articles related to your topic.
These items are new for Assignment 4:
7 Describe the participants in the study.
8 If you are conducting quantitative research, describe the instrument participants completed in the study. If you are conducting qualitative research, describe the approach and interview protocol you used.
9 Explain the procedures that you conducted.
10 Perform the data analysis.
11 Summarize your findings.
12 Interpret the results of the data analysis.
7 Summarize the findings and limitations of your research.
8 Address the feedback from your instructor for Assignments 2 and 3.
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
• Identify a research topic and describe why it can and should be studied.
• Determine the appropriateness of peer-reviewed literature to support research topics.
• Use technology and information resources to research issues related to educational research methods.
• Use quantitative and / or qualitative approaches to create research topics.
• Analyze research methodologies that support specific research topics.
• Describe ethical considerations in the research process.
• Evaluate components of a research proposal.
• Write clearly and concisely about educational research methods using proper writing mechanics.
• Determine the appropriate research procedures when designing a quantitative study.
• Determine the appropriate research procedures when designing a qualitative study.

Dance, Cheer, Live -Ms. Phyllis

Assignment 4: Research Paper Part 3 – The Results
16925 I need the actual TEAS 6 questions. I have already taken it once but wasn’t satisfied with the results I need the retake version of TEAS 6 TEAS 6

1.    A type of painting utilizing egg yolk as a binder is:









12 points   


1.    Which of the following media used today is similar to drawing media used by prehistoric people?









12 points   


1.       Rosalba Carriera, creator of Portrait of Girl with a Bussola, was a popular 18th-century artist whose medium of choice offered rich colors and a smooth surface. Identify the medium.




Colored pencil


Conté crayon



12 points   


1.    Pastel, charcoal, Conté crayon, and __________ are types of dry drawing media.









12 points   


1.    In painting media, the pigment provides:









12 points   


1.       Match the question or statement on the left with the corresponding word or phrase on the right.


Purpose of drawing


Type of liquid drawing media


The function of hatching in drawing


Refers to the term impasto


Used to give color to paint


Used to help paint ingredients flow as a liquid


One main advantage of using oil paint


The type of paint was used for the Sistine Chapel ceiling


Binder or adhesive


Creates shadows on a drawing


Slow drying allowing an artist to make changes


Water or oil vehicle


Pigments in water applied to a damp lime plaster surface


Washes of ink thinned with water


A preparation for a larger artwork


Thick paint that shows the brush strokes


Pigments of powdered minerals


1. A type of painting utilizing egg yolk as a binder is

Scenario: A parent has emailed you, stating that their child is being repeatedly picked on by other students, and you are doing nothing to address the situation. After speaking with the student, you learn that other students are indeed calling this student names behind your back and picking on them throughout the day.


Part 1: Write an email response back to the parent, explaining your conversation with their child and how you plan on addressing the incident in your classroom.

Part 2: Create a plan for a class meeting to address the issues outlined above. Make sure your plan answers the following questions: What activities would occur? What resources (speakers, books, videos, other staff members, etc...) would you utilize? What is your rationale for each activity? What different roles would teachers, students, family play? How would you communicate your plan to all students and families?

Scenario: A parent has emailed you,

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