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BUSI 604 Test 2

September 17, 2025/in General Questions /by Besttutor

Course  201830 Summer 2018 BUSI 604-B01 LUO

Time Elapsed     1 hour, 14 minutes out of 1 hour and 15 minutes

Instructions        •             Time limit: 1 hour and 15 minutes

•             75 true/false and multiple-choice questions

•             Open-book/open-notes

•             Do not hit the BACK button as this will lock you out of the test.

•             The timer will continue if you leave this test without submitting it.

Results Displayed             Submitted Answers, Feedback

•             Question 1

0 out of 2 points

The most important issue in understanding the effects of exchange rates on business is its (________).

Selected Answer:

•             Question 2

2 out of 2 points

Speculation generally means buying a commodity when its price is low and then reselling it after prices rise in order to make a profit.

Selected Answer:

•             Question 3

2 out of 2 points

The role of the World Bank is to supervise the exchange rate practices of member countries and to encourage the free convertibility of any national money into the monies of other countries.

Selected Answer:

•             Question 4

2 out of 2 points

Smaller nations that have limitations and restrictions on their currencies, are considered to possess (_____) currencies.

Selected Answer:

•             Question 5

2 out of 2 points

The FX swap of currency amounts is normally variable.

Selected Answer:

•             Question 6

0 out of 2 points

(___________) is considered a sign of economic recovery and stabilization but makes the currency of a country more expensive compared to other currencies, having a direct inverse effect on exports and imports.

Selected Answer:

•             Question 7

2 out of 2 points

Global Financial Markets include both(__________) and (________) market places that make the cross-border exchange of goods and services between buyers and sellers possible.

Selected Answer:

•             Question 8

2 out of 2 points

Global financial markets are important to lenders for two major reasons: (1) expanding (________) and (2) reducing (________).

Selected Answer:

•             Question 9

2 out of 2 points

The end result of the global competition is higher (_______) and lower (_________) for consumers.

Selected Answer:

•             Question 10

2 out of 2 points

After the Gold Standard was discontinued in 1971, the (___________) followed the rule of supply and demand, and currencies started to flow freely between sellers and buyers in currency markets.

Selected Answer:

•             Question 11

2 out of 2 points

OTC participants trade on a physical trading floor.

Selected Answer:

•             Question 12

2 out of 2 points

Since the world thrives to trade and does not have a uniformed international currency, the exchange rate from one currency to another is determined by (______) and (________) on a given day on the FX Market.

Selected Answer:

•             Question 13

2 out of 2 points

(______) rates indicate the exchange rate of one currency in units of another currency immediately.

Selected Answer:

•             Question 14

2 out of 2 points

A bond is a certificate with a certain monetary value.

Selected Answer:

•             Question 15

2 out of 2 points

The Federal Exchange Commission is the main authority issuing regulations over the American securities exchange markets.

Selected Answer:

•             Question 16

2 out of 2 points

The (___________) monitors the various companies and organizations that are quoted on the security exchange and make sure they meet the requirements for being listed.

Selected Answer:

•             Question 17

2 out of 2 points

In ideal functioning markets, speculation and (_______) assist in the reduction of unavoidable risks associated with uncertainties, such as unemployment, catastrophic losses, and diminished business revenue.

Selected Answer:

•             Question 18

2 out of 2 points

Fixed exchange rates, also known as pegged exchange rates, occur when a government or central bank ties the official exchange rate to another country’s currency or the price of gold.

Selected Answer:

•             Question 19

2 out of 2 points

In a (_______) union, members have the same rights as in a free trade area, with the exception that they will now all have the same trade policy towards nonmembers.

Selected Answer:

•             Question 20

2 out of 2 points

Mercosur ranks as one of the four largest trading blocs and one of the largest economies in the world.

Selected Answer:

•             Question 21

2 out of 2 points

The Schengen Agreement abolished passport and border controls within the internal-national boundaries of the (_______).

Selected Answer:

•             Question 22

0 out of 2 points

Signatory nations a part of CACM have not been able to achieve their wider aims of stronger economic and political unification because of a failure to settle (________).

Selected Answer:

•             Question 23

0 out of 2 points

Increasing attention is being paid to the rapidly growing economies of (_______) and (_________), as they evolve from primarily agricultural dependence into industrial giants with regional superpower status.

Selected Answer:

•             Question 24

0 out of 2 points

(_________) is the largest agreement in the world (approximately 1.56 billion people).

Selected Answer:

•             Question 25

0 out of 2 points

(________) was incorporated within the establishments of NAFTA.

Selected Answer:

•             Question 26

2 out of 2 points

European Parliament elections are held every five years, and all register EU citizens are allowed to vote.

Selected Answer:

•             Question 27

2 out of 2 points

More than 60 percent of Africa’s people depend upon agriculture, with farming being mostly of the subsistence variety.

Selected Answer:

•             Question 28

2 out of 2 points

The Caribbean Community and Common Market (CARICOM) is an example of a (___________).

Selected Answer:

•             Question 29

2 out of 2 points

(________) gives every state the right to lead its existence free from external interference.

Selected Answer:

•             Question 30

2 out of 2 points

All EU members are obliged to adopt the Euro as their national currency, with the exception of (______) and (______), which have been exempted under the terms of the Maastricht Treaty.

Selected Answer:

•             Question 31

2 out of 2 points

According to its proponents, (_________) helps nations take advantage of the unprecedented wealth the global economy is producing.

Selected Answer:

•             Question 32

2 out of 2 points

South America is one of the largest trading blocs in the world.

Selected Answer:

•             Question 33

0 out of 2 points

The main objective of (______) was to create a sustainable food source for the member countries of the ECOWAS.

Selected Answer:

•             Question 34

2 out of 2 points

The (______) is guided by the belief in the importance of building an integrated petroleum industry as a cornerstone for future economic integration amongst Arab countries.

Selected Answer:

•             Question 35

2 out of 2 points

All EU members are obliged to adopt the Euro as their national currency, with the exception of Great Britain and France.

Selected Answer:

•             Question 36

2 out of 2 points

The (_________) was established in 1960 as an economic counterpart to the North Atlantic Treaty Organization (NATO).

Selected Answer:

•             Question 37

2 out of 2 points

Agreements between participating nations are managed and promoted through (__________).

Selected Answer:

•             Question 38

2 out of 2 points

To avoid obsolescence and promote innovation, a firm must be aware of (_________) changes that might influence the industry.

Selected Answer:

•             Question 39

0 out of 2 points

The key factors that influence the entry mode selection are as follows:

Selected Answer:

•             Question 40

0 out of 2 points

Proactive reasons are based on the firm’s behavior with respect to the environment and adaptation to changes from outside the firm.

Selected Answer:

•             Question 41

2 out of 2 points

Low production cost in a country encourages local production.

Selected Answer:

•             Question 42

0 out of 2 points

The (______________) is one of the global market knowledge competencies required to succeed in the global marketplace.

Selected Answer:

•             Question 43

2 out of 2 points

Firms are better off selecting non-equity, low-investment entry modes in    countries that have low environmental uncertainty.

Selected Answer:

•             Question 44

2 out of 2 points

Joint ventures usually involve an alliance where two or more companies contribute assets, which results in the formation of a new legal entity.

Selected Answer:

•             Question 45

2 out of 2 points

Entering the market at the right time, or the wrong time can have tremendous effects on the success or failure of the expansion.

Selected Answer:

•             Question 46

0 out of 2 points

The primary private sector facilitator for intermediaries, outside of expo

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ViewPoints

September 17, 2025/in General Questions /by Besttutor

Q1. Viewpoints | Choose a Design Medium

Watch the following three videos. Using your personal experience and what the experts in the videos say, make a case for which design element makes the most significant contribution to the creation of the “world” of the play. Back up your opinions and observations using examples from the videos you chose to watch.

Wicked Scenery: Design Concept –

https://www.youtube.com/watch?v=ytFSehs2Rxw&feature=youtu.be

Indiana Jones Sound Design Featurette Part 1 –

https://www.youtube.com/watch?v=YWDSFihqyH8&feature=youtu.be

Practical Technical Theater Demo: Lighting Design –

https://www.youtube.com/watch?v=E3K8UXfvrgg&feature=youtu.be

Q2. Viewpoints | The Modern Theatre – Passing the Torch

The ideas of Copernicus, Galileo, Darwin, Freud, Marx and Einstein (among others!) along with the influences of the Industrial Revolution, Photography, atomic warfare, and global warming have spawned a Modern Theatre dominated by “realism.” But reading Chapter 8 reveals that realism is just another style of theatre. Every “new” style of theatre is a reaction to improve the status quo and serves a specific set of purposes, from pure entertainment, to promoting propaganda. Watch the four video clips to learn more about realism and Theatre of the Absurd. The clip of Laurel and Hardy provides an example of the kind of meaningless and repetitive activity that influenced the creation of Waiting for Godot. Think back on the many plays and styles of theatre you’ve read about in this class, and the plays and productions you’ve seen this semester. Using examples from those experiences, make a case for the production and/or production style that is most pertinent to today’s world and your own personal vision of what theatre should be for your generation. Should forward thinking theatre artists concentrate more on entertaining or enlightening? The more complete your answer, the better your grade.

Realism in Theater – https://youtu.be/FHMQEsiaMZI

What is THEATRE OF THE ABSURD? What does THEATRE OF THE ABSURD mean? THEATRE OF THE ABSURD meaning – https://www.youtube.com/watch?v=qbFG7K9Ql0s&feature=youtu.be

Laurel and Hardy “Tit for Tat” (1935) – https://www.youtube.com/watch?v=LQXoJPlwzOQ

“Waiting for Godot” Explained with Philosophy | Philosophy Tube – https://www.youtube.com/watch?v=nsxkEs6G-9s&feature=youtu.be

Q3. Viewpoints | Theatre East and West

Read Chapter 7 and watch the video clips in this unit. Discuss your understanding of the similarities and the differences of the three Theatrical traditions represented. Make note of the training and behavior of actors, the types of stories enacted, the productions values, the cultural values, the symbology and the effects the productions have on audiences. Back up your opinions and observations with examples from the text and/or the videos.

Kabuki –  https://www.youtube.com/watch?v=hlTQUzPZU8Y&feature=youtu.be

The World of Commedia dell’Arte – https://www.youtube.com/watch?v=h_0TAXWt8hY&feature=youtu.be

Kathakali Dance Drama of Kerala – https://www.youtube.com/watch?v=cHt4bzq1uOM&feature=youtu.be

Make -up for Kathakali – https://www.youtube.com/watch?v=sIZYF1piRG8&feature=youtu.be

Kalyanasougandhikam in Kathakali Part 1, Invis Multimedia, DVD – https://www.youtube.com/watch?v=49lTzt1cZgI&feature=youtu.be

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BP PLANNING INSTRUCTION

September 17, 2025/in General Questions /by Besttutor

Planning Instruction Part 2

700.4PBP PLANNING INSTRUCTION, PART 2

This project is a continuation of the earlier project TNT 700.3P Planning Instruction, Part 1. You will develop the student expectations chosen in the previous project into lesson plans. This project has two submissions.

LOOK CAREFULLY  AT THE CERTIFICATION AREAS LISTED BELOW AND SELECT THE AREA IN WHICH YOU WISH TO CERTIFY  FOR INSTRUCTIONS. THEN REVIEW THE EVALUATION CRITERIA AND THE SUBMISSION INSTRUCTIONS FOR YOUR CERTIFICATION AREA. YOU WILL USE THESE SAME TWO PLANS IN THE NEXT PROJECT, TNT 700.5PBP, AS WELL AS THIS ONE.

ARE YOU CERTIFYING IN CORE EC-6; OR ELAR 4-8; OR CORE 4-8; OR ELAR/SS 4-8?

Because you are certifying or hoping to certify in a content area that includes the Science of Teaching Reading standards, you must provide evidence through your lesson planning projects that you know and are able to apply the STR standards. Therefore, you must do the following:

1. Lesson Plan 1 MUST be a lesson plan that uses an English/Reading/Language Arts TEKS that addresses one of the following literacy domains: Phonics; Phonemic Awareness; Comprehension; or Fluency. Vocabulary instruction must be embedded in the plan as well. You must use this lesson plan format Download lesson plan format to ensure you are meeting the instructional planning requirements that include the STR.  If you did not use one of these areas for TNT 700.3PBP you may create a new plan.

2. Lesson Plan 2 may also be literacy, or you may choose any other standard in any other content area you wish. Vocabulary instruction must also be embedded in the plan, regardless of the content area and standard you choose. You may use the traditional Texas Teachers’ Lesson Plan document Download Texas Teachers’ Lesson Plan document for this plan if you wish, or use the literacy plan template Download literacy plan template from Lesson Plan 1 above.

You may download the 700.4PBP Rubric Download 700.4PBP Rubric  here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions. The following exemplar lesson Download exemplar lesson plan may be useful for you in your planning.

Your work must be your own. You may not use district-provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.

ARE YOU CERTIFYING IN ANY OTHER AREA THAN THOSE LISTED ABOVE?

For this project, you will write two complete lesson plans and submit each one for evaluation and feedback. You MUST use two different TEKS and two different lesson plans when you submit. Your work must be your own. You may not use district provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.

1. Select a standard from your content area, and using the approved template, write Lesson Plan 1. Submit this plan on the page that says Submit Lesson Plan 1 Here. You must use this template Download this template  to ensure you meet the technical requirements of lesson planning as required in the state code. This is not a traditional lesson plan format but is designed to walk you through the process of what is evaluated.

2. Select a different standard from your content area, use the same format as before Download use the same format as before and write Lesson Plan 2. Submit this plan on the page that says Submit Lesson Plan 2 Here. You may download the 700.4PBP Rubric Download 700.4PBP Rubric  here to understand the expectations of the project. You must score at least 48 out of 60 points on each lesson plan to be successful. You may submit each plan until you reach a passing score or within four submissions.

To see an example of exemplary performance on this assessment, please see the 700.4PBP Example Download 700.4PBP Example .

EVALUATION CRITERIA FOR ALL CERTIFICATION AREAS

  • The alignment and appropriateness of the instructional      strategies with the learning objective
  • Explicit, targeted activities that include flexible      grouping and individualized instruction, as appropriate
  • Literacy strategies include the STR components      (required for certain certificates), embedded vocabulary explicitly taught      (all candidates)
  • Technology is integrated and aligned to the standard      (T-PACK) and aligned to ISTE standards
  • Decision-making reflection

Please select the tab that best describes your certification preference to understand the requirements for submission. Certification areas that include the Science of Teaching Reading standards have different requirements than the other certification areas. These certification areas include:

  • Core EC – 6 with STR
  • Core 4 – 8 with STR
  • ELAR 4 – 8 with STR
  • ELAR/SS 4 – 8 with STR

If you are not certifying in any of the above certification areas, select the tab for “All Other Certification Areas”.

TEXAS TEACHERS LESSON PLAN FORMAT 

LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)

INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. 

Use of Groups  Blue or Aqua

Critical Thinking or Problem Solving Pink or Magenta

Learning Modalities used Underlined

NAME:    SUBJECT/GRADE:__________________________________

CERTIFICATION AREA: _______________________________

STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON

PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION

***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS 

 

TEKS OR PRE-K GUIDELINES:

LEARNING OBJECTIVE(S):The student will

ASSESSMENT: 

 

MATERIALS   and SETTING

What   materials do you need for this lesson? What is the setting? Are students in   pairs, groups, stations, floor, library, science lab?

 

KEY   VOCABULARY and ACADEMIC LANGUAGE

What   vocabulary terms must students know to understand the concept being taught?

**Include specific method for working   with vocabulary

ex: Marzano, Frayer model,   Greek/Latin roots

 

FOCUS   ACTIVITY

What   activity will students engage in that will pique their interest about the upcoming   lesson? Think of this like a preview for an upcoming movie – something that   ignites curiosity

 

CONNECTION   TO PRIOR LEARNING OR REAL WORLD

This   is what you say to students about   what they have already learned and how it prepares them for what they are   about to learn; review what they have learned to prepare them for the   upcoming lesson.

 

OBJECTIVE   STATEMENT

(including   a performance behavior)

This   is what you say to students about   what students will learn today, and   how they will show they have learned the content (that is the performance   measure)

 

PURPOSE   OF LEARNING

Why   do students need to learn this today? This should be written in what you will say to students and should include   both why it is important to the content and   why it is relevant in their lives.

 

INSTRUCTIONAL STEPS

Include: 

· Step by step instructions

· Key points

· Directions to give

· Small   group instructional plans

· Differentiated   Station Activities

 

LITERACY STRATEGIES USED

**Specifically identify ways you are   implementing literacy instruction!

 

STUDENT USE OF TECHNOLOGY 

 

CLOSURE

Review:How will you cement the learning that has taken place in this lesson?

Connect to future learning:How will what students learned today help   them in upcoming lessons?

The Reflection

Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.

1. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level?

2. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).

3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?

4. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?

TEXAS TEACHERS LESSON PLAN FORMAT 

LITERACY SPECIFIC PLAN (SUBMITTED FOR LESSON PLAN 1)

INSTRUCTIONS: Complete all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. 

Use of Groups  Blue or Aqua

Critical Thinking or Problem Solving Pink or Magenta

Learning Modalities used Underlined

NAME:    SUBJECT/GRADE:__________________________________

CERTIFICATION AREA: _______________________________

STR FOCUS AREA: PLEASE HIGHLIGHT IN YELLOW WHICH OF THE MAIN PILLARS OF LITERACY INSTRUCTION YOUR PLAN FOCUSES ON

PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION

***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS 

 

TEKS OR PRE-K GUIDELINES:

Grade 2, Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

LEARNING OBJECTIVE(S):The student willuse text features and structures such as the cover, title, table of contents, and back blurb to identify the characters, setting, and problem of the story to make a prediction before reading a fiction text.

ASSESSMENT: 

Informal Assessment: Today, the students each make a prediction in the listening station based on their audio book. Students will turn this in at the end of the class period as an informal/formative assessment. The teacher will score this based on two parts: a realistic prediction based on the book’s text features a confirmation or denial of this prediction upon completion of the text.

Formal Assessment: Since this is the first day of this skill, a formal assessment isn’t needed. The skill could be broken down into two parts- one identifying the character, problem, and solution, and the next one making the prediction.  To formally assess later on in the lesson cycle, readers willuse another level “G” book, read aloud the title, cover, back blurb, and table of contents, and identify the character, setting and problem in order to make a prediction.

 

MATERIALS   and SETTING

What   materials do you need for this lesson? What is the setting? Are students in   pairs, groups, stations, floor, library, science lab?

Mentor text: Katie Woo: No Valentines for   Katie (Guided Reading Level G)

Sticky Notes

Anchor Chart: How to use a Sneak Peek to   Predict.  The anchor chart will be created as a class.

Students will start in whole group, move to   stations and guided reading groups around the classroom.

 

KEY   VOCABULARY and ACADEMIC LANGUAGE

What   vocabulary terms must students know to understand the concept being taught?

**Include specific method for working   with vocabulary

ex: Marzano, Frayer model,   Greek/Latin roots

Sneak Peek (this is really previewing and   orienting to text, but we don’t need second graders to use that language)

Title, Table of Contents, Back Blurb

Predict

Characters, Setting, Problem

Frayer Model for the term “back blurb.” Students will complete a 4 square grid with   this term using the following steps:

1. Define the target vocabulary word.

2. List facts about the target word

3. Generate examples and non-examples.

 

FOCUS   ACTIVITY

What   activity will students engage in that will pique their interest about the   upcoming lesson? Think of this like a preview for an upcoming movie –   something that ignites curiosity

Teacher wears a detective hat and holds a   magnifying glass to rally the class.  Emphasizes that readers are like   detectives sometimes making predictions before they read.

 

CONNECTION   TO PRIOR LEARNING OR REAL WORLD

This   is what you say to students about   what they have already learned and how it prepares them for what they are   about to learn; review what they have learned to prepare them for the   upcoming lesson.

“Readers, you’ve worked so hard on looking at   the pictures before you start reading every story, but today, you are going   to do a grown-up sneak peek since you are almost third graders!  You are   going to use that to help you make a prediction which will help you   understand and keep track of the story as you read these longer books!”

 

OBJECTIVE   STATEMENT

(including   a performance behavior)

This   is what you say to students about   what students will learn today, and   how they will show they have learned the content (that is the performance   measure)

“Readers!  Today we are going to take a   sneak peek by looking at the cover, title, back blurb, and table of contents   so we can make a prediction before we read to help understand longer books!   After we read, we will check and see if our ideas were right!”

 

PURPOSE   OF LEARNING

Why   do students need to learn this today? This should be written in what you will say to students and should include   both why it is important to the content and   why it is relevant in their lives.

“You are going to use the sneak peek to help   you make a prediction which will help you understand and keep track of the   story as you read these longer books!”

 

INSTRUCTIONAL STEPS

Include: 

· Step by step instructions

· Key points

· Directions to give

· Small   group instructional plans

· Differentiated   Station Activities

1. “Readers!    Today we are going to take a sneak peek by looking at the cover, title, back   blurb, and table of contents so we can make a prediction before we read to   help understand longer books!” Teacher uses hands to gesture like it’s a book   and pointing out the front and back.

2. Before beginning the lesson, students will work   together as a class to complete the Frayer model of “back blurb.” This is a new term for   students so going through the process of creating a vocabulary anchor chart   will solidify this term for them.

3. Teacher   models through direct instruction doing this before reading. Teacher models   reading the title, cover, back blurb and table of contents (if applicable.)

4.   Students are sitting next to a reading partnerand then they discuss what they’re thinking the   character, setting, and problem might be. The teacher listens in to quickly   get an informal assessment on how students are responding to this   information.

5. The teacher models thinking aloud and writing   it on a sticky note.    This is all direct instruction so the teacher does not call on any students   to gather their thinking.  The teacher is only modeling the correct   response.  The teacher will place the sticky notes on an anchor chart. The chart will be set up in three   columns. What I know (title, cover,   back blurb), what I predict (problem), and confirmed/denied.

6. The teacher follows the same procedure for   making a prediction. The teacher reads the whole story, stopping after each chapter to   check on the prediction and maintain information across chapters to see how   the problem is developing.  The teacher is modeling correct   thinking across the book aloud. Students can be given time to talk to their   partnerships quickly after each chapter to practice, but the teacher does not   call for their responses.

7. At the end of the story, the teacher confirms   the prediction and repeats the gestures and points to the anchor chart   repeating the steps of how to take a sneak peek and predict.

8. To wrap up the lesson, the class as a whole can confirm or deny the   prediction that the teacher has made. The students echo   the steps and gestures.

9. The   teacher will dismiss students out into their station activities now while pulling guided reading groups. The station activities are:

· Writing   about Reading – Students will choose a book on their   independent reading level,   read for 15 minutes and then choose a writing about reading prompt card and   write a written response. The   prompt cards are of varying difficulty levels. Students know which color cards they are to   draw from to match their skill levels.

· Technology Station – Students will work on the computer or ipad on   iStation. This differentiated learning   opportunity allows students to work on reading passages and answer questions   based on their specific reading needs and abilities.

· Listening   Station – students will listen to a book on tape. Students will listen to the book assigned   to their reading group based on level. The books will be differentiated and color coded. Students know which book they are to listen   to. They will write a prediction ahead of   listening and then confirm or deny after they listen. They will turn in this   prediction for an informal assessment/formative assessment.

· Independent   Reading– Students will read a book of their choice at their table.

· Guided   Reading– Groups will   be pulled to the guided reading table with the teacher to work on their   instructional level. Teacher will   practice the prediction skill with all groups using text on their level.

 

LITERACY STRATEGIES USED

**Specifically identify ways you are   implementing literacy instruction!

The preview of the book aids in comprehension. The Frayer model is an   effective strategy to help the new vocabulary stick. Students discuss various parts of the   lesson and make predications. At the   writing about reading station, the students choose a book on their   independent reading level and write about it. At the technology station, students answer comprehension questions.   Students write predictions at the listening station and work with the teacher   to practice predictions in reading groups.

 

STUDENT USE OF TECHNOLOGY 

Technology Station   – Students will work on the computer or ipad on iStation. This differentiated learning opportunity   allows students to work on reading passages and answer questions based on   their specific reading needs and abilities.

 

CLOSURE

Review: How will you cement the learning that has taken place in this lesson?

Connect to future learning: How will what students learned today help   them in upcoming lessons?

Gather students back on the carpet after   their independent practice.  They share their work with their reading   partner.  Repeat steps and gestures from anchor chart.

Teacher tells students to be detectives all   day thinking about predictions in all books they read and will try it out in   even longer books tomorrow.

The Reflection

Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.

5. Explain how the instructional strategies chosen help make the subject matter more accessible to students. For example, how did the strategies you chose facilitate learning for your EL students or your students who are below grade level?

6. Explain the criteria used to group students (size of group, specific characteristics and needs of group members, etc).

7. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills?

8. How will you encourage a growth mindset and, thus, persistence, throughout this lesson?

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Education homework help

September 17, 2025/in General Questions /by Besttutor

CASE STUDY: RIVERBEND

Preparation

Review the following case, which focuses on the experience of Riverbend City Medical Center, an organization facing a cultural conflict. You can supplement your experience by reading the transcript.

· Planning Organizational Change Using the Four-Step Change Process. –BELOW CONVERSATIONS

Instructions

Write an analysis of the Riverbend case study, Planning Organizational Change Using the Four-Step Change Process. Include the following components:

Welcome to Riverbend City

Ongoing communication problems between the Hmong community and Riverbend City Medical Center (RCMC) were punctuated painfully during the train derailment—especially through the altercation with the Vang family. An embarrassing article about the altercation in the Free Press prompts hospital CEO Eugene Pittman to investigate a successful Merced, California program. In Merced, the medical community has been teaching principles of Western medicine to Hmong shamans (traditional spiritual healers). The shamans act as a bridge between medical professionals and the Hmong community. When consulting with Hmong patients, the shamans instruct the patients in Western medicine and also perform traditional rituals.

Instructions

It is important for nurses to consider the cultural norms and needs of the people they serve. It also sometimes becomes necessary to “think outside the box” and consider ideas that may seem unorthodox. As you read about the strategies being considered by RCMC leadership, consider the degree to which you feel the program will be effective. What steps should the hospital take to maximize the effectiveness of this program?

RIVERBEND CITY MEDICAL CENTER

CEO’s Office

Eugene Pittman invites Beatriz Garcia-Chavez, CNO, and Shannon Moe, Nurse Training Manager, to discuss the proposed Hmong shaman training program.

CONVERSation #1 Eugene explains his idea to improve understanding between his staff and the Hmong community.

01:20

HIDE TRANSCRIPT

EUGENE PITTMAN: This disaster really brought to light how poor our relationship is the Hmong community. It is a situation that must change.

BEATRIZ GARCIA-CHAVEZ: The nurses are frustrated too, Eugene. Everyone was very upset when that Free Press article came out last week. We felt like we did everything we could during the disaster to accommodate the diverse needs of our patients-especially considering how short staffed we were. But that article made us look like we weren’t even trying.

EUGENE PITTMAN: I know that’s not the case, Beatriz. [Sighs] But yes, that article needs to be a wakeup call for the hospital. Clearly we’re not meeting the needs of our Hmong patients, and we need to try something new.

SHANNON MOE: I’m so glad you brought the Merced shaman liaison program to our attention, Eugene. It looks promising. I’m wondering what we would need to do to make the program work here?

EUGENE PITTMAN: I don’t know, Shannon. That’s what I want you and Beatriz to help me figure out. What I do know is that this hospital failed to communicate properly with the Hmong population during a crisis, and now the press is at our throats. We have to do something, and the Merced program has seen a lot of success

BEATRIZ GARCIA-CHAVEZ: The Merced program is pretty unorthodox. Are you comfortable with that?

EUGENE PITTMAN: Laughs] Not entirely! You know I tend to be conservative when it comes to experiments like this. But in this case, we may just need to think outside the box.

Conversation #2 Beatriz brings up concerns about the proposed Hmong shaman program.

01:20

HIDE TRANSCRIPT

BEATRIZ GARCIA-CHAVEZ: I’m definitely intrigued by the idea a Hmong shaman program, and so are the nurses. But I have to say that the nurses do have some concerns.

EUGENE PITTMAN: What are their concerns, Beatriz?

BEATRIZ GARCIA-CHAVEZ: Well, everyone seems fine with the idea of training shamans about germ theory and other Western medicine concepts. It’s been a struggle to get some of our older Hmong patients to agree to the most basic procedures, like getting their blood drawn. So we’d all like to learn more about how shamans can act as liaisons. However, the nurses are concerned about letting the shamans perform rituals in the hospital.

SHANNON MOE: Rituals? What kinds of rituals?

BEATRIZ GARCIA-CHAVEZ: To tell you the truth, I don’t know what’s accurate and what’s hearsay. I’ve heard that shamans do everything from burning incense to letting hens walk on their patients’ chests.

SHANNON MOE: Eww! Why would they do that?

EUGENE PITTMAN: This is clearly something we need to investigate. My limited understanding of the Merced program is that the shamans do perform some rituals as part of the spiritual counseling of patients. We would certainly need to investigate what these rituals are, and whether there are some rituals that aren’t appropriate at this hospital.

BEATRIZ GARCIA-CHAVEZ: The nurses would really appreciate that information.

EUGENE PITTMAN: Beatriz, I’d like to hear more about the nurses’ concerns. I’d also like to hear about their experiences working with the Hmong community. Let’s organize some focus group sessions with our nurses.

RIVERBEND CITY MEDICAL CENTER

Hospital Meeting Room

Beatriz Garcia-Chavez interviews RCMC nurses about the proposed shaman training program and about their experiences with Hmong patients.

Conversation #3

Beatriz turns to the nurse managers for their thoughts.

01:33

HIDE TRANSCRIPT

BEATRIZ: I’d like to hear more about your experiences working with the Hmong community.

RACHAEL: Well, usually things go just fine. It’s not like we see the Hmong people as problem patients. But sometimes there are conflicts, especially with older patients who haven’t been in this country for long. And I’ve noticed there are conflicts sometimes when we have to do surgery.

BEATRIZ: Can you give an example?

RACHAEL: Well…just last month, we had a young Hmong woman in here that needed a kidney. One became available, and she had to go against the wishes of her family members to get it. There was this gathering of family members in the room discussing options. And they were just kind of ignoring her. It was so odd. It doesn’t seem like women are treated very well in their culture.

CHRISTINE: Actually, Liz, I watched a documentary about this issue. I don’t think this is a gender thing. Caring for family members who are sick in this way is considered to be an important act of love. I think a male patient would have been treated similarly.

RACHAEL: Really?

CHRISTINE: Yeah. And the surgery issue is a culture thing too. If I’m remembering this right, the traditional Hmong belief is that there are multiple souls that live in the body. I think they believe that one of the souls can be released during surgery, and that the body might come back in the next life deformed.

RACHAEL: See, I didn’t know that. I do know that drawing blood is seen as a really big deal.

CHRISTINE: Yeah. I think some of them don’t understand that blood is renewable. That’s why I think this shaman program is such a good idea. The shamans could teach patients about procedures like blood tests. And we could learn more about the traditional Hmong ways of doing things.

SHANNON: I like the way you put that… it’s definitely going to be a two-way exchange of information.

CONVERSATION #4

Jessica expresses her dismay over the proposed shaman program.

02:32

HIDE TRANSCRIPT

JESSICA: I don’t know about you, but I don’t want to bring those Hmong witch doctor people into the hospital. I mean, I don’t want to come off as being [whispers] racist, [whispers louder] but I hear these people do animal sacrifices! Can you imagine someone bringing a goat into the emergency room and cutting its head off?

CARMELA: Jessica! That’s crazy. Where did you hear that?

JESSICA: I don’t know… on the news, I think?

SAMANTHA: Jessica, you can’t believe everything you see on TV. What I’m worried about is the incense. I heard that they want to burn it for patients. I don’t want disrespect their traditions—but isn’t that going to be a problem because of oxygen and smoke detectors?

BEATRIZ: Samantha, that’s a good point. The incense question has come up before in Merced. I’m not sure how they resolved it, but we might be able to burn incense in designated areas.

JESSICA: But that’s so weird! Why would anyone want to burn incense at a hospital? You know, like I said, I don’t want to sound racist… but this is America. These people need to leave their weird voodoo practices in the jungle.

CARMELA: Jessica, that’s enough! You should be ashamed of yourself.

JESSICA: [meekly] Um…I’m sorry…

CARMELA: Your generation doesn’t know anything about the Vietnam War. The Hmong people are heroes. They fought alongside our soldiers in southeast Asia. You need to have some respect and compassion. These people are dealing with the challenge of living in a completely different culture. The least we can do is try to understand where they’re coming from.

BEATRIZ: [after a brief uncomfortable silence] That’s precisely what we hope to accomplish if we implement this shaman program. We hope the shamans can serve as a bridge between the Hmong community and the hospital.

SAMANTHA: You know… Carmela, I hate to admit it, but I do have some reservations about this as well. I’m sure no one’s going to sacrifice an animal in the ER…but I guess I just want to know what kinds of procedures they will do. It seems wrong to have people who aren’t medical professionals treating patients here. I worry about sanitation and safety issues. And I could see a shaman unintentionally hurting someone because he isn’t trained.

BEATRIZ: You raise some very legitimate concerns, Samantha. We need to work out a lot of details. But please, be assured that noone is going to be working with patients in the hospital unless they’re carefully trained. That’s what they’ve been doing in Merced. The shamans all go through a training program.

SAMANTHA: Well, that’s good to hear. I would certainly be willing to give this a try. Especially since they tried this in California and it worked. It’s all about helping people, right? Jessica? What do you think?

JESSICA: [rolls eyes] I don’t know, Sam. This sure isn’t what I learned in nursing school.

CONVERSATION # 5

ER Nurse Sheila Meeks and her manager, Carl Lauderback, share their thoughts on the shaman program.

01:38

HIDE TRANSCRIPT

SHEILA MEEKS: I’m really glad you took the time to ask the nurses about this new idea. What was it you called this Hmong healer person… A shaman? [makes a disapproving noise] I don’t want to sound close-minded, but that makes me nervous.

BEATRIZ GARCIA-CHAVEZ: What makes you nervous, Sheila?

SHEILA MEEKS: Well, look at what happened with that Vang boy. There must have been over a dozen cousins and aunts and uncles and distant relatives all over the emergency room. With all the chaos going on after the chemical spill, that was the last thing we needed. So now are we going to have to accommodate a shaman on top of all these other people who want to be involved in a patient’s care?

CARL LAUDERBACK: Sheila, I for one am willing to give this a try. We need to do something to show the Hmong community that that this hospital isn’t the enemy. The incident with the Vang family was a major embarrassment.

SHEILA MEEKS: I’m embarrassed about what happened with the Vang family too, Carl. I’m just worried about having another person involved in patient health care decisions.

BEATRIZ GARCIA-CHAVEZ: Sheila, have you had encounters like this with other Hmong patients, where large groups of family members wanted to be involved in medical decisions?

SHEILA MEEKS: Well, not to the same extent, but yes. Every so often we have a case where family members want to take an injured person home to treat them. We’ve had to release some patients that needed our help. [sighs] I know, not all Hmong patients are this uncooperative. Mostly our interactions with them are just fine. But some of them act like Western medicine is evil. Especially those of whom haven’t been in America for long.

CARL LAUDERBACK: Sheila, I understand where you’re coming from. Believe me. What I’m hoping is that these shamans act as a bridge between us and the Hmong community. This is an urban hospital, Sheila, and we’ve got a diverse population. We need to find ways to help our patients trust us.

RIVERBEND CITY MEDICAL CENTER

Hospital Meeting Room

As RCMC looks into implementing a program to bring Hmong shamans into the hospital in some manner, Shannon works on updating the cultural competence training for RCMC nursing staff.

CONVERSATION #6

As Shannon works to put the CAM training together, she touches base with Beatriz and Mo Xiong, Riverbend City’s Diversity Liaison.

01:23

HIDE TRANSCRIPT

SHANNON: Beatriz, I just wanted to touch base with you about the CAM training I am working on.

BEATRIZ GARCIA-CHAVEZ (On the Phone): Sure. What’s on your mind?

SHANNON: Well, two things. One, I wanted to know if you want the focus to be exclusively on CAM as it relates to different ethnic groups or if you wanted a broader discussion. The second question is if you want me focusing on CAM that are commonly integrated into patient care plans or should I be talking about some of the things that many people in the medical community are dubious about – therapeutic touch, Reiki … that sort of thing?

BEATRIZ GARCIA-CHAVEZ: Good questions – let’s start with the first one because it’s easiest. While I’d like you to address some of the traditional methods used by the Hmong, Somali and Latino communities, I want to keep the line between our discussion of complementary and alternative medicine and our focus on cultural competency as clear as possible.

SHANNON: That’s what I was thinking. Good.

BEATRIZ GARCIA-CHAVEZ: So far as your other question … what are your thoughts?

SHANNON: Well … I would like to keep the focus on the question of why this is important. So … talking about how many people use CAM anyway. Making sure nurses understand that they are opening dialogues, not necessarily endorsing things that they don’t believe in.

BEATRIZ GARCIA-CHAVEZ: Good point. I think you’re right on track with what we’ve been discussing.

SHANNON: Good. I’ll send you the PowerPoint deck as soon as I have it done. I’d appreciate your feedback.

BEATRIZ GARCIA-CHAVEZ: Sounds good.

SHANNON: Thanks a lot. Bye.

BEATRIZ: Bye.

Conversation #7

Mo Xiong, Riverbend City’s Diversity Liaison, returns Shannon’s call.

01:06

HIDE TRANSCRIPT

MO: Hi, Shannon. This is Mo Xiong returning your call.

SHANNON: Hi … thanks.

MO: I got your message—you’re working on a training module for your nurses?

SHANNON: Yes. Basically, the reason I called is that I would like to talk to some people in the Hmong and Somali communities about traditional medicine they might use. The training I am working on deals with alternative medicine and traditional and folk remedies are a facet of that. So … someone who can help me make sure the information I get from my research is actually what people in our community do.

MO: I know just the person for you in the Hmong community—Pa Foua Lee. What’s your email? I can send you her contact information.

SHANNON: That would be great. My email is smoe@RCMC.org. Any thoughts on the Somali community?

MO: Not off the top of my head. Let me check some things out and I’ll get back to you. I have some ideas, but let me do a little digging.

SHANNON: Thanks! I appreciate your help.

MO: No problem – we “Mo”s need to stick together!

SHANNON: (Laughing) That we do. Thanks again and thanks for getting back to me so quickly.

MO: You’re welcome. Goodbye.

Shannon is designing the cultural competence training program and is trying to clarify the objectives and concerns. Beatriz and Christine both have thoughts on this issue and offer their perspectives. Help Shannon create a program that will offer the most value to the busy nursing staff at RCMC.

Decision Point

Shannon looks over her notes and thinks about what she knows about cultural competence.

image1.png

I don’t know where to start – I know this is an important issue, but it’s so broad.

Advice

image2.png

You need to decide what your goals are. If you don’t identify the key elements you’re trying to address, you could end up with a very superficial discussion.

image3.png

Remember that these nurses are busy professionals. Whatever you do, make sure it isn’t wasting their time.

Shannon Decides:

There are resources out there for other hospitals and health care providers. I’ll reach out to some of my colleagues at other hospitals and use what they have.I had training in this area when I was in college. I’ll check my textbooks and notes and use those to get started.One way to focus would be to get a better understanding of the cultural mix of the community itself.

Conclusion

Congratulations! You have completed this activity.

As you watched the staff of the RCMC work through the emotions and misunderstandings that arose from the encounter with the Vang family, you had an opportunity to consider how cultural expectations on the part of all the people involved contributed to tensions, misunderstandings, and barriers to appropriate care for the injured child.

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Education homework help

September 17, 2025/in General Questions /by Besttutor

Post an analysis of the relationship between your personal research philosophy and quantitative and qualitative methodologies. Your analysis should include the following:

  • Identify the key concepts, propositions, precepts, etc., of your personal research philosophy, including any rationale for your choice.
  • Analyze the relationship between your research philosophy and the chosen research methodology for your Doctoral Study.
  • Analyze how the choice of methodology can impact a Doctoral Study, as well as influence later research decisions and results.

Be sure to support your work with a minimum of two specific citations from this week’s Learning Resources and at least one additional scholarly source.

To prepare for this Discussion, review Chapters 4 and 5 in Saunders, Lewis, and Thornhill (2015), and consider how the different research philosophies can influence choice in research methodologies, as well as how these choices can impact a doctoral research study.

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Social Science

September 17, 2025/in General Questions /by Besttutor

Prompt: Your second course project is an observation journal. You have already gathered your advertisements and completed your comparison template to determine the social science approaches that are relevant to your ads. For this assignment you will use that information to write an observation journal that will ask you to draw conclusions from the ads and, eventually, devise a social science question that you might like to investigate.

The critical elements of this assessment will be evaluated in your observation journal. Specifically, the following critical elements must be addressed and will be graded using the rubric at the end of this document:

I. Explain why you chose these advertisements for social scientific and personal study. For instance, what aspects of them intrigued you and made you curious?

II. Explain the assumptions and observations about human interactions and behaviors you made about the advertisements. These are some questions you might want to consider in your explanation:

a. Who do you believe the audiences for the ads might be?

b. What messages do you think the ads are sending?

c. What do you think the nature of the relationship is between or among the people in theads?

d. What relationship(s) do you see between or among the people and the product or service being advertised?

e. How effective are the ads in influencing your own consumer decisions?

III. Identify topics in this course that are relevant to the human behaviors in your advertisements and explain how they are relevant. This is your social science evidence for your observations. For instance, what ideas and people have you studied so far that apply to your observations?

IV. Taking all of your observations and objective conclusions about human behavior in your advertisements into account, assume the role of a social scientist. What question would you ask about the advertisements that you, as a social scientist, could seek to answer? What observations and objective conclusions lead you to this question?

PLEASE REFER TO THE 3 ATTACHMENTS

1ST  ATTACHMENT: Advertisement of ads that were chosen to do this project.

2Nd  ATTACHMENT: Answers to the questions that are being asked. (about chosen ads)

3Rd ATTACHMENT: Example how the assignment should look. 

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Work 1

September 17, 2025/in General Questions /by Besttutor

1. What are your personal thoughts on the use of electronics by children in and out of the classroom? At what ages do you find electronic use most appropriate? What advice would you give parents regarding the appropriate amount of time for electronic use?

2. If you suspected that a student was not receiving proper nutrition at home, what actions might you take? Be specific.

3. In this benchmark assignment, you will be planning a Wellness Fair for the students and families of your kindergarten class. The Wellness Fair will incorporate the mini-lesson plans you previously created in this course. You will also create a digital invitation to the Wellness Fair.

Part 1: Mini-Lessons Rationale

In preparation for the Wellness Fair, review the health, nutrition, safety, and fitness mini-lessons you designed throughout the course.

In 250-500 words, write a rationale explaining your instructional decisions for each wellness lesson. Make sure to include how those decisions directly support the characteristics and needs of the “Class Profile” students.

Part 2: Wellness Fair Event Plan

Health, safety, nutrition, and fitness are topics you have been teaching to your kindergarten students through your mini-lessons; however, it is also beneficial to educate the families on the same topics. Therefore, your goal in this section is to design a wellness fair to educate the families on these topics so they can support their children at home more successfully.

In order for the fair to be effective, you will need community support to assist in providing educational booths in the areas of health, nutrition, safety, and fitness. For this part of the assignment, you will create a 1,000-1,250 word plan outlining the wellness fair for your students’ families, including how you will involve the community.

Include the following in your plan:

· Agenda: Outline the timing for each activity during the event in a simple agenda format.

· Welcome: Briefly describe how you will introduce the event to all participants.

· Opening Activity: Plan an opening activity for the families and children that will explain the purpose of the wellness event with the community and promote shared values and expectations in creating a healthy, respectful, and challenging learning environment.

· Community Resource Booths: Outline four community resource booths that will provide information on health, safety, nutrition, and fitness (one booth per topic). Include a community resource you will invite to represent the topic, 3-4 interesting and important statistics relating to the booth’s topic and young children, and a 50-100 word description of why that topic is important to the development of young children. Briefly describe how each booth will address the needs of children in the class both with and without exceptionalities, based on the “Class Profile.”

· Closing Activity: Plan a closing activity for the families and children that employs strategies and opportunities to ensure future collaboration with families while pursuing the well-being of students in the areas of health, nutrition, safety, and fitness.

· Rationale: Write a 250-500 word rationale explaining how the Wellness Fair supports collaboration between faculty, students, families, and the larger community. In addition, discuss why this collaboration is vital to promoting children’s development and learning, including children with exceptionalities.

Support your plan with 2-3 scholarly resources.

Part 3: Digital Wellness Fair Invitation

Create a digital invitation to promote the Wellness Fair to families, colleagues, and the community as well as share information about the growth of young children in the areas of health, safety, nutrition, and fitness.  The invitation should be concise, visually appealing for the audience, encourage participation and collaboration, and include 2-3 resources that support the content.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Submit all three parts as one submission. Parts 1 and 2 may be delivered as one Word document.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 1.1

Create developmentally appropriate instruction that addresses young children’s characteristics and needs including strengths, interests, and needs that enable each student to advance and accelerate his or her learning. [CEC 1.2; NAEYC 1a; InTASC 1(b); GCU Mission Critical 2]

COE1.3

Collaborate with students and colleagues to develop shared values and expectations to create healthy, respectful, supportive, and challenging learning environments for young children. [CEC 7.3; NAEYC 1c; InTASC 3(c), 3(f)]

COE 1.6

Collaborate with students, colleagues, families, and the larger community to plan for children’s development and learning using data-based information. [CEC 7.1; NAEYC 2c; InTASC 1(a), 1(c), 2(f)]

COE 5.8

Collaborate with students, peers, families, and community members using digital tools and resources to support student success and innovation. [CEC 7.2; NAEYC 2c, 6c, 6d; InTASC 9(d), 10(d), 10(e), 10(g), 10(k); ISTE-T 3b]

COE 5.9

Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3; NAEYC 2c, 6c; InTASC 10(j)]

4. Reflect upon the saying “failing to plan is planning to fail” in regards to effective lesson planning. Explain how an unprepared teacher negatively affects a teacher’s instruction and his or her students.

5. Conduct research relating to differentiated instruction. What does differentiated instruction mean? How can a teacher incorporate this concept into their lesson planning? How do student’s benefit from differentiation?

6. Use the attached document titled “Your GCU Experience” in order to gain insight into your community and college experience.

7. The “Time Management and Study Skills” essay in Chapter 4 of your eBook discusses various tips to help you manage and organize your time better and put the most effort into your studying.

7. Which of these have you had the most problems with in the past, and how do you intend to address these?

8. Academic relationships are critical to your success at GCU. These relationships include faculty members, student service counselors, and student engagement. After reviewing the week’s resources, how would these relationships be important to your success? Please provide specific examples of relationships you plan to develop and why.

9. Support groups are especially important when transitioning into the higher education environment. What support system(s) do you currently have in place? What support groups are available to you at home/community? If you currently do not have a support system(s) or group(s), how will you create a support group that best reflects you, and your academic and personal wellness support needs?

10. For this assignment, you will answer a series of questions designed to help you find and plan your purpose. These questions are broken into an Academic Plan, a Spiritual Plan, and a Career Plan. Use the attached document titled “Purpose Plan” to complete the assignment.

 

Name:

Course:

Date:

Instructor:

11. Topic 4 Purpose Plan: Academic, Spiritual  Life, and Career

12.

Directions: For this  assignment, you will answer a series of questions designed to help you find  and plan your purpose. These questions are broken into an Academic Plan, a  Spiritual Plan, and a Career Plan. Please respond to each of the questions  directly on this document (the boxes will expand as needed).

Academic Plan 

To help you get the most out of your campus  experience, our departments, offices on campus, offer services, events, and  resources that enhance your academic pursuits and help you experience Lope  life. Find your major  and program on the following website http://www.gcu.edu/degree-programs/ and complete the  table below:

 

In    which program of study are you enrolled? Or plan to enroll.

 

Identify    some of the program core courses you are looking forward to taking?

 

Which    courses do you anticipate being the most challenging? Explain why.

Spiritual Plan

GCU is committed  to integrating faith across all aspects of the GCU community, which stems from  GCU’s mission to educate students from a Christian perspective and to prepare  them for careers that honor God while serving others. Read through GCU’s “One  Foundation” and watch the three videos of President Brian Mueller and Dean  Jason Hiles, “Integration of Faith, Learning, and Work,” “Ethical Positions  Statement,” and “Doctrinal Statement Introduction,” located at http://www.gcu.edu/about-gcu/christian-identity-and-heritage.php

 

What    did you take-away from these videos? How can you apply this to your    experience while at GCU? (50-100 words)

 

What    does service outside of the classroom mean to you? How can you apply service    while at GCU? (50-100 words)

Career  Plan 

Grand  Canyon University offers several career service tools to help you discover  potential career paths, build a resume, search for employment, and more. Take a few minutes to take the 5 Assessments  within the Career Compass located at https://www.focus2career.com/Portal/Register.cfm?SID=810 (Access Code: Purpose). Even if you have  completed an assessment such as this in the past, it is good to reassess  yourself every so often to reevaluate your goals, focus, and direction based  on your growth.

After  you complete the survey, fill in the following table:

 

Based on your Career Compass results, research the details.    Then describe at least three job descriptions.

1.

2.

3.

 

Based    on your results, what  surprises did    you find? If there are none, explain why. (100-150 words)

 

After    completing your current program/degree, what is your plan? (grad school,    internship, career plan, etc.)

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Liberty University HIUS 221 Quiz 1

September 17, 2025/in General Questions /by Besttutor

·         Question 1

2 out of 2 points

According to Winthrop’s “A Model of Christian Charity,” what are the two principles that should govern human relationships?

·         Question 2

2 out of 2 points

In Winthrop’s “A Model of Christian Charity,” he gives a picture of Christians as parts in the body of Christ. What does he say is the ligament that ties everything together?

·         Question 3

2 out of 2 points

According to Winthrop’s “A Model of Christian Charity,” what was most important in ensuring the success of the Massachusetts Bay Colony?

·         Question 4

2 out of 2 points

According to Winthrop’s “A Model of Christian Charity,” what did John Winthrop say should be the reaction to a brother’s need?

·         Question 5

2 out of 2 points

In the “Instructions for the Virginia Colony” what was the first thing the Jamestown settlers were told to do?

·         Question 6

2 out of 2 points

In the “Instructions for the Virginia Colony” the colonists were NOT instructed to

·         Question 7

2 out of 2 points

Which of the following was NOT one of the tasks set to a group of Jamestown settlers in the “Instructions for the Virginia Colony”?

·         Question 8

2 out of 2 points

What was the most important of the “Instructions for the Virginia Colony” regarding its success?

·         Question 9

2 out of 2 points

According to Bradford’s Of Plymouth Plantation, who was the first Native American to approach the Plymouth Pilgrims?

·         Question 10

0 out of 2 points

According to Bradford’s Of Plymouth Plantation, who performed the first marriage in the Plymouth colony?

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Topic 4 DQ 1

September 17, 2025/in General Questions /by Besttutor

 Review the vignettes in the document attached below. Select one vignette and identify at least two examples of fallacies that we have discussed in class. Record the fallacious quotes from the vignette and explain what type of fallacy you believe they are. For follow-up discussion (participation posts this week), decide whether or not you agree or disagree with your classmates and explain why. Your responses should be based on the fallacy only, not the content of the selected vignette.

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Google Scavenger Hunt

September 17, 2025/in General Questions /by Besttutor

Google Slide Scavenger Hunt

 

Your mission is to complete the scavenger hunt items in BLUE. There is one challenge on each slide.

 

 

#1 Change the background of this slide to a beach scene.

 

#2 Change the theme of this presentation and add orange text to this slide explaining your choice.

 

 

 

I like this theme because orange is my favorite color

 

#3 Create a Venn Diagram below and compar and contrast the Pacific and Atlantic Oceans. Use the “Explore” Tool to find your information.

 

Higher sea

 

 

 

 

 

Bluer

 

 

 

 

 

 

Atlantic Ocean Pacific Ocean

 

 

both

 

They are both parts of a single global ocean

 

#4 Make this slide black and insert a picture of a location anywhere in the world that’s on your travel bucket list.

 

#5 Use the “Big Number” layout to tell me what percentage of your time this summer was spent with friends.

60 % was spent with friends and the rest was spent with my family

 

#6 Use “scribble” to draw a picture of your favorite food item on this slide.

 

#7 Describe your favorite summer experience in quattrocento font and build a transition into this slide.

 

 

My favorite part about summer was riding my dirt bike and doing wheelies

 

#8 Use this slide to create a collage of tilted and overlapping images of your favorite things.

 

#9. Find your favorite music video on YouTube and insert that video into this slide.

 

#10. Make a bulleted list of your top 5 favorite movies and animate your list so they appear one click at a time in presentation mode.

 

#11. Use Word Art to articulate one goal you have for yourself this year.

 

#12. Insert a picture of yourself, add a thought bubble, and ask a question you have about this class.

 

*Bonus: Create a bar graph where the Y axis lists your main after school activities and/or time commitments (e.g. soccer practice, babysit sister) and X axis shows the number of minutes a day you do each activity.

 

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