Category: Education

  • [Solved] Statement of Philosophy

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    A personal statement of philosophy about early childhood education can send a strong message about you, and if you mail it with your cover letter and résumé, it can serve as an introduction well before someone meets you in person. **What you should turn in:** 1- 2 page statement on your beliefs abou…

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    Assignment Prompt & Instructions

    A personal statement of philosophy about early childhood education can send a strong message about you, and if you mail it with your cover letter and résumé, it can serve as an introduction well before someone meets you in person.
    **What you should turn in:**
    1- 2 page statement on your beliefs about teaching early childhood education. Consider the following:
    – Your motivations for teaching
    – The teaching methods you believe are best
    – Your teaching goals, methods, and strategies
    – Explanation of how your teaching is consistent with your goals
    – Personal goals that you have set for yourself as a teacher
    **Note: Write from your heart and be creative in how you present your beliefs.**
    **Your "Statement of Philosophy should be at least 1-2 pages. Please use Word, Times New Roman, 12 point font, and double space your philosophy. If you cite or quote any information within your philosophy, be sure to reference the cite within your philosophy – APA style. Should you cite any information, be sure to include a reference page.**
    **For information on APA style, please look at The Purdue OWL: APA Style https://owl.english.purdue.edu/owl/section/2/10/**

  • [Solved] Educational help

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    In-depth study guidance and analytical solution covering Educational help.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Critically

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    Executive Solution Overview

    Refer to three sixth-grade students. Made-up names are Jada, Tyler, and Messiah. – ## help.pdf **## help.pdf** Demonstrate your understanding of the module information by relating the information to the case study. Be explicit. Use apa format and site correctly. TEXT BOOK LOGIN usename: zhightower@a…

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    Assignment Prompt & Instructions

    Refer to three sixth-grade students. Made-up names are Jada, Tyler, and Messiah.

    – ## help.pdf

    **## help.pdf**

    Demonstrate your understanding of the module information by relating the
    information to the case study. Be explicit. Use apa format and site correctly. TEXT
    BOOK LOGIN usename: zhightower@augusta.edu password: Kirtavious1$
    https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fstore.cognell
    a.com%2F&data=05%7C02%7CNPARKS%40augusta.edu%7Cca99494d66b04685fede0
    8ddd8eb5839%7C8783ac6bd05b4292b483e65f1fdfee91%7C0%7C0%7C638905227498
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    sdata=TOgwJX4Gt5l9zd3xVXC2cKlpTTabI0TJDMDLNtAyaKo%3D&reserved=0

    When referencing particular people in your paper, do not use their real names. You

    may use Mr. S., student 2, or create imaginary names. Due on D2L.

    The lab report will have three parts:

    1. Critically evaluate the teacher/student relationships:

    • Describe the teacher/student relationships you have built with
    three different students. What have been successful strategies
    you have used? What have you found to be barriers to good
    relationships?

    2. Critically evaluate two lessons you teach for management.

    • Describe the lesson – what did the teacher do to support
    learning?

    • What management occurred during the lesson? Describe any
    interruptions to learning and the teacher's management.

    • Discuss at least three areas of strength in your management
    during the lesson.

    • Discuss at least three ways you could improve your management.

    3. Critically evaluate one student in your class.

    • Describe what the student does during lessons?
    • What does the student pay attention to during the lesson? What

    distracts the student?
    • How does the student react to the teaching?

    [mailto:zhightower@augusta.edu](mailto:zhightower@augusta.edu)

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    • What do you think would motivate this student?
    • Talk to the student and ask the student about the class. What do

    they like to learn? How did they like the class? What is the
    student's favorite part of school? Why? What would help the
    student to learn?

    **## help.pdf**

    Demonstrate your understanding of the module information by relating the
    information to the case study. Be explicit. Use apa format and site correctly. TEXT
    BOOK LOGIN usename: zhightower@augusta.edu password: Kirtavious1$
    https://nam02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fstore.cognell
    a.com%2F&data=05%7C02%7CNPARKS%40augusta.edu%7Cca99494d66b04685fede0
    8ddd8eb5839%7C8783ac6bd05b4292b483e65f1fdfee91%7C0%7C0%7C638905227498
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    sdata=TOgwJX4Gt5l9zd3xVXC2cKlpTTabI0TJDMDLNtAyaKo%3D&reserved=0

    When referencing particular people in your paper, do not use their real names. You

    may use Mr. S., student 2, or create imaginary names. Due on D2L.

    The lab report will have three parts:

    1. Critically evaluate the teacher/student relationships:

    • Describe the teacher/student relationships you have built with
    three different students. What have been successful strategies
    you have used? What have you found to be barriers to good
    relationships?

    2. Critically evaluate two lessons you teach for management.

    • Describe the lesson – what did the teacher do to support
    learning?

    • What management occurred during the lesson? Describe any
    interruptions to learning and the teacher's management.

    • Discuss at least three areas of strength in your management
    during the lesson.

    • Discuss at least three ways you could improve your management.

    3. Critically evaluate one student in your class.

    • Describe what the student does during lessons?
    • What does the student pay attention to during the lesson? What

    distracts the student?
    • How does the student react to the teaching?

    [mailto:zhightower@augusta.edu](mailto:zhightower@augusta.edu)

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    • What do you think would motivate this student?
    • Talk to the student and ask the student about the class. What do

    they like to learn? How did they like the class? What is the
    student's favorite part of school? Why? What would help the
    student to learn?

  • [Solved] Writing Instructional Objective

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    What is an instructional objective? In short, an instructional objective is the GOAL of your lesson/lesson plan. Instructional objectives are **SPECIFIC, MEASURABLE, and OBSERVABLE** student behaviors towards desirable skills, attitudes, or knowledge. Look at this chart from your textbook (figure 3….

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    What is an instructional objective?
    In short, an instructional objective is the GOAL of your lesson/lesson plan. Instructional objectives are **SPECIFIC, MEASURABLE, and OBSERVABLE** student behaviors towards desirable skills, attitudes, or knowledge.
    Look at this chart from your textbook (figure 3.6). Notice where the _instructional objective_ is on the chart. Notice that these objectives are "found in:" "Teacher Daily Lesson Plans." That's you! These objectives are part of a bigger, wider learning plan created by the school, district, and state.
    There are different ingredients to create a well-written objective. First, you need to know the state standards for the grade level you teach. The standards answer the question, _what does the state say your students should know by the end of that school year?_ You will also need to have an action plan. For this, you will need to review the video in this module about Bloom's Taxonomy. Last, you will need to create a condition/activity. This is where you have creative freedom to use a best practice of teaching (review "condition statements" on page 96 in your textbook).
    _**YOUR OBJECTIVE SHOULD ONLY BE ONE SENTENCE!**_
    **Before writing a specific, clear, and measurable objective, it is important to understand how to look up and use the state standards. For this assignment, you will complete the following:**
    1. Watch the following storybook reading of [Miss Nelson is Missing by Harry AllardLinks to an external site.](https://www.youtube.com/watch?v=QeSUB08nco4). You will use this book as the reading content to write your objectives.
    2. Look up standards for 1 reading skill, 1 math skill, and 1 other subject of your choice on the [CPALMS websiteLinks to an external site.](https://www.cpalms.org/public/search/Standard). * _Make sure to choose Grade 2_
    3. Watch [the videoLinks to an external site.](https://www.youtube.com/watch?v=ayefSTAnCR8&t=48s) provided in this module about Bloom's Taxonomy. This video will help you understand the verbs needed for writing a measurable objective.
    4. Use [EasyGeneratorLinks to an external site.](https://learning-objectives.easygenerator.com/) to create 3 instructional objectives using the information from the standard. YOU MUST USE THIS WEBSITE TO WRITE YOUR OBJECTIVE.
    **Below is an example of what you need to submit (you will do this****3 times****1 reading/ELA, 1 Math, and 1 other subject of your choice):**
    **Grade:** _2_
    **Subject Area:** _Reading/ELA_
    **Standard (found on CPALMS):** [_ELA.2.R.1.1__Links to an external site._](https://www.cpalms.org/PreviewStandard/Preview/14952) _Identify_ _plot structure_ _and describe main story elements in a literary text._
    **Your Activity/Condition:** (think of an activity/condition that would help students learn this standard): EX. _using a_ _sequencing graphic organizer._
    **Objective** (put it together in one sentence using the EasyGenerator website provided above): _The student will_ _identify_ _the_ _plot structure_ _in the story Miss Nelson is Missing by completing a_ _sequencing graphic organizer._
    **Verb used**: IDENTIFY
    **Level of Blooms**: UNDERSTAND (make sure to watch the Blooms video to complete this part)
    \
    Instructionalobjeciveschart.PNG](https://www.sweetstudy.com/files/instructionalobjeciveschart-png "Instructionalobjeciveschart.PNG")

  • [Solved] Catherine Owens

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Catherine Owens.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Education Quality Improvement Using Social Marketing Approach Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## QualityImprovementUsingaSocialMarketingApproachAssignment.docx – ## Rubric-ContinuousQualityImprovementUsingaSocialMarketingApproach.pdf **## QualityImprovementUsingaSocialMarketingApproachAssignment.docx** For this assignment, you will be looking at aspects of social marketing in greater depth…

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    Assignment Prompt & Instructions

    – ## QualityImprovementUsingaSocialMarketingApproachAssignment.docx

    – ## Rubric-ContinuousQualityImprovementUsingaSocialMarketingApproach.pdf

    **## QualityImprovementUsingaSocialMarketingApproachAssignment.docx**

    For this assignment, you will be looking at aspects of social marketing in greater depth to draw connections between this approach and continuous quality improvement in health care. Identify an aspect of patient care in need of quality improvement and error reduction at the health care facility where you work or a facility you are familiar with (e.g., medical error reduction, surgical error reduction, appropriate utilization, pharmaceutical accuracy).

    Create a 1,000- to 1,250-word campaign plan that addresses the following components of your social marketing approach to continuous quality improvement (CQI) in a brochure:

    · Conduct a SWOT (strengths, weaknesses, opportunities, and threats) analysis on your plan for improvement.

    · Describe the problem and present your social marketing approach for a continuous quality-improvement-based solution.

    · Present specific objectives and goals you would like to achieve. Draw connections between the implementation of quality improvement strategies and error reduction.

    · Describe the target audience whose behavior you are aiming to positively influence; be specific.

    · Describe how you intend to strategically market your plan to the target audience.

    · Present an implementation plan to put it into action.

    · Identify factors surrounding the implementation of your improvement plan that could positively or negatively sway the target audience's behavior. These could be motivating reasons for the target audience to adopt your recommendations or potential barriers to implementation that may discourage or dissuade them from complying.

    · Describe how you plan to monitor and evaluate the success of your quality improvement strategies.

    · Describe what type of financial backing you will need in order to implement your plan and any budgetary restraints that could present an obstacle to the execution of your improvement strategies.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines,

    **## Rubric-ContinuousQualityImprovementUsingaSocialMarketingApproach.pdf**

    9/14/25, 12:34 PM

    Page 1 of 2about:srcdoc

    Continuous Quality Improvement Using a Social Marketing Approach – Rubric
    Total 95

    points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Criteria Title

    Criteria Description

    0 points

    A SWOT analysis is not

    included.

    6.18 points

    A SWOT analysis is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A SWOT analysis is present,

    but minimal detail or

    support is provided.

    8.08 points

    A SWOT analysis is

    provided, with appropriate

    details and support.

    9.5 points

    A SWOT analysis is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Description of Problem

    and Approach for Quality

    Improvement-Based

    Solution

    Description of Problem and

    Approach for Quality

    Improvement-Based

    Solution

    0 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is not

    included.

    6.18 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but minimal detail or

    support is provided.

    8.08 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is provided,

    with appropriate details

    and support.

    9.5 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Objectives and Goals

    Objectives and Goals

    0 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are not included.

    6.18 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but minimal

    detail or support is

    provided.

    8.08 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are provided, with

    appropriate details and

    support.

    9.5 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are thoroughly explored

    and clearly explained with

    relevant details and

    support.

    Target Audience

    Description

    Target Audience

    Description

    0 points

    A description of the target

    audience is not included.

    3.09 points

    A description of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    3.56 points

    A description of the target

    audience is present, but

    minimal detail or support

    is provided.

    4.04 points

    A description of the target

    audience is provided, with

    appropriate details and

    support.

    4.75 points

    A description of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Strategic Marketing Plan

    Strategic Marketing Plan

    0 points

    A plan to strategically

    market the plan to the

    target audience is not

    included.

    6.18 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but minimal detail or

    support is provided.

    8.08 points

    A plan to strategically

    market the plan to the

    target audience is

    provided, with appropriate

    details and support.

    9.5 points

    A plan to strategically

    market the plan to the

    target audience is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Implementation Plan

    Implementation Plan

    0 points

    An implementation plan is

    not included.

    6.18 points

    An implementation plan is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    An implementation plan is

    present, but minimal detail

    or support is provided.

    8.08 points

    An implementation plan is

    provided, with appropriate

    details and support.

    9.5 points

    An implementation plan is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Factors Influencing

    Behavior

    Factors Influencing

    Behavior

    0 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is not included.

    6.18 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    minimal detail or support

    is provided.

    8.08 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is provided, with

    appropriate details and

    support.

    9.5 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    9/14/25, 12:34 PM

    Page 2 of 2about:srcdoc

    Monitoring and

    Evaluation Plan

    Monitoring and Evaluation

    Plan

    0 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is not included.

    6.18 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    minimal detail or support

    is provided.

    8.08 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is provided, with

    appropriate details and

    support.

    9.5 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Budget and Finances

    Budget and Finances

    0 points

    A discussion of financial

    and budgetary

    considerations is not

    included.

    6.18 points

    A discussion of financial

    and budgetary

    considerations is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A discussion of financial

    and budgetary

    considerations is present,

    but minimal detail or

    support is provided.

    8.08 points

    A discussion of financial

    and budgetary

    considerations is provided,

    with appropriate details

    and support.

    9.5 points

    A discussion of financial

    and budgetary

    considerations is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Mechanics of Writing

    Includes spelling,

    capitalization, punctuation,

    grammar, language use,

    sentence structure, etc.

    0 points

    Errors in grammar or

    syntax are pervasive and

    impede meaning. Incorrect

    language choice or

    sentence structure errors

    are found throughout.

    3.09 points

    Frequent and repetitive

    mechanical errors are

    present. Inconsistencies in

    language choice or

    sentence structure are

    recurrent.

    3.56 points

    Occasional mechanical

    errors are present.

    Language choice is

    generally appropriate.

    Varied sentence structure

    is attempted.

    4.04 points

    Few mechanical errors are

    present. Suitable language

    choice and sentence

    structure are used.

    4.75 points

    No mechanical errors are

    present. Appropriate

    language choice and

    sentence structure are

    used throughout.

    Format/Documentation

    Uses appropriate style,

    such as APA, MLA, etc., for

    college, subject, and level;

    documents sources using

    citations, footnotes,

    references, bibliography,

    etc., appropriate to

    assignment and discipline.

    0 points

    Appropriate format is not

    used. No documentation of

    sources is provided.

    6.18 points

    Appropriate format is

    attempted, but some

    elements are missing.

    Frequent errors in

    documentation of sources

    are evident.

    7.13 points

    Appropriate format and

    documentation are used,

    although there are some

    obvious errors.

    8.08 points

    Appropriate format and

    documentation are used,

    with only minor errors.

    9.5 points

    No errors in formatting or

    documentation are

    present.

    © 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    **## Rubric-ContinuousQualityImprovementUsingaSocialMarketingApproach.pdf**

    9/14/25, 12:34 PM

    Page 1 of 2about:srcdoc

    Continuous Quality Improvement Using a Social Marketing Approach – Rubric
    Total 95

    points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Criteria Title

    Criteria Description

    0 points

    A SWOT analysis is not

    included.

    6.18 points

    A SWOT analysis is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A SWOT analysis is present,

    but minimal detail or

    support is provided.

    8.08 points

    A SWOT analysis is

    provided, with appropriate

    details and support.

    9.5 points

    A SWOT analysis is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Description of Problem

    and Approach for Quality

    Improvement-Based

    Solution

    Description of Problem and

    Approach for Quality

    Improvement-Based

    Solution

    0 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is not

    included.

    6.18 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but minimal detail or

    support is provided.

    8.08 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is provided,

    with appropriate details

    and support.

    9.5 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Objectives and Goals

    Objectives and Goals

    0 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are not included.

    6.18 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but minimal

    detail or support is

    provided.

    8.08 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are provided, with

    appropriate details and

    support.

    9.5 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are thoroughly explored

    and clearly explained with

    relevant details and

    support.

    Target Audience

    Description

    Target Audience

    Description

    0 points

    A description of the target

    audience is not included.

    3.09 points

    A description of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    3.56 points

    A description of the target

    audience is present, but

    minimal detail or support

    is provided.

    4.04 points

    A description of the target

    audience is provided, with

    appropriate details and

    support.

    4.75 points

    A description of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Strategic Marketing Plan

    Strategic Marketing Plan

    0 points

    A plan to strategically

    market the plan to the

    target audience is not

    included.

    6.18 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but minimal detail or

    support is provided.

    8.08 points

    A plan to strategically

    market the plan to the

    target audience is

    provided, with appropriate

    details and support.

    9.5 points

    A plan to strategically

    market the plan to the

    target audience is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Implementation Plan

    Implementation Plan

    0 points

    An implementation plan is

    not included.

    6.18 points

    An implementation plan is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    An implementation plan is

    present, but minimal detail

    or support is provided.

    8.08 points

    An implementation plan is

    provided, with appropriate

    details and support.

    9.5 points

    An implementation plan is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Factors Influencing

    Behavior

    Factors Influencing

    Behavior

    0 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is not included.

    6.18 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    minimal detail or support

    is provided.

    8.08 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is provided, with

    appropriate details and

    support.

    9.5 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    9/14/25, 12:34 PM

    Page 2 of 2about:srcdoc

    Monitoring and

    Evaluation Plan

    Monitoring and Evaluation

    Plan

    0 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is not included.

    6.18 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    minimal detail or support

    is provided.

    8.08 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is provided, with

    appropriate details and

    support.

    9.5 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Budget and Finances

    Budget and Finances

    0 points

    A discussion of financial

    and budgetary

    considerations is not

    included.

    6.18 points

    A discussion of financial

    and budgetary

    considerations is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A discussion of financial

    and budgetary

    considerations is present,

    but minimal detail or

    support is provided.

    8.08 points

    A discussion of financial

    and budgetary

    considerations is provided,

    with appropriate details

    and support.

    9.5 points

    A discussion of financial

    and budgetary

    considerations is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Mechanics of Writing

    Includes spelling,

    capitalization, punctuation,

    grammar, language use,

    sentence structure, etc.

    0 points

    Errors in grammar or

    syntax are pervasive and

    impede meaning. Incorrect

    language choice or

    sentence structure errors

    are found throughout.

    3.09 points

    Frequent and repetitive

    mechanical errors are

    present. Inconsistencies in

    language choice or

    sentence structure are

    recurrent.

    3.56 points

    Occasional mechanical

    errors are present.

    Language choice is

    generally appropriate.

    Varied sentence structure

    is attempted.

    4.04 points

    Few mechanical errors are

    present. Suitable language

    choice and sentence

    structure are used.

    4.75 points

    No mechanical errors are

    present. Appropriate

    language choice and

    sentence structure are

    used throughout.

    Format/Documentation

    Uses appropriate style,

    such as APA, MLA, etc., for

    college, subject, and level;

    documents sources using

    citations, footnotes,

    references, bibliography,

    etc., appropriate to

    assignment and discipline.

    0 points

    Appropriate format is not

    used. No documentation of

    sources is provided.

    6.18 points

    Appropriate format is

    attempted, but some

    elements are missing.

    Frequent errors in

    documentation of sources

    are evident.

    7.13 points

    Appropriate format and

    documentation are used,

    although there are some

    obvious errors.

    8.08 points

    Appropriate format and

    documentation are used,

    with only minor errors.

    9.5 points

    No errors in formatting or

    documentation are

    present.

    © 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    **## QualityImprovementUsingaSocialMarketingApproachAssignment.docx**

    For this assignment, you will be looking at aspects of social marketing in greater depth to draw connections between this approach and continuous quality improvement in health care. Identify an aspect of patient care in need of quality improvement and error reduction at the health care facility where you work or a facility you are familiar with (e.g., medical error reduction, surgical error reduction, appropriate utilization, pharmaceutical accuracy).

    Create a 1,000- to 1,250-word campaign plan that addresses the following components of your social marketing approach to continuous quality improvement (CQI) in a brochure:

    · Conduct a SWOT (strengths, weaknesses, opportunities, and threats) analysis on your plan for improvement.

    · Describe the problem and present your social marketing approach for a continuous quality-improvement-based solution.

    · Present specific objectives and goals you would like to achieve. Draw connections between the implementation of quality improvement strategies and error reduction.

    · Describe the target audience whose behavior you are aiming to positively influence; be specific.

    · Describe how you intend to strategically market your plan to the target audience.

    · Present an implementation plan to put it into action.

    · Identify factors surrounding the implementation of your improvement plan that could positively or negatively sway the target audience's behavior. These could be motivating reasons for the target audience to adopt your recommendations or potential barriers to implementation that may discourage or dissuade them from complying.

    · Describe how you plan to monitor and evaluate the success of your quality improvement strategies.

    · Describe what type of financial backing you will need in order to implement your plan and any budgetary restraints that could present an obstacle to the execution of your improvement strategies.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines,

    **## Rubric-ContinuousQualityImprovementUsingaSocialMarketingApproach.pdf**

    9/14/25, 12:34 PM

    Page 1 of 2about:srcdoc

    Continuous Quality Improvement Using a Social Marketing Approach – Rubric
    Total 95

    points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Criteria Title

    Criteria Description

    0 points

    A SWOT analysis is not

    included.

    6.18 points

    A SWOT analysis is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A SWOT analysis is present,

    but minimal detail or

    support is provided.

    8.08 points

    A SWOT analysis is

    provided, with appropriate

    details and support.

    9.5 points

    A SWOT analysis is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Description of Problem

    and Approach for Quality

    Improvement-Based

    Solution

    Description of Problem and

    Approach for Quality

    Improvement-Based

    Solution

    0 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is not

    included.

    6.18 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but minimal detail or

    support is provided.

    8.08 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is provided,

    with appropriate details

    and support.

    9.5 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Objectives and Goals

    Objectives and Goals

    0 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are not included.

    6.18 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but minimal

    detail or support is

    provided.

    8.08 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are provided, with

    appropriate details and

    support.

    9.5 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are thoroughly explored

    and clearly explained with

    relevant details and

    support.

    Target Audience

    Description

    Target Audience

    Description

    0 points

    A description of the target

    audience is not included.

    3.09 points

    A description of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    3.56 points

    A description of the target

    audience is present, but

    minimal detail or support

    is provided.

    4.04 points

    A description of the target

    audience is provided, with

    appropriate details and

    support.

    4.75 points

    A description of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Strategic Marketing Plan

    Strategic Marketing Plan

    0 points

    A plan to strategically

    market the plan to the

    target audience is not

    included.

    6.18 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but minimal detail or

    support is provided.

    8.08 points

    A plan to strategically

    market the plan to the

    target audience is

    provided, with appropriate

    details and support.

    9.5 points

    A plan to strategically

    market the plan to the

    target audience is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Implementation Plan

    Implementation Plan

    0 points

    An implementation plan is

    not included.

    6.18 points

    An implementation plan is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    An implementation plan is

    present, but minimal detail

    or support is provided.

    8.08 points

    An implementation plan is

    provided, with appropriate

    details and support.

    9.5 points

    An implementation plan is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Factors Influencing

    Behavior

    Factors Influencing

    Behavior

    0 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is not included.

    6.18 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    minimal detail or support

    is provided.

    8.08 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is provided, with

    appropriate details and

    support.

    9.5 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    9/14/25, 12:34 PM

    Page 2 of 2about:srcdoc

    Monitoring and

    Evaluation Plan

    Monitoring and Evaluation

    Plan

    0 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is not included.

    6.18 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    minimal detail or support

    is provided.

    8.08 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is provided, with

    appropriate details and

    support.

    9.5 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Budget and Finances

    Budget and Finances

    0 points

    A discussion of financial

    and budgetary

    considerations is not

    included.

    6.18 points

    A discussion of financial

    and budgetary

    considerations is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A discussion of financial

    and budgetary

    considerations is present,

    but minimal detail or

    support is provided.

    8.08 points

    A discussion of financial

    and budgetary

    considerations is provided,

    with appropriate details

    and support.

    9.5 points

    A discussion of financial

    and budgetary

    considerations is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Mechanics of Writing

    Includes spelling,

    capitalization, punctuation,

    grammar, language use,

    sentence structure, etc.

    0 points

    Errors in grammar or

    syntax are pervasive and

    impede meaning. Incorrect

    language choice or

    sentence structure errors

    are found throughout.

    3.09 points

    Frequent and repetitive

    mechanical errors are

    present. Inconsistencies in

    language choice or

    sentence structure are

    recurrent.

    3.56 points

    Occasional mechanical

    errors are present.

    Language choice is

    generally appropriate.

    Varied sentence structure

    is attempted.

    4.04 points

    Few mechanical errors are

    present. Suitable language

    choice and sentence

    structure are used.

    4.75 points

    No mechanical errors are

    present. Appropriate

    language choice and

    sentence structure are

    used throughout.

    Format/Documentation

    Uses appropriate style,

    such as APA, MLA, etc., for

    college, subject, and level;

    documents sources using

    citations, footnotes,

    references, bibliography,

    etc., appropriate to

    assignment and discipline.

    0 points

    Appropriate format is not

    used. No documentation of

    sources is provided.

    6.18 points

    Appropriate format is

    attempted, but some

    elements are missing.

    Frequent errors in

    documentation of sources

    are evident.

    7.13 points

    Appropriate format and

    documentation are used,

    although there are some

    obvious errors.

    8.08 points

    Appropriate format and

    documentation are used,

    with only minor errors.

    9.5 points

    No errors in formatting or

    documentation are

    present.

    © 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    **## QualityImprovementUsingaSocialMarketingApproachAssignment.docx**

    For this assignment, you will be looking at aspects of social marketing in greater depth to draw connections between this approach and continuous quality improvement in health care. Identify an aspect of patient care in need of quality improvement and error reduction at the health care facility where you work or a facility you are familiar with (e.g., medical error reduction, surgical error reduction, appropriate utilization, pharmaceutical accuracy).

    Create a 1,000- to 1,250-word campaign plan that addresses the following components of your social marketing approach to continuous quality improvement (CQI) in a brochure:

    · Conduct a SWOT (strengths, weaknesses, opportunities, and threats) analysis on your plan for improvement.

    · Describe the problem and present your social marketing approach for a continuous quality-improvement-based solution.

    · Present specific objectives and goals you would like to achieve. Draw connections between the implementation of quality improvement strategies and error reduction.

    · Describe the target audience whose behavior you are aiming to positively influence; be specific.

    · Describe how you intend to strategically market your plan to the target audience.

    · Present an implementation plan to put it into action.

    · Identify factors surrounding the implementation of your improvement plan that could positively or negatively sway the target audience's behavior. These could be motivating reasons for the target audience to adopt your recommendations or potential barriers to implementation that may discourage or dissuade them from complying.

    · Describe how you plan to monitor and evaluate the success of your quality improvement strategies.

    · Describe what type of financial backing you will need in order to implement your plan and any budgetary restraints that could present an obstacle to the execution of your improvement strategies.

    While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines,

    **## Rubric-ContinuousQualityImprovementUsingaSocialMarketingApproach.pdf**

    9/14/25, 12:34 PM

    Page 1 of 2about:srcdoc

    Continuous Quality Improvement Using a Social Marketing Approach – Rubric
    Total 95

    points

    Criterion 1. Unsatisfactory 2. Insufficient 3. Approaching 4. Acceptable 5. Target

    Criteria Title

    Criteria Description

    0 points

    A SWOT analysis is not

    included.

    6.18 points

    A SWOT analysis is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A SWOT analysis is present,

    but minimal detail or

    support is provided.

    8.08 points

    A SWOT analysis is

    provided, with appropriate

    details and support.

    9.5 points

    A SWOT analysis is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Description of Problem

    and Approach for Quality

    Improvement-Based

    Solution

    Description of Problem and

    Approach for Quality

    Improvement-Based

    Solution

    0 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is not

    included.

    6.18 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is present,

    but minimal detail or

    support is provided.

    8.08 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is provided,

    with appropriate details

    and support.

    9.5 points

    A description of the

    problem and an approach

    for a quality improvement-

    based solution is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Objectives and Goals

    Objectives and Goals

    0 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are not included.

    6.18 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are present, but minimal

    detail or support is

    provided.

    8.08 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are provided, with

    appropriate details and

    support.

    9.5 points

    Specific error-reduction

    goals and objectives of the

    quality improvement plan

    are thoroughly explored

    and clearly explained with

    relevant details and

    support.

    Target Audience

    Description

    Target Audience

    Description

    0 points

    A description of the target

    audience is not included.

    3.09 points

    A description of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    3.56 points

    A description of the target

    audience is present, but

    minimal detail or support

    is provided.

    4.04 points

    A description of the target

    audience is provided, with

    appropriate details and

    support.

    4.75 points

    A description of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Strategic Marketing Plan

    Strategic Marketing Plan

    0 points

    A plan to strategically

    market the plan to the

    target audience is not

    included.

    6.18 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A plan to strategically

    market the plan to the

    target audience is present,

    but minimal detail or

    support is provided.

    8.08 points

    A plan to strategically

    market the plan to the

    target audience is

    provided, with appropriate

    details and support.

    9.5 points

    A plan to strategically

    market the plan to the

    target audience is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Implementation Plan

    Implementation Plan

    0 points

    An implementation plan is

    not included.

    6.18 points

    An implementation plan is

    present, but the

    information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    An implementation plan is

    present, but minimal detail

    or support is provided.

    8.08 points

    An implementation plan is

    provided, with appropriate

    details and support.

    9.5 points

    An implementation plan is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Factors Influencing

    Behavior

    Factors Influencing

    Behavior

    0 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is not included.

    6.18 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is present, but

    minimal detail or support

    is provided.

    8.08 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is provided, with

    appropriate details and

    support.

    9.5 points

    Identification of factors

    that might influence the

    behavior of the target

    audience is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    9/14/25, 12:34 PM

    Page 2 of 2about:srcdoc

    Monitoring and

    Evaluation Plan

    Monitoring and Evaluation

    Plan

    0 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is not included.

    6.18 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    the information provided is

    incomplete, inaccurate, or

    otherwise deficient.

    7.13 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is present, but

    minimal detail or support

    is provided.

    8.08 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is provided, with

    appropriate details and

    support.

    9.5 points

    A plan for monitoring and

    evaluating the success of

    the quality improvement

    strategies is thoroughly

    explored and clearly

    explained with relevant

    details and support.

    Budget and Finances

    Budget and Finances

    0 points

    A discussion of financial

    and budgetary

    considerations is not

    included.

    6.18 points

    A discussion of financial

    and budgetary

    considerations is present,

    but the information

    provided is incomplete,

    inaccurate, or otherwise

    deficient.

    7.13 points

    A discussion of financial

    and budgetary

    considerations is present,

    but minimal detail or

    support is provided.

    8.08 points

    A discussion of financial

    and budgetary

    considerations is provided,

    with appropriate details

    and support.

    9.5 points

    A discussion of financial

    and budgetary

    considerations is

    thoroughly explored and

    clearly explained with

    relevant details and

    support.

    Mechanics of Writing

    Includes spelling,

    capitalization, punctuation,

    grammar, language use,

    sentence structure, etc.

    0 points

    Errors in grammar or

    syntax are pervasive and

    impede meaning. Incorrect

    language choice or

    sentence structure errors

    are found throughout.

    3.09 points

    Frequent and repetitive

    mechanical errors are

    present. Inconsistencies in

    language choice or

    sentence structure are

    recurrent.

    3.56 points

    Occasional mechanical

    errors are present.

    Language choice is

    generally appropriate.

    Varied sentence structure

    is attempted.

    4.04 points

    Few mechanical errors are

    present. Suitable language

    choice and sentence

    structure are used.

    4.75 points

    No mechanical errors are

    present. Appropriate

    language choice and

    sentence structure are

    used throughout.

    Format/Documentation

    Uses appropriate style,

    such as APA, MLA, etc., for

    college, subject, and level;

    documents sources using

    citations, footnotes,

    references, bibliography,

    etc., appropriate to

    assignment and discipline.

    0 points

    Appropriate format is not

    used. No documentation of

    sources is provided.

    6.18 points

    Appropriate format is

    attempted, but some

    elements are missing.

    Frequent errors in

    documentation of sources

    are evident.

    7.13 points

    Appropriate format and

    documentation are used,

    although there are some

    obvious errors.

    8.08 points

    Appropriate format and

    documentation are used,

    with only minor errors.

    9.5 points

    No errors in formatting or

    documentation are

    present.

    © 2025. Grand Canyon University. All Rights Reserved.

    [https://www.gce.com/](https://www.gce.com/)

    – 1
    – 2

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    Hello is there anyone that can help me with my homework. I will have everything needed in the upload below. – ## Chapter8Lesson3HaitianMigrants.docx **## Chapter8Lesson3HaitianMigrants.docx** Chapter 8 Lesson 3 ( Haitian Migrants) Read Article 1 and 2 then write two paragraphs using proper spelling,…

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    – ## Chapter8Lesson3HaitianMigrants.docx

    **## Chapter8Lesson3HaitianMigrants.docx**

    Chapter 8 Lesson 3 ( Haitian Migrants)

    Read Article 1 and 2 then write two paragraphs using proper spelling, grammar, punctuation and
    _one quote and proper MLA citation in this writing assignment f_ or the following question.

    In your own words describe why Haitian migrants are making the dangerous journey to the U.S. border in Texas?

    Article 1

    [https://www.washingtonpost.com/world/2021/09/26/chile-haitian-border-migrants/](https://www.washingtonpost.com/world/2021/09/26/chile-haitian-border-migrants/)

    Article 2

    [https://www.usatoday.com/story/news/politics/2021/09/21/what-led-haitian-nationals-migrating-u-s-southern-border/8419170002/](https://www.usatoday.com/story/news/politics/2021/09/21/what-led-haitian-nationals-migrating-u-s-southern-border/8419170002/)

    **## Chapter8Lesson3HaitianMigrants.docx**

    Chapter 8 Lesson 3 ( Haitian Migrants)

    Read Article 1 and 2 then write two paragraphs using proper spelling, grammar, punctuation and
    _one quote and proper MLA citation in this writing assignment f_ or the following question.

    In your own words describe why Haitian migrants are making the dangerous journey to the U.S. border in Texas?

    Article 1

    [https://www.washingtonpost.com/world/2021/09/26/chile-haitian-border-migrants/](https://www.washingtonpost.com/world/2021/09/26/chile-haitian-border-migrants/)

    Article 2

    [https://www.usatoday.com/story/news/politics/2021/09/21/what-led-haitian-nationals-migrating-u-s-southern-border/8419170002/](https://www.usatoday.com/story/news/politics/2021/09/21/what-led-haitian-nationals-migrating-u-s-southern-border/8419170002/)

  • [Solved] e royle

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    Please see attachment
    https://youtu.be/VrMs94Ywy3A?si=F5Kqd_7yIF7L2VSq

    – ## AvalonProject-U.S.Constitution.htm

    – ## AvalonProject-DeclarationoftheRightsofMan-1789.htm

    – ## KeyAnalysesKA21.odt

    – Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm
    – ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm
    – NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm

    **## AvalonProject-U.S.Constitution.htm**

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    U.S. Constitution

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    **## AvalonProject-DeclarationoftheRightsofMan-1789.htm**

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    Declaration of the Rights of Man – 1789

    Approved by the National Assembly of France, August 26, 1789

    The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative
    power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and of the citizen:

    #### Articles:

    1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

    2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

    3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.

    4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.

    5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.

    6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.

    7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall submit without delay, as resistance constitutes an offense.

    8. The law shall provide for such punishments only as are strictly and obviously necessary, and no one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated before the commission of the offense.

    9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law.

    10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.

    11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.

    12. The security of the rights of man and of the citizen requires public military forces. These forces are, therefore, established for the good of all and not for the personal advantage of those to whom they shall be intrusted.

    13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.

    14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the proportion, the mode of assessment and of collection and the duration of the taxes.

    15. Society has the right to require of every public agent an account of his administration.

    16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.

    17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.

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    **## KeyAnalysesKA21.odt**

    **KA #2**

    **Comparing Citizenships: Slavery, Indigeneity, and the American Government**

    **Instructions:** In the 21st Century, Historians have built digital exhibits where the public can access historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the nation’s oldest federal laws and political documents.

    Additionally, you will examine the Code Noir – meaning the Black Code in French. This document consists of the laws produced by the French to govern slavery in their Caribbean colonies which were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique, Anguilla, Saint Lucia, and Saint Martin.

    Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC Chapel Hill’s DocSouth Digital Archive.

    **Submission Information:**

    | | |
    | — | — |
    | _Due Date:_ | Wednesday, September 24nd, 2025, at 11:59pm EST. |
    | _Submission Guidelines:_<br>_*Note: I know that you have a lot of readings to get through. I have allotted two weeks for each of your KAs. Please utilize your time wisely; pace yourself so that you are not overwhelmed. Read a little each day; give yourself time to think deeply about each of these events in the context of all that we see today. Finally, write passionately._<br>_I am here if you need anything. Please visit my Tuesday office hours if you need help._ | |
    | _Readings (Find them in the module):_<br>1.) The Code Noir (The Black Code)<br>_- This document describes the laws that restricted slaves on islands colonized by France – like Haiti._<br>2.) Lowcountry Digital History Initiative: <br>**I have posted the link to the first article in the module, once you open that link, use the left panel to find the other articles below.**<br>- Contrasting Beginnings of Slavery in North America (Single page length)<br> <br>- English North America: Slave Societies vs Societies with Slaves (Single Page length)<br> <br>- Regional Labor Experiences: Sugar + Tobacco (single page length)<br> <br>- Rice in the Lowcountry (single page length)<br> <br>- Barbadians in Carolina (single page length)<br> <br>- American Indian Slavery in Carolina (single page length)<br> <br>3.) The Constitutional Convention (Video – 7 Mins)<br>4.) The US Constitution:<br>- The Preamble (Two sentence length)<br> <br>- The Bill of Rights – First Ten Amendments<br> <br>5.) The Declaration of the Rights of Man – 1789<br>6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880] | _Point Values:_<br>- Your Submission: 100 Points<br> <br>- Organization, spelling, and complete sentences will be factored into your grade.<br> <br>- In each section, I have outlined the readings you will need to answer the questions. |

    **Directions:**

    **1.) The Code Noir:**

    a.)
    Choose 4 articles (articles are technically laws) from this document. Put the article into your own words; then, analyze how the article shaped the life of the enslaved.

    – Use the organization below:

    Article (Insert Number)

    Summary: What does this article say in plain terms?

    Analysis: What does it demand/prohibit/punish?

    2.)
    **Documents from the Digital History Initiative:**

    a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”

    – List two things you glean from the map.

    – After reading the article, examine how slavery in the English colonies differed from slavery in French and Spanish colonies (list two examples from the text).

    b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery differ from the New England Colonies vs the Colonies of Virginia and Georgia?

    c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:” What differences existed between the working conditions of the enslaved growing sugar vs tobacco vs rice?

    d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous peoples in the Colony of Carolina. What turmoil existed between the two groups?

    3.)
    **The Constitutional Convention Video:**

    a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.

    b.) What dilemmas did the writers of the constitution face regarding slavery?

    c.) What compromises existed as a result?

    **4.) The US Constitution**

    **a.) The Preamble:** Summarize the preamble. What do the writers of the Constitution say are the foundation American values?

    **b.) The Bill of Rights:** This document was a part of the compromises to limit the power of the Federal Government. Knowing this, consider the following:

    – What freedoms are granted to American Citizens [which only included colonial white men] in this document?

    – Which of these amendments are being widely debated in political conversations today? Insert one news article link that was published after the year 2000 to help prove your point. (only pull news articles between the years 2000- current)

    **5.) Declaration of the Rights of Man – 1789**

    – List two examples of the Rights of Man that the document refers to. How can you see these two examples resurface in political conversations today?

    – How are these values and protections different from the values and punishments that govern the enslaved? Choose one slave code and one example from this document to cite as examples of the differences.

    **6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880**

    **a.)** Choose 3 laws from this document. Put the law into your own words; then, analyze how the article shaped the life of the enslaved.

    – Use the organization below:


    Law (Insert year here)

    Summary: What does this article say in plain terms?

    Analysis: What does it demand/prohibit/punish?

    b.) Make one comparision and one contrast of the conditions of the
    enslaved under the Code Noir in French colonies vs slaves under these laws in English colonies.


    c.) Make one comparison and one contrast of the conditions of
    “Free” Blacks under the Code Noir in French colonies vs slaves under these laws in English colonies.


    d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to slavery? Cite one example from the document.

    **Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/transcriptionof-thecodenoir-theblackcodeu-s-nationalparkservice-htm)

    **ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contrastingbeginningsofslaveryinnorthamericaafricanpassageslowcountryadaptationslowcountrydigitalhistoryinitiative-htm)

    **NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/northcarolina-slavesandfreepersonsofcolor-anactconcerningslavesandfreepersonsofcolor-htm)

    **NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/northcarolina-slavesandfreepersonsofcolor-anactconcerningslavesandfreepersonsofcolor-htm)

    **## AvalonProject-U.S.Constitution.htm**

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    U.S. Constitution



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    **## AvalonProject-DeclarationoftheRightsofMan-1789.htm**

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    Declaration of the Rights of Man – 1789



    Approved by the National Assembly of France, August 26, 1789

    The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative
    power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and of the citizen:

    #### Articles:

    1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

    2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

    3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.

    4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.

    5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.

    6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.

    7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall submit without delay, as resistance constitutes an offense.

    8. The law shall provide for such punishments only as are strictly and obviously necessary, and no one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated before the commission of the offense.

    9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law.

    10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.

    11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.

    12. The security of the rights of man and of the citizen requires public military forces. These forces are, therefore, established for the good of all and not for the personal advantage of those to whom they shall be intrusted.

    13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.

    14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the proportion, the mode of assessment and of collection and the duration of the taxes.

    15. Society has the right to require of every public agent an account of his administration.

    16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.

    17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.

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    **## KeyAnalysesKA21.odt**

    **KA #2**

    **Comparing Citizenships: Slavery, Indigeneity, and the American Government**

    **Instructions:** In the 21st Century, Historians have built digital exhibits where the public can access historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the nation’s oldest federal laws and political documents.


    Additionally, you will examine the Code Noir – meaning the Black Code in French. This document consists of the laws produced by the French to govern slavery in their Caribbean colonies which were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique, Anguilla, Saint Lucia, and Saint Martin.

    Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC Chapel Hill’s DocSouth Digital Archive.

    **Submission Information:**

    | | |
    | — | — |
    | _Due Date:_ | Wednesday, September 24nd, 2025, at 11:59pm EST. |
    | _Submission Guidelines:_<br>_*Note: I know that you have a lot of readings to get through. I have allotted two weeks for each of your KAs. Please utilize your time wisely; pace yourself so that you are not overwhelmed. Read a little each day; give yourself time to think deeply about each of these events in the context of all that we see today. Finally, write passionately._<br>_I am here if you need anything. Please visit my Tuesday office hours if you need help._ | |
    | _Readings (Find them in the module):_<br>1.) The Code Noir (The Black Code)<br>_- This document describes the laws that restricted slaves on islands colonized by France – like Haiti._<br>2.) Lowcountry Digital History Initiative: <br>**I have posted the link to the first article in the module, once you open that link, use the left panel to find the other articles below.**<br>- Contrasting Beginnings of Slavery in North America (Single page length)<br> <br>- English North America: Slave Societies vs Societies with Slaves (Single Page length)<br> <br>- Regional Labor Experiences: Sugar + Tobacco (single page length)<br> <br>- Rice in the Lowcountry (single page length)<br> <br>- Barbadians in Carolina (single page length)<br> <br>- American Indian Slavery in Carolina (single page length)<br> <br>3.) The Constitutional Convention (Video – 7 Mins)<br>4.) The US Constitution:<br>- The Preamble (Two sentence length)<br> <br>- The Bill of Rights – First Ten Amendments<br> <br>5.) The Declaration of the Rights of Man – 1789<br>6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880] | _Point Values:_<br>- Your Submission: 100 Points<br> <br>- Organization, spelling, and complete sentences will be factored into your grade.<br> <br>- In each section, I have outlined the readings you will need to answer the questions. |

    **Directions:**

    **1.) The Code Noir:**

    a.)
    Choose 4 articles (articles are technically laws) from this document. Put the article into your own words; then, analyze how the article shaped the life of the enslaved.

    – Use the organization below:


    Article (Insert Number)

    Summary: What does this article say in plain terms?

    Analysis: What does it demand/prohibit/punish?

    2.)
    **Documents from the Digital History Initiative:**

    a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”

    – List two things you glean from the map.

    – After reading the article, examine how slavery in the English colonies differed from slavery in French and Spanish colonies (list two examples from the text).


    b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery differ from the New England Colonies vs the Colonies of Virginia and Georgia?

    c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:” What differences existed between the working conditions of the enslaved growing sugar vs tobacco vs rice?

    d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous peoples in the Colony of Carolina. What turmoil existed between the two groups?

    3.)
    **The Constitutional Convention Video:**

    a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.

    b.) What dilemmas did the writers of the constitution face regarding slavery?

    c.) What compromises existed as a result?

    **4.) The US Constitution**

    **a.) The Preamble:** Summarize the preamble. What do the writers of the Constitution say are the foundation American values?


    **b.) The Bill of Rights:** This document was a part of the compromises to limit the power of the Federal Government. Knowing this, consider the following:


    – What freedoms are granted to American Citizens [which only included colonial white men] in this document?

    – Which of these amendments are being widely debated in political conversations today? Insert one news article link that was published after the year 2000 to help prove your point. (only pull news articles between the years 2000- current)

    **5.) Declaration of the Rights of Man – 1789**

    – List two examples of the Rights of Man that the document refers to. How can you see these two examples resurface in political conversations today?

    – How are these values and protections different from the values and punishments that govern the enslaved? Choose one slave code and one example from this document to cite as examples of the differences.

    **6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880**

    **a.)** Choose 3 laws from this document. Put the law into your own words; then, analyze how the article shaped the life of the enslaved.

    – Use the organization below:


    Law (Insert year here)

    Summary: What does this article say in plain terms?

    Analysis: What does it demand/prohibit/punish?

    b.) Make one comparision and one contrast of the conditions of the
    enslaved under the Code Noir in French colonies vs slaves under these laws in English colonies.


    c.) Make one comparison and one contrast of the conditions of
    “Free” Blacks under the Code Noir in French colonies vs slaves under these laws in English colonies.


    d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to slavery? Cite one example from the document.

    **Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/transcriptionof-thecodenoir-theblackcodeu-s-nationalparkservice-htm)

    **ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contrastingbeginningsofslaveryinnorthamericaafricanpassageslowcountryadaptationslowcountrydigitalhistoryinitiative-htm)

    **NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/northcarolina-slavesandfreepersonsofcolor-anactconcerningslavesandfreepersonsofcolor-htm)

    **## AvalonProject-U.S.Constitution.htm**

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    U.S. Constitution



    – [Constitution of the United States – Preamble](https://www.sweetstudy.com/18th_century/preamble.asp)

    – [Constitution of the United States – Article 1](https://www.sweetstudy.com/18th_century/art1.asp)

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    – [Constitution of the United States – Article 4](https://www.sweetstudy.com/18th_century/art4.asp)

    – [Constitution of the United States – Article 5](https://www.sweetstudy.com/18th_century/art5.asp)

    – [Constitution of the United States – Article 6](https://www.sweetstudy.com/18th_century/art6.asp)

    – [Constitution of the United States – Article 7](https://www.sweetstudy.com/18th_century/art7.asp)

    – [Constitution of the United States – Bill of Rights – The First Ten Amendments](https://www.sweetstudy.com/18th_century/rights1.asp)

    – [Constitution of the United States – Amendments 11 – 27](https://www.sweetstudy.com/18th_century/amend1.asp)

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    © 2008 Lillian Goldman Law Library

    127 Wall Street, New Haven, CT 06511.



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    **## AvalonProject-DeclarationoftheRightsofMan-1789.htm**

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    Declaration of the Rights of Man – 1789



    Approved by the National Assembly of France, August 26, 1789

    The representatives of the French people, organized as a National Assembly, believing that the ignorance, neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred rights of man, in order that this declaration, being constantly before all the members of the Social body, shall remind them continually of their rights and duties; in order that the acts of the legislative
    power, as well as those of the executive power, may be compared at any moment with the objects and purposes of all political institutions and may thus be more respected, and, lastly, in order that the grievances of the citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the constitution and redound to the happiness of all. Therefore the National Assembly recognizes and proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and of the citizen:

    #### Articles:

    1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

    2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

    3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.

    4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.

    5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.

    6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents.

    7. No person shall be accused, arrested, or imprisoned except in the cases and according to the forms prescribed by law. Any one soliciting, transmitting, executing, or causing to be executed, any arbitrary order, shall be punished. But any citizen summoned or arrested in virtue of the law shall submit without delay, as resistance constitutes an offense.

    8. The law shall provide for such punishments only as are strictly and obviously necessary, and no one shall suffer punishment except it be legally inflicted in virtue of a law passed and promulgated before the commission of the offense.

    9. As all persons are held innocent until they shall have been declared guilty, if arrest shall be deemed indispensable, all harshness not essential to the securing of the prisoner's person shall be severely repressed by law.

    10. No one shall be disquieted on account of his opinions, including his religious views, provided their manifestation does not disturb the public order established by law.

    11. The free communication of ideas and opinions is one of the most precious of the rights of man. Every citizen may, accordingly, speak, write, and print with freedom, but shall be responsible for such abuses of this freedom as shall be defined by law.

    12. The security of the rights of man and of the citizen requires public military forces. These forces are, therefore, established for the good of all and not for the personal advantage of those to whom they shall be intrusted.

    13. A common contribution is essential for the maintenance of the public forces and for the cost of administration. This should be equitably distributed among all the citizens in proportion to their means.

    14. All the citizens have a right to decide, either personally or by their representatives, as to the necessity of the public contribution; to grant this freely; to know to what uses it is put; and to fix the proportion, the mode of assessment and of collection and the duration of the taxes.

    15. Society has the right to require of every public agent an account of his administration.

    16. A society in which the observance of the law is not assured, nor the separation of powers defined, has no constitution at all.

    17. Since property is an inviolable and sacred right, no one shall be deprived thereof except where public necessity, legally determined, shall clearly demand it, and then only on condition that the owner shall have been previously and equitably indemnified.

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    127 Wall Street, New Haven, CT 06511.



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    **## KeyAnalysesKA21.odt**

    **KA #2**

    **Comparing Citizenships: Slavery, Indigeneity, and the American Government**

    **Instructions:** In the 21st Century, Historians have built digital exhibits where the public can access historic documents online. For this KA, you will explore 3 of them: The Lowcountry Digital History Initiative (which documents slavery in the Carolinas) and the Yale Avalon Project (which houses the nation’s oldest federal laws and political documents.


    Additionally, you will examine the Code Noir – meaning the Black Code in French. This document consists of the laws produced by the French to govern slavery in their Caribbean colonies which were/are: St. Domingue (Now Haiti), Guadeloupe and Martinique, Saint Barthelemy, Martinique, Anguilla, Saint Lucia, and Saint Martin.

    Finally, you will look at a compiled list of slave codes from NC. This document is housed at UNC Chapel Hill’s DocSouth Digital Archive.

    **Submission Information:**

    | | |
    | — | — |
    | _Due Date:_ | Wednesday, September 24nd, 2025, at 11:59pm EST. |
    | _Submission Guidelines:_<br>_*Note: I know that you have a lot of readings to get through. I have allotted two weeks for each of your KAs. Please utilize your time wisely; pace yourself so that you are not overwhelmed. Read a little each day; give yourself time to think deeply about each of these events in the context of all that we see today. Finally, write passionately._<br>_I am here if you need anything. Please visit my Tuesday office hours if you need help._ | |
    | _Readings (Find them in the module):_<br>1.) The Code Noir (The Black Code)<br>_- This document describes the laws that restricted slaves on islands colonized by France – like Haiti._<br>2.) Lowcountry Digital History Initiative: <br>**I have posted the link to the first article in the module, once you open that link, use the left panel to find the other articles below.**<br>- Contrasting Beginnings of Slavery in North America (Single page length)<br> <br>- English North America: Slave Societies vs Societies with Slaves (Single Page length)<br> <br>- Regional Labor Experiences: Sugar + Tobacco (single page length)<br> <br>- Rice in the Lowcountry (single page length)<br> <br>- Barbadians in Carolina (single page length)<br> <br>- American Indian Slavery in Carolina (single page length)<br> <br>3.) The Constitutional Convention (Video – 7 Mins)<br>4.) The US Constitution:<br>- The Preamble (Two sentence length)<br> <br>- The Bill of Rights – First Ten Amendments<br> <br>5.) The Declaration of the Rights of Man – 1789<br>6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880] | _Point Values:_<br>- Your Submission: 100 Points<br> <br>- Organization, spelling, and complete sentences will be factored into your grade.<br> <br>- In each section, I have outlined the readings you will need to answer the questions. |

    **Directions:**

    **1.) The Code Noir:**

    a.)
    Choose 4 articles (articles are technically laws) from this document. Put the article into your own words; then, analyze how the article shaped the life of the enslaved.

    – Use the organization below:


    Article (Insert Number)

    Summary: What does this article say in plain terms?

    Analysis: What does it demand/prohibit/punish?

    2.)
    **Documents from the Digital History Initiative:**

    a.) Evaluate the map in the article “Contrasting Beginnings of Slavery in North America.”

    – List two things you glean from the map.

    – After reading the article, examine how slavery in the English colonies differed from slavery in French and Spanish colonies (list two examples from the text).


    b.) “Slave Societies vs Societies with Slaves:” How did the economic significance of slavery differ from the New England Colonies vs the Colonies of Virginia and Georgia?

    c.) “Regional Labor Experiences: Sugar & Tobacco” and the article “Rice in the Lowcountry:” What differences existed between the working conditions of the enslaved growing sugar vs tobacco vs rice?

    d.) “American Indian Slavery in Carolina:” Summarize the enslavement of indigenous peoples in the Colony of Carolina. What turmoil existed between the two groups?

    3.)
    **The Constitutional Convention Video:**

    a.) Provide the 5 W’s [who, what, when, where, why] of the US Constitutional Convention.

    b.) What dilemmas did the writers of the constitution face regarding slavery?

    c.) What compromises existed as a result?

    **4.) The US Constitution**

    **a.) The Preamble:** Summarize the preamble. What do the writers of the Constitution say are the foundation American values?


    **b.) The Bill of Rights:** This document was a part of the compromises to limit the power of the Federal Government. Knowing this, consider the following:


    – What freedoms are granted to American Citizens [which only included colonial white men] in this document?

    – Which of these amendments are being widely debated in political conversations today? Insert one news article link that was published after the year 2000 to help prove your point. (only pull news articles between the years 2000- current)

    **5.) Declaration of the Rights of Man – 1789**

    – List two examples of the Rights of Man that the document refers to. How can you see these two examples resurface in political conversations today?

    – How are these values and protections different from the values and punishments that govern the enslaved? Choose one slave code and one example from this document to cite as examples of the differences.

    **6.) An Act Concerning Slaves and Free Persons of Colour [North Carolina Slave Codes 1700-1880**

    **a.)** Choose 3 laws from this document. Put the law into your own words; then, analyze how the article shaped the life of the enslaved.

    – Use the organization below:


    Law (Insert year here)

    Summary: What does this article say in plain terms?

    Analysis: What does it demand/prohibit/punish?

    b.) Make one comparision and one contrast of the conditions of the
    enslaved under the Code Noir in French colonies vs slaves under these laws in English colonies.


    c.) Make one comparison and one contrast of the conditions of
    “Free” Blacks under the Code Noir in French colonies vs slaves under these laws in English colonies.


    d.) How does this NC Slave Code govern “free” Blacks? How similar are their conditions to slavery? Cite one example from the document.

    **Transcriptionof_TheCodeNoir_TheBlackCodeU.S.NationalParkService.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/transcriptionof-thecodenoir-theblackcodeu-s-nationalparkservice-htm)

    **ContrastingBeginningsofSlaveryinNorthAmericaAfricanPassagesLowcountryAdaptationsLowcountryDigitalHistoryInitiative.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/contrastingbeginningsofslaveryinnorthamericaafricanpassageslowcountryadaptationslowcountrydigitalhistoryinitiative-htm)

    **NorthCarolina.SlavesandFreePersonsofColor.AnActConcerningSlavesandFreePersonsofColor.htm**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/northcarolina-slavesandfreepersonsofcolor-anactconcerningslavesandfreepersonsofcolor-htm)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6

  • [Solved] Reflective School Culture and Climate

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Assigment.docx **## Assigment.docx** Write a reflective essay (4-5 pages) analyzing the concepts of school culture and climate, and their impact on the overall school community. Your essay should draw upon your personal experiences in educational settings, including how you have observed or imp…

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    Assignment Prompt & Instructions

    – ## Assigment.docx

    **## Assigment.docx**

    Write a reflective essay (4-5 pages) analyzing the concepts of school culture and climate, and their impact on the overall school community. Your essay should draw upon your personal experiences in educational settings, including how you have observed or implemented these concepts in practice. Additionally, consider how you will approach school culture and climate in your future leadership roles.

    In developing your essay, use insights from course readings, relevant research articles (from educational journals, magazines, or publications), informational videos (such as TED Talks), podcasts, and conversations with educational leaders at both the school and district levels. You may also reference supplementary materials and recommended books provided for further context; reading these books is optional and intended for your future professional growth.

    Your essay should address, at minimum, the following reflective prompts:

    · Introduction: Clearly state the purpose of the assignment and explain its relevance to educational leadership.

    · Definitions and Examples: Provide clear definitions for both school culture and school climate. Use concrete examples from your experience or research to illustrate each concept.

    · Analysis: Examine the differences between school culture and climate, as well as their interconnections. Discuss how each influences the other within a school setting.

    · Vision, Mission, and Stakeholder Engagement: Explain the role of vision and mission statements in shaping a school's culture. Identify strategies for engaging various stakeholders (e.g., staff, students, families, community members) in building and sustaining a positive culture.

    · Safety, Well-being, and Supportive Climate: Discuss the importance of safety and well-being in fostering a supportive school climate. Explore practical techniques for promoting both emotional and social support for students and staff.

    · Leadership Practices: Detail specific leadership practices that influence school culture and drive school improvement. Focus on approaches such as data-driven decision-making, continuous professional development, and fostering innovation and change.

    · Case Studies and Real-world Examples: Include case studies or specific examples of schools that have successfully cultivated a positive culture and climate. Analyze the leadership strategies and practices that contributed to their success.

    · Reflection and Application: Reflect on your own experiences, considering how your understanding of culture and climate shapes your actions in educational leadership roles now and in the future.

    By connecting theory to practice and drawing from a variety of sources and experiences, your essay should demonstrate thoughtful analysis and a comprehensive understanding of the importance of school culture and climate in educational leadership.

    **Writing/Grammar/References using APA style**

    · Technical writing and grammar are both accurate and compelling

    · Paper shows strong evidence of editing and proofreading

    · Citations within the text are accurate and consistent with APA

    · References need to be complete, comprehensive, and consistent with APA

    ·
    _MUST_ use the course assigned textbook as a reference in this paper

    ·
    _MUST_ include at least two academic articles or book, or video on the topic as references in this paper

    · You may want to reference the PPT I have attached and provided as a resource on CANVAS that provides the basic guidelines for APA. (While this is not comprehensive of all APA guidelines, it provides good information on the basic requirements that can assist you with this paper.)

    **_BELOW PLEASE FIND RESOURCES THAT MAY ASSIST YOU WITH IDEAS ABOUT THE IMPORTANCE OF CULTURE IN SCHOOLS._**

    **_SHORT VIDEO CLIPS_**

    ·
    **Simon Sinek: “Why for Schools” How Teachers Change the Culture and Climate of Schools**

    [https://www.bing.com/videos/riverview/relatedvideo?q=articles+on+the+importance+of+culture+and+climate+change+in+schools&mid=594C32A84F43D631EA07594C32A84F43D631EA07&mcid=BD9520A87B8C4C9582B1C79891C4A40C&FORM=VIRELinks to an external site.](https://www.bing.com/videos/riverview/relatedvideo?q=articles+on+the+importance+of+culture+and+climate+change+in+schools&mid=594C32A84F43D631EA07594C32A84F43D631EA07&mcid=BD9520A87B8C4C9582B1C79891C4A40C&FORM=VIRE)

    ·
    **Simon Sinek: How to Start a Cultural Change**

    [https://youtu.be/zClAdLw4yRI?si=Rakf-OgA0U9xr2a1Links to an external site.](https://youtu.be/zClAdLw4yRI?si=Rakf-OgA0U9xr2a1)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    The Law of Diffusion and Innovation

    ·
    **Simon Sinek: Build A Culture by Design, Not Default**

    [https://youtu.be/aJj–35nAeE?si=aHBu1invkhuGg20HLinks to an external site.](https://youtu.be/aJj–35nAeE?si=aHBu1invkhuGg20H)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    ·
    **Jessica Kriegel: What are the Four Types of Organizational Culture?**

    [https://youtu.be/yBQ982meoa0?si=-vc9wOuVKHQ4NtyYLinks to an external site.](https://youtu.be/yBQ982meoa0?si=-vc9wOuVKHQ4NtyY)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    ·
    **Gordon Amerson: How School Principals Inspire Positive School Culture**

    [https://youtu.be/MVra_JmrBMQLinks to an external site.](https://youtu.be/MVra_JmrBMQ)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    ·
    **Culture VS. Climate: Aligning School Culture to Positive Climate | Stand Tall Steve**

    [https://youtu.be/Qe4cMveLhWU?si=Fkt-vtZ98hy-jTVOLinks to an external site.](https://youtu.be/Qe4cMveLhWU?si=Fkt-vtZ98hy-jTVO)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    **_ARTICLES_**

    1. Link to use in reference section for Article “Evaluating Your School’s Culture and Climate”
    [Evaluating Your School Culture and Climate by Maurice Elias.pdf](https://fiu.instructure.com/courses/236397/files/39207855?wrap=1)

    [https://www.edutopia.org/article/evaluating-school-culture-climateLinks to an external site.](https://www.edutopia.org/article/evaluating-school-culture-climate)

    2. Link to use in reference section for Article “Climate vs. Culture in Schools: Understanding the Difference”
    [Climate vs. Culture in Schools-Understanding the Difference-Strobel Education Article.pdf](https://fiu.instructure.com/courses/236397/files/39207861?wrap=1)

    [https://strobeleducation.com/blog/climate-culture-in-schools-understanding-the-difference/Links to an external site.](https://strobeleducation.com/blog/climate-culture-in-schools-understanding-the-difference/)

    3. Link to use in reference section for Article “11 Ways to Build a Positive School Culture”
    [11 Real Ways to Build a Positive School Culture-Article in Prodigy.pdf](https://fiu.instructure.com/courses/236397/files/39207859?wrap=1)

    [https://www.prodigygame.com/main-en/blog/school-cultureLinks to an external site.](https://www.prodigygame.com/main-en/blog/school-culture)

    4. Link to use in reference section for Article “The Steps to Creating a Positive School Culture”
    [The Steps to Creating a Positive School-ASCD Article.pdf](https://fiu.instructure.com/courses/236397/files/39207868?wrap=1)

    [https://ascd.org/blogs/the-steps-to-creating-a-positive-school-cultureLinks to an external site.](https://ascd.org/blogs/the-steps-to-creating-a-positive-school-culture)

    5. 7 Practical Leadership Lessons from Ted Lasso
    [7 Practical Leadership Lessons from Ted Lasso.pdf](https://fiu.instructure.com/courses/236397/files/39207857?wrap=1)

    [https://www.success.com/ted-lasso-best-lessons/Links to an external site.](https://www.success.com/ted-lasso-best-lessons/)

    6. 10 Leadership Lessons From Ted Lasso
    [10 Leadership Lessons From Ted Lasso.pdf](https://fiu.instructure.com/courses/236397/files/39207858?wrap=1)

    [https://www.peoplestorming.com/post/10-leadership-lessons-from-ted-lassoLinks to an external site.](https://www.peoplestorming.com/post/10-leadership-lessons-from-ted-lasso)

    7. FISH Philosophy :
    [The 4 Principles of FISH! Philosophy Explained-1.pdf](https://fiu.instructure.com/courses/236397/files/39207845?wrap=1)

    **_Recommended Book Resources to enhance your Leadership Perspectives and boost morale and culture_**

    Broadbent, L. (2022).
    _What would Ted Lasso do? How Ted’s positive approach can help_

    _you._ Uncommon Publishing.

    Stockman, M. & Coniglio, N. (2023).
    _Lead it like Lasso: A leadership book for life. Your_

    _life._ Year of the Book.

    Lundin, S. C., Paul, H., & Christensen, J. (2000).
    _FISH!: A proven way to boost moral and_

    _Improve results_. Hyperion.

    ## image1.png

    **## Assigment.docx**

    Write a reflective essay (4-5 pages) analyzing the concepts of school culture and climate, and their impact on the overall school community. Your essay should draw upon your personal experiences in educational settings, including how you have observed or implemented these concepts in practice. Additionally, consider how you will approach school culture and climate in your future leadership roles.

    In developing your essay, use insights from course readings, relevant research articles (from educational journals, magazines, or publications), informational videos (such as TED Talks), podcasts, and conversations with educational leaders at both the school and district levels. You may also reference supplementary materials and recommended books provided for further context; reading these books is optional and intended for your future professional growth.

    Your essay should address, at minimum, the following reflective prompts:

    · Introduction: Clearly state the purpose of the assignment and explain its relevance to educational leadership.

    · Definitions and Examples: Provide clear definitions for both school culture and school climate. Use concrete examples from your experience or research to illustrate each concept.

    · Analysis: Examine the differences between school culture and climate, as well as their interconnections. Discuss how each influences the other within a school setting.

    · Vision, Mission, and Stakeholder Engagement: Explain the role of vision and mission statements in shaping a school's culture. Identify strategies for engaging various stakeholders (e.g., staff, students, families, community members) in building and sustaining a positive culture.

    · Safety, Well-being, and Supportive Climate: Discuss the importance of safety and well-being in fostering a supportive school climate. Explore practical techniques for promoting both emotional and social support for students and staff.

    · Leadership Practices: Detail specific leadership practices that influence school culture and drive school improvement. Focus on approaches such as data-driven decision-making, continuous professional development, and fostering innovation and change.

    · Case Studies and Real-world Examples: Include case studies or specific examples of schools that have successfully cultivated a positive culture and climate. Analyze the leadership strategies and practices that contributed to their success.

    · Reflection and Application: Reflect on your own experiences, considering how your understanding of culture and climate shapes your actions in educational leadership roles now and in the future.

    By connecting theory to practice and drawing from a variety of sources and experiences, your essay should demonstrate thoughtful analysis and a comprehensive understanding of the importance of school culture and climate in educational leadership.

    **Writing/Grammar/References using APA style**

    · Technical writing and grammar are both accurate and compelling

    · Paper shows strong evidence of editing and proofreading

    · Citations within the text are accurate and consistent with APA

    · References need to be complete, comprehensive, and consistent with APA

    ·
    _MUST_ use the course assigned textbook as a reference in this paper

    ·
    _MUST_ include at least two academic articles or book, or video on the topic as references in this paper

    · You may want to reference the PPT I have attached and provided as a resource on CANVAS that provides the basic guidelines for APA. (While this is not comprehensive of all APA guidelines, it provides good information on the basic requirements that can assist you with this paper.)

    **_BELOW PLEASE FIND RESOURCES THAT MAY ASSIST YOU WITH IDEAS ABOUT THE IMPORTANCE OF CULTURE IN SCHOOLS._**

    **_SHORT VIDEO CLIPS_**

    ·
    **Simon Sinek: “Why for Schools” How Teachers Change the Culture and Climate of Schools**

    [https://www.bing.com/videos/riverview/relatedvideo?q=articles+on+the+importance+of+culture+and+climate+change+in+schools&mid=594C32A84F43D631EA07594C32A84F43D631EA07&mcid=BD9520A87B8C4C9582B1C79891C4A40C&FORM=VIRELinks to an external site.](https://www.bing.com/videos/riverview/relatedvideo?q=articles+on+the+importance+of+culture+and+climate+change+in+schools&mid=594C32A84F43D631EA07594C32A84F43D631EA07&mcid=BD9520A87B8C4C9582B1C79891C4A40C&FORM=VIRE)

    ·
    **Simon Sinek: How to Start a Cultural Change**

    [https://youtu.be/zClAdLw4yRI?si=Rakf-OgA0U9xr2a1Links to an external site.](https://youtu.be/zClAdLw4yRI?si=Rakf-OgA0U9xr2a1)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    The Law of Diffusion and Innovation

    ·
    **Simon Sinek: Build A Culture by Design, Not Default**

    [https://youtu.be/aJj–35nAeE?si=aHBu1invkhuGg20HLinks to an external site.](https://youtu.be/aJj–35nAeE?si=aHBu1invkhuGg20H)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    ·
    **Jessica Kriegel: What are the Four Types of Organizational Culture?**

    [https://youtu.be/yBQ982meoa0?si=-vc9wOuVKHQ4NtyYLinks to an external site.](https://youtu.be/yBQ982meoa0?si=-vc9wOuVKHQ4NtyY)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    ·
    **Gordon Amerson: How School Principals Inspire Positive School Culture**

    [https://youtu.be/MVra_JmrBMQLinks to an external site.](https://youtu.be/MVra_JmrBMQ)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    ·
    **Culture VS. Climate: Aligning School Culture to Positive Climate | Stand Tall Steve**

    [https://youtu.be/Qe4cMveLhWU?si=Fkt-vtZ98hy-jTVOLinks to an external site.](https://youtu.be/Qe4cMveLhWU?si=Fkt-vtZ98hy-jTVO)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/reflective-school-culture-and-climate)

    **_ARTICLES_**

    1. Link to use in reference section for Article “Evaluating Your School’s Culture and Climate”
    [Evaluating Your School Culture and Climate by Maurice Elias.pdf](https://fiu.instructure.com/courses/236397/files/39207855?wrap=1)

    [https://www.edutopia.org/article/evaluating-school-culture-climateLinks to an external site.](https://www.edutopia.org/article/evaluating-school-culture-climate)

    2. Link to use in reference section for Article “Climate vs. Culture in Schools: Understanding the Difference”
    [Climate vs. Culture in Schools-Understanding the Difference-Strobel Education Article.pdf](https://fiu.instructure.com/courses/236397/files/39207861?wrap=1)

    [https://strobeleducation.com/blog/climate-culture-in-schools-understanding-the-difference/Links to an external site.](https://strobeleducation.com/blog/climate-culture-in-schools-understanding-the-difference/)

    3. Link to use in reference section for Article “11 Ways to Build a Positive School Culture”
    [11 Real Ways to Build a Positive School Culture-Article in Prodigy.pdf](https://fiu.instructure.com/courses/236397/files/39207859?wrap=1)

    [https://www.prodigygame.com/main-en/blog/school-cultureLinks to an external site.](https://www.prodigygame.com/main-en/blog/school-culture)

    4. Link to use in reference section for Article “The Steps to Creating a Positive School Culture”
    [The Steps to Creating a Positive School-ASCD Article.pdf](https://fiu.instructure.com/courses/236397/files/39207868?wrap=1)

    [https://ascd.org/blogs/the-steps-to-creating-a-positive-school-cultureLinks to an external site.](https://ascd.org/blogs/the-steps-to-creating-a-positive-school-culture)

    5. 7 Practical Leadership Lessons from Ted Lasso
    [7 Practical Leadership Lessons from Ted Lasso.pdf](https://fiu.instructure.com/courses/236397/files/39207857?wrap=1)

    [https://www.success.com/ted-lasso-best-lessons/Links to an external site.](https://www.success.com/ted-lasso-best-lessons/)

    6. 10 Leadership Lessons From Ted Lasso
    [10 Leadership Lessons From Ted Lasso.pdf](https://fiu.instructure.com/courses/236397/files/39207858?wrap=1)

    [https://www.peoplestorming.com/post/10-leadership-lessons-from-ted-lassoLinks to an external site.](https://www.peoplestorming.com/post/10-leadership-lessons-from-ted-lasso)

    7. FISH Philosophy :
    [The 4 Principles of FISH! Philosophy Explained-1.pdf](https://fiu.instructure.com/courses/236397/files/39207845?wrap=1)

    **_Recommended Book Resources to enhance your Leadership Perspectives and boost morale and culture_**

    Broadbent, L. (2022).
    _What would Ted Lasso do? How Ted’s positive approach can help_

    _you._ Uncommon Publishing.

    Stockman, M. & Coniglio, N. (2023).
    _Lead it like Lasso: A leadership book for life. Your_

    _life._ Year of the Book.

    Lundin, S. C., Paul, H., & Christensen, J. (2000).
    _FISH!: A proven way to boost moral and_

    _Improve results_. Hyperion.

    ## image1.png

  • [Solved] dee internet summary

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    describes and critiques a particular public agency/department that has its own website. **Note**: This is not a critique of the website itself. I want you to critique the department/agency using the information found on its website. In other words, I don’t want to see you write things about how the …

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    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    describes and critiques a particular public agency/department that has its own website. **Note**: This is not a critique of the website itself. I want you to critique the department/agency using the information found on its website. In other words, I don’t want to see you write things about how the website’s information layout is acceptable, how the website offers a comprehensive overview of the department/agency, or how you like/dislike the website’s links. The focus should be squarely on the department/agency operations.
    – Description      of the agency/department’s mission and objectives
    – Summary      of the agency/department’s structure, activities, programs, and other      characteristics
    – Critique      of the agency/department’s strengths and weaknesses
    – Incorporation      of additional scholarly source citation when making your arguments
    – Grammar      and spelling