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Tag: Model Answer

  • [Solved] In Basketball Stars, a player attempts 25 shots in one game.

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    In [basketball stars](https://basketball-stars.io/), a player attempts 25 shots in one game. a) If 15 shots are successful, what is the player’s shooting percentage? b) The next game, the player makes 18 out of 30 shots. Compare the two shooting percentages. c) What is the overall shooting percentag…

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    In  [basketball stars](https://basketball-stars.io/), a player attempts 25 shots in one game.
    a) If 15 shots are successful, what is the player’s shooting percentage?
    b) The next game, the player makes 18 out of 30 shots. Compare the two shooting percentages.
    c) What is the overall shooting percentage across both games combined?”

  • [Solved] post

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    In-depth study guidance and analytical solution covering post.

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

  • [Solved] questions

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    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 \ Questions9-16.docx](https://www.sweetstudy.com/files/questions9-16-docx "Questions9-16.docx")

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    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference   Any use of AI will result in automatic 0
    \
    Questions9-16.docx](https://www.sweetstudy.com/files/questions9-16-docx "Questions9-16.docx")

  • [Solved] Week 3 Discussion

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    \ IMG_0424.png](https://www.sweetstudy.com/files/img-0424-png-10401875 "IMG_0424.png") \ IMG_0423.png](https://www.sweetstudy.com/files/img-0423-png-10401877 "IMG_0423.png")

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    \
    IMG_0424.png](https://www.sweetstudy.com/files/img-0424-png-10401875 "IMG_0424.png")
    \
    IMG_0423.png](https://www.sweetstudy.com/files/img-0423-png-10401877 "IMG_0423.png")

  • [Solved] Criminal Justice

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    – ## discjudgeandethiccare.docx **## discjudgeandethiccare.docx** **Discussion instructions** **Each discussion must be 250 words.** **Each discussion question must have two references.** **Outside references are all scholarly (peer reviewed journal article, law review) in APA format.** **Question 1…

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    – ## discjudgeandethiccare.docx

    **## discjudgeandethiccare.docx**

    **Discussion instructions**

    **Each discussion must be 250 words.**

    **Each discussion question must have two references.**

    **Outside references are all scholarly (peer reviewed journal article, law review) in APA format.**

    **Question 1**

    **(Judge): You are a Judge presiding over the trial of an alleged bank robber, who you know is innocent. However, something terrible in your life has happened: The enemies of the robber have kidnapped your 9-year-old daughter and have held her hostage. You don’t know where she is. The police have tried to locate her to no avail. The kidnappers have left you an anonymous note saying that if you convict the robber, they will set your daughter free. You fear the kidnappers could be abusing or even torturing your child. What would you do?**

    **Question 2**

    **(Ethic of Care): How would you apply the ethic of care approach to policing in a minority neighborhood with a reputation for high levels of crime? Include in your analysis the individual police officers and the alleged suspects as well as the department. Use case studies from the news media if you wish.**

    **## discjudgeandethiccare.docx**

    **Discussion instructions**

    **Each discussion must be 250 words.**

    **Each discussion question must have two references.**

    **Outside references are all scholarly (peer reviewed journal article, law review) in APA format.**

    **Question 1**

    **(Judge): You are a Judge presiding over the trial of an alleged bank robber, who you know is innocent. However, something terrible in your life has happened: The enemies of the robber have kidnapped your 9-year-old daughter and have held her hostage. You don’t know where she is. The police have tried to locate her to no avail. The kidnappers have left you an anonymous note saying that if you convict the robber, they will set your daughter free. You fear the kidnappers could be abusing or even torturing your child. What would you do?**

    **Question 2**

    **(Ethic of Care): How would you apply the ethic of care approach to policing in a minority neighborhood with a reputation for high levels of crime? Include in your analysis the individual police officers and the alleged suspects as well as the department. Use case studies from the news media if you wish.**

  • [Solved] Module 5 Discussion

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    Textbook for Question 1 & 2: Approaches to Early Childhood Textbook for Question 3 & 4: Effective Practices in Early Childhood Education Question 1 – How is imaginative play used in the Pyramid curriculum, and how does it serve the 3 H's (Heart, Head, and Hands) or three bits of intelligence-cogniti…

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    Textbook for Question 1 & 2: Approaches to Early Childhood
    Textbook for Question 3 & 4:  Effective Practices in Early Childhood Education
    Question 1 – How is imaginative play used in the Pyramid curriculum, and how does it serve the 3 H's (Heart, Head, and Hands) or three bits of intelligence-cognitive, emotional, and physical?
    Question 2 – What is the role of the teacher in the Montessori classroom?
    Question 3- What are effective teaching strategies that help children achieve important learning and developmental goals and help motivate children to learn?
    Question 4- What are the benefits of using the project approach in planning curriculum?
    **Please answer the discussion questions in detail.**

  • [Solved] Unit 5 Discussion 2 EDU 769

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    ## Unit 5: Discussion Question 2 **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. – **Discussion Question 2** _(10 points)_ – Prompt: Discuss how and why your school does (or does not)…

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    ## Unit 5: Discussion Question 2
    **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
    – **Discussion Question 2** _(10 points)_
    – Prompt: Discuss how and why your school does (or does not) connect assessment of teaching and the learning process to professional development decisions.
    – Requirements: Initial discussion question responses must be 250 – 300 words each. A response to a classmate must be at least 100 words. Three responses to classmates’ postings are required.

  • [Solved] NUR 601 Module 5 Discussion CASE 3

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    **NUR 601 Module 5 Discussion CASE 3** _**Health Promotion in the Prenatal and infant Population**_

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    **NUR 601 Module 5 Discussion CASE 3**
    _**Health Promotion in the Prenatal and infant Population**_

  • [Solved] The Odyssey and Storytelling)

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    The Odyssey and Storytelling) – ## AnalysisPaper1TheOdysseyandStorytelling.docx **## AnalysisPaper1TheOdysseyandStorytelling.docx** **Directions** Whether they come to us as poems, like The Odyssey, or through plays, novels, or film, stories serve many purposes. In "The Story of Storytelling," Ferri…

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    The Odyssey and Storytelling)

    – ## AnalysisPaper1TheOdysseyandStorytelling.docx

    **## AnalysisPaper1TheOdysseyandStorytelling.docx**

    **Directions**

    Whether they come to us as poems, like The Odyssey, or through plays, novels, or film, stories serve many purposes. In "The Story of Storytelling," Ferris Jabr writes of how, in particular, ancient myths functioned. "Not only are ancient myths and folktales almost universally concerned with danger and death," Jabr writes," but they are also "blatantly
    didactic (emphasis mine). If we remove their layers of symbolism and subtext—which have been interpreted and reinterpreted for millennia—and focus on their narrative skeletons, we find that they are studded with
    practical and moral insights (emphasis mine)." According to Jabr, three of these didactic lessons, what can be considered "practical and moral insights," are that "people are not always what they seem; the mind is as much a weapon as the body; sometimes humility is the best path to victory."

    Question: In a four- to five-page essay, how does
    **The Odyssey** impart one of the three insights listed above? Use examples from across the poem. In other words, do not just pull from one or two books in an isolated part of the poem. You should be supporting your thesis about these insights with evidence from at least half of the poem.
    In your concluding paragraph, draw connections between the insight you have selected from
    **The Odyssey** and insights gained from
    **Sinners** and/or
    **O Brother, Where Art Thou?** Consider how the insight found in an ancient myth like
    **The Odyssey** can compare with modern stories such as these two films. This concluding paragraph is an opportunity to think boldly, try out your ideas, and present them as a way to wrap up the paper.

    Guidelines

    Do not use outside sources. Only use the materials provided in our class. The paper must be submitted through the Turnitin tool, which is enabled here. I will be looking closely at AI usage. The paper is to consist of your words, thoughts, and analysis not those of others.

    Your essay must have in-text citations based on your preferred style (MLA, APA, Chicago). See this resource for details and examples of in-text citations:
    [https://owl.purdue.edu/owl/research_and_citation/resources.html\
    Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/resources.html)

    Do not provide a title page or works cited page at the end of your essay. When I speak of MLA, APA, and Chicago styles, I am referring primarily to the use of citations within the paper.

    Do not use first person. Write only in the third person.

    Work diligently to stay in the active voice rather than devolving into excessive use of passive voice. To stay in the active voice as much as possible, use strong action verbs and make sparing use of forms of "to be" (was, were).

    Use italics for titles of works such as The Odyssey, Sinners, and O Brother, Where Art Thou?

    **## AnalysisPaper1TheOdysseyandStorytelling.docx**

    **Directions**

    Whether they come to us as poems, like The Odyssey, or through plays, novels, or film, stories serve many purposes. In "The Story of Storytelling," Ferris Jabr writes of how, in particular, ancient myths functioned. "Not only are ancient myths and folktales almost universally concerned with danger and death," Jabr writes," but they are also "blatantly
    didactic (emphasis mine). If we remove their layers of symbolism and subtext—which have been interpreted and reinterpreted for millennia—and focus on their narrative skeletons, we find that they are studded with
    practical and moral insights (emphasis mine)." According to Jabr, three of these didactic lessons, what can be considered "practical and moral insights," are that "people are not always what they seem; the mind is as much a weapon as the body; sometimes humility is the best path to victory."

    Question: In a four- to five-page essay, how does
    **The Odyssey** impart one of the three insights listed above? Use examples from across the poem. In other words, do not just pull from one or two books in an isolated part of the poem. You should be supporting your thesis about these insights with evidence from at least half of the poem.
    In your concluding paragraph, draw connections between the insight you have selected from
    **The Odyssey** and insights gained from
    **Sinners** and/or
    **O Brother, Where Art Thou?** Consider how the insight found in an ancient myth like
    **The Odyssey** can compare with modern stories such as these two films. This concluding paragraph is an opportunity to think boldly, try out your ideas, and present them as a way to wrap up the paper.

    Guidelines

    Do not use outside sources. Only use the materials provided in our class. The paper must be submitted through the Turnitin tool, which is enabled here. I will be looking closely at AI usage. The paper is to consist of your words, thoughts, and analysis not those of others.

    Your essay must have in-text citations based on your preferred style (MLA, APA, Chicago). See this resource for details and examples of in-text citations:
    [https://owl.purdue.edu/owl/research_and_citation/resources.html\
    Links to an external site.](https://owl.purdue.edu/owl/research_and_citation/resources.html)

    Do not provide a title page or works cited page at the end of your essay. When I speak of MLA, APA, and Chicago styles, I am referring primarily to the use of citations within the paper.

    Do not use first person. Write only in the third person.

    Work diligently to stay in the active voice rather than devolving into excessive use of passive voice. To stay in the active voice as much as possible, use strong action verbs and make sparing use of forms of "to be" (was, were).

    Use italics for titles of works such as The Odyssey, Sinners, and O Brother, Where Art Thou?

  • [Solved] Mana

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    – ## ww.pdf **## ww.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…

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    – ## ww.pdf

    **## ww.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
    101192%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuM
    DAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&
    sdata=TOgwJX4Gt5l9zd3xVXC2cKlpTTabI0TJDMDLNtAyaKo%3D&reserved=0

    Answer the following:

    What are the positive aspects of the teacher’s management?

    What problems are occurring?

    What are the possible solutions to the situation, and how would they affect
    learning? Be explicit. Apa format and references

    It was a Tuesday morning, and Mrs. Jennings stood by the door of her classroom, greeting
    students as they entered. Today’s topic was the water cycle—one of her favorites. She had
    the lesson organized into four parts: bellwork, a short mini-lesson, a hands-on group
    simulation, and a quick exit ticket.

    “Good morning, Javier. Sam, don’t forget your notebook. Let’s go ahead and get started,”
    she said cheerfully.

    On the board, clear directions awaited:
    Bellwork: Describe the water cycle in three steps. 5 minutes.

    As students settled into their seats, the usual shuffle of chairs and backpacks filled the
    room. Then—thud!—two backpacks hit the floor. Sam stood up to fix his, then made a
    detour to the pencil sharpener, stopping to joke with Ava on the way back.

    “Sam, back to your seat. Bellwork time,” Mrs. Jennings said quickly, her tone neutral but
    firm. He gave a sheepish smile and sat back down.

    Five minutes in, she transitioned into the mini-lesson using a slide presentation. Just a few
    slides in, a soft whispering emerged from the back corner. Mariah and Derek were leaning
    over a phone under the table, giggling.

    “Phones should be away,” Mrs. Jennings called out. “Derek, put it up or I’ll have to take it.”

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

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    Derek slid the phone into his hoodie pocket. Mrs. Jennings resumed her explanation of
    evaporation and condensation, pretending not to notice that the giggling stopped only
    briefly.

    A few minutes later, two hands shot up.

    “Can I go to the restroom?” Taylor asked.

    Then from the other side of the room, Jacob chimed in, “Can I go too?”

    Mrs. Jennings hesitated. Only one student out at a time was her rule.

    “Taylor, yes. Jacob, you’ll need to wait a few minutes.”

    Jacob slumped in his seat and muttered, “Of course.”

    Mrs. Jennings shot him a look. “Jacob, we take turns. Please be patient.”

    He crossed his arms but said nothing more. The tension simmered beneath the surface.

    After wrapping up the mini-lesson, she gave instructions for the simulation activity:
    students would act out parts of the water cycle using labeled cards, dice, and a recording
    sheet. But as students moved into groups, the classroom volume rose.

    “Materials only, everyone! Voices down, let’s stay focused,” she clapped her hands.

    Most students responded, but Group C—Mariah, Derek, Lucy, and Dev—had different
    plans. They were laughing and talking about their weekend, ignoring their materials
    completely.

    “Group C, get it together!” Mrs. Jennings snapped from across the room.

    The laughter died down, but the students still fumbled with the cards, looking confused.

    Across the room, Jonah, a quiet student, hadn’t joined his group. Instead, he was doodling
    in his notebook.

    Mrs. Jennings walked over and crouched beside him.

    “Hey, you’re supposed to be in the simulation,” she said quietly. “Can you join your group
    now?”

    Jonah shrugged.

    “I’ll check back in two minutes, okay?”

    She walked away. Two minutes later, Jonah had reluctantly moved to his group, sitting on
    the edge of his chair, half-heartedly rolling the dice. Still, it was progress.

    Twenty minutes passed. Some groups had figured out the rotation and were tracking water
    molecules across clouds, rivers, and soil. Others, like Group C, were still off track. Mrs.
    Jennings felt the lesson slipping.

    “Alright, let’s wrap up. Please return to your seats and complete your exit ticket: What part
    of the water cycle did you learn the most about today and why?”

    As students shuffled back, some took their time. A few began packing up early.

    From the front row, Trevor called out, “We didn’t even finish the lab!”

    Mrs. Jennings, tired and frustrated, replied, “That’s because we were off task. That’s not my
    fault.”

    The class quieted for a moment. A few students glanced at each other. Trevor rolled his
    eyes.

    Mrs. Jennings closed her laptop and added, “Just finish your exit tickets.”

    **## ww.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

    Answer the following:

    What are the positive aspects of the teacher’s management?

    What problems are occurring?

    What are the possible solutions to the situation, and how would they affect
    learning? Be explicit. Apa format and references

    It was a Tuesday morning, and Mrs. Jennings stood by the door of her classroom, greeting
    students as they entered. Today’s topic was the water cycle—one of her favorites. She had
    the lesson organized into four parts: bellwork, a short mini-lesson, a hands-on group
    simulation, and a quick exit ticket.

    “Good morning, Javier. Sam, don’t forget your notebook. Let’s go ahead and get started,”
    she said cheerfully.

    On the board, clear directions awaited:
    Bellwork: Describe the water cycle in three steps. 5 minutes.

    As students settled into their seats, the usual shuffle of chairs and backpacks filled the
    room. Then—thud!—two backpacks hit the floor. Sam stood up to fix his, then made a
    detour to the pencil sharpener, stopping to joke with Ava on the way back.

    “Sam, back to your seat. Bellwork time,” Mrs. Jennings said quickly, her tone neutral but
    firm. He gave a sheepish smile and sat back down.

    Five minutes in, she transitioned into the mini-lesson using a slide presentation. Just a few
    slides in, a soft whispering emerged from the back corner. Mariah and Derek were leaning
    over a phone under the table, giggling.

    “Phones should be away,” Mrs. Jennings called out. “Derek, put it up or I’ll have to take it.”

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

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    Derek slid the phone into his hoodie pocket. Mrs. Jennings resumed her explanation of
    evaporation and condensation, pretending not to notice that the giggling stopped only
    briefly.

    A few minutes later, two hands shot up.

    “Can I go to the restroom?” Taylor asked.

    Then from the other side of the room, Jacob chimed in, “Can I go too?”

    Mrs. Jennings hesitated. Only one student out at a time was her rule.

    “Taylor, yes. Jacob, you’ll need to wait a few minutes.”

    Jacob slumped in his seat and muttered, “Of course.”

    Mrs. Jennings shot him a look. “Jacob, we take turns. Please be patient.”

    He crossed his arms but said nothing more. The tension simmered beneath the surface.

    After wrapping up the mini-lesson, she gave instructions for the simulation activity:
    students would act out parts of the water cycle using labeled cards, dice, and a recording
    sheet. But as students moved into groups, the classroom volume rose.

    “Materials only, everyone! Voices down, let’s stay focused,” she clapped her hands.

    Most students responded, but Group C—Mariah, Derek, Lucy, and Dev—had different
    plans. They were laughing and talking about their weekend, ignoring their materials
    completely.

    “Group C, get it together!” Mrs. Jennings snapped from across the room.

    The laughter died down, but the students still fumbled with the cards, looking confused.

    Across the room, Jonah, a quiet student, hadn’t joined his group. Instead, he was doodling
    in his notebook.

    Mrs. Jennings walked over and crouched beside him.

    “Hey, you’re supposed to be in the simulation,” she said quietly. “Can you join your group
    now?”

    Jonah shrugged.

    “I’ll check back in two minutes, okay?”

    She walked away. Two minutes later, Jonah had reluctantly moved to his group, sitting on
    the edge of his chair, half-heartedly rolling the dice. Still, it was progress.

    Twenty minutes passed. Some groups had figured out the rotation and were tracking water
    molecules across clouds, rivers, and soil. Others, like Group C, were still off track. Mrs.
    Jennings felt the lesson slipping.

    “Alright, let’s wrap up. Please return to your seats and complete your exit ticket: What part
    of the water cycle did you learn the most about today and why?”

    As students shuffled back, some took their time. A few began packing up early.

    From the front row, Trevor called out, “We didn’t even finish the lab!”

    Mrs. Jennings, tired and frustrated, replied, “That’s because we were off task. That’s not my
    fault.”

    The class quieted for a moment. A few students glanced at each other. Trevor rolled his
    eyes.

    Mrs. Jennings closed her laptop and added, “Just finish your exit tickets.”