Tag: Homework Solution

[Solved] assitant needed PE

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please see attachment – a year ago **files (1)** – ## lu11_instructions2.docx **## lu11_instructions2.docx** **_Observation Paper Instructions_** **Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting. Students will do one observation of an elementa…

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Assignment Prompt & Instructions

please see attachment

– a year ago

**files (1)**

– ## lu11_instructions2.docx

**## lu11_instructions2.docx**

**_Observation Paper Instructions_**

**Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting.
Students will do one observation of an elementary school PE class. Students must contact the teachers they plan on observing and receive permission to observe and to arrange a day and time for the observation. Students should bring a notebook to record their observations and signature sheet for the teacher to sign. Students will then write a five page paper based on their observations.

**Format:**

| | |
| — | — |
| _PEH 210: Elementary Physical Education_ | _Learning Unit 11: Instructions_ |

1. Setting and activity: Spend 1-2 pages describing the setting and the activities that you observed in your observation. (Note how many students, how large of an area, what activities did you observe, how many stations of different activities, how long did things last, etc.)

2. Compare and contrast: Spend 1-2 pages comparing and contrasting student involvement in the class. Where there differences you can recall from your Elementary PE experience? What similarities did you observe?

3. Reflections/Summary: Spend 1-2 pages reflecting on your observation. What did you learn? What grade level did you observe, which age do you think you would prefer to teach? How would you have done thing differently if you were the teacher? What things would you do the same if you were the teacher?

The paper must be five pages. Mentor form MUST be included for EACH age group observed.

_© Lyndsey Michel and Indian Hills Community College_

**## lu11_instructions2.docx**

**_Observation Paper Instructions_**

**Overview:** The purpose of the assignment is for students to observe teachers in a real-world setting.
Students will do one observation of an elementary school PE class. Students must contact the teachers they plan on observing and receive permission to observe and to arrange a day and time for the observation. Students should bring a notebook to record their observations and signature sheet for the teacher to sign. Students will then write a five page paper based on their observations.

**Format:**

| | |
| — | — |
| _PEH 210: Elementary Physical Education_ | _Learning Unit 11: Instructions_ |

1. Setting and activity: Spend 1-2 pages describing the setting and the activities that you observed in your observation. (Note how many students, how large of an area, what activities did you observe, how many stations of different activities, how long did things last, etc.)

2. Compare and contrast: Spend 1-2 pages comparing and contrasting student involvement in the class. Where there differences you can recall from your Elementary PE experience? What similarities did you observe?

3. Reflections/Summary: Spend 1-2 pages reflecting on your observation. What did you learn? What grade level did you observe, which age do you think you would prefer to teach? How would you have done thing differently if you were the teacher? What things would you do the same if you were the teacher?

The paper must be five pages. Mentor form MUST be included for EACH age group observed.

_© Lyndsey Michel and Indian Hills Community College_

November 5, 2026
[Solved] db44

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In-depth study guidance and analytical solution covering db44.

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Assignment Prompt & Instructions

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November 5, 2026
[Solved] week11

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globsl health comparison matrix and a plan for social change – a year ago **files (1)** – ## USW1_NURS_6050_GlobalHealthComparisonGridTemplate.doc **## USW1_NURS_6050_GlobalHealthComparisonGridTemplate.doc** [removed] **## USW1_NURS_6050_GlobalHealthComparisonGridTemplate.doc** [removed…

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globsl health comparison matrix and a plan for social change

– a year ago

**files (1)**

– ## USW1_NURS_6050_GlobalHealthComparisonGridTemplate.doc

**## USW1_NURS_6050_GlobalHealthComparisonGridTemplate.doc**

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November 5, 2026
[Solved] Emergent Literacy

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– a year ago **files (4)** – ## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx – ## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx – ## Micro_Emergent_Comp3_Mod4_Assignment_4.docx – ## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx **## Micro…

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Assignment Prompt & Instructions

– a year ago

**files (4)**

– ## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx

– ## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx

– ## Micro_Emergent_Comp3_Mod4_Assignment_4.docx

– ## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx

**## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |

For this
**Assignment**, plan and implement a shared reading experience with the children in your care.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
| **How is your environment set up for reading with very young children? What changes can you make?** |
| **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
| **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
| **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2025 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |

For this
**Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
| **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
| **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
| **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 5: Reflect on how it went. What worked well? What would you do differently?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2023 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |

For this
**Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.

Choose one of the following strategies to implement with the families in your early care and education environment.

1. Refer to
**Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.

2. Use the planning form to guide you in developing and implementing the strategy.

| |
| — |
| **Strategy Options** |
| Invite families to share about their literacy experiences. |
| Provide a variety of reading materials that relate to what is important to the families. |
| Use families’ home languages in the learning environment. |
| Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
| Incorporate materials that honor children with special needs. |
| Offer multiple ways to connect or communicate with the families. |
| Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
| Encourage shared family reading experiences. |

**Assignment Planning Form:**

| |
| — |
| **Engaging Families in Emergent Literacy Development** |
| **Step 1: Please identify which of the strategies you choose to implement.** |
| **Step 2: Plan for implementation of the strategy.** |
| **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 4: Reflect on how it went. What worked well? What would you do differently?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2023 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

| | |
| — | — |
| Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2025 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

| | |
| — | — |
| Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2025 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |

For this
**Assignment**, plan and implement a shared reading experience with the children in your care.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
| **How is your environment set up for reading with very young children? What changes can you make?** |
| **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
| **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
| **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2025 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |

For this
**Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
| **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
| **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
| **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 5: Reflect on how it went. What worked well? What would you do differently?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2023 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |

For this
**Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.

Choose one of the following strategies to implement with the families in your early care and education environment.

1. Refer to
**Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.

2. Use the planning form to guide you in developing and implementing the strategy.

| |
| — |
| **Strategy Options** |
| Invite families to share about their literacy experiences. |
| Provide a variety of reading materials that relate to what is important to the families. |
| Use families’ home languages in the learning environment. |
| Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
| Incorporate materials that honor children with special needs. |
| Offer multiple ways to connect or communicate with the families. |
| Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
| Encourage shared family reading experiences. |

**Assignment Planning Form:**

| |
| — |
| **Engaging Families in Emergent Literacy Development** |
| **Step 1: Please identify which of the strategies you choose to implement.** |
| **Step 2: Plan for implementation of the strategy.** |
| **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 4: Reflect on how it went. What worked well? What would you do differently?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2023 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

| | |
| — | — |
| Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2025 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod1_InfantsToddlers_Assignment12.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 1: Assignment 1** | |

For this
**Assignment**, plan and implement a shared reading experience with the children in your care.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Reading Aloud with Infants and Toddlers: Read with expression. Label pictures. Add sound effects. Remember that you do not need to read the entire book or read it word for word.** |
| **How is your environment set up for reading with very young children? What changes can you make?** |
| **Pay attention to the child’s interest by attending to eye gaze and gestures. Use this opportunity to engage in joint attention with the child. Describe how you will do this:** |
| **Reading aloud with infants and toddlers provides rich opportunities to engage in serve and return interactions. Describe your understanding of using serve and return while reading aloud:** |
| **Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Answer the following questions.**<br>1. <br>**Reflect on your learning environment. How is it set up to foster shared reading?**<br>2. <br>**What did you notice as you observed the children’s interest in books and reading?**<br>3. <br>**How did you engage in joint attention as you read to the child(ren)?**<br>4. <br>**Reflect on the serve and return strategy during read alouds with infants and toddlers. How will you continue to use this to support oral language development in your early care environment?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2025 University of Florida Lastinger Center for Learning

## image1.emf

## image2.png

## image3.png

## image4.emf

**## Micro_Emergent_Part3_Mod3_InfantsToddlers_Assignment3.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Part 3:**<br>**Practicum:**<br>**Module 3: Assignment 3** | |

For this
**Assignment**, plan to support the development of phonological sensitivity, or the larger units of sound, with the young children in your care.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Supporting Phonological Development in Very Young Children (choose ONE of the following)**<br>**Infants – Plan to engage in communication loops with a child or children in your care.**<br>**OR**<br>**Toddlers – Plan an activity to use onomatopoeia to support phonological sensitivity development with a child or children in your care.** |
| **Information for CDA Portfolio Alignment**<br>**Age group:**<br>**Intended goals:**<br>**Materials:**<br>**Teaching strategies:** |
| **Use the space below to outline with whom you will work, the strategy you choose, and your plan to engage a child or children in your group.**<br>**Identify the child(ren) whom you observed. For privacy purposes, please use initials:**<br>1. <br> <br>2. <br> <br>**Strategy:**<br>**Plan:** |
| **Step 4: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 5: Reflect on how it went. What worked well? What would you do differently?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2023 University of Florida Lastinger Center for Learning

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**## Micro_Emergent_Comp3_Mod4_Assignment_4.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy part 3:**<br>**Practicum:**<br>**Module 4: Assignment 4** | |

For this
**Assignment**, you will reflect on and plan to engage families in their childrens’ emergent reading and writing development.

Choose one of the following strategies to implement with the families in your early care and education environment.

1. Refer to
**Handout: A Strengths-Based Approach to Family Literacy** for implementation suggestions.

2. Use the planning form to guide you in developing and implementing the strategy.

| |
| — |
| **Strategy Options** |
| Invite families to share about their literacy experiences. |
| Provide a variety of reading materials that relate to what is important to the families. |
| Use families’ home languages in the learning environment. |
| Include all family members and encourage multiple ways in which they can contribute (e.g., verbal storytelling, reading, sharing a piece of writing or a piece of art, etc.). |
| Incorporate materials that honor children with special needs. |
| Offer multiple ways to connect or communicate with the families. |
| Recognize that literacy is a way to empower the family through stimulating thoughts and social interaction. |
| Encourage shared family reading experiences. |

**Assignment Planning Form:**

| |
| — |
| **Engaging Families in Emergent Literacy Development** |
| **Step 1: Please identify which of the strategies you choose to implement.** |
| **Step 2: Plan for implementation of the strategy.** |
| **Step 3: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions.** |
| **Step 4: Reflect on how it went. What worked well? What would you do differently?** |

| | |
| — | — |
| Page 1 of 2 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2023 University of Florida Lastinger Center for Learning

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**## Micro_Emergent_Part3_Mod2_InfantsToddlers_Assignment21.docx**

**![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)**

| | |
| — | — |
| **![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)** | | |
| — |
| **Emergent Literacy Component 3:**<br>**Practicum:**<br>**Module 2: Assignment 2** | |

For this
**Assignment**, plan and implement a lesson to support alphabet knowledge and print awareness.

**Infants/Toddlers Assignment Planning Form:**

| |
| — |
| **Planning for Shared Story Reading** |
| **Step 1: Identify a child with whom you will share story reading. Include the child’s age and use initials or pseudonyms to protect the child’s identity.**<br>Initials: Age: |
| **Step 2: Which book did you choose to share? Why did you choose it?** |
| **Step 3: Refer to**<br>**_Handout: Shared Reading with Infants and Toddlers_ and plan how you will support their exposure to print during the reading.** |
| **Step 4: Share the story reading with the child you’ve identified. Then, reflect on how the child interacted with the book and ways you supported their exposure to print.** |
| **Step 5: Pause and Try-It Out**<br>**Before continuing to complete the assignment, try your planned activity in your classroom. Note how it went and how the children responded and come back to finish answering the reflection questions** |
| **Step 6: Answer the following questions.**<br>1. <br>**How did understanding the importance of alphabet knowledge and print awareness skills guide you as you planned?**<br>2. <br>**Which skill(s) did you focus on and what activities did you plan?**<br>3. <br>**Reflect on the engagement of the child(ren) during the shared reading or small group activities. What worked well? What would you do differently next time?**<br>4. <br>**How will you continue to share reading and support print interaction with the children in your care?** |

| | |
| — | — |
| Page 1 of 3 | ![](https://www.sweetstudy.com/questions/emergent-literacy-20903723) |

![](https://www.sweetstudy.com/questions/emergent-literacy-20903723)

© 2025 University of Florida Lastinger Center for Learning

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November 5, 2026
[Solved] Prof Double R

✓ Verified Academic Solution Available

Executive Solution Overview

[>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics) DISCUSSION 1 Consider the following statement: **"The best-performing companies worry less about performance and more about their organizational capabilities" (Bititci, 2015).** Then, review the interview notes mem…

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Assignment Prompt & Instructions

[>Statistics homework help](https://www.sweetstudy.com/fields/mathematics-statistics)

DISCUSSION 1

Consider the following statement: **"The best-performing companies worry less about performance and more about their organizational capabilities" (Bititci, 2015).** Then, review the interview notes memos for [Company A](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1894521&type=coursefile&fileId=Course+Documents%2fMBA+620+Company+A+Confidential+Interview+Notes.pdf) and [Company B](https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1894521&type=coursefile&fileId=Course+Documents%2fMBA+620+Company+B+Confidential+Interview+Notes.pdf). Then think about organizational performance in relation to organizational capabilities and address the following in your initial post:

Do you agree with the statement above? Why or why not?

How does organizational culture affect capability and performance? For example, an active, participative culture is essential for encouraging organizational learning.

What do you think about the organizational culture and capabilities of Companies A and B and their role in the two companies' performances?

DISCUSSION 2

In real-life applications, statistics helps us analyze data to extract information about a population. In this module discussion, you will take on the role of Susan, a high school principal. She is planning on having a large movie night for the high school. She has received a lot of feedback on which movie to show and sees differences in movie preferences by gender and also by grade level.

She knows if the wrong movie is shown, it could reduce event turnout by 50%. She would like to maximize the number of students who attend and would like to select a PG-rated movie based on the overall student population's movie preferences. Each student is assigned a classroom with other students in their grade. She has a spreadsheet that lists the names of each student, their classroom, and their grade. Susan knows a simple random sample would provide a good representation of the population of students at their high school, but wonders if a different method would be better.

Describe a time when you used data in a personal or professional decision. This could be anything from analyzing sales data on the job to making an informed purchasing decision about a home or car.

– Describe to Susan how to take a sample of the student population that _would not_ represent the population well.
– Describe to Susan how to take a sample of the student population that _would_ represent the population well.
– Finally, describe the relationship of a sample to a population and classify your two samples as random, systematic, cluster, stratified, or convenience.

– [\
\
MAT240ModuleOneDiscussionData.pdf](https://www.sweetstudy.com/files/mat240moduleonediscussiondata-pdf-10282733 "MAT240ModuleOneDiscussionData.pdf")
– [\
\
MBA620CompanyBConfidentialInterviewNotes.pdf](https://www.sweetstudy.com/files/mba620companybconfidentialinterviewnotes-pdf-10282789 "MBA620CompanyBConfidentialInterviewNotes.pdf")
– [\
\
MBA620CompanyAConfidentialInterviewNotes.pdf](https://www.sweetstudy.com/files/mba620companyaconfidentialinterviewnotes-pdf-10282791 "MBA620CompanyAConfidentialInterviewNotes.pdf")

– a year ago

November 5, 2026
[Solved] Health

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Health.

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Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Nursing Assignment

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## NR581NP_WK_2_NP_Scope_of_Practice_Worksheet_TEMPLATE_MAR253.docx **## NR581NP_WK_2_NP_Scope_of_Practice_Worksheet_TEMPLATE_MAR253.docx** ![C:UsersD01030541AppDataLocalMicrosoftWindowsTemporary Internet FilesContent.Outlook7T7OKQBIPre-licens…

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– a year ago

**files (1)**

– ## NR581NP_WK_2_NP_Scope_of_Practice_Worksheet_TEMPLATE_MAR253.docx

**## NR581NP_WK_2_NP_Scope_of_Practice_Worksheet_TEMPLATE_MAR253.docx**

![C:UsersD01030541AppDataLocalMicrosoftWindowsTemporary Internet FilesContent.Outlook7T7OKQBIPre-licensure Header_Seal Only (3).jpg](https://www.sweetstudy.com/questions/nursing-assignment-20903763)

NR581NP Scope of Practice Worksheet Template

**Name: __________________________________________**

All questions on this worksheet template must be answered using the Nurse Practice Act and/or the board of nursing for the state where you plan to practice, as well as the specific nurse practitioner specialty certification exam website.

Please provide the links to the websites used to complete this assignment and use correct APA intext citations.

Use of this template is required. Type your answers directly into the template. A 10% deduction will be applied if the template is not used.

**Intended State of Practice/ Nurse Practitioner License Requirements**

1. Identify the state where you intend to practice as an NP.

2. Identify which track you are in at Chamberlain University: (FNP, Acute Care Geriatric, Primary Care Geriatric, PMH) (use titles from our program).

3. License requirements in the state where you intend to practice:

a. What are the licensure requirements to become a nurse practitioner?

b. Briefly describe the fingerprinting requirements, prior health history and criminal history restrictions to become an NP.

**Education and Certification Requirements**

1. Describe the state educational requirements to become licensed as an NP.

a. What level degree is needed?

b. How many clinical hours are required?

2. Identify the exam required to become a certified nurse practitioner in your specialty area.

3. Describe the initial national nurse practitioner board exam certification requirements.

**Practice Environment**

1. Identify the practice environment in the state where you will practice as a Nurse Practitioner (NP): full (autonomous), reduced, or restricted NP practice. Define what full (autonomous), reduced, or restricted NP practice means.

2. If the state has reduced or restricted NP practice, specify what supervision or collaborative practice agreements are required. If your state is full practice, write N/A for this question.

a. Students who intend to practice in California should also include the use of written standard procedures that guide NP practice in the state and physician supervision ratios.

3. Describe the scope of practice for nurse practitioners in your state:

a. Describe protocol requirements.

b. What functions and therapies may an NP initiate in this state?

**Prescribing Regulations**

1. Discuss NP prescriptive authority in the state in which you intend to practice.

2. Explain regulations related to prescribing controlled substances in the state in which you intend to practice.

3. Describe additional requirements related to controlled substances.

**Continuing Education Requirements for**
**Nurse Practitioners**

1. What are the continuing education requirements for nurse practitioners per the state of intended practice?

2. What are the continuing education requirements for nurse practitioners per the certification exam board?

Submit your completed Template/Worksheet assignment to the Week 2 Assignment Box. Only Word files will be accepted.

**References**

03/25

## image1.jpeg

**## NR581NP_WK_2_NP_Scope_of_Practice_Worksheet_TEMPLATE_MAR253.docx**

![C:UsersD01030541AppDataLocalMicrosoftWindowsTemporary Internet FilesContent.Outlook7T7OKQBIPre-licensure Header_Seal Only (3).jpg](https://www.sweetstudy.com/questions/nursing-assignment-20903763)

NR581NP Scope of Practice Worksheet Template

**Name: __________________________________________**

All questions on this worksheet template must be answered using the Nurse Practice Act and/or the board of nursing for the state where you plan to practice, as well as the specific nurse practitioner specialty certification exam website.

Please provide the links to the websites used to complete this assignment and use correct APA intext citations.

Use of this template is required. Type your answers directly into the template. A 10% deduction will be applied if the template is not used.

**Intended State of Practice/ Nurse Practitioner License Requirements**

1. Identify the state where you intend to practice as an NP.

2. Identify which track you are in at Chamberlain University: (FNP, Acute Care Geriatric, Primary Care Geriatric, PMH) (use titles from our program).

3. License requirements in the state where you intend to practice:

a. What are the licensure requirements to become a nurse practitioner?

b. Briefly describe the fingerprinting requirements, prior health history and criminal history restrictions to become an NP.

**Education and Certification Requirements**

1. Describe the state educational requirements to become licensed as an NP.

a. What level degree is needed?

b. How many clinical hours are required?

2. Identify the exam required to become a certified nurse practitioner in your specialty area.

3. Describe the initial national nurse practitioner board exam certification requirements.

**Practice Environment**

1. Identify the practice environment in the state where you will practice as a Nurse Practitioner (NP): full (autonomous), reduced, or restricted NP practice. Define what full (autonomous), reduced, or restricted NP practice means.

2. If the state has reduced or restricted NP practice, specify what supervision or collaborative practice agreements are required. If your state is full practice, write N/A for this question.

a. Students who intend to practice in California should also include the use of written standard procedures that guide NP practice in the state and physician supervision ratios.

3. Describe the scope of practice for nurse practitioners in your state:

a. Describe protocol requirements.

b. What functions and therapies may an NP initiate in this state?

**Prescribing Regulations**

1. Discuss NP prescriptive authority in the state in which you intend to practice.

2. Explain regulations related to prescribing controlled substances in the state in which you intend to practice.

3. Describe additional requirements related to controlled substances.

**Continuing Education Requirements for**
**Nurse Practitioners**

1. What are the continuing education requirements for nurse practitioners per the state of intended practice?

2. What are the continuing education requirements for nurse practitioners per the certification exam board?

Submit your completed Template/Worksheet assignment to the Week 2 Assignment Box. Only Word files will be accepted.

**References**

03/25

## image1.jpeg

November 5, 2026
[Solved] Prof Double R

✓ Verified Academic Solution Available

Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Overview You are the controller of a public Fortune 500 airline, TransGlobal Airlines. The airline utilizes a fleet of corporate jets for private charter by Fortune 500 clients at several major airports. Yo…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

## Overview

You are the controller of a public Fortune 500 airline, TransGlobal Airlines. The airline utilizes a fleet of corporate jets for private charter by Fortune 500 clients at several major airports. Your company is looking to acquire smaller aviation firms as part of an overall growth strategy.

In addition to creating an acquisition proposal, the CFO has asked you to create a report recommending a few performance-improvement strategies so that the company will meet your overall sustainability goals.

## Prompt

Create a report to recommend performance-improvement strategies that will help TransGlobal Airlines be more sustainable. Specifically, you must address the following criteria:

1. Use the [TransGlobal Airlines Information](https://learn.snhu.edu/content/enforced/1894521-MBA-620-10749.202518-1/Course%20Documents/MBA%20620%20TransGlobal%20Airlines%20Information.pdf?ou=1894521) document to identify a **strategic goal** for the company’s sustainability practices.

– Based on your understanding and research about sustainability objectives and practices, where do you envision the company will be in 10 years with respect to its sustainability measures?
2. Identify a **KPI and corresponding target measures** for the sustainability goal identified.
3. Recommend at least **two performance improvement strategies** that will help achieve the sustainability objectives of the company. Support your recommendations with a clear cause-and-effect rationale.

## What to Submit

In a Word document, use double-spacing, 12-point Times New Roman font, and one-inch margins. This executive summary should be 2–3 pages in length and include references cited in APA format.

– [\
\
MBA620TransGlobalAirlinesInformation4.pdf](https://www.sweetstudy.com/files/mba620transglobalairlinesinformation4-pdf-10282721 "MBA620TransGlobalAirlinesInformation4.pdf")

– a year ago

November 5, 2026
[Solved] Power point

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (3)** – ## ch-01-PPTaccessible.pptx – IMG_1160.png – IMG_1161.png **## ch-01-PPTaccessible.pptx** Architecture and Interior Design: An Integrated History to the Present First Edition Chapter 1 Cultural Precedents Copyright © 2012 Pearson Education, Inc. All Rights Reserved Cop…

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– a year ago

**files (3)**

– ## ch-01-PPTaccessible.pptx

– IMG_1160.png
– IMG_1161.png

**## ch-01-PPTaccessible.pptx**

Architecture and Interior Design: An Integrated History to the Present

First Edition

Chapter 1

Cultural Precedents

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

1) Math Type Plugin

2) Math Player (free versions available)

3) NVDA Reader (free versions available)

1

Cultural Precedents

Buildings, interiors & furniture depend on functional & local aesthetic conditions

Attitudes, influences, changes in behavior, social structure, environment, climate, materials, construction, technology, religion

Materials define image & character

Various forms are precursors or precedents for later ones

Interiors follow architecture form

Emphasis upon function over display

Furniture rare or nonexistent

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

2

Concepts

Nature: form-giver & inspiration

Survival more important than aesthetics, early

Art more than decoration

Belief system, social order, cultural imperatives, sciences

Concepts of beauty

Images, words, symbols

Comfort, protection by gods

World governed by spirits

Daily life, tasks: spiritual connotation

Worship, honor, appease, please

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

3

1.2

Motifs: Top row from left: plate with spiral, North American Indian basket with spiral/wave and swastika; Bottom row from left: pictograph, lizard bowl with animals and basket weave from Turkey.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.1

Hall of Bulls, Paleolithic cave painting, 15,000-10,000 b.c.e.; Lascaux, near Sarlat, France.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

5

Architecture

Available materials, expedient construction methods

Form: construction method, materials

Permanent, impermanent materials

Small, human proportions

Some house many families

Environmental & building considerations

Natural shelters: wind breaks, caves

People, location, climate, culture, economy

Buildings grouped, face outward or inward

Simplicity, informality, irregularity, comfort

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.3

Stonehenge, c. 2600-1400 b.c.e., Wiltshire, England.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

7

*1.4

Teepees on the Columbia, c. 1922.

*Substitute image.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

8

1.6

Machu Picchu, 15th and 16th centuries C.E., Peru.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

9

1.7

Temple at Teotihuacan, 1000 b.c.e. – 1525 c.e.; Central Mexico.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

10

1.8

Nunnery, Uxmal, 250-900 c.e.; Yucatan, Mexico

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

11

1.9

Native American pueblo houses, c. 1200 c.e.; Taos, New Mexico.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

12

Interiors

First, single multi-functional spaces

Separate areas for specific uses

Public areas separate from private ones

Organization reflects social order

Evolves into basic footprint of house, castle, palace

Interior simple, basic

Nearly all activities in single space

Room types, designations unique to cultures

Daily used items have spiritual symbols

Protection & power

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.11

Interior of Middle Eastern Bedouin tent; Turkey.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

14

1.12

Kyrgyz yurta of reed stems wrapped in colored wool with felt rugs on the floor, c. 1995; Kyrgyzstan; Mekenbeck Osmonaliyev.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

15

1.13

Textiles: Top row from left: mud cloth and molas, Panama; Bottom row from left: kente cloth, Africa; and Inca weaving, Peru.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Furnishings and Decorative Arts

Simple, limited in number

Utilitarian objects

Subtle, sophisticated forms

Simplicity

Emphasis on portability, function, economy of material

Specialized furniture responds to needs & increase in belongings

Variations of two forms

Platform: table, stool, chair, bed

Box: chest, cupboard, wardrobe

Crafts specialization more common as time passes

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.14

Stool, c. 1900 c.e.; Africa.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

18

1.15

Decorative Arts: Top: Chalcolithic pottery, Turkey; Acoma pottery, New Mexico; and Bottom: Coloma pottery, Mexico.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright

This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

20

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**IMG_1160.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1160-png)

**IMG_1161.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1161-png)

**IMG_1161.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-1161-png)

**## ch-01-PPTaccessible.pptx**

Architecture and Interior Design: An Integrated History to the Present

First Edition

Chapter 1

Cultural Precedents

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

1) Math Type Plugin

2) Math Player (free versions available)

3) NVDA Reader (free versions available)

1

Cultural Precedents

Buildings, interiors & furniture depend on functional & local aesthetic conditions

Attitudes, influences, changes in behavior, social structure, environment, climate, materials, construction, technology, religion

Materials define image & character

Various forms are precursors or precedents for later ones

Interiors follow architecture form

Emphasis upon function over display

Furniture rare or nonexistent

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

2

Concepts

Nature: form-giver & inspiration

Survival more important than aesthetics, early

Art more than decoration

Belief system, social order, cultural imperatives, sciences

Concepts of beauty

Images, words, symbols

Comfort, protection by gods

World governed by spirits

Daily life, tasks: spiritual connotation

Worship, honor, appease, please

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

3

1.2

Motifs: Top row from left: plate with spiral, North American Indian basket with spiral/wave and swastika; Bottom row from left: pictograph, lizard bowl with animals and basket weave from Turkey.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.1

Hall of Bulls, Paleolithic cave painting, 15,000-10,000 b.c.e.; Lascaux, near Sarlat, France.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

5

Architecture

Available materials, expedient construction methods

Form: construction method, materials

Permanent, impermanent materials

Small, human proportions

Some house many families

Environmental & building considerations

Natural shelters: wind breaks, caves

People, location, climate, culture, economy

Buildings grouped, face outward or inward

Simplicity, informality, irregularity, comfort

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.3

Stonehenge, c. 2600-1400 b.c.e., Wiltshire, England.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

7

*1.4

Teepees on the Columbia, c. 1922.

*Substitute image.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

8

1.6

Machu Picchu, 15th and 16th centuries C.E., Peru.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

9

1.7

Temple at Teotihuacan, 1000 b.c.e. – 1525 c.e.; Central Mexico.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

10

1.8

Nunnery, Uxmal, 250-900 c.e.; Yucatan, Mexico

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

11

1.9

Native American pueblo houses, c. 1200 c.e.; Taos, New Mexico.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

12

Interiors

First, single multi-functional spaces

Separate areas for specific uses

Public areas separate from private ones

Organization reflects social order

Evolves into basic footprint of house, castle, palace

Interior simple, basic

Nearly all activities in single space

Room types, designations unique to cultures

Daily used items have spiritual symbols

Protection & power

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.11

Interior of Middle Eastern Bedouin tent; Turkey.

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14

1.12

Kyrgyz yurta of reed stems wrapped in colored wool with felt rugs on the floor, c. 1995; Kyrgyzstan; Mekenbeck Osmonaliyev.

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15

1.13

Textiles: Top row from left: mud cloth and molas, Panama; Bottom row from left: kente cloth, Africa; and Inca weaving, Peru.

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Furnishings and Decorative Arts

Simple, limited in number

Utilitarian objects

Subtle, sophisticated forms

Simplicity

Emphasis on portability, function, economy of material

Specialized furniture responds to needs & increase in belongings

Variations of two forms

Platform: table, stool, chair, bed

Box: chest, cupboard, wardrobe

Crafts specialization more common as time passes

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1.14

Stool, c. 1900 c.e.; Africa.

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18

1.15

Decorative Arts: Top: Chalcolithic pottery, Turkey; Acoma pottery, New Mexico; and Bottom: Coloma pottery, Mexico.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright

This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

20

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**## ch-01-PPTaccessible.pptx**

Architecture and Interior Design: An Integrated History to the Present

First Edition

Chapter 1

Cultural Precedents

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1

Cultural Precedents

Buildings, interiors & furniture depend on functional & local aesthetic conditions

Attitudes, influences, changes in behavior, social structure, environment, climate, materials, construction, technology, religion

Materials define image & character

Various forms are precursors or precedents for later ones

Interiors follow architecture form

Emphasis upon function over display

Furniture rare or nonexistent

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2

Concepts

Nature: form-giver & inspiration

Survival more important than aesthetics, early

Art more than decoration

Belief system, social order, cultural imperatives, sciences

Concepts of beauty

Images, words, symbols

Comfort, protection by gods

World governed by spirits

Daily life, tasks: spiritual connotation

Worship, honor, appease, please

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3

1.2

Motifs: Top row from left: plate with spiral, North American Indian basket with spiral/wave and swastika; Bottom row from left: pictograph, lizard bowl with animals and basket weave from Turkey.

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1.1

Hall of Bulls, Paleolithic cave painting, 15,000-10,000 b.c.e.; Lascaux, near Sarlat, France.

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5

Architecture

Available materials, expedient construction methods

Form: construction method, materials

Permanent, impermanent materials

Small, human proportions

Some house many families

Environmental & building considerations

Natural shelters: wind breaks, caves

People, location, climate, culture, economy

Buildings grouped, face outward or inward

Simplicity, informality, irregularity, comfort

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1.3

Stonehenge, c. 2600-1400 b.c.e., Wiltshire, England.

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7

*1.4

Teepees on the Columbia, c. 1922.

*Substitute image.

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8

1.6

Machu Picchu, 15th and 16th centuries C.E., Peru.

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9

1.7

Temple at Teotihuacan, 1000 b.c.e. – 1525 c.e.; Central Mexico.

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10

1.8

Nunnery, Uxmal, 250-900 c.e.; Yucatan, Mexico

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11

1.9

Native American pueblo houses, c. 1200 c.e.; Taos, New Mexico.

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12

Interiors

First, single multi-functional spaces

Separate areas for specific uses

Public areas separate from private ones

Organization reflects social order

Evolves into basic footprint of house, castle, palace

Interior simple, basic

Nearly all activities in single space

Room types, designations unique to cultures

Daily used items have spiritual symbols

Protection & power

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1.11

Interior of Middle Eastern Bedouin tent; Turkey.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

14

1.12

Kyrgyz yurta of reed stems wrapped in colored wool with felt rugs on the floor, c. 1995; Kyrgyzstan; Mekenbeck Osmonaliyev.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

15

1.13

Textiles: Top row from left: mud cloth and molas, Panama; Bottom row from left: kente cloth, Africa; and Inca weaving, Peru.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Furnishings and Decorative Arts

Simple, limited in number

Utilitarian objects

Subtle, sophisticated forms

Simplicity

Emphasis on portability, function, economy of material

Specialized furniture responds to needs & increase in belongings

Variations of two forms

Platform: table, stool, chair, bed

Box: chest, cupboard, wardrobe

Crafts specialization more common as time passes

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

1.14

Stool, c. 1900 c.e.; Africa.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

18

1.15

Decorative Arts: Top: Chalcolithic pottery, Turkey; Acoma pottery, New Mexico; and Bottom: Coloma pottery, Mexico.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

Copyright

This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

Copyright © 2012 Pearson Education, Inc. All Rights Reserved

20

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November 5, 2026
[Solved] SLP4

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Executive Solution Overview

– What are the assumptions of the symbolic frame? – When and why is it useful? – What rituals, storytelling practices, and heroes exist within your educational settings? Bolman, L. G., & Deal, T. E. (2017). Chapter 12: Organizational symbols and culture. _Reframing organizations: Artistry, choice, a…

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Assignment Prompt & Instructions

– What are the assumptions of the symbolic frame?
– When and why is it useful?
– What rituals, storytelling practices, and heroes exist within your educational settings?

Bolman, L. G., & Deal, T. E. (2017). Chapter 12: Organizational symbols and culture. _Reframing organizations: Artistry, choice, and leadership_ (6 ed.). (pp. 239 – 264). Wiley.

– a year ago

November 5, 2026