Tag: Pedagogical Methods & Classroom Assessment

[Solved] cheryl

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please see attachment **files (1)** – ## firstpaperworldlitIISummer2026.docx **## firstpaperworldlitIISummer2026.docx** First paper – World Literature II Your paper needs to be 3-5 pages in MLA style. You need to pick a topic from the list at the end of the handout. The paper is due on June 21st. Yo…

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Assignment Prompt & Instructions

please see attachment

**files (1)**

– ## firstpaperworldlitIISummer2026.docx

**## firstpaperworldlitIISummer2026.docx**

First paper – World Literature II

Your paper needs to be 3-5 pages in MLA style. You need to pick a topic from the list at the end of the handout. The paper is due on June 21st. You should pick one topic. I expect you to follow this format:

Topics:

1. Role of Nature (Wordsworth Poems)

2. Role of death (Emily Dickinson, the poems posted in the module)

3. Role of the self (Emily Dickinson, the poems posted in the module)

4. Idea of revenge (Cask of Amontillado)

5. Insanity (Cask of Amontillado)

6. Social injustice or civil rights (Notes of a Native Son)

7. How his father’s death affected Baldwin (Notes of a Native Son)

8. Inevitable of Death (Death Constant Beyond Love)

9. Representation of Politics (Death Constant Beyond Love)

Introductory paragraph: You need to end your paragraph with a thesis statement, with the points you are going to make in your body. Your thesis is your argument for the paper. You must present an argument about the text and how it is seen in the text; An example is:

Within Wordsworth's two poems, the importance of nature to the individual is illustrated through a, b, c, and d.

This thesis presents an argument about the text and outlines the points the paper will make to support it.

Your body paragraphs need to start with the topic sentence, which should come from the body points in your thesis. Your body paragraph should only have one point. Your topic sentence states the argument of the paragraph. You should also include evidence from the text and a detailed analysis of how this evidence supports your point. You should have 4-5 sentences of analysis after each quote. You should have a very short summary. Analysis is not a summary.

Then, of course, you will have the concluding paragraph.

**In-text Quotation**

When you quote from the text, you need to make sure that your quotes start within a sentence. You need to create the sentence and incorporate the quote within the sentence. This is an example:

At the end of the day, Wilbur made “in excess of half a million dollars” (John, pg. 15).

If you do not have the page number, you just use the last name of the author

If you are citing from a poem, use the line number.

**## firstpaperworldlitIISummer2026.docx**

First paper – World Literature II

Your paper needs to be 3-5 pages in MLA style. You need to pick a topic from the list at the end of the handout. The paper is due on June 21st. You should pick one topic. I expect you to follow this format:

Topics:

1. Role of Nature (Wordsworth Poems)

2. Role of death (Emily Dickinson, the poems posted in the module)

3. Role of the self (Emily Dickinson, the poems posted in the module)

4. Idea of revenge (Cask of Amontillado)

5. Insanity (Cask of Amontillado)

6. Social injustice or civil rights (Notes of a Native Son)

7. How his father’s death affected Baldwin (Notes of a Native Son)

8. Inevitable of Death (Death Constant Beyond Love)

9. Representation of Politics (Death Constant Beyond Love)

Introductory paragraph: You need to end your paragraph with a thesis statement, with the points you are going to make in your body. Your thesis is your argument for the paper. You must present an argument about the text and how it is seen in the text; An example is:

Within Wordsworth's two poems, the importance of nature to the individual is illustrated through a, b, c, and d.

This thesis presents an argument about the text and outlines the points the paper will make to support it.

Your body paragraphs need to start with the topic sentence, which should come from the body points in your thesis. Your body paragraph should only have one point. Your topic sentence states the argument of the paragraph. You should also include evidence from the text and a detailed analysis of how this evidence supports your point. You should have 4-5 sentences of analysis after each quote. You should have a very short summary. Analysis is not a summary.

Then, of course, you will have the concluding paragraph.

**In-text Quotation**

When you quote from the text, you need to make sure that your quotes start within a sentence. You need to create the sentence and incorporate the quote within the sentence. This is an example:

At the end of the day, Wilbur made “in excess of half a million dollars” (John, pg. 15).

If you do not have the page number, you just use the last name of the author

If you are citing from a poem, use the line number.

November 6, 2026
[Solved] dee

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Executive Solution Overview

respond to dqs **Part I: Case Brief:** For this exercise, the Robb Elementary School shooting in Uvalde, Texas, is a very good example of how officials would give inaccurate information following the shooting. Because of how egregious that public trust was violated in this example, officials' respon…

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Assignment Prompt & Instructions

respond to dqs

**Part I: Case Brief:**

For this exercise, the Robb Elementary School shooting in Uvalde, Texas, is a very good example of how officials would give inaccurate information following the shooting. Because of how egregious that public trust was violated in this example, officials' response to rebuilding is a challenging task, requiring transparency, accountability, ongoing dialogue, and reform. For this reason, it makes for an excellent choice for this exercise. According to the U.S. Department of Justice, Office of Public Affairs (2024), an incident review of the response at Robb Elementary on May 24, 2022, found that a former student would enter Robb Elementary School and begin opening fire. Nineteen students and two teachers would die as a result, with an additional seventeen others injured. What was most concerning about this incident is the delayed response by authorities in confronting the shooter, waiting seventy-seven minutes from their arrival to the time they would confront the shooter. Following the incident, authorities would make several statements that were, at the very least, inaccurate, misinformed, and inconsistent. Upon the release of the DOJ report, communication was deemed one of the most significant mishandlings in this situation. Several questions arose, such as who was in charge? Why did officers wait? Why did statements change over time? From a public standpoint, the briefings following this shooting were more about authorities protecting themselves than about transparency to the public.

**Part II: Legitimacy and Communication Analysis:**

In connecting this case to procedural justice and legitimacy, Gilbert et al. (2015) discuss the importance of recognizing that officials have a duty to treat victims, families, and the public with dignity and respect. Officials in this case need to remember that the public has a voice in the matter and that when decisions are made appropriately, logically, and reasonably, this creates a sense of trust and confidence in the officials' actions. In the case of Uvalde, TX, authorities would make several inaccurate statements and provide inaccurate information. Officials' statements not only confused the community but also caused concern about their honesty. This had a tremendous effect on the legitimacy of the Uvalde Police Department and the Texas Department of Public Safety, as there was a sense that they were not forthcoming with information and were instead attempting to minimize their own harm.

The President’s Task Force on 21st Century Policing (2015) discusses public trust and its essential role in policing. The report specifically acknowledges the principles of building trust and legitimacy, as well as policy and oversight, as key areas of reform that agencies should address. When it comes to Uvalde, this is specifically a failure of Pillar I, as communication was neither transparent nor accountable and lacked public engagement. Additionally, through Pillar II, it is recognized that, beyond communication failures, there are failures in agency policy and oversight. In preparation, there should have been an existing plan designating a Public Information Officer, a mechanism for verifying and releasing information, and a plan for correcting errors.

In connecting communication-related principles from Guiding Principles on Use of Force (Police Executive Research Forum [PERF], 2016), it must first be recognized that these principles are guidance for especially critical incidents such as Uvalde. The first of these principles is number twenty-two, which calls for prompt supervisory response to critical incidents to reduce the likelihood of unnecessary force. The DOJ incident review recognized a lack of incident command, as well as a clear decision-maker on scene (U.S. Department of Justice, Office of Public Affairs, 2024). Secondly was principle twenty-four, which calls for officers to have access to training and less-lethal options. Again, it was reported that responding officers did not treat the situation as an active shooter incident and, as such, did not use resources effectively or move forward immediately and continuously to eliminate the threat (U.S. Department of Justice, Office of Public Affairs, 2024). Finally, principle thirteen calls for agencies to be transparent in providing information following use-of-force incidents. It was reported that there were multiple communications challenges during and after the shooting. This included inaccuracies to responding officers who would arrive on scene and treat the incident as a barricaded subject (U.S. Department of Justice, Office of Public Affairs, 2024). Additonally post-incident briefings, where support services were not provided to victims, survivors, family members, and responders (U.S. Department of Justice, Office of Public Affairs, 2024).

The U.S. Department of Justice, Office of Community Oriented Policing Services (2024) provides a toolkit as a mechanism for agencies to use as a resource when it comes to communication, planning, coordination, media response, and recovery from a major incident. Specifically, the toolkit calls for agencies to have protocols in place to confirm and release information, as well as to coordinate public messaging consistently. Secondly, there is an emphasis on communication with families, victims, and the public to provide timely, accurate information. This toolkit would have been exceptionally valuable for an incident like the one in Uvalde, where the first briefing led to public confusion followed by a follow-up briefing that came accross as defensive in the authorities' actions.

**Part III: Trust-Rebuilding Plan**

**Immediate transparency steps:**

In rebuilding trust, the Texas Department of Public Safety needs to correct its timeline. Incrementally, they need to explain to the public what was known and what was unknown during the incident, what information was wrong, and what is currently being investigated. Additionally, officials need to acknowledge the inaccurate and inconsistent information they previously provided and, as such, acknowledge the damage their communication caused. A Public Information Officer needs to be appointed who represents local, state, and federal agencies as well as the school so that the information that is passed along comes accross as a unified message. Additionally, out of respect, families should be the ones to receive verified information before the public and the media. Additionally, as updates become available, they need to be provided; even if there is nothing new to report, the public needs to be kept abreast of what is going on. This connects to the COPS toolkit specifically in confirming and releasing information, as well as for coordinating public messaging consistently. This is especially true for high-profile, sensitive situations such as this one, given its severity.

**Short-term community dialogue mechanisms:**

In developing a short-term community dialogue mechanism, the best course of action would be to hold a private family/victim briefing before a broader public briefing. The meeting should include mental health providers, victim advocates, law enforcement officials, school officials, and community representatives to better answer questions, provide information, and assist with the grief of victims and their families. It would be appropriate for these meetings to be held in locations that both victims and families recognize as institutional staples of their community, rather than in representatives' governmental facilities. Holding a "town hall"-style meeting is appropriate, as it gives those affected a private forum for their concerns and treats them with dignity, rather than a press briefing, where it is handled as a matter of public relations.

**Long-term legitimacy anchors:**

For Uvalde's long-term sustainability and to avoid another briefing like this, all agencies involved need to develop a communications policy. This policy should address how communication is handled, and spell out who the Public Information Officer is, how information is verified (written & Social Media), family/victim notification, and how to handle the correction of inaccurate statements. Additionally, law enforcement should be conducting joint active shooter training/exercises to include schools, telecommunicators, EMS, Fire Department, and neighboring agencies to simulate such an instance if it were to happen again. Additionally, agencies should continuously review this training through after-actions and make necessary policy changes following the completion of each exercise. Long-term family and victim support should be made available to those affected as grief lasts long after the incident has subsided. Each of these steps aligns with the President’s Task Force on 21st Century Policing (2015), which focuses on trust, legitimacy, policy, and oversight, as well as PERF’s (2016) Guiding Principles on Use of Force, which emphasize building trust and legitimacy, as well as policy and oversight.

Dq2

**Part 1: Case Brief**

The case I chose for this discussion is the Robb Elementary school shooting that happened in Uvalde, Texas in 2022. In 2022, police were alerted to an active shooter alert that was taking place inside of an elementary school. Numerous officers rushed to the location within minutes, but it was nearly an hour and a half later before officers would ever enter the school. What should have been the highest priority somehow turned into a waiting game while 2 teachers and 19 children were killed during the attack. After the shooting, the Uvalde Police Department held a press conference (KSAT 12, 2022) to explain the timeline of events as well as to answer questions from the public about the incident. During the press conference, the primary speaker, Steve McCraw provided the public with an account of the timeline from the initial report until the conclusion. While the information presented to the public was timely and consistent with the timeline of events of what happened, more questions, uncertainty, and mistrust stemmed from the press conference regarding the ability of the Uvalde Police Department to effectively do their job.

Simply put, what remains the topic of conversation surrounding the incident is how could the Uvalde police department stand by while there was an active shooter inside of the elementary school and allow the shooter to continue firing for over an hour without responding. Questions surrounding agency competency, training, policies, and principles were at the forefront of criticisms and questioning from the public. While there were 21 victims, this shooting also affected the entire community and arguably impacted every police department across the U.S. This tragedy serves as an example of how serious training, communication, policies and procedures are to maintaining public trust, legitimacy, and operating effectively.

**Part 2: Legitimacy and Communication Analysis**

While the discussion of the policies and procedures that the Uvalde Police Department should have implemented prior to the incident is somewhat of a moot point, using the incident as an example of the “worst case scenario” will aid the Uvalde Police Department (including law enforcement agencies across the U.S.) in identifying areas that need improvement and should be a priority for the present and to ensure future preparedness. From officers' response to the incident itself and the discussion that took place during the press conference, the biggest priority for the Uvalde Police Department should be to establish and build trust and legitimacy in the public view. Borrowing a key idea from Pillar 1 of the _President's Task Force on 21st Century Policing_, the Uvalde Police Department should consider establishing procedural justice policies within the agency while ensuring to include the community to gather and integrate feedback (President’s Task Force on 21st Century Policing, p. 29). This would allow the community to see how the Uvalde Police Department is learning and taking accountability for the 2022 Robb Elementary shooting and implementing new strategies to prevent repeating the same mistakes. Additionally, by including the community and allowing for feedback the agency can identify other areas where the community may feel the agency is lacking and work to improve relationships within the community. Lending support to the establishment of procedural justice policies and community feedback, the agency should also increase and enhance training as mentioned in _Procedural Justice and Police Legitimacy_, as a step to rebuilding public trust (Gilbert et al., 2015).

The second highest priority for the Uvalde Police Department should be on identifying and establishing principles that will guide the internal and external reforms that the agency should undergo with particular emphasis on reforming training. Officers’ responses during the shooting and the press conference held afterward highlight key principles that the Uvalde Police Department should have and should presently emphasize moving forward. Utilizing the Police Executive Research Forum’s _Guiding Principles on Use of Force_, the Uvalde Police Department should establish guiding principles to restructure internal and external controls and ensure that future decision-making during crises adheres to the principles of the agency. The first crucial element that the Uvalde Police Department handled poorly which affected community trust is listed as the first guiding principle, “The sanctity of human life should be at the heart of everything an agency does” (Wexler, 2016, p.34). Had the Uvalde Police Department adhered to this principle, there may have been an opportunity to reduce the loss of life that resulted from the shooting. Allowing an active shooter to remain inside the school for nearly 90 minutes while law enforcement en masse is gathered outside of the school with no urgency in providing directives is a primary example of how the agency failed to prioritize the first principle. Arguably, the officers’ response to the incident may have been more effective if the officers had disregarded orders and entered the school acting alone. While the efforts would have been uncoordinated, the response time would have been significantly improved and the active shooter could have been handled.

The second guiding principle that the Uvalde Police Department should establish is listed as #15, “Officers should be trained to use a critical decision-making model” (Wexler, 2016, p.53). Had the Uvalde Police Department established a critical decision-making model prior to the shooting, even if officers failed to rely on previous training and communication, relying on the decision-making model would have provided leadership with the necessary steps to evaluate the information and establish the best course of action to handle the active shooter threat.

For future preparedness efforts the Uvalde Police Department should adopt the _Critical Incident Preparedness Toolkit,_ created by the COPS office under the U.S. Department of Justice, to evaluate the current preparedness of the agency and to guide all policy and training adjustments (U.S. Department of Justice, n.d.). The Uvalde Police Department should share this toolkit with all major response agencies in the community with particular training efforts dedicated to working alongside school staff so that in the event of a crisis everyone involved knows what steps to take to protect human life. Implementing the toolkit as a yearly assessment will ensure that the agency is continuously prepared for any crisis and that they are well equipped to effectively work together.

**Part 3: Trust- Rebuilding Plan**

1. Immediate transparency steps:

Some immediate steps that the Uvalde Police Department can take to rebuild trust in the community are to issue the public release of information regarding the 2022 shooting and to establish either a forum or website dedicated to transparency regarding reports, timelines and actions, and any after incident reviews that may have taken place following the tragedy. Next, the agency should initiate an independent oversight review of the incident, officers’ actions, and agency procedures for errors or other contributing factors that resulted in the agency’s overall failure. Lastly, the agency must take accountability for everything that went wrong during the incident. Moving beyond an official written statement, the agency must publicly announce other steps that will be taken to take accountability for the incident and to establish public trust.

1. Short-term community dialogue mechanisms:

Short term mechanisms to increase community dialogue following the incident would be to create community listening sessions in which the public is encouraged to share feedback (positive and negative) with the Uvalde Police Department regarding the incident and officer’s actions. The listening sessions should serve to allow the community a platform to be heard while offering constructive feedback that the agency can work toward corrective actions. The next step would be to establish a community advisory council composed of teachers, mental health professionals, community representatives, and if possible the victims’ families. By including a variety of community members to serve as a community review and advisory board, law enforcement is able to implement changes and programs that would directly assist the community. The last step for the agency would be to establish community and school partnerships (with the assistance of the community advisory council) that are targeted as building positive relationships with the community and ultimately rebuilding trust in the agency.

1. Long-term legitimacy anchors:

Some long-term steps to rebuilding trust in the agency are to reform and enhance training and professional standards. As mentioned in #24 in the _Guiding Principles on Use of Force_, “scenario-based training should be prevalent, challenging, and realistic” (Wexler, 2016, p. 70). On-going training that is both realistic and challenging is a great way to ensure that officers are prepared for any scenario. Training should be continuous and not limited to annual sessions to meet performance standards. Officers should be mandated to undergo various types of training frequently to reinforce policies and standards for crisis response. The second step that goes alongside on-going training standards is continuous performance measurement. Officers should frequently be evaluated to ensure they are meeting professional standards and are well equipped to perform their job at all times. Establishing measurable indicators to evaluate performance aids in building public trust and confidence in the agency as a whole. The last step that should be implemented by the agency as a long-term anchor is establishing public transparency and accountability meetings to share with the public how effective any changes are within the agency, discuss progress with reform efforts, and to continuously gather recommendations from the public about areas of improvement.

– 7.5

November 6, 2026
[Solved] T brumsey

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Please see attachment. assignment is already completed just need u to review it and make it less Ai noticeable **files (2)** – ## TBrumseyFinalinstructions.docx – ## TerranceBrumseySpecTopicsInterdiscStudiesfinal.docx **## TBrumseyFinalinstructions.docx** **Overview & Purpose** This is the culminati…

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Assignment Prompt & Instructions

Please see attachment. assignment is already completed just need u to review it and make it less Ai noticeable

**files (2)**

– ## TBrumseyFinalinstructions.docx

– ## TerranceBrumseySpecTopicsInterdiscStudiesfinal.docx

**## TBrumseyFinalinstructions.docx**

**Overview & Purpose**

This is the culminating assignment for our course. Over the last five weeks, we have investigated the 1897 sacking of Benin City, traced global provenance using digital archives, deconstructed the defensive rhetoric of the "Universal Museum," and looked at how literature and memoirs capture the human and psychological weight of cultural theft.

Now, it is your turn to build a forward-looking solution. For your final project, you will synthesize the historical, institutional, and literary frameworks we have studied to present a practical, persuasive approach to artifact restitution. You should follow the exact format, audience, and artifact focus that you outlined in your Module 4 proposal memo and revised based on my feedback.

**Instructions & Format Options**

Your final submission must be polished, professional, and grounded in our course materials. Select the instructions below that correspond to your chosen path based on your memo from last week:

**Option 1: The Op-Ed (Public Advocacy)**

·
**The Task:** Write a compelling public opinion piece advocating for a specific legislative, institutional, or cultural change regarding the repatriation of the Benin Bronzes.

·
**Target Audience:** Readers of a major national or international publication (e.g.,
_The Washington Post_,
_The Guardian_,
_The Lagos Guardian_).

·
**Length & Requirements:** 500 words. Your writing must include a sharp, attention-grabbing hook, clear contextual background on the 1897 expedition, and a specific call to action. It should balance passionate advocacy with rigorous historical evidence.

**Option 2: The Podcast Script (The Geopolitical Debate)**

·
**The Task:** Write a complete, production-ready script for an episode of a narrative or discussion-based podcast (similar to NPR's
_Throughline_). Your script must detail the modern geopolitical and domestic tensions surrounding returned artifacts—specifically analyzing the complex dynamic between national state governments (like the Nigerian state) and traditional monarchies (the Oba of Benin and his 2023 royal decree).

·
**Target Audience:** Engaged public listeners interested in global history, politics, and culture.

·
**Length & Requirements:** 500 word script or a five-minute recording. Include clear audio cues (e.g., [SFX: Fade in traditional drumming], [HOST VOICE], [GUEST VOICE/QUOTATION]). The script or cast must feature a balanced exploration of multiple worldviews before arriving at a final conclusion.

**Option 3: The Internal Museum Action Plan (Institutional Policy)**

·
**The Task:** Draft a formal strategic action plan for a board of directors or trustees at a mid-sized Western museum that currently holds contested artifacts in its collection.

·
**Target Audience:** Museum executives, legal counsel, and board members.

·
**Length & Requirements:** 2-3 pages (approx. 1500 words) single-spaced with professional document design (clear sections, bullet points, headers). Your plan must outline a practical, step-by-step ethical framework for provenance auditing, community consultation, and the eventual legal/logistical repatriation of contested items.

**Core Constraints for All Formats**

Regardless of the format you choose, your final project
**must** meet the following criteria:

1.
**Evidence Integration:** You must explicitly weave in and cite at least
**three** distinct course materials (e.g., Dan Hicks'
_The Brutish Museums_, the
_Sarr-Savoy Report_, Wole Soyinka's memoir/Nobel lecture, or the Digital Benin archive).

2.
**Clear Argument/Claim:** Your project must put forward a definitive, clear argument or policy position regarding how restitution should be handled.

3.
**Post-Colonial/Modern Framework:** Your work must actively move past traditional, uncritical institutional narratives and center the perspectives, sovereignty, and history of the creators.

**## TerranceBrumseySpecTopicsInterdiscStudiesfinal.docx**

Terrance Brumsey

Professor Reed

Final Project Internal Museum Action Plan

**Museum Action Plan for the Ethical Repatriation of the Benin Bronzes**

**Executive Summary**

This action plan provides a practical framework for a Western museum that currently holds Benin Bronzes acquired through colonial-era collecting practices. The goal is to establish a transparent process for provenance review, consultation with stakeholders, legal transfer, and long-term partnership. The plan recognizes that the Benin Bronzes were removed during the British military invasion of Benin City in 1897 and that continued possession of these objects raises ethical concerns. Following the 2023 decree issued by the Oba of Benin, ownership of returned Benin Bronzes has been clearly identified. Therefore, museums must move beyond debates about ownership and focus on responsible return, collaboration, and accountability.

**Mission Statement**

The museum acknowledges that cultural heritage belongs to the communities that created it. The institution is committed to returning contested artifacts through a process that respects cultural sovereignty, historical truth, and community leadership. The repatriation of the Benin Bronzes should be viewed as an opportunity to repair relationships and build meaningful international partnerships.

**Section I: Provenance Audit and Collection Review**

Objective:
Identify all Benin Bronzes and related objects held by the museum and establish a complete ownership history.

**Actions:**

• Create a repatriation review committee consisting of museum leadership, curators, legal counsel, archivists, and external cultural heritage specialists.

• Conduct a full inventory of all Benin-related artifacts within the collection.

• Review acquisition records, donor files, purchase agreements, and exhibition histories.

• Compare museum records with information available through the Digital Benin archive to verify provenance and establish links to the 1897 expedition.

• Publish findings on the museum website to ensure transparency and public accountability.

**Expected Outcome:**

The museum will possess a complete understanding of how each object entered its collection and whether it was directly connected to colonial seizure or questionable acquisition practices.

Section II: Community Consultation and Stakeholder Engagement

**Objective:**

Place Nigerian voices and cultural authorities at the center of decision-making.

**Actions:**

• Establish formal communication with the Oba of Benin and his representatives.

• Consult with the National Commission for Museums and Monuments (NCMM).

• Invite Nigerian historians, cultural leaders, and heritage professionals to participate in planning discussions.

• Develop listening sessions focused on community priorities rather than institutional preferences.

• Follow principles outlined in the Indigenous Repatriation Handbook by recognizing that affected communities should guide decisions involving their cultural heritage.

**Expected Outcome:**

The repatriation process will reflect the wishes and priorities of the rightful cultural custodians rather than the interests of the holding institution.

Section III: Legal Transfer and Repatriation Process

**Objective:**

Complete a lawful and respectful transfer of ownership and physical custody.

**Actions:**

• Verify ownership status under the Oba's 2023 decree.

• Review all national and international legal requirements related to transfer.

• Prepare formal documentation transferring ownership without restrictions or future claims.

• Coordinate transportation, insurance, conservation assessments, and security procedures in partnership with Nigerian authorities.

• Establish a public timeline for the return process.

Expected Outcome:

Artifacts will be returned through a transparent process that respects both legal obligations and cultural rights.

Section IV: Long-Term Partnership and Capacity Building

**Objective:**

Ensure repatriation creates lasting cooperation rather than ending with the transfer of objects.

**Actions:**

• Develop joint exhibitions between Nigerian institutions and international museums.

• Support professional exchanges involving conservators, curators, and researchers.

• Provide digitized records, research materials, and conservation documentation connected to returned artifacts.

• Offer training opportunities and collaborative educational programming.

• Create scholarship and internship opportunities for Nigerian museum professionals.

**Expected Outcome:**

The museum will transition from owner to partner, creating a relationship based on mutual respect and shared knowledge.

Section V: Public Education and Historical Accountability

Objective:

Educate audiences about the true history of the Benin Bronzes and colonial collecting practices.

Actions:

• Update gallery labels and online materials to include accurate historical information.

• Explain the circumstances surrounding the 1897 British invasion of Benin City.

• Develop educational programs addressing colonialism, cultural heritage, and restitution.

• Host public forums discussing repatriation and museum ethics.

• Feature Nigerian scholars and cultural leaders as primary voices in educational initiatives.

**Expected Outcome:**

Visitors will gain a more complete understanding of the historical events that led to the removal of the Benin Bronzes and the importance of restitution.

**Framework Supporting This Action Plan**

Dan Hicks argues in The Brutish Museums that museums must acknowledge their connections to colonial violence and take responsibility for artifacts acquired through imperial conquest. This action plan embraces that responsibility by prioritizing transparency and return.

The Sarr-Savoy Report emphasizes that African cultural heritage removed during colonial occupation should be returned when legitimate claims exist. The Benin Bronzes represent one of the clearest examples of such a claim.

Wole Soyinka's writings remind readers that cultural objects are more than museum pieces. They carry memory, identity, and history. Returning these objects restores connections that were disrupted by colonial actions.

The Digital Benin archive provides important documentation connecting many objects to their original context and supports responsible provenance research.

**Conclusion**

The question of whether the Benin Bronzes should be returned has largely been answered. The historical evidence surrounding their removal is clear, and the rightful ownership of returned objects has been identified through the Oba's 2023 decree. The responsibility of museums today is not to defend possession but to create ethical pathways for return. By conducting thorough provenance research, engaging directly with Nigerian stakeholders, supporting long-term partnerships, and educating the public, museums can move from being custodians of contested artifacts to participants in historical repair. Repatriation is not simply about moving objects from one location to another. It is about restoring dignity, recognizing cultural sovereignty, and building a more honest relationship with the past.

References

Bruchac, M. M. (2024).
_Broken chains of custody: Possession, dispossession, and the decolonization of museums_. University Press.

Digital Benin. (2024).
_Digital Benin: Mapping the history and location of Benin cultural heritage_.
[https://digitalbenin.org](https://digitalbenin.org/)

Hicks, D. (2020).
_The brutish museums: The Benin bronzes, colonial violence and cultural restitution_. Pluto Press.

Sarr, F., & Savoy, B. (2018).
_The restitution of African cultural heritage: Toward a new relational ethics_. Ministry of Culture, France.

Soyinka, W. (1994).
_The burden of memory, the muse of forgiveness_. Oxford University Press.

The Oba of Benin. (2023).
_Royal decree concerning ownership and custody of repatriated Benin Bronzes_.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1970).
_Convention on the means of prohibiting and preventing the illicit import, export and transfer of ownership of cultural property_. UNESCO.

**## TerranceBrumseySpecTopicsInterdiscStudiesfinal.docx**

Terrance Brumsey

Professor Reed

Final Project Internal Museum Action Plan

**Museum Action Plan for the Ethical Repatriation of the Benin Bronzes**

**Executive Summary**

This action plan provides a practical framework for a Western museum that currently holds Benin Bronzes acquired through colonial-era collecting practices. The goal is to establish a transparent process for provenance review, consultation with stakeholders, legal transfer, and long-term partnership. The plan recognizes that the Benin Bronzes were removed during the British military invasion of Benin City in 1897 and that continued possession of these objects raises ethical concerns. Following the 2023 decree issued by the Oba of Benin, ownership of returned Benin Bronzes has been clearly identified. Therefore, museums must move beyond debates about ownership and focus on responsible return, collaboration, and accountability.

**Mission Statement**

The museum acknowledges that cultural heritage belongs to the communities that created it. The institution is committed to returning contested artifacts through a process that respects cultural sovereignty, historical truth, and community leadership. The repatriation of the Benin Bronzes should be viewed as an opportunity to repair relationships and build meaningful international partnerships.

**Section I: Provenance Audit and Collection Review**

Objective:
Identify all Benin Bronzes and related objects held by the museum and establish a complete ownership history.

**Actions:**

• Create a repatriation review committee consisting of museum leadership, curators, legal counsel, archivists, and external cultural heritage specialists.

• Conduct a full inventory of all Benin-related artifacts within the collection.

• Review acquisition records, donor files, purchase agreements, and exhibition histories.

• Compare museum records with information available through the Digital Benin archive to verify provenance and establish links to the 1897 expedition.

• Publish findings on the museum website to ensure transparency and public accountability.

**Expected Outcome:**

The museum will possess a complete understanding of how each object entered its collection and whether it was directly connected to colonial seizure or questionable acquisition practices.

Section II: Community Consultation and Stakeholder Engagement

**Objective:**

Place Nigerian voices and cultural authorities at the center of decision-making.

**Actions:**

• Establish formal communication with the Oba of Benin and his representatives.

• Consult with the National Commission for Museums and Monuments (NCMM).

• Invite Nigerian historians, cultural leaders, and heritage professionals to participate in planning discussions.

• Develop listening sessions focused on community priorities rather than institutional preferences.

• Follow principles outlined in the Indigenous Repatriation Handbook by recognizing that affected communities should guide decisions involving their cultural heritage.

**Expected Outcome:**

The repatriation process will reflect the wishes and priorities of the rightful cultural custodians rather than the interests of the holding institution.

Section III: Legal Transfer and Repatriation Process

**Objective:**

Complete a lawful and respectful transfer of ownership and physical custody.

**Actions:**

• Verify ownership status under the Oba's 2023 decree.

• Review all national and international legal requirements related to transfer.

• Prepare formal documentation transferring ownership without restrictions or future claims.

• Coordinate transportation, insurance, conservation assessments, and security procedures in partnership with Nigerian authorities.

• Establish a public timeline for the return process.

Expected Outcome:

Artifacts will be returned through a transparent process that respects both legal obligations and cultural rights.

Section IV: Long-Term Partnership and Capacity Building

**Objective:**

Ensure repatriation creates lasting cooperation rather than ending with the transfer of objects.

**Actions:**

• Develop joint exhibitions between Nigerian institutions and international museums.

• Support professional exchanges involving conservators, curators, and researchers.

• Provide digitized records, research materials, and conservation documentation connected to returned artifacts.

• Offer training opportunities and collaborative educational programming.

• Create scholarship and internship opportunities for Nigerian museum professionals.

**Expected Outcome:**

The museum will transition from owner to partner, creating a relationship based on mutual respect and shared knowledge.

Section V: Public Education and Historical Accountability

Objective:

Educate audiences about the true history of the Benin Bronzes and colonial collecting practices.

Actions:

• Update gallery labels and online materials to include accurate historical information.

• Explain the circumstances surrounding the 1897 British invasion of Benin City.

• Develop educational programs addressing colonialism, cultural heritage, and restitution.

• Host public forums discussing repatriation and museum ethics.

• Feature Nigerian scholars and cultural leaders as primary voices in educational initiatives.

**Expected Outcome:**

Visitors will gain a more complete understanding of the historical events that led to the removal of the Benin Bronzes and the importance of restitution.

**Framework Supporting This Action Plan**

Dan Hicks argues in The Brutish Museums that museums must acknowledge their connections to colonial violence and take responsibility for artifacts acquired through imperial conquest. This action plan embraces that responsibility by prioritizing transparency and return.

The Sarr-Savoy Report emphasizes that African cultural heritage removed during colonial occupation should be returned when legitimate claims exist. The Benin Bronzes represent one of the clearest examples of such a claim.

Wole Soyinka's writings remind readers that cultural objects are more than museum pieces. They carry memory, identity, and history. Returning these objects restores connections that were disrupted by colonial actions.

The Digital Benin archive provides important documentation connecting many objects to their original context and supports responsible provenance research.

**Conclusion**

The question of whether the Benin Bronzes should be returned has largely been answered. The historical evidence surrounding their removal is clear, and the rightful ownership of returned objects has been identified through the Oba's 2023 decree. The responsibility of museums today is not to defend possession but to create ethical pathways for return. By conducting thorough provenance research, engaging directly with Nigerian stakeholders, supporting long-term partnerships, and educating the public, museums can move from being custodians of contested artifacts to participants in historical repair. Repatriation is not simply about moving objects from one location to another. It is about restoring dignity, recognizing cultural sovereignty, and building a more honest relationship with the past.

References

Bruchac, M. M. (2024).
_Broken chains of custody: Possession, dispossession, and the decolonization of museums_. University Press.

Digital Benin. (2024).
_Digital Benin: Mapping the history and location of Benin cultural heritage_.
[https://digitalbenin.org](https://digitalbenin.org/)

Hicks, D. (2020).
_The brutish museums: The Benin bronzes, colonial violence and cultural restitution_. Pluto Press.

Sarr, F., & Savoy, B. (2018).
_The restitution of African cultural heritage: Toward a new relational ethics_. Ministry of Culture, France.

Soyinka, W. (1994).
_The burden of memory, the muse of forgiveness_. Oxford University Press.

The Oba of Benin. (2023).
_Royal decree concerning ownership and custody of repatriated Benin Bronzes_.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1970).
_Convention on the means of prohibiting and preventing the illicit import, export and transfer of ownership of cultural property_. UNESCO.

**## TBrumseyFinalinstructions.docx**

**Overview & Purpose**

This is the culminating assignment for our course. Over the last five weeks, we have investigated the 1897 sacking of Benin City, traced global provenance using digital archives, deconstructed the defensive rhetoric of the "Universal Museum," and looked at how literature and memoirs capture the human and psychological weight of cultural theft.

Now, it is your turn to build a forward-looking solution. For your final project, you will synthesize the historical, institutional, and literary frameworks we have studied to present a practical, persuasive approach to artifact restitution. You should follow the exact format, audience, and artifact focus that you outlined in your Module 4 proposal memo and revised based on my feedback.

**Instructions & Format Options**

Your final submission must be polished, professional, and grounded in our course materials. Select the instructions below that correspond to your chosen path based on your memo from last week:

**Option 1: The Op-Ed (Public Advocacy)**

·
**The Task:** Write a compelling public opinion piece advocating for a specific legislative, institutional, or cultural change regarding the repatriation of the Benin Bronzes.

·
**Target Audience:** Readers of a major national or international publication (e.g.,
_The Washington Post_,
_The Guardian_,
_The Lagos Guardian_).

·
**Length & Requirements:** 500 words. Your writing must include a sharp, attention-grabbing hook, clear contextual background on the 1897 expedition, and a specific call to action. It should balance passionate advocacy with rigorous historical evidence.

**Option 2: The Podcast Script (The Geopolitical Debate)**

·
**The Task:** Write a complete, production-ready script for an episode of a narrative or discussion-based podcast (similar to NPR's
_Throughline_). Your script must detail the modern geopolitical and domestic tensions surrounding returned artifacts—specifically analyzing the complex dynamic between national state governments (like the Nigerian state) and traditional monarchies (the Oba of Benin and his 2023 royal decree).

·
**Target Audience:** Engaged public listeners interested in global history, politics, and culture.

·
**Length & Requirements:** 500 word script or a five-minute recording. Include clear audio cues (e.g., [SFX: Fade in traditional drumming], [HOST VOICE], [GUEST VOICE/QUOTATION]). The script or cast must feature a balanced exploration of multiple worldviews before arriving at a final conclusion.

**Option 3: The Internal Museum Action Plan (Institutional Policy)**

·
**The Task:** Draft a formal strategic action plan for a board of directors or trustees at a mid-sized Western museum that currently holds contested artifacts in its collection.

·
**Target Audience:** Museum executives, legal counsel, and board members.

·
**Length & Requirements:** 2-3 pages (approx. 1500 words) single-spaced with professional document design (clear sections, bullet points, headers). Your plan must outline a practical, step-by-step ethical framework for provenance auditing, community consultation, and the eventual legal/logistical repatriation of contested items.

**Core Constraints for All Formats**

Regardless of the format you choose, your final project
**must** meet the following criteria:

1.
**Evidence Integration:** You must explicitly weave in and cite at least
**three** distinct course materials (e.g., Dan Hicks'
_The Brutish Museums_, the
_Sarr-Savoy Report_, Wole Soyinka's memoir/Nobel lecture, or the Digital Benin archive).

2.
**Clear Argument/Claim:** Your project must put forward a definitive, clear argument or policy position regarding how restitution should be handled.

3.
**Post-Colonial/Modern Framework:** Your work must actively move past traditional, uncritical institutional narratives and center the perspectives, sovereignty, and history of the creators.

**## TerranceBrumseySpecTopicsInterdiscStudiesfinal.docx**

Terrance Brumsey

Professor Reed

Final Project Internal Museum Action Plan

**Museum Action Plan for the Ethical Repatriation of the Benin Bronzes**

**Executive Summary**

This action plan provides a practical framework for a Western museum that currently holds Benin Bronzes acquired through colonial-era collecting practices. The goal is to establish a transparent process for provenance review, consultation with stakeholders, legal transfer, and long-term partnership. The plan recognizes that the Benin Bronzes were removed during the British military invasion of Benin City in 1897 and that continued possession of these objects raises ethical concerns. Following the 2023 decree issued by the Oba of Benin, ownership of returned Benin Bronzes has been clearly identified. Therefore, museums must move beyond debates about ownership and focus on responsible return, collaboration, and accountability.

**Mission Statement**

The museum acknowledges that cultural heritage belongs to the communities that created it. The institution is committed to returning contested artifacts through a process that respects cultural sovereignty, historical truth, and community leadership. The repatriation of the Benin Bronzes should be viewed as an opportunity to repair relationships and build meaningful international partnerships.

**Section I: Provenance Audit and Collection Review**

Objective:
Identify all Benin Bronzes and related objects held by the museum and establish a complete ownership history.

**Actions:**

• Create a repatriation review committee consisting of museum leadership, curators, legal counsel, archivists, and external cultural heritage specialists.

• Conduct a full inventory of all Benin-related artifacts within the collection.

• Review acquisition records, donor files, purchase agreements, and exhibition histories.

• Compare museum records with information available through the Digital Benin archive to verify provenance and establish links to the 1897 expedition.

• Publish findings on the museum website to ensure transparency and public accountability.

**Expected Outcome:**

The museum will possess a complete understanding of how each object entered its collection and whether it was directly connected to colonial seizure or questionable acquisition practices.

Section II: Community Consultation and Stakeholder Engagement

**Objective:**

Place Nigerian voices and cultural authorities at the center of decision-making.

**Actions:**

• Establish formal communication with the Oba of Benin and his representatives.

• Consult with the National Commission for Museums and Monuments (NCMM).

• Invite Nigerian historians, cultural leaders, and heritage professionals to participate in planning discussions.

• Develop listening sessions focused on community priorities rather than institutional preferences.

• Follow principles outlined in the Indigenous Repatriation Handbook by recognizing that affected communities should guide decisions involving their cultural heritage.

**Expected Outcome:**

The repatriation process will reflect the wishes and priorities of the rightful cultural custodians rather than the interests of the holding institution.

Section III: Legal Transfer and Repatriation Process

**Objective:**

Complete a lawful and respectful transfer of ownership and physical custody.

**Actions:**

• Verify ownership status under the Oba's 2023 decree.

• Review all national and international legal requirements related to transfer.

• Prepare formal documentation transferring ownership without restrictions or future claims.

• Coordinate transportation, insurance, conservation assessments, and security procedures in partnership with Nigerian authorities.

• Establish a public timeline for the return process.

Expected Outcome:

Artifacts will be returned through a transparent process that respects both legal obligations and cultural rights.

Section IV: Long-Term Partnership and Capacity Building

**Objective:**

Ensure repatriation creates lasting cooperation rather than ending with the transfer of objects.

**Actions:**

• Develop joint exhibitions between Nigerian institutions and international museums.

• Support professional exchanges involving conservators, curators, and researchers.

• Provide digitized records, research materials, and conservation documentation connected to returned artifacts.

• Offer training opportunities and collaborative educational programming.

• Create scholarship and internship opportunities for Nigerian museum professionals.

**Expected Outcome:**

The museum will transition from owner to partner, creating a relationship based on mutual respect and shared knowledge.

Section V: Public Education and Historical Accountability

Objective:

Educate audiences about the true history of the Benin Bronzes and colonial collecting practices.

Actions:

• Update gallery labels and online materials to include accurate historical information.

• Explain the circumstances surrounding the 1897 British invasion of Benin City.

• Develop educational programs addressing colonialism, cultural heritage, and restitution.

• Host public forums discussing repatriation and museum ethics.

• Feature Nigerian scholars and cultural leaders as primary voices in educational initiatives.

**Expected Outcome:**

Visitors will gain a more complete understanding of the historical events that led to the removal of the Benin Bronzes and the importance of restitution.

**Framework Supporting This Action Plan**

Dan Hicks argues in The Brutish Museums that museums must acknowledge their connections to colonial violence and take responsibility for artifacts acquired through imperial conquest. This action plan embraces that responsibility by prioritizing transparency and return.

The Sarr-Savoy Report emphasizes that African cultural heritage removed during colonial occupation should be returned when legitimate claims exist. The Benin Bronzes represent one of the clearest examples of such a claim.

Wole Soyinka's writings remind readers that cultural objects are more than museum pieces. They carry memory, identity, and history. Returning these objects restores connections that were disrupted by colonial actions.

The Digital Benin archive provides important documentation connecting many objects to their original context and supports responsible provenance research.

**Conclusion**

The question of whether the Benin Bronzes should be returned has largely been answered. The historical evidence surrounding their removal is clear, and the rightful ownership of returned objects has been identified through the Oba's 2023 decree. The responsibility of museums today is not to defend possession but to create ethical pathways for return. By conducting thorough provenance research, engaging directly with Nigerian stakeholders, supporting long-term partnerships, and educating the public, museums can move from being custodians of contested artifacts to participants in historical repair. Repatriation is not simply about moving objects from one location to another. It is about restoring dignity, recognizing cultural sovereignty, and building a more honest relationship with the past.

References

Bruchac, M. M. (2024).
_Broken chains of custody: Possession, dispossession, and the decolonization of museums_. University Press.

Digital Benin. (2024).
_Digital Benin: Mapping the history and location of Benin cultural heritage_.
[https://digitalbenin.org](https://digitalbenin.org/)

Hicks, D. (2020).
_The brutish museums: The Benin bronzes, colonial violence and cultural restitution_. Pluto Press.

Sarr, F., & Savoy, B. (2018).
_The restitution of African cultural heritage: Toward a new relational ethics_. Ministry of Culture, France.

Soyinka, W. (1994).
_The burden of memory, the muse of forgiveness_. Oxford University Press.

The Oba of Benin. (2023).
_Royal decree concerning ownership and custody of repatriated Benin Bronzes_.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1970).
_Convention on the means of prohibiting and preventing the illicit import, export and transfer of ownership of cultural property_. UNESCO.

**## TBrumseyFinalinstructions.docx**

**Overview & Purpose**

This is the culminating assignment for our course. Over the last five weeks, we have investigated the 1897 sacking of Benin City, traced global provenance using digital archives, deconstructed the defensive rhetoric of the "Universal Museum," and looked at how literature and memoirs capture the human and psychological weight of cultural theft.

Now, it is your turn to build a forward-looking solution. For your final project, you will synthesize the historical, institutional, and literary frameworks we have studied to present a practical, persuasive approach to artifact restitution. You should follow the exact format, audience, and artifact focus that you outlined in your Module 4 proposal memo and revised based on my feedback.

**Instructions & Format Options**

Your final submission must be polished, professional, and grounded in our course materials. Select the instructions below that correspond to your chosen path based on your memo from last week:

**Option 1: The Op-Ed (Public Advocacy)**

·
**The Task:** Write a compelling public opinion piece advocating for a specific legislative, institutional, or cultural change regarding the repatriation of the Benin Bronzes.

·
**Target Audience:** Readers of a major national or international publication (e.g.,
_The Washington Post_,
_The Guardian_,
_The Lagos Guardian_).

·
**Length & Requirements:** 500 words. Your writing must include a sharp, attention-grabbing hook, clear contextual background on the 1897 expedition, and a specific call to action. It should balance passionate advocacy with rigorous historical evidence.

**Option 2: The Podcast Script (The Geopolitical Debate)**

·
**The Task:** Write a complete, production-ready script for an episode of a narrative or discussion-based podcast (similar to NPR's
_Throughline_). Your script must detail the modern geopolitical and domestic tensions surrounding returned artifacts—specifically analyzing the complex dynamic between national state governments (like the Nigerian state) and traditional monarchies (the Oba of Benin and his 2023 royal decree).

·
**Target Audience:** Engaged public listeners interested in global history, politics, and culture.

·
**Length & Requirements:** 500 word script or a five-minute recording. Include clear audio cues (e.g., [SFX: Fade in traditional drumming], [HOST VOICE], [GUEST VOICE/QUOTATION]). The script or cast must feature a balanced exploration of multiple worldviews before arriving at a final conclusion.

**Option 3: The Internal Museum Action Plan (Institutional Policy)**

·
**The Task:** Draft a formal strategic action plan for a board of directors or trustees at a mid-sized Western museum that currently holds contested artifacts in its collection.

·
**Target Audience:** Museum executives, legal counsel, and board members.

·
**Length & Requirements:** 2-3 pages (approx. 1500 words) single-spaced with professional document design (clear sections, bullet points, headers). Your plan must outline a practical, step-by-step ethical framework for provenance auditing, community consultation, and the eventual legal/logistical repatriation of contested items.

**Core Constraints for All Formats**

Regardless of the format you choose, your final project
**must** meet the following criteria:

1.
**Evidence Integration:** You must explicitly weave in and cite at least
**three** distinct course materials (e.g., Dan Hicks'
_The Brutish Museums_, the
_Sarr-Savoy Report_, Wole Soyinka's memoir/Nobel lecture, or the Digital Benin archive).

2.
**Clear Argument/Claim:** Your project must put forward a definitive, clear argument or policy position regarding how restitution should be handled.

3.
**Post-Colonial/Modern Framework:** Your work must actively move past traditional, uncritical institutional narratives and center the perspectives, sovereignty, and history of the creators.

**## TerranceBrumseySpecTopicsInterdiscStudiesfinal.docx**

Terrance Brumsey

Professor Reed

Final Project Internal Museum Action Plan

**Museum Action Plan for the Ethical Repatriation of the Benin Bronzes**

**Executive Summary**

This action plan provides a practical framework for a Western museum that currently holds Benin Bronzes acquired through colonial-era collecting practices. The goal is to establish a transparent process for provenance review, consultation with stakeholders, legal transfer, and long-term partnership. The plan recognizes that the Benin Bronzes were removed during the British military invasion of Benin City in 1897 and that continued possession of these objects raises ethical concerns. Following the 2023 decree issued by the Oba of Benin, ownership of returned Benin Bronzes has been clearly identified. Therefore, museums must move beyond debates about ownership and focus on responsible return, collaboration, and accountability.

**Mission Statement**

The museum acknowledges that cultural heritage belongs to the communities that created it. The institution is committed to returning contested artifacts through a process that respects cultural sovereignty, historical truth, and community leadership. The repatriation of the Benin Bronzes should be viewed as an opportunity to repair relationships and build meaningful international partnerships.

**Section I: Provenance Audit and Collection Review**

Objective:
Identify all Benin Bronzes and related objects held by the museum and establish a complete ownership history.

**Actions:**

• Create a repatriation review committee consisting of museum leadership, curators, legal counsel, archivists, and external cultural heritage specialists.

• Conduct a full inventory of all Benin-related artifacts within the collection.

• Review acquisition records, donor files, purchase agreements, and exhibition histories.

• Compare museum records with information available through the Digital Benin archive to verify provenance and establish links to the 1897 expedition.

• Publish findings on the museum website to ensure transparency and public accountability.

**Expected Outcome:**

The museum will possess a complete understanding of how each object entered its collection and whether it was directly connected to colonial seizure or questionable acquisition practices.

Section II: Community Consultation and Stakeholder Engagement

**Objective:**

Place Nigerian voices and cultural authorities at the center of decision-making.

**Actions:**

• Establish formal communication with the Oba of Benin and his representatives.

• Consult with the National Commission for Museums and Monuments (NCMM).

• Invite Nigerian historians, cultural leaders, and heritage professionals to participate in planning discussions.

• Develop listening sessions focused on community priorities rather than institutional preferences.

• Follow principles outlined in the Indigenous Repatriation Handbook by recognizing that affected communities should guide decisions involving their cultural heritage.

**Expected Outcome:**

The repatriation process will reflect the wishes and priorities of the rightful cultural custodians rather than the interests of the holding institution.

Section III: Legal Transfer and Repatriation Process

**Objective:**

Complete a lawful and respectful transfer of ownership and physical custody.

**Actions:**

• Verify ownership status under the Oba's 2023 decree.

• Review all national and international legal requirements related to transfer.

• Prepare formal documentation transferring ownership without restrictions or future claims.

• Coordinate transportation, insurance, conservation assessments, and security procedures in partnership with Nigerian authorities.

• Establish a public timeline for the return process.

Expected Outcome:

Artifacts will be returned through a transparent process that respects both legal obligations and cultural rights.

Section IV: Long-Term Partnership and Capacity Building

**Objective:**

Ensure repatriation creates lasting cooperation rather than ending with the transfer of objects.

**Actions:**

• Develop joint exhibitions between Nigerian institutions and international museums.

• Support professional exchanges involving conservators, curators, and researchers.

• Provide digitized records, research materials, and conservation documentation connected to returned artifacts.

• Offer training opportunities and collaborative educational programming.

• Create scholarship and internship opportunities for Nigerian museum professionals.

**Expected Outcome:**

The museum will transition from owner to partner, creating a relationship based on mutual respect and shared knowledge.

Section V: Public Education and Historical Accountability

Objective:

Educate audiences about the true history of the Benin Bronzes and colonial collecting practices.

Actions:

• Update gallery labels and online materials to include accurate historical information.

• Explain the circumstances surrounding the 1897 British invasion of Benin City.

• Develop educational programs addressing colonialism, cultural heritage, and restitution.

• Host public forums discussing repatriation and museum ethics.

• Feature Nigerian scholars and cultural leaders as primary voices in educational initiatives.

**Expected Outcome:**

Visitors will gain a more complete understanding of the historical events that led to the removal of the Benin Bronzes and the importance of restitution.

**Framework Supporting This Action Plan**

Dan Hicks argues in The Brutish Museums that museums must acknowledge their connections to colonial violence and take responsibility for artifacts acquired through imperial conquest. This action plan embraces that responsibility by prioritizing transparency and return.

The Sarr-Savoy Report emphasizes that African cultural heritage removed during colonial occupation should be returned when legitimate claims exist. The Benin Bronzes represent one of the clearest examples of such a claim.

Wole Soyinka's writings remind readers that cultural objects are more than museum pieces. They carry memory, identity, and history. Returning these objects restores connections that were disrupted by colonial actions.

The Digital Benin archive provides important documentation connecting many objects to their original context and supports responsible provenance research.

**Conclusion**

The question of whether the Benin Bronzes should be returned has largely been answered. The historical evidence surrounding their removal is clear, and the rightful ownership of returned objects has been identified through the Oba's 2023 decree. The responsibility of museums today is not to defend possession but to create ethical pathways for return. By conducting thorough provenance research, engaging directly with Nigerian stakeholders, supporting long-term partnerships, and educating the public, museums can move from being custodians of contested artifacts to participants in historical repair. Repatriation is not simply about moving objects from one location to another. It is about restoring dignity, recognizing cultural sovereignty, and building a more honest relationship with the past.

References

Bruchac, M. M. (2024).
_Broken chains of custody: Possession, dispossession, and the decolonization of museums_. University Press.

Digital Benin. (2024).
_Digital Benin: Mapping the history and location of Benin cultural heritage_.
[https://digitalbenin.org](https://digitalbenin.org/)

Hicks, D. (2020).
_The brutish museums: The Benin bronzes, colonial violence and cultural restitution_. Pluto Press.

Sarr, F., & Savoy, B. (2018).
_The restitution of African cultural heritage: Toward a new relational ethics_. Ministry of Culture, France.

Soyinka, W. (1994).
_The burden of memory, the muse of forgiveness_. Oxford University Press.

The Oba of Benin. (2023).
_Royal decree concerning ownership and custody of repatriated Benin Bronzes_.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (1970).
_Convention on the means of prohibiting and preventing the illicit import, export and transfer of ownership of cultural property_. UNESCO.

November 6, 2026
[Solved] shelisha

✓ Verified Academic Solution Available

Executive Solution Overview

please see attachment **files (1)** – ## firstpaperworldlitIISummer20261.docx **## firstpaperworldlitIISummer20261.docx** First paper – World Literature II Your paper needs to be 3-5 pages in MLA style. You need to pick a topic from the list at the end of the handout. The paper is due on June 21st. …

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Assignment Prompt & Instructions

please see attachment

**files (1)**

– ## firstpaperworldlitIISummer20261.docx

**## firstpaperworldlitIISummer20261.docx**

First paper – World Literature II

Your paper needs to be 3-5 pages in MLA style. You need to pick a topic from the list at the end of the handout. The paper is due on June 21st. You should pick one topic. I expect you to follow this format:

Topics:

1. Role of Nature (Wordsworth Poems)

2. Role of death (Emily Dickinson, the poems posted in the module)

3. Role of the self (Emily Dickinson, the poems posted in the module)

4. Idea of revenge (Cask of Amontillado)

5. Insanity (Cask of Amontillado)

6. Social injustice or civil rights (Notes of a Native Son)

7. How his father’s death affected Baldwin (Notes of a Native Son)

8. Inevitable of Death (Death Constant Beyond Love)

9. Representation of Politics (Death Constant Beyond Love)

Introductory paragraph: You need to end your paragraph with a thesis statement, with the points you are going to make in your body. Your thesis is your argument for the paper. You must present an argument about the text and how it is seen in the text; An example is:

Within Wordsworth's two poems, the importance of nature to the individual is illustrated through a, b, c, and d.

This thesis presents an argument about the text and outlines the points the paper will make to support it.

Your body paragraphs need to start with the topic sentence, which should come from the body points in your thesis. Your body paragraph should only have one point. Your topic sentence states the argument of the paragraph. You should also include evidence from the text and a detailed analysis of how this evidence supports your point. You should have 4-5 sentences of analysis after each quote. You should have a very short summary. Analysis is not a summary.

Then, of course, you will have the concluding paragraph.

**In-text Quotation**

When you quote from the text, you need to make sure that your quotes start within a sentence. You need to create the sentence and incorporate the quote within the sentence. This is an example:

At the end of the day, Wilbur made “in excess of half a million dollars” (John, pg. 15).

If you do not have the page number, you just use the last name of the author

If you are citing from a poem, use the line number.

**## firstpaperworldlitIISummer20261.docx**

First paper – World Literature II

Your paper needs to be 3-5 pages in MLA style. You need to pick a topic from the list at the end of the handout. The paper is due on June 21st. You should pick one topic. I expect you to follow this format:

Topics:

1. Role of Nature (Wordsworth Poems)

2. Role of death (Emily Dickinson, the poems posted in the module)

3. Role of the self (Emily Dickinson, the poems posted in the module)

4. Idea of revenge (Cask of Amontillado)

5. Insanity (Cask of Amontillado)

6. Social injustice or civil rights (Notes of a Native Son)

7. How his father’s death affected Baldwin (Notes of a Native Son)

8. Inevitable of Death (Death Constant Beyond Love)

9. Representation of Politics (Death Constant Beyond Love)

Introductory paragraph: You need to end your paragraph with a thesis statement, with the points you are going to make in your body. Your thesis is your argument for the paper. You must present an argument about the text and how it is seen in the text; An example is:

Within Wordsworth's two poems, the importance of nature to the individual is illustrated through a, b, c, and d.

This thesis presents an argument about the text and outlines the points the paper will make to support it.

Your body paragraphs need to start with the topic sentence, which should come from the body points in your thesis. Your body paragraph should only have one point. Your topic sentence states the argument of the paragraph. You should also include evidence from the text and a detailed analysis of how this evidence supports your point. You should have 4-5 sentences of analysis after each quote. You should have a very short summary. Analysis is not a summary.

Then, of course, you will have the concluding paragraph.

**In-text Quotation**

When you quote from the text, you need to make sure that your quotes start within a sentence. You need to create the sentence and incorporate the quote within the sentence. This is an example:

At the end of the day, Wilbur made “in excess of half a million dollars” (John, pg. 15).

If you do not have the page number, you just use the last name of the author

If you are citing from a poem, use the line number.

November 6, 2026
[Solved] Catherine Owens- D_C_R_S_Practice

✓ Verified Academic Solution Available

Executive Solution Overview

Catherine Owens- D_C_R_S_Practice

Instant Solution Download
$6.99

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Assignment Prompt & Instructions

Catherine Owens- D_C_R_S_Practice

November 6, 2026
[Solved] Value-Based Leadership

✓ Verified Academic Solution Available

Executive Solution Overview

A. Complete the VIA Character Strengths Survey using the "VIA Character Strengths Survey" web link and use the results of the survey to complete the following: _Note: Remember that this VIA Character Strengths Survey is not a test but rather a feedback tool. There is no wrong answer, so respond genu…

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Assignment Prompt & Instructions

A. Complete the VIA Character Strengths Survey using the "VIA Character Strengths Survey" web link and use the results of the survey to complete the following:

_Note: Remember that this VIA Character Strengths Survey is not a test but rather a feedback tool. There is no wrong answer, so respond genuinely. If you download a copy of your survey results, you will receive a list of 24 items in order of your personal strengths, with the first five being your signature strengths and the last five being your lesser strengths. Refer to the attached "D253 VIA Character Strength Survey Instructions" supporting document for additional information on accessing the survey._

1. Describe an experience in which you used **one** of your five signature strengths (i.e., the first five) from the survey results to overcome a challenge.

_Note: Consider experiences from a school, volunteer, personal, or professional setting._

a. Explain how you could apply the strength identified in part A1 as a values-based leader in your new position as the customer service manager from the scenario.

2. Describe an experience in which being stronger in **one** of your five lesser strengths (i.e., the last five) from the survey results could have positively influenced the outcome.

_Note: Consider experiences from a school, volunteer, personal, or professional setting._

a. Explain how improving the lesser strength identified in part A2 will help accelerate your values-based leadership abilities in your new position as the customer service manager.

b. List **three** actions you can take to grow in the area identified in part A2.

B. To set the tone for your new team, explain to them who you are as a values-based leader by doing the following:

1. List your top **three** values as a values-based leader from the " [List of Values](https://lrps.wgu.edu/provision/523806204)" web link.

_Note: When listing your top three values, consider those values you hold most important._

a. Explain how you will demonstrate _each_ of the values listed in part B1 to serve _both_ the team and the organization in the scenario.

C. Based on your understanding of who you are as a leader after completing parts A and B, do the following:

1. Discuss **one** leadership challenge relevant to ethics and values that you could face as the new customer service manager regarding selecting and announcing the new team lead.

_Note: Consider your purpose as a new leader, ethical principles, relevant stakeholders, your expectations and point of view, and any assumptions you have made._

2. Discuss how you, as the customer service manager, would use **one** of your top three values from part B1 and **one** of the company’s values in a conversation about the hiring decision with the person who was not selected as the team lead.

_Note: Consider values, ethical responsibility, and personal and professional consequences._

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.

November 6, 2026
[Solved] Edu 750 LU

✓ Verified Academic Solution Available

Executive Solution Overview

See Attached **files (5)** – ## SamplingMeasurementandDataCollectionTypeMatrixAssignmentInstructions1.docx – ## Instructionsweek5750SamplingJMeasurementJandDataCollectionTypeMatrixAssignment.docx – ResearchDesignGradingRubricProject-SamplingMeasurementandDataCollectionTypeMatrixGradingRubric.pdf – C…

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Assignment Prompt & Instructions

See Attached

**files (5)**

– ## SamplingMeasurementandDataCollectionTypeMatrixAssignmentInstructions1.docx

– ## Instructionsweek5750SamplingJMeasurementJandDataCollectionTypeMatrixAssignment.docx

– ResearchDesignGradingRubricProject-SamplingMeasurementandDataCollectionTypeMatrixGradingRubric.pdf
– CORRECTTEMPLATEFOR750WEEK5.docx
– EJ145052911.zip

**## SamplingMeasurementandDataCollectionTypeMatrixAssignmentInstructions1.docx**

EDUC 750

**Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix addresses basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**

**Instructions**

For this
**RDP: Sampling, Measurement, and Data Collection Type Matrix** assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1. From the
**RDP: Quantitative Pre-Matrix**

a. Select 1 QUANtitative Basic (QUAN-B)

b. Select 1 QUANtitave Applied (QUAN-A)

2. From the
**RDP: Qualitative and Mixed Methods Pre-Matrix**

a. QUALitative Applied (QUAL-A)

b. Mixed Methods Applied (MM-A)

3. From the
**RDP: Action Research and Program Evaluation Pre-Matrix**

a. Action Research (Student Choice)

b. Program Evaluation (Student Choice)

For each research article, you will provide the following information using the
**RDP: Sampling, Measurement, and Data Collection Type Matrix Template:**

**NOTE:** You may
**NOT** use AI for this assignment. You may
**not** use the abstract to provide this information. You
**must** provide
**page/paragraph numbers** to support
**parts 3-8**. Write in complete sentences, giving explicit details that are paraphrased.

In the matrix

1. Article Type

2. Article Reference (including hyperlink)

3. Sampling Procedure (what type of sampling was used)

4. Participants (who, how many, from where)

5. Intervention (details if one was carried out; not all of them will have information for this section)

6. Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7. How Data Collected (how was the data collected, when, by whom, etc.)

8. How Data Analyzed (please provide detailed information as to the exact analysis)

a. Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the Learn section of the
**Research Design: Experimental and Non-Experimental** Module.)

b. Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in the Learn section of the
**Research Design: Qualitative and Mixed Methods** Module.

c. Mixed Methods (explain how the quantitative and qualitative data were analyzed—see a and b above)

After the matrix

· Biblical Integration

· References (for biblical support)

Current APA formatting is expected throughout your paper. The
**Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## Instructionsweek5750SamplingJMeasurementJandDataCollectionTypeMatrixAssignment.docx**

EDUC 750

**Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix addresses basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**

**Instructions**

For this
**RDP: Sampling, Measurement, and Data Collection Type Matrix** assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1. From the
**RDP: Quantitative Pre-Matrix**

a. Select 1 QUANtitative Basic (QUAN-B)

b. Select 1 QUANtitave Applied (QUAN-A)

2. From the
**RDP: Qualitative and Mixed Methods Pre-Matrix**

a. QUALitative Applied (QUAL-A)

b. Mixed Methods Applied (MM-A)

3. From the
**RDP: Action Research and Program Evaluation Pre-Matrix**

a. Action Research (Student Choice)

b. Program Evaluation (Student Choice)

For each research article, you will provide the following information using the
**RDP: Sampling, Measurement, and Data Collection Type Matrix Template:**

**NOTE:** You may
**NOT** use AI for this assignment. You may
**not** use the abstract to provide this information. You
**must** provide
**page/paragraph numbers** to support
**parts 3-8**. Write in complete sentences, giving explicit details that are paraphrased.

In the matrix

1. Article Type

2. Article Reference (including hyperlink)

3. Sampling Procedure (what type of sampling was used)

4. Participants (who, how many, from where)

5. Intervention (details if one was carried out; not all of them will have information for this section)

6. Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7. How Data Collected (how was the data collected, when, by whom, etc.)

8. How Data Analyzed (please provide detailed information as to the exact analysis)

a. Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the Learn section of the
**Research Design: Experimental and Non-Experimental** Module.)

b. Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in the Learn section of the
**Research Design: Qualitative and Mixed Methods** Module.

c. Mixed Methods (explain how the quantitative and qualitative data were analyzed—see a and b above)

After the matrix

· Biblical Integration

· References (for biblical support)

Current APA formatting is expected throughout your paper. The
**Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**ResearchDesignGradingRubricProject-SamplingMeasurementandDataCollectionTypeMatrixGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesigngradingrubricproject-samplingmeasurementanddatacollectiontypematrixgradingrubric-pdf-10566749)

**CORRECTTEMPLATEFOR750WEEK5.docx**

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**EJ145052911.zip**

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**EJ145052911.zip**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ej145052911-zip)

**## SamplingMeasurementandDataCollectionTypeMatrixAssignmentInstructions1.docx**

EDUC 750

**Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix addresses basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**

**Instructions**

For this
**RDP: Sampling, Measurement, and Data Collection Type Matrix** assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1. From the
**RDP: Quantitative Pre-Matrix**

a. Select 1 QUANtitative Basic (QUAN-B)

b. Select 1 QUANtitave Applied (QUAN-A)

2. From the
**RDP: Qualitative and Mixed Methods Pre-Matrix**

a. QUALitative Applied (QUAL-A)

b. Mixed Methods Applied (MM-A)

3. From the
**RDP: Action Research and Program Evaluation Pre-Matrix**

a. Action Research (Student Choice)

b. Program Evaluation (Student Choice)

For each research article, you will provide the following information using the
**RDP: Sampling, Measurement, and Data Collection Type Matrix Template:**

**NOTE:** You may
**NOT** use AI for this assignment. You may
**not** use the abstract to provide this information. You
**must** provide
**page/paragraph numbers** to support
**parts 3-8**. Write in complete sentences, giving explicit details that are paraphrased.

In the matrix

1. Article Type

2. Article Reference (including hyperlink)

3. Sampling Procedure (what type of sampling was used)

4. Participants (who, how many, from where)

5. Intervention (details if one was carried out; not all of them will have information for this section)

6. Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7. How Data Collected (how was the data collected, when, by whom, etc.)

8. How Data Analyzed (please provide detailed information as to the exact analysis)

a. Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the Learn section of the
**Research Design: Experimental and Non-Experimental** Module.)

b. Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in the Learn section of the
**Research Design: Qualitative and Mixed Methods** Module.

c. Mixed Methods (explain how the quantitative and qualitative data were analyzed—see a and b above)

After the matrix

· Biblical Integration

· References (for biblical support)

Current APA formatting is expected throughout your paper. The
**Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## Instructionsweek5750SamplingJMeasurementJandDataCollectionTypeMatrixAssignment.docx**

EDUC 750

**Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix addresses basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**

**Instructions**

For this
**RDP: Sampling, Measurement, and Data Collection Type Matrix** assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1. From the
**RDP: Quantitative Pre-Matrix**

a. Select 1 QUANtitative Basic (QUAN-B)

b. Select 1 QUANtitave Applied (QUAN-A)

2. From the
**RDP: Qualitative and Mixed Methods Pre-Matrix**

a. QUALitative Applied (QUAL-A)

b. Mixed Methods Applied (MM-A)

3. From the
**RDP: Action Research and Program Evaluation Pre-Matrix**

a. Action Research (Student Choice)

b. Program Evaluation (Student Choice)

For each research article, you will provide the following information using the
**RDP: Sampling, Measurement, and Data Collection Type Matrix Template:**

**NOTE:** You may
**NOT** use AI for this assignment. You may
**not** use the abstract to provide this information. You
**must** provide
**page/paragraph numbers** to support
**parts 3-8**. Write in complete sentences, giving explicit details that are paraphrased.

In the matrix

1. Article Type

2. Article Reference (including hyperlink)

3. Sampling Procedure (what type of sampling was used)

4. Participants (who, how many, from where)

5. Intervention (details if one was carried out; not all of them will have information for this section)

6. Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7. How Data Collected (how was the data collected, when, by whom, etc.)

8. How Data Analyzed (please provide detailed information as to the exact analysis)

a. Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the Learn section of the
**Research Design: Experimental and Non-Experimental** Module.)

b. Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in the Learn section of the
**Research Design: Qualitative and Mixed Methods** Module.

c. Mixed Methods (explain how the quantitative and qualitative data were analyzed—see a and b above)

After the matrix

· Biblical Integration

· References (for biblical support)

Current APA formatting is expected throughout your paper. The
**Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**ResearchDesignGradingRubricProject-SamplingMeasurementandDataCollectionTypeMatrixGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesigngradingrubricproject-samplingmeasurementanddatacollectiontypematrixgradingrubric-pdf-10566749)

**CORRECTTEMPLATEFOR750WEEK5.docx**

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**EJ145052911.zip**

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**## SamplingMeasurementandDataCollectionTypeMatrixAssignmentInstructions1.docx**

EDUC 750

**Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix addresses basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**

**Instructions**

For this
**RDP: Sampling, Measurement, and Data Collection Type Matrix** assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1. From the
**RDP: Quantitative Pre-Matrix**

a. Select 1 QUANtitative Basic (QUAN-B)

b. Select 1 QUANtitave Applied (QUAN-A)

2. From the
**RDP: Qualitative and Mixed Methods Pre-Matrix**

a. QUALitative Applied (QUAL-A)

b. Mixed Methods Applied (MM-A)

3. From the
**RDP: Action Research and Program Evaluation Pre-Matrix**

a. Action Research (Student Choice)

b. Program Evaluation (Student Choice)

For each research article, you will provide the following information using the
**RDP: Sampling, Measurement, and Data Collection Type Matrix Template:**

**NOTE:** You may
**NOT** use AI for this assignment. You may
**not** use the abstract to provide this information. You
**must** provide
**page/paragraph numbers** to support
**parts 3-8**. Write in complete sentences, giving explicit details that are paraphrased.

In the matrix

1. Article Type

2. Article Reference (including hyperlink)

3. Sampling Procedure (what type of sampling was used)

4. Participants (who, how many, from where)

5. Intervention (details if one was carried out; not all of them will have information for this section)

6. Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7. How Data Collected (how was the data collected, when, by whom, etc.)

8. How Data Analyzed (please provide detailed information as to the exact analysis)

a. Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the Learn section of the
**Research Design: Experimental and Non-Experimental** Module.)

b. Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in the Learn section of the
**Research Design: Qualitative and Mixed Methods** Module.

c. Mixed Methods (explain how the quantitative and qualitative data were analyzed—see a and b above)

After the matrix

· Biblical Integration

· References (for biblical support)

Current APA formatting is expected throughout your paper. The
**Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## Instructionsweek5750SamplingJMeasurementJandDataCollectionTypeMatrixAssignment.docx**

EDUC 750

**Research Design Project: Sampling, Measurement, and Data Collection Type Matrix Assignment Instructions**

**Overview**

The main assignments for this course are wrapped into the Research Design Project. This project has three pre-matrices that will inform three matrices. Each pre-matrix and matrix addresses basic and applied research that is quantitative, qualitative, mixed methods, action research, and/or program evaluation. For each pre-matrix, you will find peer-reviewed education research articles on the same topic using the specified research design(s). For the matrices, you will identify methods, information, and critique the studies. This assignment helps you learn how to evaluate research, identify the main components of good research, and start building your literature review.
**You will use the approved articles from Modules 2-4 to complete the assignments in Modules 5-7.**

**Instructions**

For this
**RDP: Sampling, Measurement, and Data Collection Type Matrix** assignment, you will use the following articles that you identified and had approved in the three pre-matrix tables.

1. From the
**RDP: Quantitative Pre-Matrix**

a. Select 1 QUANtitative Basic (QUAN-B)

b. Select 1 QUANtitave Applied (QUAN-A)

2. From the
**RDP: Qualitative and Mixed Methods Pre-Matrix**

a. QUALitative Applied (QUAL-A)

b. Mixed Methods Applied (MM-A)

3. From the
**RDP: Action Research and Program Evaluation Pre-Matrix**

a. Action Research (Student Choice)

b. Program Evaluation (Student Choice)

For each research article, you will provide the following information using the
**RDP: Sampling, Measurement, and Data Collection Type Matrix Template:**

**NOTE:** You may
**NOT** use AI for this assignment. You may
**not** use the abstract to provide this information. You
**must** provide
**page/paragraph numbers** to support
**parts 3-8**. Write in complete sentences, giving explicit details that are paraphrased.

In the matrix

1. Article Type

2. Article Reference (including hyperlink)

3. Sampling Procedure (what type of sampling was used)

4. Participants (who, how many, from where)

5. Intervention (details if one was carried out; not all of them will have information for this section)

6. Measurements/Instruments (What was collected? assessments, surveys, questionnaires, observation protocol, structured/semi-structured interview protocol, document analysis

7. How Data Collected (how was the data collected, when, by whom, etc.)

8. How Data Analyzed (please provide detailed information as to the exact analysis)

a. Quantitative (statistical analysis(es) such as t-test, ANOVA, ANCOVA, chi-square, Pearson Product-Moment correlation, Spearman rho, etc.). See the
**Read: Quantitative Research: Common Types of Analyses and Research Designs** in the Learn section of the
**Research Design: Experimental and Non-Experimental** Module.)

b. Qualitative [e.g., inductive/deductive approach, point of focus, summaries, memoing, indexing, coding, grouping, themes, type of analysis (content, narrative, discourse, framework, grounded theory)]. See the
**Read: Qualitative Research: Common Types of Data Collection, Analyses, and Research Design** in the Learn section of the
**Research Design: Qualitative and Mixed Methods** Module.

c. Mixed Methods (explain how the quantitative and qualitative data were analyzed—see a and b above)

After the matrix

· Biblical Integration

· References (for biblical support)

Current APA formatting is expected throughout your paper. The
**Sample Research Design Project: Sampling, Measurement, and Data Collection Type Matrix** has been provided for your reference. Any sections requiring textbook support must use the textbook from this course.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**ResearchDesignGradingRubricProject-SamplingMeasurementandDataCollectionTypeMatrixGradingRubric.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesigngradingrubricproject-samplingmeasurementanddatacollectiontypematrixgradingrubric-pdf-10566749)

**CORRECTTEMPLATEFOR750WEEK5.docx**

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**EJ145052911.zip**

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November 6, 2026
[Solved] Catherine Owens- Plan Revision

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Catherine Owens- Plan Revision

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Assignment Prompt & Instructions

Catherine Owens- Plan Revision

November 6, 2026
[Solved] Catherine Owens- C Scenario

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

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Assignment Prompt & Instructions

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

November 6, 2026
[Solved] Education Help with assignments

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– [\ \ IMG_1753.png](https://www.sweetstudy.com/files/img-1753-png-10567015 "IMG_1753.png")

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IMG_1753.png](https://www.sweetstudy.com/files/img-1753-png-10567015 "IMG_1753.png")

November 6, 2026