Tag: Model Answer

[Solved] Case Study Week 3 HIST405N

✓ Verified Academic Solution Available

Executive Solution Overview

#### Purposes The purposes of each case study assignment include the following: – To hone your abilities to research using scholarly sources – To advance critical thinking and writing skills – To compile a response to the prompts provided – To explore a historical topic and make connections to chang…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

#### Purposes
The purposes of each case study assignment include the following:
– To hone your abilities to research using scholarly sources
– To advance critical thinking and writing skills
– To compile a response to the prompts provided
– To explore a historical topic and make connections to change over time
#### Required Resources
In your American History course, you will utilize scholarly sources to address questions in the weekly assignments. Please be advised that History.com, Wiki, Wikipedia, or websites such as cliffnotes.com, studymode.com, coursehero.com, and the like are not deemed scholarly sources.
**For your Week 3 Case Study, please use either your course text or class lesson AND two (2) additional scholarly sources from the Chamberlain Library for a total of at least three (3) sources.**
**Below is a list of resources you must choose from:**
– Textbook: Chapters 9, 10, 11, 13
– Lesson
– Minimum of **2** scholarly sources from the Chamberlain Library resources below:
– The “Popular Data Bases” within the Library Guide for scholarly sources and videos via [Search Popular History DatabasesLinks to an external site.](https://library.chamberlain.edu/History/populardatabases) or the [History Library GuideLinks to an external site.](https://library.chamberlain.edu/History/gettingstarted).
– **Please review the following optional scholarly articles (sorted by topic). NOTE: You will need to log in to the Chamberlain Library before accessing these resources.**
**Medical Practices Mexican War V. Civil War**
Herbelin, M. (2019, April 4). [_Military Medicine in an Occupied City: Matamoros, 1846 – National Museum of Civil War Medicine_.Links to an external site.](https://www.civilwarmed.org/matamoros) National Museum of Civil War Medicine.
Rohrbough, M. J. (n.d.). [Medicine in the antebellum period.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=191606) In _Expansion and Reform, Third Edition_ (3rd ed.).
Tannenbaum, R. J. (n.d.). [Health and Medicine in the 18th Century.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=358127) In _Health and Medicine in U.S. History_.
Hawk, A., & McCallum, J. (n.d.). [Military medicine.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=191990) In _Encyclopedia of American Military History, Second Edition_ (2nd ed.).
Behling, R. A., & Roder, R. J. (n.d.). [Medicine in the Civil War era.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=201605) In _Civil War and Reconstruction, Third Edition_.
The Disputed Election, or Revolution of 1800
[Thomas Jefferson and the presidential election of 1800.Links to an external site.](https://online-infobase-com.chamberlainuniversity.idm.oclc.org/HRC/Search/Details/2?articleId=369553) (n.d.). In _A Companion to Thomas Jefferson_.
Cunningham Jr., N. E. (n.d.). [Election of 1800.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=535692) In the _Election of 1800_.
Mayo-Bobee, D. (n.d.). [Jeffersonians versus Federalists: Political Battles in the Election of 1800.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=533910) In _Jeffersonians versus Federalists: Political Battles in the Election of 1800_.
Ferling, J. (2004). [_Adams vs. Jefferson: The Tumultuous Election Of 1800_.Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/detail.action?docID=279495) Oxford University Press, Incorporated.
Bowling, K. R., & Kennon, D. R. (Eds.). (2005). [The Election of 1800.Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/reader.action?docID=3026843&ppg=35) In _Establishing Congress : The Removal to Washington, D.C., and the Election of 1800_ (pp. 35–38). Ohio University Press.
[Election of 1800: Presidential TieLinks to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/mqNx9YkOp) (p. 3 min). (n.d.). [Video]. Makematic.
Dyer, J. (dir.). (n.d.). [A Peaceful Transfer of Power: Part 5Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/mqNx9yOrO) (p. 6 min) [Video]. Dallas County Community College District.
Westward Expansion Movement to the Homestead Act
Robert, T. (n.d.). [Early National Period and Expansion.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=396932) In _The Early National Period and Expansion_.
Bodenner, C. (n.d.). [Homestead Act: Necessary for National Strength or an Unfair Dispersal of Public Land?Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=592544) In _Homestead Act_.
Billington, R. A., & Ridge, M. (n.d.). [The West and Slavery 1850-1860.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=535909) In _Westward Expansion: A History of the American Frontier_.
Molnar, J. A. (n.d.). [Overview: Native Americans and American Expansionism.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534375) In _Native Americans and American Expansionism_.
Maxwell-Long, T. (n.d.). [Overview: The Land of Opportunity.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534335) In _The Land of Opportunity_.
Aley, G. (2020). [Homestead ActLinks to an external site.](https://search.credoreference.com/articles/Qm9va0FydGljbGU6NDkyMTk4NQ==?aid=239824). In K. McCoy (Ed.), _Milestone Documents in American History: Exploring the Primary Sources That Shaped America_ (2nd ed.). (pp. 867–878). Schlager Group Inc.
[The Civil War Part 2Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/J8Wp9EvZl) (p. 10 min). (n.d.). [Video]. In _Crash Course in US History_.
[_Expanding WestLinks to an external site._](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&vid=406440 "Link") (p. 04:15). (n.d.). [Video]. Annenberg Learner.
Women's Movement at Seneca Falls and Sojourner Truth
Kane, M. (n.d.). [Chronology: The Seneca Falls Convention and the Struggle for Women’s Rights.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534171) In _The Seneca Falls Convention and the Struggle for Women’s Rights_.
[Overview: The Seneca Falls Convention and the Struggle for Women’s Rights.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534286) (n.d.). In _The Seneca Falls Convention and the Struggle for Women’s Rights_.
Denial, C. J. (n.d.). [Seneca Falls Convention.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=196118) In _Expansion and Reform, Third Edition_ (3rd ed.).
[The Road to Seneca Falls.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=1008600) (n.d.). In _Lucretia Mott_.
Kohn, G. C. (n.d.). [Declaration of Women’s Rights.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=256890) In _Dictionary of Historic Documents, Revised Edition_.
[A Mother Is Born.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=1008549) (n.d.). In _Elizabeth Cady Stanton_.
Wellman, Judith. (2004). [_The road to Seneca Falls [electronic resource] : Elizabeth Cady Stanton and the First Woman’s Rights Convention_.Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/detail.action?docID=3414013) University of Illinois Press.
Cullen-DuPont, K., & Frost-Knappman, E. (n.d.). [Women’s suffrage, 1850-1854.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=165499) In _Women’s Suffrage in America, Updated Edition_.
Kort, C. (n.d.). [Truth, Sojourner.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=165536) In _American Women Writers, Third Edition_ (3rd ed.).
McMillen, S. (2016). [Declaration of Sentiments, Seneca Falls (1848)Links to an external site.](https://search.credoreference.com/articles/Qm9va0FydGljbGU6NjY0MzM4?aid=239824) In _S. Schechter (Ed.), American Governance_ (1st ed.). (pp. 9–11). Macmillan US.
[_Learn About The Life Of Abolitionist And Former Slave Sojourner Truth_Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/qQLBko2k2) (p. 1 min). (n.d.). [Video]. Encyclopedia Britannica.
Jacksonian Democracy- The Era of the Common Man, A New political Theory
Remini, R. V. (n.d.-b). [Jacksonian America and Reform.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=404913) In _The Reach for Perfection_.
Remini, R. V. (n.d.-c). [Jacksonian Democracy.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=404910) In _Jacksonian Democracy_.
Remini, R. V. (n.d.-a). [Election of 1832.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=534813) In _Election of 1832_.
Silbey, J. H. (n.d.). [Election of 1836Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=535031). In _Election of 1836_.
Lynn, J. A., & Watson, H. L. (2019). [Introduction: Race, Politics, and Culture in the Age of Jacksonian “Democracy.”Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Fintroduction-race-politics-culture-age-jacksonian%2Fdocview%2F2631951425%2Fse-2%3Faccountid%3D147674) _Journal of the Early Republic_, _39_(1), 81–87. https://doi.org/10.1353/jer.2019.0006
Tillery, A. B. (2009). [Tocqueville as Critical Race Theorist: Whiteness as Property, Interest Convergence, and the Limits of Jacksonian Democracy.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarly-journals%2Ftocqueville-as-critical-race-theorist-whiteness%2Fdocview%2F215326445%2Fse-2%3Faccountid%3D147674) _Political Research Quarterly_, _62_(4), 639–652. https://doi.org/10.1177/1065912908322412
Adams, S. P. (2013). [Part II: The Era of the “Common Man.”Links to an external site.](https://ebookcentral-proquest-com.chamberlainuniversity.idm.oclc.org/lib/chamberlain-ebooks/reader.action?docID=1116954&ppg=109) In _A Companion to the Era of Andrew Jackson_. John Wiley & Sons, Incorporated.
[The rise of the “common women” in Jackson’s America.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=369201) (n.d.). In _A Companion to the Era of Andrew Jackson_.
[Creating a democracy of common men in Jacksonian America.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=369185) (n.d.). In _A Companion to the Era of Andrew Jackson_.
Dyer, J. (dir.). (n.d.). [A White Man’s Democracy: Part 2Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?qurl=https://video.alexanderstreet.com/p/EqWkVBr5g) (p. 6 min) [Video]. Dallas County Community College District.
Sheldon, G. W. (n.d.). [Tocqueville, Alexis de.Links to an external site.](https://chamberlainuniversity.idm.oclc.org/login?url=https://online-infobase-com.chamberlainuniversity.idm.oclc.org/Auth/Index?aid=239824&itemid=WE52&articleId=209992) In _Encyclopedia of Political Thought_.
#### Writing Requirements
– Length: 2–3 pages (not including title page or references page)
– 1-inch margins
– Double spaced
– 12-point Times New Roman font
– Title page
– References page
– In-text citations that correspond with your end references
\
HIST405_Medical_Practices_Mexican_War_v_Civil_War.docx](https://www.sweetstudy.com/files/hist405-medical-practices-mexican-war-v-civil-war-docx "HIST405_Medical_Practices_Mexican_War_v_Civil_War.docx")
\
HIST405_The_Disputed_Election_or_Revolution_of_1800.docx](https://www.sweetstudy.com/files/hist405-the-disputed-election-or-revolution-of-1800-docx "HIST405_The_Disputed_Election_or_Revolution_of_1800.docx")
\
HIST405_Westward_Expansion_Movement_to_the_Homestead_Act.docx](https://www.sweetstudy.com/files/hist405-westward-expansion-movement-to-the-homestead-act-docx "HIST405_Westward_Expansion_Movement_to_the_Homestead_Act.docx")
\
HIST405_Womens_Movement_at_Seneca_Falls_and_Sojourner_Truth.docx](https://www.sweetstudy.com/files/hist405-womens-movement-at-seneca-falls-and-sojourner-truth-docx "HIST405_Womens_Movement_at_Seneca_Falls_and_Sojourner_Truth.docx")
\
HIST405_Jacksonian_Democracy_the_Era_of_the_Common_Man_a_New_Political_Theory.docx](https://www.sweetstudy.com/files/hist405-jacksonian-democracy-the-era-of-the-common-man-a-new-political-theory-docx "HIST405_Jacksonian_Democracy_the_Era_of_the_Common_Man_a_New_Political_Theory.docx")

November 5, 2026
[Solved] Prof Double R

✓ Verified Academic Solution Available

Executive Solution Overview

## Overview In this milestone, you will submit your recommendations for technology for the institution and how it will be implemented. **Specifically the following critical elements must be addressed:** 1. **Technology System Recommendations:** In this final section of your final project, you will r…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

## Overview
In this milestone, you will submit your recommendations for technology for the institution and how it will be implemented.
**Specifically the following critical elements must be addressed:**
1. **Technology System Recommendations:** In this final section of your final project, you will review the [provided technology options](https://learn.snhu.edu/content/enforced/1958382-HIM-500-10870.202557-1/him500_technology_information.pdf?isCourseFile=true&ou=1958382) and make informed recommendations to the organization regarding which technology it should choose.
1. Determine the **needs** of the various roles of the organization in a new technology.
2. Recommend a new health information technology system that meets the following criteria. Be sure to justify how your recommendations meet the criteria. The new health technology must:
1. Abide by provided health **regulations and laws**
2. Align with the needs of all **staff** members of the previously described organization
3. Ensure the **ethical** management and use of health information
3. Determine how the organization could more effectively invest its **financial resources** into the recommended technology system. Be sure to justify your response.
4. Determine how the organization could **monitor** the use of the new health information system. Be sure to justify your response.
5. Determine how the organization could effectively invest its **time** into the implementation of the new health information technology system. Be sure to justify your response.
## What to Submit
This milestone must be 2–3 pages in length (plus a cover page and references) and must be written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. All references cited in APA format.
\
him500_technology_information1.pdf](https://www.sweetstudy.com/files/him500-technology-information1-pdf-10357169 "him500_technology_information1.pdf")

November 5, 2026
[Solved] A- Discussion

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering A- Discussion.

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] Discussion # 3 week 4 HP

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering Discussion # 3 week 4 HP.

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

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

November 5, 2026
[Solved] 221

✓ Verified Academic Solution Available

Executive Solution Overview

**Notes:** It is strongly recommended that you complete all labs in Lesson 10 of your textbook, for practice, before attempting this assignment. Although you will not submit the labs from your textbook, they will give you the foundation to understand how to correctly code in HTML. You must write the…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

**Notes:**
It is strongly recommended that you complete all labs in Lesson 10 of your textbook, for practice, before attempting this assignment. Although you will not submit the labs from your textbook, they will give you the foundation to understand how to correctly code in HTML.
You must write the code files by hand for all assignments in this class. A simple text editor, such as Notepad or Notepad++ will suffice. DO NOT use web page programs, such as FrontPage, Dreamweaver, etc. You must write the code for your web pages yourself.
Make sure all of your web pages (HTML files) comply with the HTML 5 standards. DO NOT use deprecated (outdated) tags and attributes from previous versions of HTML. By including the HTML 5 DOCTYPE declaration in your webpages, and [validating](http://validator.w3.org/) all of your HTML files, you can be sure that your code complies with HTML 5.
Make sure all of your style sheets (CSS files) comply with the CSS3 standards. By ensuring that all of your CSS files (and any HTML files containing embedded CSS) [validate](http://jigsaw.w3.org/css-validator/), you can be sure that your code complies with CSS3.
For this final assignment, all of your web pages must also pass validation at the [W3C mobile OK Checker.](http://validator.w3.org/mobile) This is one of the ways that we verify that your website has been correctly optimized for mobile devices.
Create your files using a text editor, such as Notepad or Notepad++, and name the main page (home page of your website) "LastFirstFinalProject.html" where "Last" is your last name and "First" is your first name. For example, if your name is John Smith, you would name your main file SmithJohnFinalProject.html
**Instructions:**
This week you will optimize your website for mobile devices. You will also add at least one more HTML5 API of your choice (from Lesson 7) to your website (in addition to the drag-and-drop API you added in week 5). You must add **at least two additional HTML pages** to your website, for a minimum of six total pages on your website. If there were any errors in your website in weeks 1-7, please make sure you correct them before re-submitting your files for this week's assignment. Continue to build on the website you created in weeks 1-7. You should be creating an informative website about any topic that interests you. Make sure that you write the content (the paragraphs of information about your topic) yourself. Do not copy content from other web pages. Your website should contain at least 4-6 paragraphs of information, arranged in a logical manner (appropriately using headings and sub-headings, as well as HTML5 structure elements). Do not re-use webpages or webpage content that you have already used for a grade in a previous course, such as WEBD121. Although the skills you gained in other courses will give you a good foundation to build upon in this class, you are expected to create original work for this course, using new content and new code that you learn in this course. Use this as an opportunity to teach me something new about a topic which you are knowledgeable about!
Your website (HTML files) must include all of the following:
1. Correctly uses all basic HTML 5 tags, such as HTML 5 DOCTYPE declaration; html, head, and body tags; charset, author, keywords, and description meta tags; title tags; and HTML5 structure elements (found in Table 1-2 of Lesson 1 of your textbook). In particular, be sure to use each structure element correctly, containing information appropriate for that type of structure element.
2. In the body section of your document, include all seven HTML5 structure elements from Table 1-2 of Lesson 1 of your textbook. Be sure to use each structure element correctly, containing information appropriate for that type of structure element.
3. You must add **at least two additional HTML pages** to your website, for a minimum total of six HTML pages in your website. Make sure all pages appear in menus on each page of your website, and that all pages are linked together using a well thought-out navigation scheme.
4. Website contains at least six HTML pages with a total of 4-6 paragraphs of well-written, well-thought-out content.
5. Include images, hyperlinks, a form (with input validation) and other HTML elements appropriate to your page.
6. At least two correctly coded HTML5 APIs (including the drag-and-drop API that you added in week 5, and an additional HTML5 API of your choice).
7. Correct use of a variety of techniques from Lesson 10 to optimize your website for mobile devices.
8. [Validate](http://validator.w3.org/) all HTML files and fix any errors that the validator identifies before submitting your assignment.
9. [Validate](http://validator.w3.org/mobile) all HTML files and fix any errors that the validator identifies before submitting your assignment.
Your style sheets (CSS files) must include all of the following:
1. Correctly coded CSS3 selectors and properties, including a variety of background properties, border properties, font properties, text effects, and advanced CSS3 techniques.
2. [Validate](http://jigsaw.w3.org/css-validator/) all CSS files (and all HTML files that contain embedded CSS) and fix any errors that the validator identifies before submitting your assignment.

Make sure all of your style sheets (CSS files) comply with the CSS3 standards. By ensuring that all of your CSS files (and any HTML files containing embedded CSS) [validate](http://jigsaw.w3.org/css-validator/), you can be sure that your code complies with CSS3.

For this final assignment, all of your web pages must also pass validation at the [W3C mobile OK Checker.](http://validator.w3.org/mobile) This is one of the ways that we verify that your website has been correctly optimized for mobile devices.

Create your files using a text editor, such as Notepad or Notepad++, and name the main page (home page of your website) "LastFirstFinalProject.html" where "Last" is your last name and "First" is your first name. For example, if your name is John Smith, you would name your main file SmithJohnFinalProject.html

**Instructions:**

This week you will optimize your website for mobile devices. You will also add at least one more HTML5 API of your choice (from Lesson 7) to your website (in addition to the drag-and-drop API you added in week 5). You must add **at least two additional HTML pages** to your website, for a minimum of six total pages on your website. If there were any errors in your website in weeks 1-7, please make sure you correct them before re-submitting your files for this week's assignment. Continue to build on the website you created in weeks 1-7. You should be creating an informative website about any topic that interests you. Make sure that you write the content (the paragraphs of information about your topic) yourself. Do not copy content from other web pages. Your website should contain at least 4-6 paragraphs of information, arranged in a logical manner (appropriately using headings and sub-headings, as well as HTML5 structure elements). Do not re-use webpages or webpage content that you have already used for a grade in a previous course, such as WEBD121. Although the skills you gained in other courses will give you a good foundation to build upon in this class, you are expected to create original work for this course, using new content and new code that you learn in this course. Use this as an opportunity to teach me something new about a topic which you are knowledgeable about!

Your website (HTML files) must include all of the following:

1. Correctly uses all basic HTML 5 tags, such as HTML 5 DOCTYPE declaration; html, head, and body tags; charset, author, keywords, and description meta tags; title tags; and HTML5 structure elements (found in Table 1-2 of Lesson 1 of your textbook). In particular, be sure to use each structure element correctly, containing information appropriate for that type of structure element.
2. In the body section of your document, include all seven HTML5 structure elements from Table 1-2 of Lesson 1 of your textbook. Be sure to use each structure element correctly, containing information appropriate for that type of structure element.
3. You must add **at least two additional HTML pages** to your website, for a minimum total of six HTML pages in your website. Make sure all pages appear in menus on each page of your website, and that all pages are linked together using a well thought-out navigation scheme.
4. Website contains at least six HTML pages with a total of 4-6 paragraphs of well-written, well-thought-out content.
5. Include images, hyperlinks, a form (with input validation) and other HTML elements appropriate to your page.
6. At least two correctly coded HTML5 APIs (including the drag-and-drop API that you added in week 5, and an additional HTML5 API of your choice).
7. Correct use of a variety of techniques from Lesson 10 to optimize your website for mobile devices.
8. [Validate](http://validator.w3.org/) all HTML files and fix any errors that the validator identifies before submitting your assignment.
9. [Validate](http://validator.w3.org/mobile) all HTML files and fix any errors that the validator identifies before submitting your assignment.

Your style sheets (CSS files) must include all of the following:

1. Correctly coded CSS3 selectors and properties, including a variety of background properties, border properties, font properties, text effects, and advanced CSS3 techniques.
2. [Validate](http://jigsaw.w3.org/css-validator/) all CSS files (and all HTML files that contain embedded CSS) and fix any errors that the validator identifies before submitting your assignment.

[Report issue](https://www.sweetstudy.com/contact-us)

November 5, 2026
[Solved] Prof Double R

✓ Verified Academic Solution Available

Executive Solution Overview

Select a workplace policy from the list below: – Social Media Policy. – Wage and Hour Laws. – Reasonable Accommodations. – Workplace Safety Laws. – Policy on the Use of Artificial Intelligence in Hiring. – Diversity Programs. Once you have selected a policy, write a 3–4 page executive summary for or…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Select a workplace policy from the list below:
– Social Media Policy.
– Wage and Hour Laws.
– Reasonable Accommodations.
– Workplace Safety Laws.
– Policy on the Use of Artificial Intelligence in Hiring.
– Diversity Programs.
Once you have selected a policy, write a 3–4 page executive summary for organizational leadership regarding your selected policy and its significance in the workplace. In your summary:
– Describe the law that corresponds to the policy and its significance in the workplace.
– Keep this description relatively brief; think of it as an overview.
– Consider relevant laws and regulations that should be considered when adopting this policy into an organization.
– Are there guidelines you would suggest incorporating relevant law into your workplace?
– Describe additional information that is relevant to policy implementation, including steps or methods to ensure policy acceptance and compliance.
– What steps or methods are necessary to follow to ensure acceptance and compliance?
– Articulate how HR professionals should issue the policy and ensure compliance, including the risks and responsibilities that they hold along with other factors.
– What responsibilities do HR professionals hold? What risks should they consider?
## **Submission Requirements**
Your assessment should meet the following requirements:
– **Length:** 3–4 double-spaced, typed pages, excluding the title page and reference page.
– **Font and font size:** Times New Roman, 12 point.
– **Written communication:** Written communication is free of errors that detract from the overall message.
– **APA formatting:** Resources and citations are formatted according to according to APA style and format.

November 5, 2026
[Solved] Fiscal Policy

✓ Verified Academic Solution Available

Executive Solution Overview

PICK A FISCAL POLICY **Part 1** Explain the pros and cons of your selected fiscal policy. Include supply-side economics in your explanation. As you think through your answer, remember that government may exercise expansionary or restrictive fiscal policies. **Part 2** Using your selected example of …

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

PICK A FISCAL POLICY
**Part 1**
Explain the pros and cons of your selected fiscal policy. Include supply-side economics in your explanation. As you think through your answer, remember that government may exercise expansionary or restrictive fiscal policies.
**Part 2**
Using your selected example of fiscal policy, explain its overall impact on the economy. In your example, discuss any political influences.
200 words at least 1 scholarly reference

November 5, 2026
[Solved] qqq

✓ Verified Academic Solution Available

Executive Solution Overview

\ good.pdf](https://www.sweetstudy.com/files/good-pdf-10356841 "good.pdf")

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

\
good.pdf](https://www.sweetstudy.com/files/good-pdf-10356841 "good.pdf")

November 5, 2026
[Solved] assign 4 601

✓ Verified Academic Solution Available

Executive Solution Overview

– ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx – assign4601.png – assign46012.png **## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx** | | | | | | | — | — | — | — | — | | Intussusception | | What is it? | Intussusception occurs when a portion of the intestine …

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx

– assign4601.png
– assign46012.png

**## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

| | | | | |
| — | — | — | — | — |
| Intussusception |
| What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
| Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
| Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
| Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
| Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
| 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
| Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
| Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
| Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
| References |
| Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

**assign4601.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign4601-png)

**assign46012.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign46012-png)

**assign46012.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign46012-png)

**## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

| | | | | |
| — | — | — | — | — |
| Intussusception |
| What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
| Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
| Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
| Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
| Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
| 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
| Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
| Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
| Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
| References |
| Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

**assign4601.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign4601-png)

**assign46012.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign46012-png)

**## GuideforaSelectedChronicConditionTemplat_JanetHuxley.docx**

| | | | | |
| — | — | — | — | — |
| Intussusception |
| What is it? | Intussusception occurs when a portion of the intestine folds like a telescope, with one segment slipping inside another segment. It can occur anywhere in the intestines. This causes an obstruction, preventing the passage of food that is being digested through the intestine. |
| Etiology | The cause of intussusception is not known. Though rare, an increased incidence of developing intussusception may be seen in children:<br>· Who have abdominal or intestinal tumors or masses<br>· Who have appendicitis |
| Occurrence/Epidemiology | Children less than 3 years old, can also occur in older children, teenagers, and adults.<br>· Intussusception occurs more often in boys than girls. |
| Clinical Presentation <br>_(subjective and physical examination)_ | Subjective: Pain, Sudden loud crying, Straining, Draw knees up, Irritable. | Objective: red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. |
| Diagnostic Testing | X-Ray: may demonstrate an elongated soft tissue mass with a bowel obstruction proximal to it. | Ultrasound: ‘Target Sign’<br>also known as the doughnut sign or bull's eye sign. appearance is generated by concentric alternating echogenic and hypoechogenic bands. | Upper & Lower GI Series (Barium Swallow & Enema): giving the "coiled spring” appearance |
| 3 Differential Diagnosis <br>_(include difference between each differential diagnosis & the main diagnosis)_ | Intussusception:<br>Pain, sudden crying, red mucus or jelly like stool, fever, lethargic, vomiting bile, diarrhea, sweating, dehydration, abdominal distention or lump. | Gastroenteritis: vomiting that are typically nonbilious, often with anorexia, fever, lethargy, and diarrhea.<br> <br>**No jelly like stool** | Gastric Volvulus: Epigastric pain tenderness and distention, vomiting, bloody diarrhea<br> <br>**No jelly like stool** | Appendicitis: abdominal pain that has migrated from a periumbilical position to the right lower quadrant.<br> <br>**No jelly like stool or masses.** |
| Non-Pharmacologic Management | There are currently no nonpharmacological treatments. |
| Pharmacologic Management | May fix itself while being diagnosed with barium enema. Air enema (aids in moving intestines back). <br>Antibiotics if infection present<br>Surgery: push the telescoped intestine back out. Rare cases a resection of intestines may happen, and stoma created. |
| Follow Up | With toleration of diet, patients treated with nonoperative reduction are usually discharged 12-18 hours after the therapeutic enema. After operative reduction, postoperative progress dictates the length of stay. |
| References |
| Blanco, F. C., Chahine, A. A., King, L., & Wilkes, G. (2017, July 3). Intussusception: Practice Essentials, Background, Etiology and Pathophysiology. Retrieved from <br>[http://emedicine.medscape.com/article/930708-overview#a1](http://emedicine.medscape.com/article/930708-overview)<br>Crawford, E. (2015). NP-Family Specialty Review and Study Guide: A Series from StatPearls. Retrieved from <br>[https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s](https://books.google.com/books?id=86ybCgAAQBAJ&dq=intussusception+np+questions&source=gbs_navlinks_s)<br>Epocrates. (2017). Intussusception Differential Diagnosis – Epocrates Online. Retrieved from <br>[https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis](https://online.epocrates.com/diseases/67935/Intussusception/Differential-Diagnosis)<br>Shah, V., & Amini, B. (2017). Intussusception | Radiology Reference Article | Radiopaedia.org. Retrieved from https://radiopaedia.org/articles/intussusception |

**assign4601.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign4601-png)

**assign46012.png**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assign46012-png)

– 1
– 2
– 3

November 5, 2026
[Solved] state math standards

✓ Verified Academic Solution Available

Executive Solution Overview

– ## elm538_v2_wk1_mathematics_standards_tables.docx **## elm538_v2_wk1_mathematics_standards_tables.docx** ELM/538 v2 Mathematics Standards Tables ELM/538 v2 Page 2 of 2 Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communica…

Instant Solution Download
$6.99

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

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– ## elm538_v2_wk1_mathematics_standards_tables.docx

**## elm538_v2_wk1_mathematics_standards_tables.docx**

ELM/538 v2

Mathematics Standards Tables

ELM/538 v2

Page 2 of 2

Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communication. It is important for you to know and understand your state math standards for your grade level but also for the previous and subsequent grades.

## Your site principal has asked you to represent your grade level at a vertical team meeting. You will need to complete this chart to help you articulate the math standards you are teaching this year and the 8 Mathematical Practices.

## Review your state’s elementary math standard – Georgia

## Choose the standards for the grade level that you select to complete your guided clinical experience. Kindergarten

## In this assignment, you will use math standards from 1 grade level. You will need to read through the standards from the previous grades as well as subsequent grades

## You are to select 3 grade level standards that are introduced at your grade level. These are concepts that are being taught for the first time.

## You are to select 3 grade level standards that are reinforced at your grade level. These are concepts that have been taught in a previous grade level, are being taught in your selected grade level, and will be taught in a future grade level.

## You are to select 3 grade level standards that are mastered at your grade level. These are concepts that have been taught in previous grade levels, are being taught in your selected grade level, and will not be taught in future grade levels.

## Mathematics Standards Tables

## ![](https://www.sweetstudy.com/questions/state-math-standards)

**Complete** Parts 1 and 2 below.

### Part 1: Unwrapping Standards

**Research** your state’s elementary mathematics content standards.

**Review** the standards for the grade level in which you are completing your guided clinical experience.

**Complete** the tables below and identify your state’s mathematics content standards. Identify concepts within each domain that are introduced, reinforced, and mastered at this grade level. Explain what the student will know and be able to do (through or as a result of) each standard. Provide specific examples.

Mathematics Content Standards may include:

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurements and Data

Geometry

Number and Operations–Fractions

Ratios and Proportional Relationships

Number Systems

Expressions and Equations

Statistics and Probability

Grade Level:

State:

**Major Concepts Introduced**

| | |
| — | — |
| Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
| | |
| | |
| | |

**Major Concepts Reinforced**

| | |
| — | — |
| Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
| | |
| | |
| | |

**Major Concepts Mastered**

| | |
| — | — |
| Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
| | |
| | |
| | |

### Part 2: Translating Standards

**Describe** each Mathematical Practice in language appropriate for the learners in the grade level you selected.

| | |
| — | — |
| Mathematical Practices | Description of Mathematical Practices in “Kid-Friendly” Language |
| Make sense of problems and persevere in solving them. | |
| Reason abstractly and quantitatively. | |
| Construct viable arguments and critique the reasoning of others. | |
| Model with mathematics. | |
| Use appropriate tools strategically. | |
| Attend to precision. | |
| Look for and make use of structure. | |
| Look for and express regularity in repeated reasoning. | |

Copyright 2023 by University of Phoenix. All rights reserved.

Copyright 2023 by University of Phoenix. All rights reserved.

## image1.png

**## elm538_v2_wk1_mathematics_standards_tables.docx**

ELM/538 v2

Mathematics Standards Tables

ELM/538 v2

Page 2 of 2

Education is a collaborative work environment. You will have many opportunities for lateral and vertical team communication. It is important for you to know and understand your state math standards for your grade level but also for the previous and subsequent grades.

## Your site principal has asked you to represent your grade level at a vertical team meeting. You will need to complete this chart to help you articulate the math standards you are teaching this year and the 8 Mathematical Practices.

## Review your state’s elementary math standard – Georgia

## Choose the standards for the grade level that you select to complete your guided clinical experience. Kindergarten

## In this assignment, you will use math standards from 1 grade level. You will need to read through the standards from the previous grades as well as subsequent grades

## You are to select 3 grade level standards that are introduced at your grade level. These are concepts that are being taught for the first time.

## You are to select 3 grade level standards that are reinforced at your grade level. These are concepts that have been taught in a previous grade level, are being taught in your selected grade level, and will be taught in a future grade level.

## You are to select 3 grade level standards that are mastered at your grade level. These are concepts that have been taught in previous grade levels, are being taught in your selected grade level, and will not be taught in future grade levels.

## Mathematics Standards Tables

## ![](https://www.sweetstudy.com/questions/state-math-standards)

**Complete** Parts 1 and 2 below.

### Part 1: Unwrapping Standards

**Research** your state’s elementary mathematics content standards.

**Review** the standards for the grade level in which you are completing your guided clinical experience.

**Complete** the tables below and identify your state’s mathematics content standards. Identify concepts within each domain that are introduced, reinforced, and mastered at this grade level. Explain what the student will know and be able to do (through or as a result of) each standard. Provide specific examples.

Mathematics Content Standards may include:

Counting and Cardinality

Operations and Algebraic Thinking

Number and Operations in Base Ten

Measurements and Data

Geometry

Number and Operations–Fractions

Ratios and Proportional Relationships

Number Systems

Expressions and Equations

Statistics and Probability

Grade Level:

State:

**Major Concepts Introduced**

| | |
| — | — |
| Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
| | |
| | |
| | |

**Major Concepts Reinforced**

| | |
| — | — |
| Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
| | |
| | |
| | |

**Major Concepts Mastered**

| | |
| — | — |
| Math Concept Standards | Explain what the standards mean a child will know and be able to do. Provide specific examples. |
| | |
| | |
| | |

### Part 2: Translating Standards

**Describe** each Mathematical Practice in language appropriate for the learners in the grade level you selected.

| | |
| — | — |
| Mathematical Practices | Description of Mathematical Practices in “Kid-Friendly” Language |
| Make sense of problems and persevere in solving them. | |
| Reason abstractly and quantitatively. | |
| Construct viable arguments and critique the reasoning of others. | |
| Model with mathematics. | |
| Use appropriate tools strategically. | |
| Attend to precision. | |
| Look for and make use of structure. | |
| Look for and express regularity in repeated reasoning. | |

Copyright 2023 by University of Phoenix. All rights reserved.

Copyright 2023 by University of Phoenix. All rights reserved.

## image1.png

November 5, 2026