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1.   Rhodes, a wealthy businessman, and Axe, an artist, were involved in a bus

1.  
Rhodes, a wealthy businessman, and Axe, an artist, were involved in a business venture a few years ago, and Axe blamed Rhodes for the failure of that business venture. Despite the bad blood between the two, Rhodes, who was also an art collector, wanted one of Axe’s paintings because Axe was becoming more popular, and the value of his paintings was increasing.
Rhodes sent Axe a letter stating that he would pay Axe $100,000 if Axe would agree to paint a painting specifically for Rhodes. When Axe received Rhodes’s letter, he was angry and wrote a quick letter to Rhodes not only rejecting Rhodes’s offer but saying that he thought Rhodes was a crook who should be in jail. As soon as Axe put the letter rejecting Rhodes’s offer in the mail slot at the post office, Axe had second thoughts about rejecting the offer and decided that he would paint a quick painting and take Rhodes’s $100,000. Axe immediately called Rhodes and said he accepted Rhodes offer and was ready to start on the painting immediately. The next day, Rhodes received the letter from Axe rejecting the offer. Now, Rhodes was angry because the letter said that Axe thought he was a crook and should be in jail, so Rhodes immediately called Axe and said the deal was cancelled.
Was a contract between Rhodes and Axe formed? Why, or why not? If a contract was formed, did Rhodes have a legal basis for cancelling the contract?
Your response must be at least 75 words in length.For the toolbar
 
2. Susan, a wealthy widow, invited an acquaintance, John, to her home for a steak dinner on a specific date and at a specific time. John told Susan that he would be delighted to come to dinner and, eager to impress Susan, spent lavishly in preparing for the evening. His purchases included a new blazer, new shoes, an expensive floral arrangement, and champagne for Susan.
At the agreed upon date and time, John arrived at Susan’s house only to find that she had left for the evening. John went home and sent Susan an email saying that he came for dinner but she was not home. The next day, Susan sent John an email saying that she was sorry that she had forgotten the dinner and had gone to the theater with friends.
Assume that the facts given are admitted and not in dispute. Did Susan and John have a contract? Why, or why not?
Your response must be at least 75 words in length
Please keep them Number

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 Visit the SHAPE America link below and answer the questions concerning National

 Visit the SHAPE America link below and answer the questions concerning National PE Standards. Attached form is in Word format. Submit in word format 

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1.   As a general rule, the law says that a minor, a person under the age of 18

1.   As a general rule, the law says that a minor, a person under the age of 18 in most states, can disaffirm or cancel a contract they have made because anyone under the age of 18 is presumed to lack the knowledge and experience necessary to understand the obligations that a contract they have made imposes on them.
Does that rule make sense? Is that rule too broad? Clearly, there are individuals who are younger than 18 years of age who understand the obligations that are assumed in a contract. If the rule did not exist, and courts had to consider every contract that a minor made and then wanted to disaffirm, the courts would be more crowded than they already are. Is the rule really a rule of convenience intended to relieve the courts of having to deal with deciding if minors knew what they were doing when they entered into a contract? Should this rule be discarded or modified?
2.  Under the Federal Arbitration Act, employers can require their employees to sign forced (mandatory) arbitration clauses in their contracts. How does forced arbitration affect the average employee? What are some other ways these forced arbitration clauses are used?
Do you agree or disagree with the idea of employers using forced arbitration in their contracts? Why?   
Include research to support your argument to the class.
Cite to any articles or case law you reviewed prior to responding to this question an include it in your post so that your classmates can also review it. You can use APA citations to cite your material. —
These are just DB, please keep them #

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  Create an outline for a one-hour professional development session on the topic

 
Create an outline for a one-hour professional development session on the topic of maximizing time spent on quality instruction, related to effective classroom engagement, that aligns to the school vision and mission. As you create your outline, visualize what the session will look like. What will you as the presenter be doing? What will your teacher participants be doing? You will implement your plan based on your design in Topic 2.
Your outline should include:
At least 2-3 learning objectives to be mastered by teachers during the PD.
Timeline or schedule of the presented session.
Agenda for the session that includes time allocations for each agenda item.
Description of aligned presentation and any activities, descriptive enough so each session can be visualized. Incorporate the ARCS Model of Motivational Design Theories, or another motivation theory of your choice, to ensure students are engaged.
Accountability plan to ensure that participants make data-driven, student-centered instructional decisions and implement in their classroom what was presented in the session.
Support the content of your professional development with at least 3-5 scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the student success center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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 Calvin had been an avid coin collector for many years, and the most valuable co

 Calvin had been an avid coin collector for many years, and the most valuable coin in his collection was an uncirculated, mint condition, 1943 Lincoln penny made of copper (most pennies made during World War II were made of zinc because copper was needed in the war effort). That penny had a value of between $60,000 and $95,000. 
In August of 2017, Calvin had a serious stroke that left him unable to speak or walk, but his doctor assured his family that Calvin would recover over time with intensive therapy. 
Calvin was a widower and did not have any children, but he had several nephews who visited him from time to time as he recovered. None of the nephews had any real interest in Calvin’s coin collection. One of Calvin’s nephews, Billy, who visited Calvin more often than the other nephews, sometimes listened to Calvin talk (talking was a part of Calvin’s therapy) about his mounting medical bills and his coin collection, but Billy never showed much interest in the medical bills or the coin collection.
 In October, as Calvin’s recovery progressed slowly, Billy visited Calvin and told Calvin that he had been reading about coin collecting, and he realized that Calvin’s collection, especially the 1943 Lincoln copper penny, was valuable, and Billy suggested that Calvin should consider selling the 1943 Lincoln copper penny and use the proceeds to pay his medical bills. Calvin resisted the idea at first, but Billy continued to urge Calvin to sell the penny so that he would not have to worry about the medical bills. Finally, when Billy told Calvin that he would arrange the sale of the penny for a commission of just 5% of the sale price of the penny, Calvin began to think that selling the coin might be a good idea. He was still a little confused about how the sale would work and what Billy would do to make sure that the penny would be sold for the best price. Calvin BUS 3210, Business Law 2 told Billy that he thought that the penny was worth almost $100,000, but Billy assured Calvin that the market had changed recently, and that the penny was now worth $40,000 to $45,000. Eventually, Calvin allowed Billy to sell the penny for the best price he could get and to take a 5% commission for arranging the sale of the penny. Billy then sold the penny to a friend for $40,000, took his 5% commission, and paid the remainder of the sale price to Calvin. A few months later, as Calvin continued to recover, he read a story in a coin collecting magazine about how an uncirculated, mint condition, 1943 Lincoln penny made of copper had just sold at auction for more than $100,000, and Calvin began to wonder if Billy had taken advantage of him. Calvin consulted a lawyer and asked the two questions below. Did he (Calvin) have the mental capacity to enter into the contract when he agreed to let Billy sell the penny? What would he (Calvin) have to prove to show a court that he did not have the necessary mental capacity when he authorized Billy to sell the penny? Did Billy exert undue influence over Calvin to cause Calvin to enter into the contract that allowed Billy to sell the penny? 
What do you think? Does Calvin have a case to set aside the contract with Billy on either of these theories? Your case study should be at least three pages in  full length and include at least two outside sources. Be sure to use APA formatting for all citations and references. 

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Write a recommendation letter about a student, as an advisor. This letter should

Write a recommendation letter about a student, as an advisor. This letter should be convincing enough for that student to be given a scholarship. It should be page.

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Assessment Description Allocate at least 2 hours in the field to support this fi

Assessment Description
Allocate at least 2 hours in the field to support this field experience.
A Professional Learning Community (PLC) is defined as a group of educators that meet regularly to share expertise and work collaboratively to improve the learning of all students. Most school environments implement PLCs to provide an opportunity for grade level teachers to work together through the assessment cycle, analyzing student performance data, and determining strategies to improve instruction for students. It is critical for this collaborative analysis to include all students, including those who are above, at, and below grade level, to ensure instruction is stimulating and challenging.
For this field experience, interview a K-3 teacher with PLC experience who has worked collaboratively with a team of teachers to analyze student data, determine appropriate intervention strategies to support all learning levels, and monitor learning progress to demonstrate growth during learning.
In addition, interview an instructional coach or administrator who has facilitated a PLC. While some states may refer to this community in a different way, the goals are similar. 
In your interviews, ask the following questions:
How does your school implement PLCs?
What do you focus on during the PLC meetings?
How do PLCs support collaboration with colleagues to identify common curriculum goals and evaluate progress towards the goals?
How would you change or modify PLCs?
What is the biggest change you have seen in student learning since you started collaborating with other educators?
Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.
In a summary of 250-500 words, describe your interviews and reflect on how the information you learned might be applied in your future practice.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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ELEL (English Learners & Exceptional Learners)  Topic:  Conduct Internet researc

ELEL (English Learners & Exceptional Learners) 
Topic:  Conduct Internet research on English Learners (EL) and Students with emotional disorders (ED) Use government, academic, or nonprofit websites, along with the course text to support your responses (do NOT use Wikipedia, blogs, or other opinion or non-academic resources). Include specific details and concrete examples. Cite sources at the end of each paragraph. Title your post to reflect the two groups (e.g., English Learners and __).
Following: 
1. Briefly describe and compare both groups of students – ELs and the other group you select – (e.g., common traits and big differences of each group, prevalence, etc.). Who are they? 
2. Describe the role of the teacher in identifying and teaching these groups in the classroom. What will you do to identify these students in your classrooms? Describe one state or federal legal requirement for the placement or instruction of each of these groups of students. Additionally, what are your ethical obligations with each group? 
3. Describe how you will communicate with the families of these students. What will you do to assure these families know you are there for their students? Why does it matter? 
4. For each group (ELs and whichever other group you select), find a technological resource that you think will enhance student learning (you will have two resources, total). Provide the resource titles and briefly state why you would use each resource for each group. Include a link for each resource next to your description. This part can be a list, but remember to briefly describe why you are choosing each particular technological resource. Why is this the best technological resource for ELs? Why is the other one the best technological resource for your other group?
please write in 4 paragraphs 

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Based on your research on Professional Learning Communities (PLC), describe one

Based on your research on Professional Learning Communities (PLC), describe one advantage and one disadvantage of having PLCs. Would you want to be on a school site that uses PLCs to analyze student data? Explain. (150 words)

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What technological resources are available to support assessment literacy and da

What technological resources are available to support assessment literacy and data needs in schools today? Does this change frequently? Why or why not? (150 words)