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EDU 381 ASH
education
1) EDU 381 Complete Class ASHFORD : EDU 381 Week 1 DQ 1 Standards and Learning EDU 381 Week 1 DQ 2 Creating Instructional Objectives EDU 381 Week 2 DQ 1 The Concept Attainment Model http://www.homeworkrank.com/EDU-381-ASH/EDU-381-ASH-Complete-Class-Guide
2) EDU 381 Week 1 DQ 1 Standards and Learning : EDU 381 Week 1 DQ 1 Standards and Learning Standards and Learning Explain how state standards came into existence. Discuss the impact of the standards movement on classroom instruction. http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-1-DQ-1-Standards-and-Learning
3) EDU 381 Week 1 DQ 2 Creating Instructional Objectives : EDU 381 Week 1 DQ 2 Creating Instructional Objectives What is the purpose of backward planning, also known as backward design (Wiggins & McTighe, 2005)? How does backward design relate to the KUD format discussed in your text? http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-1-DQ-2-Creating-Instructional-Objectives
4) EDU 381 Week 2 DQ 1 Concept of Attainment Model : EDU 381 Week 2 DQ 1 Concept of Attainment Model Concept attainment lessons take time and imagination to plan. Is it worth using our limited time to teach with this model? What are the benefits of using this approach? http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-2-DQ-1-Concept-of-Attainment-Model
5) EDU 381 Week 2 DQ 2 Comparing Instructional Methods : EDU 381 Week 2 DQ 2 Comparing Instructional Methods Comparing Instructional Models Estes, Mintz, and Gunter state, “The constructivist theory of learning is congruent with both concept attainment and concept development” (Estes et al, 2011). http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-2-DQ-2-Comparing-Instructional-Methods

Created on July 04, 2015
# of questions: 15

keys#: 53-56

1) delouse : get rid of lice
2) delude : cheat
3) deride : make fun
4) decadence : falling
5) debus : get off a bus

Created on July 03, 2015
# of questions: 7

ENG B1a Final Exam Study Guide
List 50 Facts about ENG B1a

Created on July 03, 2015
# of questions: 0

ENG B1a Final Exam Study Guide
List 50 ENG B1a Facts

Created on July 03, 2015
# of questions: 0

HIS 303 (ASH)
history
1) HIS 303 Complete Class : HIS 303 Complete Class HIS 303 Week 1 DQ 1 English Politics and Political Traditions HIS 303 Week 1 DQ 2 The Constitutional Convention of 1787 HIS 303 Week 2 DQ 1 Powers of the Federal Government HIS 303 Week 2 DQ 2 A Symbolic Figurehead HIS 303 Week 2 Early Constitutional Controversies http://www.homeworktab.com/HIS-303-ASH/HIS-303-Complete-Class-Guide
2) HIS 303 Week 1 DQ 1 English Politics and Political Traditions : HIS 303 Week 1 DQ 1 English Politics and Political Traditions Americans often imagine that their political institutions and principles are unique and unheralded; yet, many of them might be traced back to the heritage of England at the time the colonies were first formed, and over the course of the colonial period as English political institutions evolved. http://www.homeworktab.com/HIS-303-ASH/HIS-303-Week-1-DQ-1-English-Politics-and-Political-Traditions
3) HIS 303 Week 1 DQ 2 The Constitutional Convention of 1787 : HIS 303 Week 1 DQ 2 The Constitutional Convention of 1787 Americans today generally revere the Constitution and appeal to it as an impeccable authority on current events (even when the Americans in question have never closely read the Constitution). However, when the Constitution was first presented to the American people, many of them opposed it and the nation almost did not ratify it http://www.homeworktab.com/HIS-303-ASH/HIS-303-Week-1-DQ-2-The-Constitutional-Convention-of-1787
4) HIS 303 Week 2 DQ 1 Powers of the Federal Government : HIS 303 Week 2 DQ 1 Powers of the Federal Government Many Americans today believe the federal government has acquired too much power, size, and influence in the nation’s domestic affairs. Throughout U.S. history, http://www.homeworktab.com/HIS-303-ASH/HIS-303-Week-2-DQ-1-Powers-of-the-Federal-Government
5) HIS 303 Week 2 DQ 2 A Symbolic Figurehead : HIS 303 Week 2 DQ 2 A Symbolic Figurehead Americans tend to pay more attention to the president than to any other government official, blaming him when things go wrong, even in areas over which the president has little control, and crediting him with successes which stem from the legislature instead of the executive. http://www.homeworktab.com/HIS-303-ASH/HIS-303-Week-2-DQ-2-A-Symbolic-Figurehead

Created on July 03, 2015
# of questions: 14

test one
sdfsdfsdf
1) a : aa
2) b : bb
3) c : cc
4) d : dd
5) e : ee

Created on July 03, 2015
# of questions: 20

EDU 381 ASH
education
1) EDU 381 Complete Class ASHFORD : EDU 381 Week 1 DQ 1 Standards and Learning EDU 381 Week 1 DQ 2 Creating Instructional Objectives EDU 381 Week 2 DQ 1 The Concept Attainment Model http://www.homeworkrank.com/EDU-381-ASH/EDU-381-ASH-Complete-Class-Guide
2) EDU 381 Week 1 DQ 1 Standards and Learning : EDU 381 Week 1 DQ 1 Standards and Learning Standards and Learning Explain how state standards came into existence. Discuss the impact of the standards movement on classroom instruction. http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-1-DQ-1-Standards-and-Learning
3) EDU 381 Week 1 DQ 2 Creating Instructional Objectives : EDU 381 Week 1 DQ 2 Creating Instructional Objectives What is the purpose of backward planning, also known as backward design (Wiggins & McTighe, 2005)? How does backward design relate to the KUD format discussed in your text? http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-1-DQ-2-Creating-Instructional-Objectives
4) EDU 381 Week 2 DQ 1 Concept of Attainment Model : EDU 381 Week 2 DQ 1 Concept of Attainment Model Concept attainment lessons take time and imagination to plan. Is it worth using our limited time to teach with this model? What are the benefits of using this approach? http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-2-DQ-1-Concept-of-Attainment-Model
5) EDU 381 Week 2 DQ 2 Comparing Instructional Methods : EDU 381 Week 2 DQ 2 Comparing Instructional Methods Comparing Instructional Models Estes, Mintz, and Gunter state, “The constructivist theory of learning is congruent with both concept attainment and concept development” (Estes et al, 2011). http://www.homeworkrank.com/EDU-381-ASH/EDU-381-Week-2-DQ-2-Comparing-Instructional-Methods

Created on July 02, 2015
# of questions: 15

ELEMENTS - Value

1) Value pg. 9 : Relative lightness or darkness of any object or shape.
2) Local Value pg. 9 : Value of material w/no effect from light. Open - not contained by a line Closed - contained by line
3) Chiaroscuro Chiaro = light scuro = dark pg. 9 : Blending (shading) of light & dark to create the appearance of 3D form & space.
4) Highlight pg. 9 : Lightest area
5) Core/Primary Shadow pg. 9 : Darkest area

Created on July 02, 2015
# of questions: 11

Chapter 5

1) conclusive research : Research designed to verify insights through objective procedures and to help marketers in making decisions
2) crowdsourcing : Combines the words crowd and outsourcing and calls for taking tasks usually performed by a marketer or researcher and outsourcing them to a crowd, or potential market, through an open call
3) customer advisory boards : Small groups of actual customers who serve as sounding boards for new-product ideas and offer insights into their feelings and attitudes toward a firm’s products and other elements of its marketing strategy
4) database : A collection of information arranged for easy access and retrieval
5) descriptive research : Research conducted to clarify the characteristics of certain phenomena to solve a particular problem

Created on June 29, 2015
# of questions: 18

ELEMENTS
Elements of Art
1) What are the 6 elements? pg. 8 : 1. Line - path of a moving point. 2. Value 3. Shape 4. Texture 5. Color 6. Space
2) Line pg. 8 : Path of a moving point.
3) TYPE OF LINES - Silhouette pg. 8 : Outside edge
4) TYPE OF LINES - Contour pg. 8 : Edge of a mass.
5) TYPE OF LINES - Cross-Contour pg. 8 : Cuts across the mass & changes direction to show bumps (convex) & hollows (concave).

Created on June 29, 2015
# of questions: 13

PRINCIPLES
Principles of Art
1) Composition pg. 5 : Organzing the visual elements (v.e.) into a unifed whole.
2) Unity pg. 5 : A feeling of togetherness.
3) Harmony pg. 5 : -relating the visual elements (v.e.) -repetitive -unity
4) Variety pg. 5 : -contrasting the visual elements (v.e.)
5) Balance pg. 5 : A feeling of equilibrium.

Created on June 29, 2015
# of questions: 14

vocab keys 35-40
nothing
1) Non-age : legal age
2) Non- aggress-ion : not aggressive
3) Non-com-miss-ion-ed : officer of minor rank
4) Non-des-cript : not easily described
5) non- con- for-mist : one who does not adapt to a set of rules

Created on June 28, 2015
# of questions: 9

MGT 490 (ASH)
management
1) MGT 490 ASH Complete Class : MGT 490 ASH Complete Class MGT 490 Week 1 Assignment Part 1 Overview of Organization Problem MGT 490 Week 1 DQ 1 MGT 490 Week 1 DQ 2 MGT 490 Week 2 Assignment Part 2 Environment Analysis MGT 490 Week 2 DQ 1 MGT 490 Week 2 DQ 2 http://www.uopmaterials.com/MGT-490-ASH/MGT-490-ASH-Complete-Class-Guide
2) MGT 490 Week 1 Assignment Part 1 Overview of Organization Problem : MGT 490 Week 1 Assignment Part 1 Overview of Organization Problem Part 1 - Overview of Organization/Problem In a 2-3 page paper: a. Provide an overview of your chosen organization and the problem/issue that challenges that organization. b. Detail how the problem/issue affects (or can affect) the future viability of the organization. http://www.uopmaterials.com/MGT-490-ASH/MGT-490-Week-1-Assignment-Part-1-Overview-of-Organization-Problem
3) MGT 490 Week 1 DQ 1 Strategic Partner : MGT 490 Week 1 DQ 1 Strategic Partner The field of human resources is evolving from providing services to an organization to becoming a strategic partner in its growth. http://www.uopmaterials.com/MGT-490-ASH/MGT-490-Week-1-DQ-1-Strategic-Partner
4) MGT 490 Week 1 DQ 2 Evolution of Work : MGT 490 Week 1 DQ 2 Evolution of Work Effective human resources professionals have a solid understanding of the changing nature of work and the workplace. http://www.uopmaterials.com/MGT-490-ASH/MGT-490-Week-1-DQ-2-Evolution-of-Work
5) MGT 490 Week 2 Assignment Part 2 Environment Analysis : MGT 490 Week 2 Assignment Part 2 Environment Analysis Part 2 - Environment Analysis Optimal solutions are determined when a researcher has a thorough understanding of a company and its industry, along with the strengths and weaknesses that impact its future viability. http://www.uopmaterials.com/MGT-490-ASH/MGT-490-Week-2-Assignment-Part-2-Environment-Analysis

Created on June 27, 2015
# of questions: 15

GENERAL NOTES
5 Categories I. General II. Principles III. Elements IV. Technique V. Styles
1) Art pg. 2 : Expression of an idea through some medium (medium -materials/process used to create art). - complex -approached on numerous levels
2) Medium pg. 2 : Materials/process used to create art.
3) Illustration pg. 2 : - storytelling - realistic - approached on one level
4) Cliche' pg. 2 : Over & over again. - fruit - sunset - flowers
5) Aesthetics pg. 2 : Study of what constitutes beauty (beauty - a quality that excites the senses & elevates the mind). - visual concern - artistic value, merit

Created on June 26, 2015
# of questions: 24

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