Overview

As an early childhood professional sharing enthusiasm and creativity while reading aloud to children provides rich multilayered learning experiences that engages several senses, and fosters a love for reading that can last a lifetime.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Access the following to complete this Assessment:

PowerPoint Presentation on Quality Childrens Literature and Quality Read-Aloud Experiences

Scenario

You are a teacher at an early learning center that serves children from infancy through early elementary (K3) age. You have a passion for childrens books and have worked hard to educate yourself on the characteristics of quality childrens literature across multiple genres. To communicate your love of books and reading to the children you work with, you have also developed your skill and talent for reading aloud to children. Through tone, cadence, animated expressions, enthusiasm, or even earnest solemnity, the artistry of storytelling can create a unique shared experience while nurturing positive dispositions toward reading and language learning.

With this knowledge and experience in mind, you decide to share what you have learned about quality childrens literature and quality read-aloud experiences with your colleagues through a PowerPoint Presentation in two parts.

• Part One recommends quality fiction and nonfiction books across multiple genres for a specific age group, and explains information and examples for evaluating childrens literature based on guidelines for quality;
• Part Two features an audio recording of up to 10 minutes of you reading aloud a quality fiction or nonfiction book and explains how to evaluate the read-aloud experience based on criteria for engaging children and celebrating the joy of reading.

Note: For this Assessment, you will need to choose a target age group (e.g., infants/toddlers; preschoolers) for your presentation. Select the age that interests you most, with which you have the most experience, and/or that is most appropriate for specific books you would like to feature in your presentation.

• To complete this assessment, you will read a book aloud to a child or small group of children. Think about a child or small group of children you know (relatives, friends’ children, etc.) who are in one of the target age groups below:
• Infants and toddlers
• Preschoolers
• Kindergartners
• Early elementary (first, second, and/or third graders)
• Identify four childrens books appropriate for your target age group:
• Two or three fiction books, each representing a different genre (e.g., fantasy, folklore, realistic fiction);
• One or two nonfiction books, each representing a different genre or topic (e.g., biography; informational book on a specific theme, such as animals, families, different cultures).
• Evaluate each book using the resource Ten Steps for Reviewing Childrens Books at and other appropriate criteria from any of the other resources provided in Topic 1, Activities 2 and 3, of this Competency.
• Ensure that the four books you select represent the following:
• Each book meets guidelines for quality, including two specific examples you can explain in your evaluation;
• Each book is characteristic of the specific genre;
• Each book has qualities that make it a good choice for promoting childrens positive dispositions toward reading and language learning;
• At least one book is an excellent choice to read aloud for Part Two of your PowerPoint Presentation. Note: In making your selection, keep in mind that your audio recording of the story should not be more than 10 minutes, in order to successfully embed the recording in your PowerPoint document. You are encouraged to time yourself in a practice reading of a story before you select it. Many picture books and other types of books for young children of 32 pages or less should fit within the time limit. If you select an information book with sections or a chapter book for primary-grades children, you might choose an especially appealing section or chapter to read aloud. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
• Take notes on your own tips for identifying quality childrens books for your target age group, and aim to have at least three tips to feature in your presentation.

• Choose one book to read aloud from among the four books you have selected in your Part One preparation. Be sure that your selection can be read within the 10-minute limit for an audio recording in a PowerPoint document.
• Aim to read the book to the child or group of children identified in Part One. Important Note: If you do not have a child/group of children with whom you can share this book, prepare to read it aloud as you would if you were sharing it directly with children.
• Review the resource Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience document. Note: You will find directions for how to make a recording of your story using the audio feature in your MAC or PC version of PowerPoint.
• Consider how you will apply these criteria to the read-aloud book. Keep in mind that the magic of a quality read-aloud experience is not achieved without thoughtful effort on the part of the reader. Telling a taleparticularly when reading itrequires an actors touch and a readers love of words and story. Bringing a story alive is more than proceeding from beginning to end. It is achieved through the skill with which the reader sets a tone that matches the text and feel of a story, lingers over a phrase, and brings characters to life through voice and expression. With all that in mind:
• Set two goals for yourself to meet in creating your read-aloud presentation.
• Create an audio recording of yourself reading your selected book. Your final saved recording should be embedded directly in your PowerPoint document.
• Listen to and evaluate your recording using the Read-Aloud Criteria document. Take notes and include an explanation of the following:
• How well you met your goals for your read-aloud presentation;
• At least two strengths of your read-aloud presentation;
• At least two examples of what could be better/more effective;
• At least two strategies to apply to improve your read-aloud presentations.

Using the PowerPoint Presentation Template, create Part One and Part Two of your presentation consisting of 16 slides, plus the title slide, which is provided for you. As needed, use the Notes section of the slides for additional room to provide the required information about the books and read-aloud presentation that you have evaluated.

• Title Slide: Evaluating Quality Literature and Quality Read-Aloud Experiences for Young Children
• Part One Introduction: Quality Literature for Young Children (1 slide)
• Identify the age group you are addressing;
• Explain three key criteria that you used to select books for your target age group.
• Part One 4 Featured Books (8 slides/2 slides per book)
• For each of the four books you have selected and evaluated:
• Identify the title, author, and genre;
• Briefly summarize the books key characters, events, and/or themes;
• Explain how the book is characteristic of the specific genre;
• Explain why the book is an appropriate choice for your target age group;
• Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
• Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
• Part One Summary (1 slide)
• Explain your three top tips for evaluating quality childrens literature for your target age group.
• Part Two Introduction: Quality Read-Aloud Experiences for Young Children (1 slide)
• Identify the book you selected to read aloud;
• Explain three qualities that make the book a good choice to read aloud.
• Part Two: The Read-Aloud Presentation (1 slide)
• Make an audio recording of your read-aloud presentation that will be embedded in this slide;
• Explain two goals that you set for yourself in creating this read-aloud presentation
• Part Two: Evaluation of the Read-Aloud Presentation (2 slides)
• Evaluate your read-aloud presentation to explain:
• How well you met your goals for the read-aloud presentation.
• At least two strengths of the presentation;
• At least two examples of what could be better/more effective about the read-aloud presentation;
• At least two strategies to apply to improve your read-aloud presentations.
• Part Two Summary (1 slide)
• Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
• References (1 slide)
• Cite all resources used in creating Parts One and Two of your PowerPoint Presentation in APA style.

SUBMIT YOUR POWERPOINT PRESENTATION

Learning Activity 1: Identifying Literary Genres for Young Children

Web Resource: Do You Know Your Children’s Book Genres?

Do you know your children’s book genres? (n.d.). https://www.harpercollins.com/blogs/harperkids/childrens-book-genres

Note: Review only the chart on genres in childrens literature provided on this web page.

Time Estimate: 10 min

article: how to choose a good picture book

Shafer, S. (n.d.). How to choose a good picture book. Simply Charlotte Mason. https://simplycharlottemason.com/blog/how-to-choose-a-good-picture-book/

Time Estimate: 15 min

Learning Activity 2: Evaluating Childrens Books for Quality

Article: Ten Steps for Reviewing Childrens Books

Derman-Sparks, L. & Edwards, J. O. (n.d.). Ten steps for reviewing childrens books. A supplementary resource to L. Derman-Sparks & J. O. Edwards (Authors), Anti-bias education for young children and ourselves. ARCQE. https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf

Time Estimate: 30 min

Article: Reading Your Way to a Culturally Responsive Classroom

Wanless, S. B., & Crawford, P. A. (2016, May). Reading your way to a culturally responsive classroom. Young Children, 815.

Time Estimate: 30 min

Learning Activity 3: Choosing Childrens Books for Different Ages

article: How to Choose Read Aloud Books: Babies to Third Graders

Reading Rockets, Walker, R. & Salvadore. M. (n.d.). How to choose read aloud books: Babies to third graders. Reading Rockets. http://www.readingrockets.org/article/how-choose-read-aloud-books-babies-third-graders

Time Estimate: 30 min

Web Resource: Choosing Baby Books and Toddler BOoks

Scholastic Parent Staff. (n.d.). Choosing baby books and toddler books. Scholastic. https://www.scholastic.com/parents/books-and-reading/reading-resources/book-selection-tips/choosing-baby-books-and-toddler-books.html

Time Estimate: 10 min

Articlr: The BOok Matters! Choosing COmplex Narrative Texts To Support Literary Discussion

Hoffman, J. L., Teale, W. H., & Yokota, J. (2015, September). The book matters! Choosing complex narrative texts to support literary discussion. NAEYC. https://www.naeyc.org/resources/pubs/yc/sep2015/book-matters

Note: Review this resource for characteristics of good picture books.

Time Estimate: 30 min

Learning Activity 1: Strategies for Reading Stories Aloud to Children

Web Article: Reading Aloud with Children of All Ages

Koralek, D. (n.d.). Reading aloud with children of all ages. Reading Is Fundamental. https://www.rif.org/sites/default/files/images/2022/06/14/Support_Materials/ReadingAloud.pdf

Time Estimate: 20 min

Article: Helping Young Children to Develop Positive Learning Dispositions

Helping young children to develop positive learning dispositions. (2009). In Aistears Themes. https://ncca.ie/media/3193/dispositions-3-6.pdf

Time Estimate: 10 min

article: Oral Storytelling is Important for reading, writing, and Social Wellbeing

Spencer, T. D. (2023 January 6). Oral storytelling is important for reading, writing, and social wellbeing. Open Access Government. https://doi.org/10.56367/OAG-037-10493-02

Time Estimate: 15 min

article: Advice for Sharing Wordless Picture Books

Cooper, T. (2020 February 6). Advice for sharing wordless picture books. Scottish Book Trust. https://www.scottishbooktrust.com/articles/advice-for-sharing-wordless-picture-books

Time Estimate: 10 min

Making Connections

These video resources offer read-aloud experiences to emulate as you prepare your read-aloud presentation for the Competency Assessment. (Keep in mind that you will be creating an audio recording of your read-aloud presentation.) The video with specific strategies demonstrates how to engage young children in a realistic fiction book about a family doing laundry by using an animated voice and involving children in making predictions about story events. The stories read by actors Rita Moreno, Lily Tomlin, and Allison Janney offer models of how to use your voice to make different characters stand out, how to pause to build suspense, and overall how to create an entertaining read-aloud experience for children.

Video: I Need My Monster Read by Rita Moreno (12:00)

Storyline Online. (2014, January 17). ‘I need my monster’ read by Rita Moreno [Video]. YouTube. https://www.youtube.com/watch?v=QwCxW7Nx4Ec

Video: HEY, THATS MY MONSTER READ BY LILY TOMLIN (12:00)

Storyline Online. (2017, January 25). ‘Hey, thats my monster’ read by Lily Tomlin [Video]. YouTube. https://www.youtube.com/watch?v=Hh-ju18EoG0&t=

Video: Carlas Sandwich read by Allison Janney (11:00)

Storyline Online. (2016, October 5). ‘Carlas sandwich’ read by Allison Janney [Video]. YouTube. https://www.youtube.com/watch?v=M-aceEquCtY&index=8&list=PL04F0FB771098124D

Overview

As an early childhood professional sharing enthusiasm and creativity while reading aloud to children provides rich multilayered learning experiences that engages several senses, and fosters a love for reading that can last a lifetime.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Access the following to complete this Assessment:

PowerPoint Presentation on Quality Childrens Literature and Quality Read-Aloud Experiences

Scenario

You are a teacher at an early learning center that serves children from infancy through early elementary (K3) age. You have a passion for childrens books and have worked hard to educate yourself on the characteristics of quality childrens literature across multiple genres. To communicate your love of books and reading to the children you work with, you have also developed your skill and talent for reading aloud to children. Through tone, cadence, animated expressions, enthusiasm, or even earnest solemnity, the artistry of storytelling can create a unique shared experience while nurturing positive dispositions toward reading and language learning.

With this knowledge and experience in mind, you decide to share what you have learned about quality childrens literature and quality read-aloud experiences with your colleagues through a PowerPoint Presentation in two parts.

• Part One recommends quality fiction and nonfiction books across multiple genres for a specific age group, and explains information and examples for evaluating childrens literature based on guidelines for quality;
• Part Two features an audio recording of up to 10 minutes of you reading aloud a quality fiction or nonfiction book and explains how to evaluate the read-aloud experience based on criteria for engaging children and celebrating the joy of reading.

Note: For this Assessment, you will need to choose a target age group (e.g., infants/toddlers; preschoolers) for your presentation. Select the age that interests you most, with which you have the most experience, and/or that is most appropriate for specific books you would like to feature in your presentation.

• To complete this assessment, you will read a book aloud to a child or small group of children. Think about a child or small group of children you know (relatives, friends’ children, etc.) who are in one of the target age groups below:
• Infants and toddlers
• Preschoolers
• Kindergartners
• Early elementary (first, second, and/or third graders)
• Identify four childrens books appropriate for your target age group:
• Two or three fiction books, each representing a different genre (e.g., fantasy, folklore, realistic fiction);
• One or two nonfiction books, each representing a different genre or topic (e.g., biography; informational book on a specific theme, such as animals, families, different cultures).
• Evaluate each book using the resource Ten Steps for Reviewing Childrens Books at and other appropriate criteria from any of the other resources provided in Topic 1, Activities 2 and 3, of this Competency.
• Ensure that the four books you select represent the following:
• Each book meets guidelines for quality, including two specific examples you can explain in your evaluation;
• Each book is characteristic of the specific genre;
• Each book has qualities that make it a good choice for promoting childrens positive dispositions toward reading and language learning;
• At least one book is an excellent choice to read aloud for Part Two of your PowerPoint Presentation. Note: In making your selection, keep in mind that your audio recording of the story should not be more than 10 minutes, in order to successfully embed the recording in your PowerPoint document. You are encouraged to time yourself in a practice reading of a story before you select it. Many picture books and other types of books for young children of 32 pages or less should fit within the time limit. If you select an information book with sections or a chapter book for primary-grades children, you might choose an especially appealing section or chapter to read aloud. Be sure that the portion you read makes sense to the listener and lets you do your best job reading aloud.
• Take notes on your own tips for identifying quality childrens books for your target age group, and aim to have at least three tips to feature in your presentation.

• Choose one book to read aloud from among the four books you have selected in your Part One preparation. Be sure that your selection can be read within the 10-minute limit for an audio recording in a PowerPoint document.
• Aim to read the book to the child or group of children identified in Part One. Important Note: If you do not have a child/group of children with whom you can share this book, prepare to read it aloud as you would if you were sharing it directly with children.
• Review the resource Read-Aloud Criteria: Tips for Developing a Great Read-Aloud Experience document. Note: You will find directions for how to make a recording of your story using the audio feature in your MAC or PC version of PowerPoint.
• Consider how you will apply these criteria to the read-aloud book. Keep in mind that the magic of a quality read-aloud experience is not achieved without thoughtful effort on the part of the reader. Telling a taleparticularly when reading itrequires an actors touch and a readers love of words and story. Bringing a story alive is more than proceeding from beginning to end. It is achieved through the skill with which the reader sets a tone that matches the text and feel of a story, lingers over a phrase, and brings characters to life through voice and expression. With all that in mind:
• Set two goals for yourself to meet in creating your read-aloud presentation.
• Create an audio recording of yourself reading your selected book. Your final saved recording should be embedded directly in your PowerPoint document.
• Listen to and evaluate your recording using the Read-Aloud Criteria document. Take notes and include an explanation of the following:
• How well you met your goals for your read-aloud presentation;
• At least two strengths of your read-aloud presentation;
• At least two examples of what could be better/more effective;
• At least two strategies to apply to improve your read-aloud presentations.

Using the PowerPoint Presentation Template, create Part One and Part Two of your presentation consisting of 16 slides, plus the title slide, which is provided for you. As needed, use the Notes section of the slides for additional room to provide the required information about the books and read-aloud presentation that you have evaluated.

• Title Slide: Evaluating Quality Literature and Quality Read-Aloud Experiences for Young Children
• Part One Introduction: Quality Literature for Young Children (1 slide)
• Identify the age group you are addressing;
• Explain three key criteria that you used to select books for your target age group.
• Part One 4 Featured Books (8 slides/2 slides per book)
• For each of the four books you have selected and evaluated:
• Identify the title, author, and genre;
• Briefly summarize the books key characters, events, and/or themes;
• Explain how the book is characteristic of the specific genre;
• Explain why the book is an appropriate choice for your target age group;
• Explain your evaluation of the book based on quality standards, including at least two examples of how the book is free of misinformation and stereotypes identified in Ten Steps to Reviewing Childrens Books;
• Explain how this high-quality book can support positive dispositions toward reading and language learning in young children.
• Part One Summary (1 slide)
• Explain your three top tips for evaluating quality childrens literature for your target age group.
• Part Two Introduction: Quality Read-Aloud Experiences for Young Children (1 slide)
• Identify the book you selected to read aloud;
• Explain three qualities that make the book a good choice to read aloud.
• Part Two: The Read-Aloud Presentation (1 slide)
• Make an audio recording of your read-aloud presentation that will be embedded in this slide;
• Explain two goals that you set for yourself in creating this read-aloud presentation
• Part Two: Evaluation of the Read-Aloud Presentation (2 slides)
• Evaluate your read-aloud presentation to explain:
• How well you met your goals for the read-aloud presentation.
• At least two strengths of the presentation;
• At least two examples of what could be better/more effective about the read-aloud presentation;
• At least two strategies to apply to improve your read-aloud presentations.
• Part Two Summary (1 slide)
• Explain at least three reasons why reading aloud to children can promote positive dispositions toward reading and language learning.
• References (1 slide)
• Cite all resources used in creating Parts One and Two of your PowerPoint Presentation in APA style.

SUBMIT YOUR POWERPOINT PRESENTATION

Learning Activity 1: Identifying Literary Genres for Young Children

Web Resource: Do You Know Your Children’s Book Genres?

Do you know your children’s book genres? (n.d.). https://www.harpercollins.com/blogs/harperkids/childrens-book-genres

Note: Review only the chart on genres in childrens literature provided on this web page.

Time Estimate: 10 min

article: how to choose a good picture book

Shafer, S. (n.d.). How to choose a good picture book. Simply Charlotte Mason. https://simplycharlottemason.com/blog/how-to-choose-a-good-picture-book/

Time Estimate: 15 min

Learning Activity 2: Evaluating Childrens Books for Quality

Article: Ten Steps for Reviewing Childrens Books

Derman-Sparks, L. & Edwards, J. O. (n.d.). Ten steps for reviewing childrens books. A supplementary resource to L. Derman-Sparks & J. O. Edwards (Authors), Anti-bias education for young children and ourselves. ARCQE. https://www.uua.org/files/documents/derman-sparkslouise/1206_233_review_books.pdf

Time Estimate: 30 min

Article: Reading Your Way to a Culturally Responsive Classroom

Wanless, S. B., & Crawford, P. A. (2016, May). Reading your way to a culturally responsive classroom. Young Children, 815.

Time Estimate: 30 min

Learning Activity 3: Choosing Childrens Books for Different Ages

article: How to Choose Read Aloud Books: Babies to Third Graders

Reading Rockets, Walker, R. & Salvadore. M. (n.d.). How to choose read aloud books: Babies to third graders. Reading Rockets. http://www.readingrockets.org/article/how-choose-read-aloud-books-babies-third-graders

Time Estimate: 30 min

Web Resource: Choosing Baby Books and Toddler BOoks

Scholastic Parent Staff. (n.d.). Choosing baby books and toddler books. Scholastic. https://www.scholastic.com/parents/books-and-reading/reading-resources/book-selection-tips/choosing-baby-books-and-toddler-books.html

Time Estimate: 10 min

Articlr: The BOok Matters! Choosing COmplex Narrative Texts To Support Literary Discussion

Hoffman, J. L., Teale, W. H., & Yokota, J. (2015, September). The book matters! Choosing complex narrative texts to support literary discussion. NAEYC. https://www.naeyc.org/resources/pubs/yc/sep2015/book-matters

Note: Review this resource for characteristics of good picture books.

Time Estimate: 30 min

Learning Activity 1: Strategies for Reading Stories Aloud to Children

Web Article: Reading Aloud with Children of All Ages

Koralek, D. (n.d.). Reading aloud with children of all ages. Reading Is Fundamental. https://www.rif.org/sites/default/files/images/2022/06/14/Support_Materials/ReadingAloud.pdf

Time Estimate: 20 min

Article: Helping Young Children to Develop Positive Learning Dispositions

Helping young children to develop positive learning dispositions. (2009). In Aistears Themes. https://ncca.ie/media/3193/dispositions-3-6.pdf

Time Estimate: 10 min

article: Oral Storytelling is Important for reading, writing, and Social Wellbeing

Spencer, T. D. (2023 January 6). Oral storytelling is important for reading, writing, and social wellbeing. Open Access Government. https://doi.org/10.56367/OAG-037-10493-02

Time Estimate: 15 min

article: Advice for Sharing Wordless Picture Books

Cooper, T. (2020 February 6). Advice for sharing wordless picture books. Scottish Book Trust. https://www.scottishbooktrust.com/articles/advice-for-sharing-wordless-picture-books

Time Estimate: 10 min

Making Connections

These video resources offer read-aloud experiences to emulate as you prepare your read-aloud presentation for the Competency Assessment. (Keep in mind that you will be creating an audio recording of your read-aloud presentation.) The video with specific strategies demonstrates how to engage young children in a realistic fiction book about a family doing laundry by using an animated voice and involving children in making predictions about story events. The stories read by actors Rita Moreno, Lily Tomlin, and Allison Janney offer models of how to use your voice to make different characters stand out, how to pause to build suspense, and overall how to create an entertaining read-aloud experience for children.

Video: I Need My Monster Read by Rita Moreno (12:00)

Storyline Online. (2014, January 17). ‘I need my monster’ read by Rita Moreno [Video]. YouTube. https://www.youtube.com/watch?v=QwCxW7Nx4Ec

Video: HEY, THATS MY MONSTER READ BY LILY TOMLIN (12:00)

Storyline Online. (2017, January 25). ‘Hey, thats my monster’ read by Lily Tomlin [Video]. YouTube. https://www.youtube.com/watch?v=Hh-ju18EoG0&t=

Video: Carlas Sandwich read by Allison Janney (11:00)

Storyline Online. (2016, October 5). ‘Carlas sandwich’ read by Allison Janney [Video]. YouTube. https://www.youtube.com/watch?v=M-aceEquCtY&index=8&list=PL04F0FB771098124D

Read attached document for assignment details.

Reference that must be used/ textbook :

Robbins, S. P., Coulter, M. K., & DeCenzo, D. A. (2020). Fundamentals of management (11th ed.). Pearson.

1. Some may think the current focus on campus sexual assault is too much. Do you agree? Explain.
2. Given the state of research on perpetrators, what do you think may prevent rape and sexual assault? What else do we need to know to develop effective prevention?
3. From the article “It’s Her Fault – Student Acceptance of Rape Myths on Two College Campuses” why do you think the researchers found “the college with sexual assault programming did not experience a lowered acceptance of rape myths compared with the college with no programming.”
4. Take a look at the Annual Security & Fire Safety Report 2017: What did you discover about Sexual Assault at MSU? Any surprises? What about other crimes?

• answer these questions, and refernce the two articles
• also provide me with two possible replys to other classmates posts- they will have the same questions and similar answers

Choose an existing organization and complete the attached Stakeholder Analysis Matrix. Identify at least 5 stakeholders as part of your analysis.

Replies of at least 200 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week. For each thread, students must support their assertions with at least three (3) scholarly citations in Bluebook format. Each reply must incorporate at least two (2) scholarly citation(s) in Bluebook format. Acceptable sources include the course textbook, scholarly/academic/peer-reviewed articles, other books, and the Bible (though the Bible counts as only one (1) source). Reply from Sharniece What is an agency relationship? An agency relationship is defined as the fiduciary relationship that arises when a principal person manifests assent to an agent that the agent shall act on the principals behalf and subject to the principals control and the agent manifest assent or otherwise consents so to act. The agency relationship consists of three elements: assent, control by the principal, and the agents acting on the behalf of the principal Barry S. Roberts, Smith & Robersons Business Law, pg. 374 (18th ed, 2023). This can be manifest through oral or written words. For example, an office director approaches his assistant with a list of supplies needed for the office. The director ask the assist to purchase the items on the list using the company card. The assistant politely agrees, and follows the directors instructions. The director is the principal, and the assistant is the agent. What duties do a principal owe to an agent? Compensation: The principal has a duty to see that the agent is compensated for all of their work. Reimbursement: The principal has a duty to the agent to make sure theyre reimbursed for ant expenses incurred while performing duties requested by the agency. Indemnification: While the agent is working for the agency, and is properly performing the job duties the principal is responsible for any losses like being legal claims. Good faith: The principal has a duty to always be honest, and upfront with the agent at all times. Having sincere intentions and being fair. Never taking advantage of the agent. What are the differences between a disclosed principal, and undisclosed principal, and an unidentified principal? What is the liability of both the agent and the principal respectively , on contracts by an agent of each of the three types of principals? Disclosed principal is when an agent and third party interact, the third party has notice that the agent is acting for a principal and also has notice of the principal identity Barry S. Roberts, Smith & Robersons Business Law, pg. 405 (18th ed, 2023). For example, an assistant is directed by the office manage to order supplies for the office. While placing the order the assistant informs the supplier that the order is on the behalf of her manage, giving the name and office. The agent liability when acting for a disclosed principal depends on whether the agent acts within her authority in making the contract otherwise assumes liability on the contract Barry S. Roberts, Smith & Robersons Business Law, pg. 405 (18th ed, 2023). Unidentified principal is when an agency and a third party interact, the third party has notice that the agent is acting for a principal, but does not have notice of the principals identity Barry S. Roberts, Smith & Robersons Business Law, pg. 406 (18th ed, 2023). For example, a salon manager is directed by the salon owner to purchasing supplies for a salon from distributor. The distributor is aware that the salon own is purchasing the product for a salon, but he does not know which salon. The salon owner is an unidentified principal. If the agent is actually or apparently authorized to make the contract, then both the agent and the unidentified principal are liable Barry S. Roberts, Smith & Robersons Business Law, pg. 406 (18th ed, 2023). Undisclosed principal is when an agent and a third party interact, the third party has no notice that the agent is acting for a principal Barry S. Roberts, Smith & Robersons Business Law, pg. 406 (18th ed, 2023). While the assistant is purchasing supplies, she does not tell the supplier the products being purchased are for a salon, nor does she disclose the owner. The salon owner is an undisclosed principal. The agent is personally liable upon a contract she enters into with a third person on behalf of an undisclosed principal Barry S. Roberts, Smith & Robersons Business Law, pg. 406 (18th ed, 2023). Short case study response. In this scenario, Albert was acting as an authorized agent for Patricia. During the transaction Albert used his own name to purchase the widgets. Albert never disclosed Patricia as the principal. Albert is acting on Patricia behalf. According to undisclosed principal both parties are liable.

Pick an historical event and find 4 articles discuss the event from different historical perspectives (e.g. economic history, gender history, political history, cultural history, etc.) Briefly summarize each article and book and the unique way that it approaches the event. Do not use AI to summarize the sources for you or to write your paper (that’s cheating). If you use it to help you find the sources, make sure the sources actually exist (i.e. find them and read them for yourself). Using the library search page, the relevant databases (Historical Abstracts or America: History and Life), or beginning with a recent book/article and mining its footnotes to see which previous works it engages with are all better than using AI because you’re in control of your own research process (and because AI searches are much more impactful on the environment, water supply, and electricity prices). You can use it to correct your grammar and spelling, but I’d advise you tell it not to correct your word choices, because it’s important you develop your own voice.

Apply your knowledge of rhetoric by consistently rhetorically analyzing Andrew Jacksons speech to Congress in 1830 regarding the Indian Removal Act for Essay #2. In every body paragraph, use at least one quote from the speech to rhetorically analyze and explain how Jacksons speech shaped & influenced Congresss impression of Indigenous tribes & eased their concerns for removal as a result. Therefore, students must analyze how Jackson used rhetorical devices throughout his speech in order to paint a specific image (impression) of Native Americans and explain how painting this image, unfortunately, could ease Congress’ concerns to remove Indigenous communities. Integrate at least three quotes from the speech as evidence & integrate one VVC database article for support

Only use these rhetorical devices to analyze (as they are applicable):

**find rhetorical combinations (refer to PPT-slide 8)

• Ethos
• Pathos
• Logos

You must:

• have a listing thesis that clearly addresses each prompt objective in one, concise sentence demonstrating listing format. Address the rhetorical devices used, the image Jackson portrayed, and a concisely stated idea to how concerns for removal were eased as a result.
• apply rhetorical devices correctly and successfully explain how the rhetorical devices used within the speech could ease concerns and persuade support for removal. Only use ethos, pathos, logos
• have organized paragraphs & essay
• use a minimum of 3 quotes from Jacksons speech as evidence and apply proper quoting rules and conventions according to MLA. *Reminder: use one quote from Jacksons speech for each body paragraph to rhetorically analyze and address the prompt objectives
• incorporate 1 quote from a VVC database article into your essay as support. Do not exceed 5 quotes total between your primary and secondary sources. Recommended VVC databases for your research: U.S. History in Context (Gale), America History and Life (EBSCOhost), Academic Search Complete, CQ Researcher, or Opposing Viewpoints in Context (Gale)
• restrict quote length to 4 lines or fewer
• have a Works Cited page. Include citation for database article and Andrew Jackson Speech (the speech citation is available on the download version of Essay # 2 prompt above)
• maintain a professional tone
• be 4 FULL pages (minimum) to 5 pages (maximum)- this does not include the Works Cited page
• be typed, double spaced, in 12 pt. Times New Roman font with one-inch margins all the way around (MLA form

see attached instructions

see attached instructions