InstructionsEach essay should be 2 - 3 pages to address each o

Instructions
Each essay should be 2 - 3 pages to address each of the 4
questions employing OUTSIDE THE CLASSROOM references.
This will be a total of 12 pages, plus your title page and your
references page. The four essays will be assembled and
submitted as one document with one OVERALL title page. Each
essay will have their own references list. Be sure to make a
clear thesis statement and argument and use examples to support
your analysis.
Question
1. Hypothesize whether or not non-state actors are willing
and/or able to use WMD.
2. Select one CBRN WMD agent and analyze the effect of that
weapon on a projected target population.
3. Describe the impact of an electromagnetic pulse weapon.
Hypothesize how the U.S. would be able to defend against and
recover from this type of WMD.
4. Prepare a threat assessment for one CBRN WMD agent that
you select that you assess as being the most likely to occur.
Technical Requirements
· Your paper must be at a MAXIMUM of 12 pages, 2-3 pages
for each question (the Reference page for each essay do not
count towards the minimum limit).
· There will be ONE TITLE page for the submitted exam which
will contain FOUR UNIQUE essays.
· Scholarly and credible references should be used. A good rule
of thumb is at least 2 scholarly sources per page of content.
· Type in Times New Roman, 12 point and double space.

· Follow the current APA Style as the sole citation and
reference style.
· Points will be deducted for the use of Wikipedia or
encyclopedic type sources. It is highly advised to utilize books,
peer-reviewed journals, articles, archived documents, etc.
REFERENCES
· The American-Israeli Cooperative Enterprise. (2010).
Incidents of Terrorism — 2010. Retrieved
from http://www.jewishvirtuallibrary.org/jsource/Terrorism/terr
orstats2010.html
· Office of the Coordinator for Counterterrorism. (2011).
Country Reports on Terrorism 2010. U.S. Department of State.
Retrieved
from http://www.state.gov/j/ct/rls/crt/2010/170266.htm
· Bunn, M., Morozov, Y., et al. (2011, May). The U.S.-Russia
Joint Threat Assessment on Nuclear Terrorism. Institute for
U.S. and Canadian Studies, the Belfer Center for Science and
International Affairs, Harvard University. Retrieved
from http://www.belfercenter.org/sites/default/files/legac y/files/
Joint-Threat-Assessment%20ENG%2027%20May%202011.pdf
· Campaign for Nuclear Disarmament. (2017). The effects of
nuclear weapons. Retrieved
from http://www.cnduk.org/campaigns/global-abolition/effects-
of-nuclear-weapons
· Cochran, T.B. and Norris, R.S. (2016, December 13). Nuclear
Weapons. Encyclopaedia Britannica . Retrieved
from https://www.britannica.com/technology/nuclear-weapon
· Comprehensive Nuclear-Test-Ban Treaty Organization. (2013).
Types of Nuclear Weapons. Retrieved

from https://www.ctbto.org/nuclear-testing/types-of-nuclear-
weapons/
· Encyclopedia Britannica editors. (2016, April 29). Atomic
bomb. Encyclopaedia Britannica . Retrieved
from https://www.britannica.com/technology/atomic-bomb
· Encyclopedia Britannica editors. (2013, June 4).
Thermonuclear bomb. Encyclopaedia Britannica . Retrieved
from https://www.britannica.com/technology/thermonuclear-
bomb
· Encyclopedia Britannica editors (2012, December 19).
Neutron bomb. Encyclopaedia Britannica . Retrieved
from https://www.britannica.com/technology/neutron-bomb
· Global Initiative to Combat Nuclear Terrorism. (2015). The
Global Initiative to Combat Nuclear Terrorism (GICNT).
Retrieved from http://www.gicnt.org
· Mowatt-Larsen, R. (2010, January 25). Al Qaeda’s Pursuit of
Weapons of Mass Destruction. Foreign Policy. Retrieved
from http://www.foreignpolicy.com/2010/01/25/al-qaedas-
pursuit-of-weapons-of-mass-destruction
· New Internationalist editors. (2008, June). Nuclear weapons: a
history. New Internationalist. Retrieved
from https://newint.org/features/2008/06/01/nuclear-weapons-
history/
· Olson, C. (2009, August 5). The Global Initiative to Combat
Nuclear Terrorism: Progress to Date. Nuclear Threat Initiative.
Retrieved from http://www.nti.org/analysis/articles/initiative-
combat-nuclear-terrorism/
· Ruff, T. (2006, November). Nuclear Terrorism. The Energy
Science Coalition. Retrieved
from http://energyscience.org.au/FS10%20Nuclear%20Terroris
m.pdf
· Spring, B. and Dodge, M. (2012, January 27). Time to
Modernize and Revitalize the Nuclear Triad. The Heritage
Foundation, Retrieved
from http://www.heritage.org/defense/report/time-modernize-
and-revitalize-the-nuclear-triad

· Cordesman, A.H. (2001, November 8). Radiological Weapons
as Means of Attack. Center for Strategic and International
Studies. Retrieved from https://csis-
prod.s3.amazonaws.com/s3fs-
public/legacy_files/files/media/csis/pubs/radiological%5B1%5D
.pdf
· Council on Foreign Relations. (2006, January 1). Targets for
Terrorism: Nuclear Facilities. Retrieved
from http://www.cfr.org/homeland-security/targets-terrorism-
nuclear-facilities/p10213
· Ford, J.L. (1998, March). Radiological Dispersal Devices:
Assessing the Transnational Threat. Strategic Forum 136.
Retrieved
from http://www.au.af.mil/au/awc/awcgate/ndu/forum136.htm
· Krock, L. and Deusser, R. (2003, February). Dirty Bomb:
Chronology of Events. Nova. Retrieved
from http://www.pbs.org/wgbh/nova/dirtybomb/chrono.html
· Johnston, W.R. (2005, September 15). Dirty Bombs and Other
Radiological Weapons. Johnston’s Archive. Retrieved
from http://www.johnstonsarchive.net/nuclear/dirtybomb.html
· Nuclear Threat Initiative (2017). Radiological Terrorism and
Nuclear Sabotage. Nuclear and Radiological Security. Retrieved
from http://tutorials.nti.org/nuclear-and-radiological-
security/terrorism-radiological/
· Sublette, C. (1998, May 1). Types of Nuclear Weapons: Cobalt
Bombs and other Salted Bombs. The Nuclear Weapon Archive.
Retrieved
from http://nuclearweaponarchive.org/Nwfaq/Nfaq1.html#nfaq1.
6
· Summit County Health Department. (2017). Radiological
Hazards and Weapons. Retrieved
from http://www.summitcountyhealth.org/adults/emergency-
preparedness/public-health-planning-response/radiological-
hazards-and-weapons/
· U.S. Department of Homeland Security. (2017). Radiological
Materials and Nuclear Weapons. Awareness Level WMD

Training, Office for Domestic Preparedness. Retrieved
from https://www.hsdl.org/?view&did=456423
· U.S. Nuclear Regulatory Commission. (2012, December). Fact
Sheet on Dirty Bombs. Retrieved
from https://www.nrc.gov/reading-rm/doc-collections/fact-
sheets/fs-dirty-bombs.html
· Images
· "Men attempting to scrub contaminated ship during Operation
Crossroads"
by https://upload.wikimedia.org/wikipedia/commons/b/b1/Cross
roads_Baker_Scrubdown.jpg .
· "Soldiers testing mine-clearing rake during the Gulf War"
by https://upload.wikimedia.org/wikipedia/commons/a/aa/M728
_Combat_Engineer_Vehicle_with_mine_rake.jpg .
· "Testing of China’s first nuclear bomb"
by https://upload.wikimedia.org/wikipedia/commons/f/fa/China
ABomb_1.jpg .
· "Chechen rebel with gun near government palace in Grozny,
Chechnya "
by https://upload.wikimedia.org/wikipedia/commons/c/cc/Evstaf
iev-chechnya-palace-gunman.jpg .
· "Jose Padilla"
by https://upload.wikimedia.org/wikipedia/en/c/ca/Jos%C3%A9
_Padilla.jpg .
· References
· Commission for Conventional Armaments. (1948, August 12).
Resolution of the Commission for Conventional Armaments.
Department of State Bulletin of August 29, 1048, p. 268.
Retrieved from
http://avalon.law.yale.edu/20th_century/decad253.asp
· Ganesan, K., Raza, S. K., and Vijayaraghavan, R. (2010).
Chemical warfare agents. Journal of Pharmacy &
BioalliedSciences 2010 Jul-Sep; 2(3): 166–178. Retrieved
from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3148621/
· Lang, W. (1937, December 28.). Archbishop’s Appeal:
Individual Will and Action; Guarding Personality. London

Times, 9.
· Nuclear Threat Initiative. (2015, December 30). The
radiological threat: Dirty bombs are “weapons of mass
disruption.” Retrieved
from http://www.nti.org/learn/radiological/
· Office of the Chairman, Joint Chiefs of Staff. (2004). The
National Military Strategy of the United States of America.
Retrieved
from http://www.globalsecurity.org/military/library/policy/dod/
d20050318nms.pdf
· Office of the President of the United States. (1994, November
14). Executive Order 12938; Proliferation of Weapons of Mass
Destruction. Washington, D.C. Retrieved
from https://www.treasury.gov/resource-
center/sanctions/Documents/12938.pdf
· Organisation for the Prohibition of Chemical Weapons.
(2017). Types of chemical agent. Retrieved
from https://www.opcw.org/about-chemical-weapons/types-of-
chemical-agent/
· Preparatory Commission for the Comprehensive Nuclear-Test-
Ban Treaty Organization (CTBTO). (2012). Types of Nuclear
Weapons. Retrieved from https://www.ctbto.org/nuclear-
testing/types-of-nuclear-weapons/
· Public Broadcasting System (PBS). (2005). Types of Nuclear
Bombs. PBS Newshour, May 2. Retrieved
from http://www.pbs.org/newshour/updates/military-jan-june05-
bombs_05-02/
· Stebbins, M. (2007). Introduction to Biological Weapons.
Federation of American Scientists. Retrieved
from https://fas.org/biosecurity/resource/bioweapons.htm
· United States Congress. (1994). 18 U.S. Code § 2332a - Use of
weapons of mass destruction. Legal Information Institute.
Retrieved from
https://www.law.cornell.edu/uscode/text/18/2332a
· United States Nuclear Regulatory Commission. (2014,
December 12). Fact Sheet on Dirty Bombs. Retrieved

from https://www.nrc.gov/reading-rm/doc-collections/fact-
sheets/fs-dirty-bombs.html
EDU 573: Instructional Methods
Daily Math Lesson Plan- Development Part II
Taya Hervey-McNutt
Dr. Hau Nguyen – Course Instructor
Strayer University
February 14, 2022
Lesson Plan-Daily Math Lesson
Teacher’s Name Professor Allen
Date of Lesson 14-02-2022
Time of Lesson 10:05 a.m.
Subject The concept is Single subjected; Observation.
Factors that can affect
what you can teach
The first factor is class size. The classroom is small, which

makes it very convenient to teach the subject. The small class
size will help increase student engagement and make them
have a higher ability to adapt to educational and intellectual
challenges that they will likely face.
The next factor is time. Over the years, it has been deduced
that the time of the day significantly impacts students'
achievement. The selected time is suitable as it matches their
scores and learning style preferences.
The other factor is space. Students will be placed at a safe
distance from one another to ensure they are in a tidy and
clean environment, which will make them more focused and
have motivation towards the lesson.
Class Demographics
There are 402 students. Their average age is six years. There
are a total of 218 girls and 184 boys. On average, the
economic status of the students in the middle.
The ability levels of the students are as follows: visual
learners, auditory learners, writing learners, and kinesthetic
learners.
The school setting is learner-centered. This is the case since
the learning institution assesses students' needs, for instance,
allowing students to create their own meaning according to
the previous knowledge.
A brief summary of the schedule is 8:20-9:00 as arrival time,
9:25 clean up, 10:00 – 10:45 math talk, and 10:45 to 11:00,
individual/partner work, 11:15 dismissal.
The teachers' qualities include love for their work, creativity,
flexibility, patience, sense of humor, and compassion.

Three potential
advantages to teaching
this mix of students.
In this environment, teachers mix students with mixed
abilities, which allows them to learn and accept their
differences.
A teacher will have an easy time placing the students into
discussion groups or engaging the class in the discussion
because each student has their own perspective on things.
The high-level students can assist lower-level learners by
encouraging and modeling them.
Two potential challenges
to teaching this mix of
students.
Teachers face the challenge of teaching effectively because
they will be required to know every student's ability and
identify a suitable way of teaching them.
It is possible that teachers may feel out of touch with the
learners when they post negatively unintended outcomes.
Scope
● The time to teach
this lesson.
● Classroom
resources
● How this lesson
plan fits into either
a single-subject

curriculum or
connects as an
interdisciplinary
plan
1. The lesson will be taught at 10:05 a.m. Usually, students
tend to be better focused on learning at this time of the day.
This is normally the time when many institutions give
important learning tasks. This is also the time when many
institutions issue significant tests to their kindergarten
learners.
2. The classroom resource will be a science lab where they
will have access to scientific tools to help them during the
scientific inquiry process; this is, observing, measuring, and
recording their outcomes. Examples of the scientific tools
required are the thermometer, magnifying scale, and
measuring tape.
3. The lesson plan fits into an interdisciplinary plan. The
lesson plan combines lessons in different disciplines around
one theme. Different ideas related to a common theme are
assimilated, and they are then taught to students.
Measurable Objectives
Preparing students for testing. The Common Core Standards
require that students go through testing. The first way to
achieve this will be through developing games that
incorporate questions such as introducing escape rooms.
Accordingly, I will help students develop test-taking skills by
asking them to support their ideas with examples from the
text.

The next objective will be aligning practices with The
Common Core Standards.
I will embrace particular habits such as using TeacherStep
that illustrates these requirements. In this regard, the
traditional lecture format will be eliminated to give the
learners more chance to collaborate as outlined in the
Common Core Standards.
Perceiving standards as opportunities. It is very hard for
teachers to teach according to the standards because they
seem limiting. However, with the help of this objective, the
teaching standards will be used as guidelines and tools to
assist them in narrowing down what they are expected to
teach. Following this, a new curriculum, instructions, and
assessment plan that meets the standards and includes
students will be introduced.
Methodology for
Measuring Learning
Studio portfolios; how students put their knowledge to work,
and their performance can tell a lot about authentic learning.
Students will develop their portfolios which will be assessed
to show clear patterns of their growth and performance.
Throughout the process of creating portfolios, their goals will
be reflected, and they will get the opportunity to participate in
some degree of self-assessment. Afterward, students will be
required to make presentations, where they will discuss their
work and validate their ideas in front of an audience. It will
also show how well the students know how to use school
facilities and tools such as sticky notes and slides. The
learners can submit copies of the slides and other materials for
review.

Finally, learners will be given memos to gather data and apply
their imagination to weave texts from various perspectives.
The memos will be created by editing them to include a
description of the memo context, and learners will write in
them and submit them when they finish.
Technology Integration
Interactive whiteboards: An interactive whiteboard is similar
to a touchscreen whiteboard that can show images and videos.
They are effective tools for engaging every student in an
interactive lesson.
Digital presentations: The teacher and students can use tools
such as Microsoft PowerPoint to develop multimedia
presentations; they can also be used to share the work of
students. The school can also encourage students to use
Google Docs to collaborate on one multimedia project even
when they are at home.
Online research: The teacher will give the students an
opportunity to carry out online research for their projects.
Here, teachers can introduce students to the Web Quest
Model, which has an unlimited number of activities for
students.
The use of technology will encourage the students to work as
a team as well as enable them to learn even when they are not
in school.
It can also enable swift and easy sharing of information,
which will help save more time for more learning in the long

run.
Should the technology be unavailable during teaching time, I
will have other copies of the data. My backup plan is the
3-2-1 rule; three data copies, stored in two storage devices,
and one remotely located, i.e., inside my phone.
PAGE
2
EDU 573: Instructional Methods
Week 7 Assignment – Lesson Plan Development Part III
YOUR NAME GOES HERE
Dr. Hau Nguyen – Course Instructor
Strayer University
February 21, 2022
Lesson Plan
Teacher’s Name
Date of Lesson
Time of Lesson
Subject (✓ - Check appropriate box on the right)
Single Subject
or
Interdisciplinary Unit

Factors (Describe what factors (class size, time, space, etc) that
can affect what you can teach)
Class Demographics (describe the school setting/environment,
students demographics {age, gender, socioeconomic status or
class, ability levels, etc.}, schedule, teachers’ qualities and
other traits.
List and Describe Three potential advantages to teaching this
mix of students.
List and Describe Two potential challenges to teaching this mix
of students.
Scope
1. Define the time to teach this lesson.
2. Identify classroom resources (computer lab, science lab,
manipulatives, space, circle time, breakout groups, etc).
3. Describe how this lesson plan fits into either a single-subject
curriculum or connects as an interdisciplinary plan.
Measurable Objectives (minimum two)
· Create the measurable objectives for your lesson plan and

describe how they relate to Common Core Standards or your
state's requirements.
Evaluation Methodology for Measuring Learning
· Create the evaluation methodology for measuring authentic
learning within your lesson plan.
Technology Integration
Educational Theory and Rationale
Instructional Strategies and Procedures
Lesson Introduction (Beginning/Warm Up)
Teaching the Main Lesson (Guided and Independence
Practice/Middle)
Lesson Closure (Ending
Transition into Assessments During Instruction
Responses to the Needs of Different Types of Learners (3
Examples)
Strategies for Inclusion of All Students

Remediation Activities for Identified At-Risk Students
Enrichment Activities for Identified Gifted Students
Rationales for Using Both Formative and Summative
Assessments with Specific Examples
Sources
This was from Week 3.
Now add three more components
below to this lesson plan.
This was from Week 5.
Use Week 5's Lesson Plan and Add Three More Components
to this Existing Lesson Plan for Week 7
See attached week 7 template
Need by: February 15, 2022
Will pay: $15 now / $15 Complete

Lesson Plan Development Part 3
Overview
Based on the lesson plan you developed in the previous
assignments, create a lesson for online
delivery.
Instructions
Complete the following in your online lesson plan:
● Describe which educational theory your plan is based upon
and why you believe this is the most
appropriate theory.
● Describe and justify your instructional strategies.
○ Address how you will introduce the lesson, teach the mai n
material, wrap up the lesson,
and transition into the assessment. Indicate if your strategy
changed for online delivery,
and if so, why.
○ Explain why you chose each strategy and why you think each
one is effective for each
part of your lesson.
● Outline and provide three examples of how you plan to
respond to the needs of different types of
learners: learning disabilities, English language learning
students, and so on.
● Describe your strategy to ensure inclusion for all students in
the class, such as specific questions,
analogies, or in-class activities.

● Identify remediation activities for students who need help or
additional time to fully understand or
complete the lesson.
● Identify additional material or activities to keep gifted
students engaged if the lesson appears too
easy for them.
● Describe the difference between your formative and
summative evaluations for this lesson.
This course requires the use of Strayer Writing Standards. For
assistance and information,
please refer to the Strayer Writing Standards link in the left-
hand menu of your course. Check
with your professor for any additional instructions.
The specific course learning outcomes associated with this
assignment are:
● Differentiate between instructional methods employed for
diverse learner groups.

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InstructionsEach essay should be 2 - 3 pages to address each o