The words “Cessna Skyhawk” have special meaning for anyone who has ever wanted to learn to fly. At 27 feet long and 8 feet tall, with a 36-foot wingspan, a 140 mph cruising speed, and room for two adults and their luggage, more people have learned to fly with a Cessna Skyhawk than with any other plane in aviation history. In fact, the Cessna Skyhawk is the best-selling plane of all time. Clyde Cessna built his first plane in 1911, and Cessna became a storied name in aviation. Cessna built 750 gliders for the army in World War II, introduced the Skyhawk in 1956, produced the first turbo-charged and cabin-pressurized single-engine planes in the 1960s, delivered its first business jet in the 1970s, topped $1 billion in sales in the 1980s, and then, in one of the worst downturns in the history of aviation business, nearly went out of business over the next decade and a half.

Sales of general aviation aircraft, which had topped out at 17,000 planes per year, dropped to 12,000 planes within a year, and over the next decade finally hit rock bottom at 928 planes for the entire industry. During the same time, Cessna’s sales of piston-engine planes, like the Skyhawk, dropped from 8,000 per year to just 600. Cessna was forced to lay off 75 percent of the employees at its piston-engine plane factories (Cessna also makes business jets and larger planes) and eventually stopped making piston-engine planes altogether. However, after the economy improved and the U.S. government approved the General Aviation Revitalization Act (barring product liability lawsuits on any plane over 18 years old), Cessna decided to start building its legendary Skyhawks again.

This is where you come in. With nearly 20 years in the company, your first job with Cessna was teaching Cessna dealers how to service and maintain single-engine planes. But now, with profits flowing again and the company’s legal risk greatly reduced thanks to the Revitalization Act, you have been made the vice-president of Cessna’s “new” single-engine business. It is your job to rebuild this part of the business from the ground up. And because pilots tend to remain loyal to the kind of airplane on which they learned to fly, much depends on your success or failure. If you can rebuild Cessna’s single-engine business, the pilots that learn to fly on today’s Cessna Skyhawks will be buying Cessna business jets 20 years from now.

One of the advantages of starting completely over is that you get to design the entire production facility, from its location, to the new workers, to the suppliers, everything is up for grabs. For instance, Cessna does most of its production in Wichita, Kansas. But since it left the single-engine plane business, Wichita mostly produces a small number of highly customized jets each year, just the opposite of your business, which is a high number of standardized, single-engine planes. So, given the differences, you locate the new single-engine plane factory in Independence, Kansas, two hours away by car, and only 40 minutes away in one of Cessna’s small planes. Along with a new location, you’re debating taking a new approach to manufacturing planes by using production teams. This decision may strike some colleagues as radical, particularly at conservative-minded Cessna where, one of your fellow managers admitted, “we probably got into a mode of doing things for the future based on how we’d always done things in the past.” But the more you think about it, the more you are convinced that it is the right decision. Instead of using a standard production line where each worker does just one task, you are thinking about using teams to assemble Skyhawks and other single-engine planes. In an incredible departure from the engineering-based standards in which the motions of every worker on the assembly line are studied for time, cost, and efficiency implications, production teams would be completely responsible for assembling the planes and for costs and quality.

You expect to see several benefits from a team-based approach, increased customer satisfaction from improved product quality, faster, more efficient production, and higher employee job satisfaction. A few things worry you, however. Despite all of their promise, teams and teamwork are also prone to significant disadvantages. They are expensive to implement. They require significant training. And they only work about a third of the time they are used. So, despite their promise, you cannot ignore the reality that using teams would be quite risky for Cessna.

Still, you cannot help thinking that teams could pay off and that there might be ways for you to minimize the risk of failure. For example, because the plant will be in a new location, Independence, Kansas, you get to start with a brand new workforce. What kinds of people should you hire for teamwork? What kinds of skills and experience will they need to succeed in a team environment? If you decide to take the plunge and use teams, how much authority and responsibility should you give them? Should they be limited to just advising management, or should you make them totally responsible for quality, costs, and productivity? Finally, while you’re considering using teams on the assembly line, are there other places in which you might use teams? Not all teams are alike. Maybe there are other places in which teams could contribute to the success of Cessna’s “new” single-engine plane-manufacturing facility?


In this assignment, adopt the role of the manager in charge of Cessna’s “new” single-engine factory, and discuss the following:

1.     Introduction – summarize the key facts and issues from the case.

2.     Discuss the pros and cons of the team approach.

3.     Identify how you might recruit and select and develop people with the right team skills.

4.     Discuss why you would strive to create diverse teams and what criteria you might use.

5.     Conclude by summarizing how your decisions might help to create a better corporate culture.

·       Use information and concepts from Chapters 9-12 to support your discussions.

·       APA format and citations.

·       Check your paper for grammar and spelling errors prior to submission.

·        Submit in Assignment Submission.

Assignment and Discussion Questions



Question 1
Explain how social psychology is different from sociology, psychology, and other subfields of psychology. Why is there a need for social psychology as a unique scientific field different from the sub fields of psychology?

Question 2
Discuss some of the research methods that social psychologists use to gain insight into question posed in the field. Be sure to include a description of empirical research in your response. Do you feel this is best research method for social psychologists, explain why or why not.

This assignment has two parts, the first part will require an exploration of the Social Psychology Network and the second part will require an examination of the research.
Part 1:
Choose one study from the Social Psychology Network website.
To access the online research: Look under the header on the left side of the page labeled “Social Psychology Pages.”
Click on the link labeled “Online Psychology Studies”
Participate in a study
In 750-1,000 words, review research related to the topic area of the study chosen (some articles can be found in the Social Psychology Network site, others will require outside research). Identify the type of research (survey, experiment, etc.) used with the study and evaluate the appropriateness of that methodology. Summarize the advantages and disadvantages of using an Internet site as a means of collecting data in psychological research. Elaborate on any potential confounds or ethical concerns noted while participating in the study.
Use three to five scholarly sources in addition to the social psychology website, your textbook can be used as one of the resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This benchmark assignment assesses the following programmatic competencies: 2.1: Utilize sociocultural factors to inform/influence scientific inquiry.

Assignment and Discussion



In 750-1,000 words, provide a minimum of four personal examples to illustrate impression management, social tuning, social comparisons, mindsets, intrinsic/extrinsic motivation, or causal theories.
One example provided must address face to face versus written communication styles. Are there measures that can be taken when communicating nonverbally to improve self-presentation, impression management, attributional inferences, and cognitive biases?
Each example provided should be based upon how your personal views were shaped by parents, teachers, friends, community, culture, etc. Each example should be supported by relevant research.
Use two to three scholarly sources to support your thinking, your textbook can be used as one of the resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Question 1

In what ways do the typical attributions of people from collectivistic cultures differ from those of people from individualistic cultures? Why do these differences exist? Provide empirical evidence supporting your explanations.

Question 2

Human beings often speculate as to the causes of others’ behavior. Explain how cognitive and motivational factors can cause people to be biased when making attributions. What are some of the social and individual consequences of the types of attributions they make?




Select an instructional strategy to use for an oral history presentation of a well-known historical figure.
Overarching Social Studies Instructional Strategies:
Community Building,
Creating Classroom Rules,
Developing Multiple Perspectives,
Concepts: Development and Attainment
Media Literacy
Discovery Learning
Inquiry Learning
Graphic Organizers
Historical Source Work
The presentation should integrate visual arts.
Select a grade 5-8 level for this assignment. Create a learning target for your students, and then develop the instruction incorporating learning centers for gathering research.
Submit the theme, the learning target(s), the national or state standard the target(s) aligns to, and a detailed description of the instructional plan in 250-500 words.
After viewing the Closed or Open video, write a 750-1,000 word essay that suggests questions the teacher could have asked to enhance students’ communication skills. Provide specific examples from the video.
Use the repeat, rephrase, and reduce communication skills to define your suggestions. Incorporate the open and closed skills to differentiate between two examples using repeat, rephrase, and reduce questioning.
Analyze how drafting essential questions before a lesson promotes students’ communication skills. Cite at least three scholarly resources.

Mona Lisa



Art Learning Targets the Mona Lisa

Learning Targets

Identify Leonardo Da Vinci most famous art creation the Mona Lisa.

Explain some artistic features of the Mona Lisa

Explain the significance of the Mona Lisa for Renaissance Art

Formative Assessments

Questioning the class regarding the panting to determine if students have seen Da Vinci’s Mona Lisa.

Class discussion based on the following questions: what they see in the art piece, do they see the famous smile, and can they speculate on the reason for such smile.

Ask students to complete an individual worksheet related to the famous artist masterpieces and the renascence.

Match the word definition to a concept.

Summative Assessments

Ask students to sketch the Mona Lisa on a white paper and glue it to a piece of construction paper.

Next complete a paragraph about the Mona Lisa and explain why was she smiling that day, did she ever thought that her portray was going to be that famous.


2.V.1.1 Use appropriate art vocabulary when discussing media,

processes, or images in art.

2.V.1.2 Create original art that expresses ideas about people,

neighborhoods, or communities.

2.V.1.3 Understand the “story” in works of art.

2.V.1.4 Understand characteristics of the Elements of Art, including

lines, shapes, colors, textures, form, space, and value.

2.V.1 Use the language of visual arts

to communicate effectively.

2.V.1.5 Understand characteristics of the Principles of Design,

including repetition, movement, emphasis, contrast,

balance, and proportion.

2.V.2.3 Create art from real and imaginary sources of inspiration.

2.V.3.3 Use the processes of drawing, painting, weaving, printing,

stitchery, collage, mixed media, sculpture, and ceramics to

create art.

2.CX.1.2 Recognize that works of art represent specific time periods.

2.CR.1.2 Evaluate personal work, while in progress and at


Assessment Instructions:

For this benchmark, you will create a week-long unit (five individual lessons) on social studies integrated with the visual arts, with the theme of “Civic Ideals and Practices” from the National Council for the Social Studies (NCSS). Use the Class Profile (located at the end of this document) as background information on your students, and use the GCU Lesson Plan template (located in the Student Success Center) for each of the five lesson plans.

In your unit, design the five lesson plans so they:

Develop students’ abilities to make informed decisions about a culturally diverse democratic society and interdependent world.

Are aligned to national and state social studies content standards.

Integrate visual arts to promote communication, inquiry and engagement.

Incorporate digital tools and resources.

Differentiate instruction.

Use three learning centers (allowing for groups of students to engage in the learning centers simultaneously).

Use a combination of instructional strategies (outlined below) best suited for each lesson and student.

Though it is not necessary to use all six of the strategies below, each chosen strategy should provide opportunities for all students to succeed.

Direct instruction

Indirect instruction

Collaborative learning

Experiential learning

Independent study

Interactive instruction

Along with the unit, submit a 250-500-word rationale that explains your reasoning behind your instructional strategies and choices.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to Turnitin.

Standards/Competencies Assessed:

Standards and program competencies assessed in the benchmark assessment:

InTASC:   2(a), 2(g), 4(b), 5(a), 7(a), 7(b), 7(i), 8(a), 8(n)

ACEI: 2.1, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.5, 4

ISTE-T: 1(c), 2(a)

NCSS 1.10; 3.1

COE Program Competencies: 2.4, 2.5, 3.3, 3.5

2.4:        Candidates use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. (ACEI 2.4)

2.5:        Candidates use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students. (ACEI 2.5)

3.3:        Candidates use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem solving. (ACEI 3.3)

3.5:        Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom. (ACEI 3.5)