Details:A student notifies you that she has been subjected to bullying through a classmate’s Facebook page. In 500-750-words, address the following:Steps you are required to take that are consistent with state statutes (LOUISIANA), your district’s school board policies, faculty handbook, and the student handbook; JEFFERSON PARISH PUBLIC SCHOOL SYSTEM IS MY DISTRICTAny First Amendment arguments you think the student with the Facebook page may raise; andResponses you could make to the First Amendment arguments that are consistent with the cases in the assigned readings.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 required to submit this assignment to Turnitin.

Wk 4 - Due in 48 HoursDiscussion - Discuss the breadth of the duty to defend and the potential difficulties in determining whether to provide defense to the policyholder. 1paragraphAssignment - What is the general flow of a coverage analysis? (One paragraph only)Read: Martinez Chapter 5Liability Insurance, Insurer’s Undertaking, p. 281-396 Liability Ins., Employment Practices Liab., p. 497-500Selected Case:Entergy Gulf States, Inc. v. Summers, 282 S.W.3d 433 (Tex. 2009___________________________________________________________Wk 5 - Due in 4 DaysDiscussion: Discuss the pros and cons of Specified Risk and All Risk Coverage and how they fit into the Axioms (Power point Week 5 – Part 2).Assignment: Briefly describe the subrogation process. (2 Paragraphs)Read:Martinez Chapter 6:Property Insurance, Basic Principles, p. 504-526 & p. 529-558Property Insurance, The Insured is Disqualified, p. 586-615 Property Insurance, Paying Claims, p. 617-633Property Insurance, Bailment & Subrogation, p. 649-678______________________________________________________________________________Wk 6 Due in 6 DaysDiscussion 1: List and discuss one significant difference between traditional lines and non-traditional lines insurance coverage. For example, traditional lines are generally commercially available in the marketplace. a. Pricing is determined using market data versus specialized underwritingb. Non-traditional risk has a limited loss historyDiscussion 2: What are some risks that you believe the traditional insurance market should cover and why?For example, bitcoin transactions, driver-less cars.Read: Martinez Chapter 7 Lloyd’s of London History and the attached Powerpoints and handouts related to wk 6Personal Insurance, Requirements & Defenses, p. 679-703 Personal Insurance, Rights to Proceeds, p. 734-782https://www.lloyds.com/about-lloyds/history/corporate-history_________________________________________________________________________Wk 8 (Wk 7 assignment is separate) - Due in 8 DaysDiscussion : Do you agree with the outcome of Avrahami and Reserve Mechanical? How do non-traditional risk structures pass muster from a tax perspective given these outcomes? Can any 831(b) captive stand a chance in tax court? For example, the outcome seems unreasonable given the fact that the judge gave little deference to the actuary in Reserve Mechanical. If the judge is going to call into question the professional determination by an actuary as to reasonableness of risk, then it would seem the court can usurp the job an actuary does to determine post facto that insurance does not exist. In other words, it discounts the actuary's professional opinion. For example, the outcome in Avrahami seems reasonable given the fact that coverage were unreasonable in the eyes of the judge. That the risk pool did not really create a true risk of loss is one reason the court was correct in finding a real insurance arrangement did not exist.Read: Attached wk 8 stuffhttps://www.irmi.com/articles/expert-commentary/up-front-about-reinsurance

Creating effective unit plans that are inclusive of students’ cultures, interests, and the community takes careful planning. Meaningful reflection of practices is necessary to ensure that the teacher is creating an engaging and safe learning environment free from bias.Part 1: Lesson Plan 3Create the third lesson and submit it along with the two unit lessons previously created.The lessons in your unit should include literature-based materials as well as at least one lesson to include before, during, and after reading strategies for your content area. Focus on facilitating literacy development in your lessons. Align all learning objectives with the content area and ELA standards selected for the unit.In addition, include in your lesson plan:In the “Multiple Means of Representation” section: Develop and implement supports for student literacy development across content areas .In the “Multiple Means of Engagement” section: Students’ personal, family, and community experiences, and cultural norms in the lesson to provide multiple perspectives of discussion .In the “Multiple Means of Expression” section: Opportunities for students to learn, practice, and master academic language in the content area .Part 2: ReflectionBelow the lesson plan, write a 250-500 word reflection based on what you learned throughout this course.Address the following questions in your reflection:How can reflecting on your personal biases and accessing resources enable you to deepen your understanding of cultural, ethnic, gender, and learning differences to promote ethical practice, build stronger relationships, and create more relevant learning experiences? Did you notice any personal biases in your lesson and/or delivery? If so, how can you minimize them? If not, how did you ensure that no bias was included in your lesson and/or delivery?-NON PLAGIARIZED Leave state standards empty