Write an article based on this "Create a list of developmentally appropriate learning objectives for your students."
article: While standards for childhood development exist, you may need to tailor the objectives to your particular students. For instance, in general students from lower income backgrounds tend to require more intensive interventions early on, while students from higher income backgrounds have benefited from more access to books, one-on-one time with adults, and supplemental enrichment activities throughout their early childhoods and have a head start entering preschool. The same is true for students who come from English speaking homes versus students for whom English is a second language. Remember that the primary function of preschool is kindergarten readiness, so work with local kindergarten teachers to determine the most vital areas for focus. In general, these include:  Expressive and receptive language: Students should be able to speak in complete sentences most of the time, understand and follow directions with more than one step, understand vocabulary related to position, size, and comparison (such as like/different, top/bottom, in/out), and make simple predictions about a story.  Cognitive/learning readiness: Students should be able to match similar pictures; classify objects by physical features such as color, size, and shape; recognize pattern sequences; sequence up to three story pictures; retell a simple story; complete a simple puzzle; and identify five or more colors.  Phonological awareness and print recognition: Students should be able to recognize own name in print, point to and identify letters in name, attempt to write name, demonstrates book awareness (such as reading books from left to right and words read from top to bottom, even if they are unable to read), identify rhyming words, match at least 3 letters with their sound, use symbols or drawings to express ideas.  Mathematics: Students should be able to count up to five objects, match numerals 0-5 with that number of grouped objects, arrange numbers in order, identify at least three shapes, count to ten, and understand the concept of more or less.  Social/emotional preparedness: Students should be able to identify self by name, age, and gender; interact with other students; make needs known to peers and teacher; demonstrate independence by washing hands, using bathroom, eating, and dressing; and demonstrate ability to separate from parents.  Motor development: Students should be able to use pencils, crayons, and scissors with control; copy a line, circle, and X; hop, jump, run, catch a ball.

Write an article based on this "Read your state’s statutes. Ask a government agency. Ask a current bondsman."
article: The requirements for licensure and limitations for practice are usually spelled out in each state’s statutes. These can usually be found in titles that involve insurance or professional licenses. Each state will have different rules. These are some specific differences between certain states:  The following states outlaw commercial bonding or bounty hunting: Wisconsin, Oregon, Illinois and Kentucky. These states have specific rules and definitions about the way bail bondsmen operate in their area: Florida, North Carolina and South Carolina. You must obtain a license to be a bail bondsmen in the following states: Indiana, Nevada, Mississippi, South Dakota, Connecticut, Arizona, Utah, Iowa, Louisiana, California and West Virginia. State government agencies that oversee bail bondsmen can usually provide you with a handout or brochure of the guidelines for that state. These agencies fall under the Department of Insurance or the Department of Licensure. Current bondsmen can let you know the requirements. Be sure to double check with the administrative agency or statute because often requirements for initial licensing change, though current license holders are given a grace period to comply with changes.

Write an article based on this "Pick the best answer from several options for multiple choice. Check if the information is in the text for identifying information questions. Evaluate whether or not the claims match those of the writer. Find information in the text for matching questions. Match main ideas to their paragraphs for heading questions. Pair information from 2 lists for matching features questions. Finish sentences with given choices for matching sentence endings. Complete sentences on your own for sentence completion questions. Fill in the blanks for summary, note, table, and flow-chart completions. Fill in labels on a diagram related to the text. Answer short-answer questions with information from the text."
article:
There are 3 different types of multiple choice questions. Choose the single best answer from 4 possibilities, the best 2 answers from 5 options, or the best 3 answers from 7 alternatives. You might need to complete a sentence or answer a question directly. Write the letter or letters for the correct answer on the answer sheet. The exam will present several statements. It will ask you, “Do the following statements agree with the information in the text?” Respond with “true,” “false,” or “not given.” There’s a big difference between “false” and “not given!” If you choose “not given,” that means you’re saying that the statement isn’t confirmed or contradicted in the text. “False” means that the text directly and clearly contradicts the statement. These types of questions will also present you with several statements. You’ll be asked, “Do the following statements agree with the views/claims of the writer?” You must respond with “yes,” “no,” or “not given.” Only rely on the text itself to answer these questions. You shouldn’t bring in any outside knowledge (from reading the writer’s other books, for example) to answer the questions. Several paragraphs of the text will be labeled with letters. You’ll be asked to locate specific information, such as a detail, description, reason, summary, explanation, comparison, or example, within those paragraphs. Write down the letter of the paragraph where you find the information in your answer sheet. Sometimes, 1 paragraph will contain more than 1 piece of relevant information. In that case, you’ll be told that you can use all of the letters more than once for your answers. You’ll be provided with several headings that state the main ideas or themes of particular paragraphs or sections in the text. The headings will generally be labeled with lowercase Roman numerals (i.e. “i,” “ii,” “iii”). The exam will ask you to match the headings to the correct spots of the text. You’ll be given more headings than paragraphs, so not all of the headings will be used. In addition, not every part of the text will necessarily receive a heading. You’ll be provided with 1 list of several options, and another list of several statements or pieces of information from the text. Match options from the 2 lists to one another. Some options won’t be used, while others could be used more than once. For example, the test may ask you to match researchers with their particular research findings, historical eras with events, or certain characteristics to particular age groups. You’ll be presented with the first half of sentences and asked to complete them with 1 of several given options. There will be more options for ending the sentences than questions. The questions will appear in order of where the information can be found in the text. For example, you’ll be able to answer the first matching sentence endings question before you can answer the second one, and so on. You’ll be asked to complete the sentences with a given number of words (or numbers). Be sure you use the exact number of words the test demands, as more or less will result in an incorrect answer.  Hyphenated words (like “sister-in-law”) count as 1 word. Numbers can be written as figures (“4”) or words (“four”). The test will provide information from the text represented in 1 of several formats. In this summary, note, table, or flow-chart, there will be blank spots for you to fill in. The question will either give you a list of options to choose from, or ask you to answer with a specific number of words or numbers. The diagram may be of a machine or a process that’s mentioned in the text. Label the diagram using the knowledge you’ve gained from what you’ve just read. As with other fill-in-the-blanks, be sure to only provide the exact number of words specified by the question. You’ll be asked questions about factual information and details from the text. You’ll be instructed to use a certain number of words or numbers in your answer.