Criterion A Essay

Criterion A Essay
Deliberate and repeated self–injuries are so common among adolescents that researchers have come to treat this phenomenon as a disorder–one that
originates during adolescence. The DSM–V classification lists it as an independent nosological entity which takes on the form of deliberate
self–mutilating without suicidal intentions (Nonsuicidal Self–Injury, NNSI). To better characterize their specific nature, six criteria have been
distinguished. Criterion A refers to a specific frequency of self–destructive behaviors–for the disorder to be diagnosed, an individual must have engaged
in deliberate self–injury (without suicidal intentions) on at least five days over the past year. Criterion B catalogs several effects of self–injury, at least
one of...show more content...
Thinking of self–injuries as of a readily available way to free oneself from the pressure of intolerably negative emotions is enough to give a sense of
security and ease one's anxiety (Babiker, Arnold, 2003). Criterion D describes self–directed aggression as a set of behaviors that lie beyond what
society deems acceptable (as opposed to tattoos, body piercing, modifying one's body due to cultural or religious reasons). As a result, an individual
experiences suffering or disruption in their interpersonal relationships or other important life areas (criterion E). The DSM–V's criterion F narrows the
scope of deliberate self–injuries by excluding acts of self–mutilation that result from intoxication, withdrawal symptoms, psychotic episodes,
trichotillomania, or stereotypical self–harm (in the case of autism spectrum disorders, low intellectual functioning, or Lesch–Nyhan
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Criterion Specific Rewards
Zach and Patrick are in my 5th grade class. Zach is 10 years old. Zach excels in math, and any activities where he can manipulate things with his
hands. Zach can often be found playing with Legos by himself. Zach really likes animals, and often stays after school to feed and play with the
class guinea pig. Zach likes to work independently, and doesn't really socialize with the other students. Zach has a reading learning disability, and
currently receives 30 minutes of resource room support daily. Patrick is 11 years old. Patrick is very social, and enjoys being the center of attention.
Patrick is greatly involved with acting club, and even got the lead role in the school play. Patrick often shares funny stories with the class. Patrick is
academically average, and doesn't have any severe deficits in any subjects. Recently, there have been increased amounts of quarreling between Zach
and Patrick. Patrick will tease Zach, and Zach reacts by yelling,...show more content...
Decrease class interruptions Criterion –specific rewards could help address Zach's and Patrick's goals. Criterion– specific rewards are meaningful prizes
or privileges that are given when a student demonstrates a target behavior. Group contingency is based off of peer influence. The group works toward
a goal, and when the goal is reached, a reward is given. Effective rules are specific, predictable rules that help students change their own behaviors to
desired ones. Criterion– specific rewards could help Zach and Patrick, because when each student demonstrates one of their desired goal behaviors,
he would receive a reward. Group contingency could work for the boys, because it would require them to work together to each get something they
want. This could greatly increase Zach's social status in the class, and help his relationship with Patrick. Effective rules could help Zach and Patrick
know exactly how to behave during group discussions, or if someone is picking on

Criterion 4.1
Criterion 4.1: The curriculum incorporates established professional standards, guidelines, and competencies, and has clearly articulated student learning
outcomes and program outcomes consistent with contemporary practice. вЂЁ The associate degree of nursing (ADN) curriculum is developed to
prepare nurses with the knowledge, skills, and abilities that are required for today's healthcare needs. The curriculum is focused on advocacy, safety
and quality of delivered care, evidence based practice, health promotion, and providing care to individuals within different stages of life. The learning
environment will begin with basic concepts and advance to more complex concepts as the student progresses forward in the nursing program. The
graduate...show more content...
Proceeding each offering of courses, evaluation occurs and is shared with faculty course members and the Director of the School of Nursing. The
evaluation is utilized to improve the teaching and learning strategies to enhance achievement of learning outcomes for subsequent semesters. The
curriculum committee's responsibility is to review the nursing courses for rigor, currency, and integrity and present new recommendations to faculty
based on this review. Faculty will consider current changes by a majority vote. Nursing students will be expected to earn 78% in each course to
promote to the next consecutive course. Points will collectively be obtained only from scores on exams and quizzes. Clinical performance requires a
satisfactory grade to be successful within the course and allows for progression in the program. Lecture notes and presentations will be presented
based on NCLEX test plan and HESI exams will be conducted and students must demonstrate remediation according to policy. Rio Grande revised the
HESI scale in Spring 2015 to improve student outcomes in order to conclude benchmark HESI

There are differences among face, construct, and criterion–related validity. Face validity assesses a task under evaluation. A group of subjective experts
evaluate face validity (Maribo, Pedersen, Jensen, & Nielsen, 2016). Face validity can be utilized to motivate stakeholders within an organization. If
stakeholders are not supportive of the results from face validity they will become disengaged. For example, when measuring the level of
professionalism during the hiring process questions should relate to different levels of professionalism. If not stakeholders will not be motivated to
give their opinion and the true assessment of the hiring process will not be achieved. "Face validity considers the relevance of a test as it appears to
testers"...show more content...
367, 2012). This particular validity is important when it comes to legal defensibility. Construct validity explains how what is being studied matches the
actual measure. Criterion validity answers the question of whether a test reflects a certain set of abilities. One way to assess criterion validity is to
compare it to a known standard. A reference is needed to determine an instrument's criterion–related validity. Criterion–related validity predicts the
future. If a nursing program designed a measure to assess student learning throughout the program, a test such as the NCLEX would measure student's
ability in this discipline. If the instrument produces the same result as the superior test the instrument has a high criterion–related validity. The higher
the results the more faith stakeholders will have in the assessment tool. "A criterion–related validity study is conducted by statistically correlating
scores with some measure of job performance" (Biddle, p.308, 2010). Criterion–related validity is most important when it comes to predicting
performance in a specific job, and predicting future

Marketing and Self-reference Criterion
Executive Summary
In this assignment, I have tried to answer the assigned questions with explanation. Several online documents and books are used as guideline to refer to
the subject matter. This assignment has given me an opportunity to probe in to the matter deeply. This task contains detail description on the subjects:
self–reference criterion and importance of foreign sub cultural groups. This piece of work discusses the positive and negative effect of the issues on
marketing plan. It explains what can and cannot happen when marketers neglect or emphasize on these matters while thinking of introducing their
products to other countries. Some real life examples are also provided in the writing to make the explanation more clear....show more content...
One of the barriers in succeeding in the international market are a
1
www.consumerpsychologist.com/international_marketing.html
person's self–reference criterion (SRC) and an associated ethnocentrism. While SRC is an unconscious reference to one's own cultural values,
experiences, and knowledge but it is intimately related to ethnocentrism. From our birth to being adult a set of facts, beliefs, norms, principles and
ethics are cultivated inside us. Our behaviour, thoughts and reaction (both voluntary and involuntary) are influenced by our cultural education. When
we are stuck in a situation or face a problem, we refer to our SRC in search of the solution. Our response and decisions are based on meanings, values,
symbols and behaviour relevant to our own culture; different from foreign culture. Any decisions taken from own cultural point of view is right until it
is for domestic purpose. When we mix with people of another culture, intentionally or inadvertently, a gap is generated or to be better said maintained.
This space usually leads to a misunderstanding between people of different cultures. Only way to stop or get out of such misunderstandings is to grow
the ability of acceptance of understanding, behaving and thinking like the person we are talking to. The key to successful marketing is to accept the
environmental differences between each market. The behaviour pattern of consumers of any market will not match with that of the consumers of

Criterion A Case Summary
This case pertains to a 27–year–old male named Josh of undisclosed ethnicity who just three months ago witnessed a horrific, senseless accident which
resulted in the death of his fiancГ©e. He is suffering from a tragic, irreplaceable loss and is displaying symptoms of posttraumatic stress disorder
(PTSD).
Diagnosis
PTSD criteria A and B. Josh meets all of the criteria for PTSD as outlined in the DSM–V (American Psychiatric Association, 2013, pp. 272–272).
Criterion A refers to exposure to a traumatic event. Josh meets criteria A1, A2, and A3 (only one of four is required to meet criterion A) because he
both witnessed firsthand the car accident that claimed the life of his fiancГ©e, and she died tragically in his arms. Josh meets criterion B1 of the
disorder because of his vivid, recurring, involuntary, and deeply distressing...show more content...
The components that make up the details which led to Josh's heartbreaking loss were not just unnecessary and tragic individually, they were also
just...wrong. First, his fiancГ©e lost her life as a direct result of the accident. Secondly, her civil right of safety was violated when she was hit by a
car in a crosswalk where pedestrians have the right of way on red. Thirdly, the driver of the car who hit her did so because he or she ran the red light
at the intersection–a total disregard for the well–being of the pedestrians in that crosswalk. Next, the driver of the car was drunk–entirely irresponsible
and inconsiderate of the safety of anyone else on the road. Also, Josh worked adjacent to the scene of the accident. Although he tried to continue to go
to work, he could no longer bear the vivid memories that came with the scenery. Because of the accident, then, Josh also lost his job. The overall
unjustness of the tragedy and its consequences, therefore, should be considered during treatment planning and while evaluating Josh's

Essay about Baldrige Criterion
To many people, strategic planning is something meant only for big businesses, but it is equally applicable to any type of business entity or
organization. Strategic planning is matching the strengths of an organization to available opportunities. To do this effectively, an organization need to
collect, screen, and analyze information about its environment. The organization also needs to have a clear understanding of its strengths and
weaknesses – and develop a clear mission, goals, and objectives (Wikipedia, n.d.). Acquiring this understanding often involves more work than
expected. The organization must realistically assess its current state and device a plan of action to successfully make it better. So how does an
organization gauge...show more content...
By clearly defining what their goals and needs are, both universities mirrored the Baldrige criteria for strategic planning. Secondly, one of the ten
questions asked in Baldridge criteria for strategic planning is how do you ensure that financial, human, and other resources are available to support the
accomplishment of your action plans? In other words, how do the universities convert their strategic objectives into action plans through resource
allocations? UC Boulder satisfied that question by having approximately 300 employees in the Information Technology Services. In addition, UC
Boulder has also clearly defined how they will allocate their IT resources to ensure they meet their strategic goals. According to the website UC
Boulder's IT allocation is as follows:
1. Campus programs and projects (28%)
2. Academic technologies and spaces (25%)
3. Support, operations, and services (including network and telephony) (42%)
4. Administration & support (5%)
With UC Berkeley, however, it paints a different picture. UC Berkeley did have an IT allocation but they used the generic term "resources" throughout
their strategic plan and were not at all defined as compared to UC Boulder. Their means of resource support simply stated: "Researchers and research
support staff across disciplines require a minimum level of research support with technical compatibility to facilitate research and the sharing of

Criterion-Related Validity Essay
In this post, I will examine the relationship between SATs scores and student success in college through the lens of criterion validity. Since currently
Higher Education institutions are focusing on ranking, now, more than ever, admissions requirements are becoming more strict, and heavier weight is
being placed on SAT scores as a way determining "quality" students. Currently, SAT scores are used to determine whether a student will be successful in
college. This shift is causing a great push to identify students of risk, and for more elite institutions, who should be admitted (Chronicle of Higher
Education, 2017). Do to this shift, there is great emphasis placed on the SATs as an indicator of college success. The question that many student affairs
professionals and educational leaders ask are, does this test accurately measure and show a relationship between test scores and outcomes?
Using criterion–related validity, we can get a glimpse into the relationship between test scores and outcomes....show more content...
In the context of Higher Education and its reliance on the SATs as a predictor to determine the fate of many student's paths, it is important to know that
the this standardized test scores accurately measure what we say they measure.
Some things to consider about using this test to measure student success...does it account for aspects of social capital (Yosso's Model) and its influence
on how a student may interrupt a question? Does this standardized test have a way of understanding the multiple aspects of a student's identity that
influences the way they perceive and interpret questions? Does it account for the financial aspect of paying for tutoring? The SATs do give institutions
the ability to anticipate a student's success, but it certainly does not measure the academic

Questions On Processor Demand Criterion
Processor Demand Criterion: Under EDF, the analysis of periodic tasks with deadlines less than periods can be performed by the processor
demand criterion, proposed in 1990 (Lui Sha et al., 2004). In general, the processor demand in an interval [t1, t2] is the amount of processing time g
(t1, t2) requested by those jobs activated in [t1, t2] that must be completed in [t1, t2] (Lui Sha et al., 2004). Hence, the feasibility of a task set is
guaranteed if and only if in any interval of time the total processor demand does not exceed the available time, that is, if and only if (Lui Sha et al.,
2004) Aperiodic task scheduling: The higher schedulability bound of dynamic scheduling schemes also allows achieving better...show more content...
Example: ProcessPeriodComputation Time T1 (Blue color)106 T2 (Yellow color)209 tD1(t)D2 (t) 0......9K + D1 = 0 + 10 = 10K + D2 = 0+ 30 = 30
10...19K + D1 = 10 + 10 = 2030 20...29K + D2 = 20 + 10 = 3030 Source: (Singhoff, 2007) Preemptive Case: Figure 1: Source: (Singhoff, 2007)
Non–preemptive case: Deadline of T1 missed at 21 Figure 2: Source: (Singhoff, 2007) 3) Soft Real–Time Scheduling: A great part of the initial work
on scheduling concentrated on the hard–due date case in which processes were expected to have deterministic due dates, and any missed assignment
was a failure. To assemble an anticipated system that have the reasonable behavior and accurate behavior, it was important to force a deterministic
worst–case. For instance, it was important to accept that the jobs touching base from a process had deterministic least interarrival times, most extreme
calculation times, and least due dates. The worst–case formulation allowed for an upper bound on the workload during any interval of time, which, in
turn, permitted an analysis of whether all deadlines of all tasks would always be met (Lui Sha et al., 2004). The presentation measure called
schedulable usage

Discuss the role of criterion referenced tests and norm referenced tests in the teaching and learning process
Introduction
According to Van der Linden (1982), the rise of new learning strategies has changed the meaning of measurement in education and made new demands
on the construction, scoring, and analysis of educational tests. Educational measurements satisfying these demands are usually called
criterion–referenced, while traditional measurements are often known as norm–referenced. Thus, educational tests can be categorised into two major
groups: norm–referenced tests and criterion–referenced tests. The common feature of these learning strategies is their objective–based character. All
lead to instructional programmes being set up...show more content...
The first interpretation is content–centred, and the second interpretation is examinee–centred.
Because these two types of tests have fundamentally different purposes, they are constructed differently and evaluated differently (Bond, 1996).
Criterion–referenced tests place a primary focus on the content and what is being measured. Norm–referenced tests are also concerned about what is
being measured but the degree of concern is less since the domain of content is not the primary focus for score interpretation. In norm–referenced test
development, item selection, beyond the requirement that items meet the content specifications, is driven by item statistics. Items are needed that are
not too difficult or too easy, and that are highly discriminating. These are the types of items that contribute most to score spread, and enhancetest score
reliability and validity. Withcriterion–referenced test development, extensive efforts go into ensuring content validity. Item statistics play less a role in
item selection though highly discriminating items are still greatly valued, and sometimes item statistics are used to select items that maximise the
discriminating power of a test at the performance standards of interest on the test score scale (Bond, 1996).

In this paper, first I am going to introduce the criterion of verifiability. With the help of the criterion of verifiability, Ayer is able to test whether any
sentence has factual significance or not. He then concludes that metaphysical propositions lack factual significance because they fail to satisfy even
the weaker sense of verifiability in principle. Ayer proceeds to argue that metaphysical propositions are nonsensical since they neither have factual
significance nor belong to the category of a priori propositions. This argument is mainly successful as to eliminate metaphysics from sensible
knowledge, except there are two parts susceptible to attack. One may argue that the process of applying the criterion of verifiability to...show more
content...
As philosophers, we are most interested in sentences with factual significance because we are after genuine knowledge that concerns matters of fact.
The criterion of verifiability is formulated to test whether a sentence is factually significant or not. Defined by Ayer, "a sentence is factually
significant to any given person if, and only if, he knows how to verify the proposition which it purports to express." (Language, Truth, and Logic; Ayer,
6) For empiricists like Ayer, it is accepted that empirical evidence is the first source of genuine knowledge we have about the real world. It naturally
follows that when empiricists verify a proposition, they make relevant observations and set up experimentations that will help them accept or reject the
proposition. I agree with Ayer because I find there is nothing more genuine than senses I experience; and I am not obliged to make sense out of
nonsensical things.
We encounter factually significant propositions everywhere. For instance, "Bruce is a student from UCLA." This proposition is factually significant
because we can verify it by calling the registration office.
However, there is the proposition that has no factual content. Therefore, its truth value is independent of empirical evidence. This proposition is "of
such a character that the assumption of its truth, or falsehood, is consistent with any assumption whatsoever concerning the nature of his future
experience ..." (Language, Truth, and Logic;

Criterion-Referenced Competency Test
Using the Criterion–Referenced Competency Test (CRCT) to measure Georgia public schools' Adequate Yearly Progress (AYP) put pressure on the
Atlanta Public Schools and fostered Beverly Hall to use dishonorable tactics to meet the goals of President George W. Bush's No Child Left Behind
Act (NCLB), which required states to conduct annual assessments of student academic achievement to determine financial rewards or penalties for
schools and teachers. This act failed to recognize the underlying problems in low–performing public schools, often problems that money could not fix,
and had unintended negative consequences such as the "Atlanta cheating scandal." First of all, federal funding was granted to high performing schools
for meeting the AYP,
...show more content...
NCLB was more likely to help schools that already had high quality teaching and resources, making the funding incentive ineffective in equal
distribution and access to high quality education. This created an atmosphere where leaders like Hall had to act unethically to receive funding and
play this "game" that set up low SES schools to lose. What Hall did was not justified by any means nor do I think she manipulated test scores for the
good of the kids, but her behavior is understandable considering the circumstances. Different incentives, such as full tuition scholarships for high
quality teachers in the nation's top graduate programs to teach in low SES schools or directly incentivizing low SES kids to enroll in college for
upward mobility and supporting their families could have been implemented to prevent an "Atlanta cheating scandal." Nevertheless, improving
educational outcome does not occur at the school level but beyond into the societal level. It is important to take these factors into consideration when
implementing future educational

Criterion C: Music Analysis
Criterion C: We explored the aeolian scale when we composed our music. We also made sure to use the lyrics to a song that was around during the
middle ages. Back in the middle ages there were only 2 types of music secular and religious. The secular music was written in the local language
where as religious music was in latin. Secular music would have instruments playing but religious music would not have any instruments adding
tune, but they would sometimes use a drum as a drone to help keep the beat. The piece we composed is similar to a religious middle ages peice of
music. Our composition has a drone and latin lyrics we also used the aeolian scale which was a commonly used scale from the middle ages. Our
composition also has polyphonic

Disadvantages Of Criterion Referenced Tests
A2. Disadvantages of Criterion–referenced tests:
1.According to Glossary of Education Reform, 2014, the tests are merely as accurate or fair as the learning standards upon which they are established.
If the standards are loosely verbalized, too challenging or too easy for the learners being evaluated, the test scores will manifest the incorrect standards.
An assessment administered in eleventh grade that reflects a level of comprehension and proficiency learners should have learned in eighth grade
would be one general illustration. Alternatively, tests may not be correctly associated withlearning standards, consequently although the standards are
distinctly written, age appropriate, and focused on the accurate knowledge and skills, the test may not be constructed satisfactory enough to the
achievement of the standards. (Glossary of Education Reform, 2014)
2.The procedure of establishing competence levels and passing scores on criterion–referenced tests can be exceedingly subjective or distorted; the
possible results may be substantial, predominantly if the tests are utilized to formulate significant determinations about learners, educators, and
schools. Since registered aptitude rises and falls in directly relation to the standards or cut–off scores used to make a proficiency determination, it's
possible to influence the perception and interpretation of test results by raising or dropping both standards and passing scores. Additionally, when
teachers are assessed based on

Criterion-Specific Rewards Strategy
A strategy I would use to help Sam meet his goal would be criterion–specific rewards strategy. To encourage him to stay on task and complete his
independent work I would use the option of working within large group on other assignments a reward for those who have completed their
independent work. This will increase his assignment completion and accuracy, and reduce his disruptive behavior because Sam will be making
connections between a behavior and its consequences. The criteria/reward for being able to work within a group is to complete independent work. If
Sam does not complete his work the consequence will be he may not be able to work in within a group on another assignment.

Analysis Of Peter Ellis 's Framework
I will be evaluating two research papers using peter Ellis's framework (2013). Using critical appraisal framework to evaluate a research paper offers
general and specific questions to ask. The framework aids people to recognise if the study was designed and carried out properly and to identify if it is
beneficial to other people or has any flaws to it (Steen and Roberts, 2011). The first paper I will be discussing is a quantative paper and the second is a
qualitative paper.
Following the first part of Peter Ellis's framework (2013The title of the paper clearly identifies the type of people whom the research is being applied to,
the aim of the research and the methodology used. The title however does not state the main findings of the study. The author credentials were not
really identified the names of the authors are written however there doesn't seem to be any information on their qualifications but not professional
background, current jobs or experience of doing similar research.
Following the second part of Ellis's framework (2013), going onto the core research issues the introduction and background to the study does identify
the need for research to be done, the purpose of the research can be identified. It states in the abstract that the aim of the study was to offer a thorough
report of the experience people go thorough when they have to make a decision on placing a family member into a special care unit among a diverse
sample of carers. To achieve maximum variation

Criterion-Match Argument
I.Introduction– issue and claim a.State the issue: Is a high school senior an adult? b.Provide background info i.Positive high school senior
characteristics ii. Negative high school senior characteristics c.Provide dictionary definition d.State claim: A person who is fully developed and be
able to be independent and act in a mature way by being able to make rational thinking and decisions based on past experience II.Body– present series
of criterion–match arguments a.State criteria 1 i.Fully developed– developed all necessary human functions to survive ii. Argue if it meets or does not
meet the criteria iii. Use examples and data b.State criteria 2 i.Make rational thinking and decisions– a person whose thinking and decisions

Final Criterion For A Car
What is a car? I am going to write about what it is. I'm also going to write about what it isn't. A car is used all the time. I like cars so that is why I
decided to write about it. One criterion for a car is it runs on fuel. Another criterion for a car it is a Honda. A car is something that has limited
space. A final criterion for what's a car is it runs on electricity. Those are my criterions for what a car is. One warrant is a bike, it takes forever to
get somewhere and you get tired. Another example of what it isn't walking, it makes you tired. The final warrant is a bus. A bus holds a lot of
people unlike a car it holds less. That is what a car isn't. That is what a car is and what it isn't. In conclusion this is how a car is different

Criterion A Essay

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Criterion A Essay