1
University Policy 3.01.01 Academic Integrity and Honesty
Policy Revision Approval Date: March 23, 2014
Policy Revision Effective Date: April 1, 2014
Procedure Approval Date: November 30, 2020
Procedure Effective Date: December 1, 2020
POLICY STATEMENT
Capella University is committed to providing learners with the competencies and skills
associated with academic integrity and honesty. Capella learners are expected to act with
integrity and honesty in all their interactions as associated with their academic endeavors
pursuant to this policy. Academic dishonesty occurs when learners take unauthorized actions in
the completion of their academic work and may include but is not limited to plagiarism,
unauthorized collaboration, deceit, and interference with another learner.
Learners are expected to be the sole authors of their work and to acknowledge the authorship of
others’ work through proper citation and reference. Use of another person’s ideas, including
another learner’s, without proper reference or citation constitutes plagiarism and academic
dishonesty and is prohibited conduct. Capella extends the concept of plagiarism to include
issues of copyright and trademark infringement.
Collaboration in the completion of coursework is prohibited unless explicitly permitted by the
course instructor. Where such collaboration is permitted by the course instructor, learners must
acknowledge any collaboration and its extent in all submitted coursework.
The consequences of academic dishonesty are determined on a case-by-case basis may include
but are not limited to non-acceptance of submitted coursework, failing grade on an assignment,
lower grade in a course, failing grade in a course, written warning, suspension from the
university, removal from the program, administrative withdrawal or dismissal from the
university, or cancellation of previously awarded course credits or degrees. Cancellation of
previously awarded degrees require the review and determination by the Capella University
Board of Trustees.
Capella University learners, faculty, and staff share the responsibility for promptly reporting any
alleged violation of this policy.
RATIONALE
In support of Capella University’s core values, this policy establishes the standards for academic
integrity and enforces the university’s commitment to teaching and learning while maintaining
academic integrity, authenticity, ethics, and scholarship in one’s work as a learner at the
university. This policy also establishes the due process procedures for the internal resolution of
acts of academic dishonesty.
2
DEFINITIONS
Plagiarism
Plagiarism is presenting someone else’s ideas or work as one’s own. Plagiarism also includes
copying verbatim or rephrasing ideas without properly acknowledging the source by author, date,
and publication medium. Learners must take great care, whether in ...
Academic Honesty PolicyI. Introduction
Each student shall maintain academic honesty in the conduct of his or her studies and other learning activities at CSU. The integrity of this academic institution, and the quality of the education provided in its degree programs, are based on the principle of academic honesty.
The maintenance of academic integrity and quality education is the responsibility of each student within this university and the California State University system. Cheating and plagiarism in connection with an academic program at a campus is listed in Section 41301, Title 5, California Code of Regulations, as an offense for which a student may be expelled, suspended, put on probation, or given a less severe disciplinary sanction.
II. Student Responsibilities
A) Students are responsible for knowing and understanding the rules of Academic Honesty as outlined in the university catalog, to include fabricating information and data, cheating, facilitating academic dishonesty, and plagiarizing.
B) Students are responsible for communicating with the professor if they do not understand how the policy applies to a particular class or assignment. Students are responsible for utilizing the library resources (e.g. the plagiarism tutorial, consulting a librarian, or referring to a style guide) on academic honesty and plagiarism to fully understand the differences between a citation, giving credit, original writing, and plagiarism.
III. Faculty Responsibilities
A) Faculty must report all incidents of Student Dishonesty and the actions taken to the Office of the Dean of Students.
The reporting must include:
1. Student name
2. Student ID number as it appears on the class roster
3. Class Code, CRN, and Semester taken
4. The actions or consequences taken by the professor
B) Each faculty should include a statement on Academic Honesty in their syllabi such as:
Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy. All assignments must be original work, clear and error-free. All ideas/material that are borrowed from other sources must have appropriate references to the original sources. Any quoted material should give credit to the source and be punctuated accordingly.
Academic Honesty and Integrity: Students are responsible for honest completion and representation of their work. Your course catalog details the ethical standards and penalties for infractions. There will be zero tolerance for infractions. If you believe there has been an infraction by someone in the class, please bring it to the instructor’s attention. The instructor reserves the right to discipline any student for academic dishonesty, in accordance with the general rules and regulations of the university. Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.
C) Faculty should keep accurate .
Department of Computer and Information SystemsC.docxgertrudebellgrove
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
Academic Honesty PolicyI. Introduction
Each student shall maintain academic honesty in the conduct of his or her studies and other learning activities at CSU. The integrity of this academic institution, and the quality of the education provided in its degree programs, are based on the principle of academic honesty.
The maintenance of academic integrity and quality education is the responsibility of each student within this university and the California State University system. Cheating and plagiarism in connection with an academic program at a campus is listed in Section 41301, Title 5, California Code of Regulations, as an offense for which a student may be expelled, suspended, put on probation, or given a less severe disciplinary sanction.
II. Student Responsibilities
A) Students are responsible for knowing and understanding the rules of Academic Honesty as outlined in the university catalog, to include fabricating information and data, cheating, facilitating academic dishonesty, and plagiarizing.
B) Students are responsible for communicating with the professor if they do not understand how the policy applies to a particular class or assignment. Students are responsible for utilizing the library resources (e.g. the plagiarism tutorial, consulting a librarian, or referring to a style guide) on academic honesty and plagiarism to fully understand the differences between a citation, giving credit, original writing, and plagiarism.
III. Faculty Responsibilities
A) Faculty must report all incidents of Student Dishonesty and the actions taken to the Office of the Dean of Students.
The reporting must include:
1. Student name
2. Student ID number as it appears on the class roster
3. Class Code, CRN, and Semester taken
4. The actions or consequences taken by the professor
B) Each faculty should include a statement on Academic Honesty in their syllabi such as:
Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy. All assignments must be original work, clear and error-free. All ideas/material that are borrowed from other sources must have appropriate references to the original sources. Any quoted material should give credit to the source and be punctuated accordingly.
Academic Honesty and Integrity: Students are responsible for honest completion and representation of their work. Your course catalog details the ethical standards and penalties for infractions. There will be zero tolerance for infractions. If you believe there has been an infraction by someone in the class, please bring it to the instructor’s attention. The instructor reserves the right to discipline any student for academic dishonesty, in accordance with the general rules and regulations of the university. Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.
C) Faculty should keep accurate .
Department of Computer and Information SystemsC.docxgertrudebellgrove
Department of Computer and Information Systems
COURSE SYLLABUS
Course and Instructor Information
Course Name:
ITS 831 – Information Technology Importance in Strategic Planning
Section – 07
Spring 2020 – First Bi-Term Online
Professor:
Dr. Mike Peterson
Contact Information
Email: [email protected]
Office Hours/Preferred Contact Times: By appointment
Nature of Course Content and Goals
Course Description
This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency.
Course Objectives
Course Objectives/Learner Outcomes:
Upon completion of this course, the student will:
· be proactive with risk management practices.
· understand IT business management.
· Understand the basics of Blockchain technology
· understand the economics of cloud computing.
· understand the benefits of eco-efficient technology adoption
· understand how to balance customer and shareholder value.
understand how emerging technologies effect strategic planning.
Learner Outcomes/ Assessments
· Learn how to perform research identifying and analyzing technological challenges
· Build critical thinking skills to develop and apply solutions that achieve strategic and tactical IT-business alignment
· Develop professional skills and expertise to advance knowledge in your chosen field or discipline within information technology
· Conduct research with professional and ethical integrity
· Address complex technical questions and challenge established knowledge and practices in the area
· Identify, comprehend, analyze, evaluate and synthesize research
· Communicate effectively and employ constructive professional and interpersonal skills
· Critically evaluate current research and best practices
· Demonstrate IT leadership skills at the team and enterprise levels following tenets of professional, social, and ethical responsibility
Recommend IT strategies that support enterprise mission and objectives
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Required Text
Pearlson, K., Saunders, C., Galletta, D. (2020). Managing and Using Information Systems: A Strategic Approach, 7th Edition. Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 978-1119560562Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especia.
Student and College Rights & ResponsibilitiesAccess3
The presentation lists both the rights and responsibilities for college students and well as the rights and responsibilities of the College themselves too.
School of Computer & Information SciencesCOURSE.docxpoulterbarbara
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
School of Computer & Information SciencesCOURSE.docxgertrudebellgrove
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
Academic integrity is a fundamental principle within the University and is strongly linked to good academic practice. This section of the Academic Regulations defines the University’s approach to maintaining the academic integrity of students’ work and safeguarding against breaches of academic integrity. The University has processes to investigate alleged breaches of academic integrity and, where a breach of academic integrity is admitted or found, applies appropriate penalties as defined in this code
Occidental College used to have a zero tolerance policy. After paying hundreds of thousands of dollars to NCHERM and law firm Pepper Hamilton, the College now has a rape-tolerant policy that has no clear definition of sexual consent.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
This presentation will help the students understand better the significance of discipline in their community (school). Also, it will strengthen the capacity of the students to be better as an individual.
Your supervisor, Sophia, Ballot Online director of information t.docxMargaritoWhitt221
Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
● List of high-level policies and/or procedures that may be required
● List of high-level training and education programs that may be required
● Relationships between components of the program, including (but not limited to):
○ communication channels
○ dependencies
● Identification of enforcement mechanism
● Identification of monitoring and auditing mechanisms
● How will responses to compliance issues be handled, and how will corrective action plans be developed?
● How are risk assessments handled?
Please add references
.
Your selected IEP. (Rudy)Descriptions of appropriate instructi.docxMargaritoWhitt221
Your selected IEP. (Rudy)
Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
You will need to list and describe the appropriate assessment tools and accommodations.
You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
Student and College Rights & ResponsibilitiesAccess3
The presentation lists both the rights and responsibilities for college students and well as the rights and responsibilities of the College themselves too.
School of Computer & Information SciencesCOURSE.docxpoulterbarbara
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
School of Computer & Information SciencesCOURSE.docxgertrudebellgrove
School of Computer & Information Sciences
COURSE SYLLABUS
Course and Instructor Information
Course Name
ISOL/MSDF 633 – Legal, Regulations, Investigations, and Compliance
Section – 21
Summer 2020 – Full Term
Course Format: Hybrid Course with Required Residency
Residency Session Date: May 29, 2020 – May 31, 2020
Friday 5pm – 10pm; Saturday 8am – 7:30pm; Sunday 8am-1pm
Residency Session Course Site: Northern Kentucky Campus – ONLINE FORMAT
Professor
Melissa S. Gruner, J.D. – Adjunct Professor
Contact Information
Email: [email protected]
Office Location: Remote
Office Hours: By appointment
Nature of Course Content and Goals
Course Description
The course examines computer crimes, laws and regulations. It includes techniques for investigating a
crime, gathering evidence, and communicating results.
Course Objectives/
Learner Outcomes/ Assessments
Upon completion of this course, the student will:
· Recognize the legal aspects of information security systems.
· Examine the concept of privacy and its legal protections.
· Identify the basic components of the American legal system.
· Describe legal compliance laws addressing how public and private institutions protect the security and privacy of consumer financial information.
· Analyze intellectual property laws.
· Describe the role of contracts in online transactions and cyberspace.
· Identify cybercrime and tort law issues in cyberspace.
· Examine the principles requiring governance of information within organizations.
· Identify risk analysis and incident response procedures.
· Explain the importance of forensic examination in legal proceedings.
Course Website
Access to the course website is required via the iLearn portal on the University of the Cumberlands website: http://www.ucumberlands.edu/ilearn/
Books and Resources
Grama, Joanna Lyn. Legal Issues in Information Security, 2nd ed. Burlington, MA: Jones & Bartlett Learning, 2015
Student Lab Manual and Lab Access Key (also known as supplemental Lessons)
· YOU MUST HAVE THIS TO TAKE THE QUIZZES!
Other articles and readings may be assigned by course professor. Requirements and Policies
Academic Integrity/ Plagiarism
At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:
· Cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities.
· Lying – falsifying, fabricating, or forging information in either written, spoken, or video presentations.
· Plagiarism—using the published writings, data, interpretations, or ideas of another without proper documentation
Plagiarism includes copyin.
Academic integrity is a fundamental principle within the University and is strongly linked to good academic practice. This section of the Academic Regulations defines the University’s approach to maintaining the academic integrity of students’ work and safeguarding against breaches of academic integrity. The University has processes to investigate alleged breaches of academic integrity and, where a breach of academic integrity is admitted or found, applies appropriate penalties as defined in this code
Occidental College used to have a zero tolerance policy. After paying hundreds of thousands of dollars to NCHERM and law firm Pepper Hamilton, the College now has a rape-tolerant policy that has no clear definition of sexual consent.
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
This presentation will help the students understand better the significance of discipline in their community (school). Also, it will strengthen the capacity of the students to be better as an individual.
Your supervisor, Sophia, Ballot Online director of information t.docxMargaritoWhitt221
Your supervisor, Sophia, Ballot Online director of information technology, has tasked you with creating a presentation that will convince the executives that using cloud-based computing to accommodate Ballot Online future growth rather than trying to expand the current infrastructure will help the company do business faster and at lower cost while conserving IT resources.
Question:
Create a high-level proposal for a compliance program for Ballot Online that enables the organization and its employees to conduct itself in a manner that is in compliance with legal and regulatory requirements.
The proposal will be one to two pages in length and should take the form of a high-level outline or flowchart showing the different components and relationships among the components.
Include the following elements that are generally found in an effective program:
● Identification of company employees who have oversight over the program, their roles, and responsibilities
● List of high-level policies and/or procedures that may be required
● List of high-level training and education programs that may be required
● Relationships between components of the program, including (but not limited to):
○ communication channels
○ dependencies
● Identification of enforcement mechanism
● Identification of monitoring and auditing mechanisms
● How will responses to compliance issues be handled, and how will corrective action plans be developed?
● How are risk assessments handled?
Please add references
.
Your selected IEP. (Rudy)Descriptions of appropriate instructi.docxMargaritoWhitt221
Your selected IEP. (Rudy)
Descriptions of appropriate instructional and assessment accommodations for the exceptional student based on their needs as described in the IEP.
You will need to list and describe the appropriate assessment tools and accommodations.
You will also need to describe how the lesson can be modified for other learners with varying reading deficiencies.
Rudy IEP
Current Grade: 2
Present Levels of Educational Performance
• Ruby is in good health with no known physical performance issues, and she socializes well with her peers.
• Ruby performs at grade level in all subjects except reading.
• Ruby can identify all letters of the alphabet and knows the sound of most consonants and short vowels.
• Her sight vocabulary is approximately 65 to 70 words, and she reads on the primer level.
• Ruby can spell most words in a first-grade textbook, but has difficulty with words in the second-grade textbook.
Annual Goals
1. By the end of the school year, Ruby will read at a beginning second-grade level with 90% accuracy in word recognition and 80% accu- racy in word comprehension.
Person Responsible: Resource Teacher
2. By the end of the school year, Ruby will increase her sight word vocabulary to 150 words.
Person Responsible: Resource Teacher
3. By the end of the school year, Ruby will read and spell at least 75% of the second-grade spelling words.
Person Responsible: Second-Grade Teacher
Amount of Participation in General Education
• Ruby will participate in all second-grade classes and activities except for reading.
Special Education and Related Services
• Ruby will receive individualized and/or small-group instruction in reading from the Resource Teacher for 30 minutes each day.
.
Your project sponsor and customer are impressed with your project .docxMargaritoWhitt221
Your project sponsor and customer are impressed with your project schedule, but due to some factors out of their control, you’ve been told to deliver your project early, roughly 15% earlier than anticipated. Using the information from the readings, explain how you would go about assessing the possibility of delivering your project early. How will that affect scope, costs, and schedule?
.
Your initial post should use APA formatted in-text citations whe.docxMargaritoWhitt221
Your initial post should use APA formatted in-text citations when you are paraphrasing or directly quoting information from outside sources (including the textbook). You should also include APA formatting reference(s) at the end of your post. It is suggested that these posts be at least 150 words
.
Your life is somewhere in a databaseContains unread posts.docxMargaritoWhitt221
Your life is somewhere in a database
Contains unread posts
(Clipart from MS Office)
Many TV shows depict law enforcement personnel accessing readily accessible databases that contain all types of records about individuals –records about everything from address to telephone records to finances, insurance, and criminal history. The information you share with your bank, doctor, insurance agent, the TSA, ancestry kit companies, and on social media can make your life an open book. Here are some questions to address as you reflect on this:
1. Are you comfortable with giving away some of your privacy for increased security? Why or why not? How far would you let the government go in examining people's private lives?
2. How much access should we have to certain aspects of others' private lives? For example, should States share criminal databases? But should a database of people paroled or released for crimes be made public? Why or why not?
.
Your original initial post should be between 200-300 words and 2 pee.docxMargaritoWhitt221
Your original initial post should be between 200-300 words and 2 peer responses in the range of 75-125 words each. Posts are too brief for a cover page and double-spacing. Otherwise, your posts, references and citations should be in APA format. The rubrics with Biblical Integration determines your grade. It considers:
Providing a short introduction stating your position and argument
Supporting your argument (intext citing shows this)
When all is done, give a brief conclusion
a reference at the end
In this chapter, Collins begins the process of identifying and further developing from the research those unique factors and variables that differentiated the good and great companies. One of the most significant differences, he asserts, is the quality and nature of leadership in the firm. Collins initially told the research team to downplay the role of top executives in the good-to-great process. It became obvious that there was something different that these leaders did. Collins went on to identify "Level 5 leadership" as a common characteristic of the great companies assessed in the study. By further studying the behaviors and attitudes of so-called Level 5 leaders, Collins found that many of those classified in this group displayed an unusual mix of intense determination and profound humility. Characteristics used to describe these leaders included words like quiet, humble, modest, gracious, and understated. Yet there was also the stoic resolve and an unwavering determination evident. They were low-key executives, rarely appearing in the media, who demonstrated a relentless drive for results. These leaders often had a long-term personal sense of investment in the company and its success, often cultivated through a career-spanning climb up the company’s ranks. The personal ego and individual financial gain were not as important as the long-term benefit of the team and the company. As such, Collins warned of the liability involved in employing a bigger-than-life charismatic leader —personalities often brought in from outside the company or organization by a board seeking a high profile figure. The data suggested that a celebrity CEO brought in to turn around a flailing firm was usually not conducive to fostering the transition from
Good to Great
(Collins, 2001).
Why is this important?
Collins was asked and did not want to use "servant leader" for the Level 5 leader (Lichtenwalner, 2012). The team chose the term, “Level 5 Leadership” over Servant Leadership, in part, for fear readers would misinterpret the concept as “servitude” or “weakness.” In his mind, this position looked like something else. And so a new leadership phrase was born. What is interesting is that many but not all of the leaders profiled had a faith background. Lichtenwalner, (2012) in his research suggests that Servant Leadership is a key aspect of Level 5 Leadership. But perhaps it is not the technique but the heart and faith of the leader that had such a signifi.
Your assignment is to research and report about an archaeological fi.docxMargaritoWhitt221
Your assignment is to research and report about an archaeological find of the last fifteen years.
When you begin the research phase of your project, you will be happily surprised to find just how many active sites are producing new insights into ancient cultures every single day. Some recent examples include excavations in Scotland, England, Egypt, Jerusalem, Rome, and China. Find one that interests you.
Please message me for full assignment information as I am not able to post it.
.
Your assignment for Physical Science I is to write a paper on.docxMargaritoWhitt221
Your assignment for Physical Science I is to write a paper on:
Clean Energy as well as an alternatives and the Environments: Solar, Geological (Geothermal!), and Wind Energy for the Future. Also, Hydro Power Plants, Dams, and the Water Table and Ecology Issues.
1200 words.
.
Your charge is to develop a program using comparative research, anal.docxMargaritoWhitt221
Your charge is to develop a program using comparative research, analyzing the relationship of workplace behavior and employee motivation. Create a diversity mentoring program (DMP) for an organization of your choosing. You may select a current or former employer, church, hobby team, etc.Within your plan, include the following items listed below:
name of organization;
introduction of DMP;
need of such program;
benefits of the program;
potential challenges (may include potential problems that may incur without such program);
justification of the important aspects of employee behavior and the relationship to employee motivation;
one inclusion of a motivation theory;
details of the equity of social justice and the power to make positive change; and
explanation of the plan to implement the program with recommendations with inclusion of the expected outcomes.
Two pages
.
Young consumers’ insights on brand equity Effects of bra.docxMargaritoWhitt221
Young consumers’ insights on brand equity
Effects of brand loyalty, brand awareness, and brand image
1
CONTENTS
INTRODUCTION
LITERATURE REVIEW
METHODOLOGY
2
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
- Data set development
- Customer expectation
--Brand recognition
--The quality of the brand is guaranteed
- Advantage of Brand effect
-- Increase market share
--Increase of competitive advantage
Research Background
3
Research problem
-Limited research
-Different research perspectives
-The impact factor of brand equity
Research objectives
The purpose of this study is to measure the relationship between brand loyalty, brand awareness and brand image and brand equity of young consumers.
Aaker (1991) Model theory was incorporated into the relevant research system
Identify the relationship between brand equity and brand loyalty, brand awareness and brand image
The research scope of brand effect has been expanded
Provide guidance for enterprises to design effective strategies
Significant of study
Contribution
Scope of study
Master students are the main research objects, and the research scope is to investigate Chinese master students.
THEORETICAL FRAMEWORK
The conclusion of this paper is based on the principle of Aaker (1991) model.
It can be said that customers' attitude towards brands has an important impact on brand assets (Choi, Parsa, Sigala, & Putrevu, 2009).
Thwaites et al. (2012) found that when consumers' perception of brand cognition is positive, their purchase intention of brand will also be positive.
LITERATURE REVIEW
Brand loyalty
The study found that the creative consumption behavior of customers has a positive effect on the cultivation of brand loyalty, and the brand equity associated with high brand loyalty of consumers is higher than that of other brands (Atilgan, Aksoy, & Akinci, 2005).
Brand awareness
According to the research, when customers‘ brand awareness is enhanced and they have a certain understanding of brand awareness, the brand equity will also be further enhanced,It can be said that there is a significant influence relationship between brand awareness and brand equity (Pouromid & Iranzadeh, 2012).
LITERATURE REVIEW
Brand image
Most consumers will choose products with good brand image and feel that such products are of relatively high quality (Rubio, Oubina, & Villasenor, 2014).
Relevant studies, such as Faircloth et al. (2001), Rubio et al. (2014), and Vahie and Paswan (2006), have confirmed the positive influence of brand image on brand equity.
Brand equity is the added value of a product or a service, which mainly reflects the customer's evaluation and use of the brand, and also reflects the competitive advantage, price advantage and profitability brought by the brand to the enterp.
You will examine a scenario that includes an inter-group conflict. I.docxMargaritoWhitt221
You will examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 5–6page paper not including your title and reference page.
Reference
Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.
To Prepare:
Review the following:
Scenario: Culture, Psychology, and Community
Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups.
(6 pages excluding title page and reference page)
:
Part 1: Developing an Understanding
(2 pages)
Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (
Note
: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.
Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects
(2 pages)
Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?
Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics
(2 pages)
Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
Further explain any implications that may arise from when working between and within groups.
Support your Assignment by citing all resources in APA
Learning Resources
Required Readings
Ahmed, R., & Gielen, U. (2017). Women in Egypt. In C. M. Brown, U. P. Gielen, J. L. Gibbons, & J. Kuriansky (Eds.), Women's evolving lives: Global and psychosocial perspectives (pp. 91–116). New York, NY: Springer.
Credit Line: Women's Evolving Lives: Global and Psychosocial Perspectives, by Brown, C.; Gielen, U.; Gibbons, J.; Kuriansky, J. (eds). Copyright 2017 by Springer International Publishing. Reprinted by permission of Springer International Publishing via the Copyright Clearance .
You will perform a history of a head, ear, or eye problem that y.docxMargaritoWhitt221
You will perform a history of a head, ear, or eye problem that your instructor has provided you or one that you have experienced and perform an assessment including head, ears, and eyes. You will document your findings, identify actual or potential risks, and submit this in a Word document to the drop box provided.
HEENT Assignment
Module 5 Head, Eyes, Ears-1.docx
Submit your completed assignment by following the directions linked below. Please check the
Course Calendar
for specific due dates.
Save your assignment as a Microsoft Word document. (Mac users, please remember to append the ".docx" extension to the filename.)
.
You need to enable JavaScript to run this app. .docxMargaritoWhitt221
You need to enable JavaScript to run this app.
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Management
Richard L. Daft
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Cover Pagecover
Title Pagei
HEOA-1HEOA-1
Copyright Pageii
Dedication Pageiii
About the Authorv
Brief Contentsvii
Contentsvix
Prefacexv
Chapter 1: Leading Edge Management2
Chapter 2: The Evolution of Management Thinking38
Chapter 3: The Environment and Corporate Culture74
Chapter 4: Managing in a Global Environment110
Chapter 5: Managing Ethics and Social Responsibility144
Chapter 6: Managing Start-Ups and New Ventures180
Chapter 7: Planning and Goal Setting216
Chapter 8: Strategy Formulation and Execution248
Chapter 9: Managerial Decision Making284
Chapter 10: Designing Organization Structure324
Chapter 11: Managing Innovation and Change370
Chapter 12: Managing Human Talent406
Chapter 13: Managing Diversity and Inclusion446
Chapter 14: Understanding Individual Behavior484
Chapter 15: Leadership528
Chapter 16: Motivating Employees570
Chapter 17: Managing Communication608
Chapter 18: Leading Teams648
Chapter 19: Managing Quality and Performance688
Appendix: Operations Management and E-Commerce721
Name Index741
Company Index756
Subject Index761
Open/Close Margin
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Chapter 8: Strategy Formulation and Execution | Page 248
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Quality tools, methods paper
In the assigned textbook (chapter 15 p. 269), the authors present a table describing how the used the model for improvement, PDSA, and lean six sigma as a tool to develop their organization’s plan for improvement.
Studying the situation in your organization, present a suggested improvement plan (present a table similar to the one in p.269 + two pages explanation) utilizing one or more of the models discussed in the class (see chapter 2).
Grading rubric:
1. Quality of the table: at last, one of the quality models/tools should be applied correctly
2. Adequate explanation is given to support and explain the table
3. General organization of the assignment. Correct grammar and spelling are used
Note:
Suggested improvement plan is:
Decreased number of urinary catheter infections.
.
You will act as a critic for some of the main subjects covered i.docxMargaritoWhitt221
You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:
1:
Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2:
Imagine you had known Plato and Aristotle and you had a conversation about how we
fall in love
. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3:
Compare and contrast the two poems below:
LOVE’S INCONSISTENCY
I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.
Petrarch
After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?
The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.
This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go
Emily Dickinson
4:
Compare and contrast these two pieces of music: see files attached below
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag
5:
Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.
.
You will research and prepare a presentation about image. Your rese.docxMargaritoWhitt221
You will research and prepare a presentation about image. Your research / presentation should provide the following information / answers:
What is raster image? List two (2) common types of raster image.
What is a vector image? List two (2) common types of vector image.
Create a table listing pros and cons comparing raster vs. vector images. You should present at list three (3) pros and three (3) cons for each type of image.
Show one (1) good and (1) bad example of raster image. Explain why it is a good and bad example.
Show two (2) examples of vector images.
What is the difference between ppi and dpi?
Which are the common resolution used for: website, plotter, banner and social media. Why do we use different resolution for each type of media?
How you identify the real size of an image using resolution and pixels?
.
You will be asked to respond to five different scenarios. Answer eac.docxMargaritoWhitt221
You will be asked to respond to five different scenarios. Answer each scenario (about 1 page per scenario). You will need to:
Decide what action the responding officer should take and provide an explanation/justification for your response.
In your explanation, explain the role that discretion played in your decision. Choose at least five factors from the list below to include in your explanation.
When considering your response for each scenario, remember that because of the nature of law enforcement work, police officers have always maintained a certain amount of discretion. Due to the amount of interaction that officers have with members of the public, this discretion must be fair, equal, impartial, and legal. As such, the use of discretion by officers is both a foundation of police work and a component of community policing.
Note
: You may make any and all assumptions necessary to answer these scenarios as long as they do not conflict with the details provided.
FACTORS (CHOOSE AT LEAST 5 FOR EACH SCENARIO):
Environmental factors
Nature of the community.
Socio-demographic characteristics.
Level and type of crime in the community.
Police/Community relations.
Organizational factors
Department Rules and Regulations.
Policies and Procedures.
Department bureaucracy.
Officer experience.
Dimensions of policing: philosophical; strategic; tactical; organizational.
Situational factors
Seriousness of crime.
Weapon involvement.
Victim – Desire to prosecute.
Group/gang crime.
Suspect’s demeanor.
Age/gender/race of involved parties.
Suspect’s criminal record.
Ethics
Moral values.
Cultural/Societal norms.
Accountability.
Friends/Family/Coworkers.
Experience/Upbringing.
Legal
Laws.
Past practice.
Evidence.
Victim signatures.
Landmark Supreme Court cases.
Scenario 1:
Officer Merced responds to a call of a Theft in Progress. Upon arrival, he finds that an 18-year-old female has stolen baby formula and diapers by exiting the store without paying. He speaks with her and finds that she has a newborn baby, does not have any source of income, and needed the formula and diapers for the baby. As such, theft is still a crime. What should Officer Merced do?
Do you arrest the woman or not? What factors influenced your decision?
Provide an explanation/justification for your chosen response including the role that discretion played in your decision.
Be sure to consider at least five of the provided factors in your explanation.
Use evidence and details from the scenario as well as supporting information and examples from the text in your response.
Scenario 2:
Dane is in an electronics store where he and a couple of friends are searching for a potential gift to give to a friend. They are happy to find a video game that is on sale but decide to continue looking around the store. They decide to go grab a bite to eat before making a final decision on what to get for their friend. As they are walking .
You might find that using analysis tools to analyze internal .docxMargaritoWhitt221
You might find that using analysis tools to analyze internal
and external environments is an effective way of analyzing the
chosen capstone organization. If you need to learn more
about these types of analysis tools, check out the resources
below.
Internal Analysis Tools
• tutor2u. (2016). PESTLE (PEST) analysis
explained [Video]. YouTube. https://www.youtube.com/
watch?v=sP2sDw5waEU
• SmartDraw. (n.d.). SWOT analysis. https://
www.smartdraw.com/swot-analysis/
• SWOT Framework.
External Analysis Tools
• Applying VRIO and PESTLE.
• PESTLE Analysis. (n.d.). What is PESTLE analysis? A
tool for business analysis. http://pestleanalysis.com/what-
is-pestle-analysis/
• Study.com. (n.d.). What is PESTLE analysis? Definition
and examples. https://study.com/academy/lesson/what-
is-pestle-analysis-definition-examples.html
• Management & Finance1 TU Delft. (2016). The five
competitive forces that shape strategy [Video]. YouTube.
https://www.youtube.com/watch?v=mYF2_FBCvXw
Use these resources as you see appropriate:
• Research Guide – MBA
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.youtube.com/watch?v=sP2sDw5waEU
https://www.smartdraw.com/swot-analysis/
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/SWOTFramework/wrapper.asp
http://media.capella.edu/CourseMedia/MBA5006/GuidedPath/ApplyVRIOandPESTLE/wrapper.asp
http://pestleanalysis.com/what-is-pestle-analysis/
http://pestleanalysis.com/what-is-pestle-analysis/
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://study.com/academy/lesson/what-is-pestle-analysis-definition-examples.html
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://www.youtube.com/watch?v=mYF2_FBCvXw
https://capellauniversity.libguides.com/MBA
• This research guide was custom created to help
MBA learners. If you are feeling a bit lost on where
to start, this would be a good starting point.
• James, N. (2007). Writing at work: How to write clearly,
effectively and professionally. Crows Nest, Australia:
Allen & Unwin.
• Use this as a general writing handbook. For
example, there are chapters on tone, grammar,
punctuation, style, et cetera.
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
https://capella.skillport.com/skillportfe/custom/login/saml/login.action?courseaction=launch&assetid=_ss_book:25059
1
MBA Capstone Project Description
MBA Capstone Project Description
Throughout your MBA program, you have worked to develop as a business professional and
prepare to meet future challenges as a business leader. Your program culminates in the
capstone project, which forms the primary focus of MBA-FPX5910, the final course you will take
in the program. The capstone project is intended to provide you the opportunity to demonstrate
your MBA program outcomes by:
• Planning and executing .
You will conduct a professional interview with a staff nurse and a s.docxMargaritoWhitt221
You will conduct a professional interview with a staff nurse and a staff nurse leader to discover their intra/inter-professional communications styles. It will be important to incorporate learning objectives regarding therapeutic communication styles including their method of caring, assertive, and responsible communication in your discussion/analysis of the interview.
.
You have chosen the topic of Computer Forensics for your researc.docxMargaritoWhitt221
You have chosen the topic of Computer Forensics for your research project. Submit your research project what you have worked on Computer Forensics.
Include the following on your research:
· Abstract
· Introduction
· Computer Forensics
· Conclusion
Note: 500 words with intext citations and 4 references must needed.
.
1.Describe some of the landmark Supreme Court decisions that h.docxMargaritoWhitt221
1.
Describe some of the landmark Supreme Court decisions that have influenced present-day juvenile justice procedures.
2.
How are children processed by the juvenile justice system from arrest to reentry into society?
3.
Discuss the key issues of the preadjudicatory stage of juvenile justice including detention, intake, diversion, pretrial release, plea bargaining and waiver.
Textbook for the class
Siegel, Welsh, and Senna.
(2014).
Juvenile Delinquency: Theory, Practice, and Law
(12). Cengage Learning. [ISBN-978-1-285-45840-3]
Format:
should be thoroughly researched and reported. References and sources should be listed in MLA or APA format. The average length paper is two to three pages. You may interview individuals currently employed or retired from the criminal justice system and use them as a reference. All writing assignments must be original work for this course. Do not submit a paper used in another course. Do not cut and paste paragraphs of information into your paper. All source material should be paraphrased in your own words. Short quotations are allowed.
this paper wil be scanned through turntin
.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
1 University Policy 3.01.01
1. 1
University Policy 3.01.01 Academic
Integrity and Honesty
Policy Revision Approval Date: March 23, 2014
Policy Revision Effective Date: April 1, 2014
Procedure Approval Date: November 30, 2020
Procedure Effective Date: December 1, 2020
POLICY STATEMENT
Capella University is committed to providing learners with the
competencies and skills
associated with academic integrity and honesty. Capella
learners are expected to act with
integrity and honesty in all their interactions as associated with
their academic endeavors
pursuant to this policy. Academic dishonesty occurs when
learners take unauthorized actions in
the completion of their academic work and may include but is
not limited to plagiarism,
unauthorized collaboration, deceit, and interference with
another learner.
Learners are expected to be the sole authors of their work and to
acknowledge the authorship of
others’ work through proper citation and reference. Use of
another person’s ideas, including
another learner’s, without proper reference or citation
constitutes plagiarism and academic
dishonesty and is prohibited conduct. Capella extends the
2. concept of plagiarism to include
issues of copyright and trademark infringement.
Collaboration in the completion of coursework is prohibited
unless explicitly permitted by the
course instructor. Where such collaboration is permitted by the
course instructor, learners must
acknowledge any collaboration and its extent in all submitted
coursework.
The consequences of academic dishonesty are determined on a
case-by-case basis may include
but are not limited to non-acceptance of submitted coursework,
failing grade on an assignment,
lower grade in a course, failing grade in a course, written
warning, suspension from the
university, removal from the program, administrative
withdrawal or dismissal from the
university, or cancellation of previously awarded course credits
or degrees. Cancellation of
previously awarded degrees require the review and
determination by the Capella University
Board of Trustees.
Capella University learners, faculty, and staff share the
responsibility for promptly reporting any
alleged violation of this policy.
RATIONALE
In support of Capella University’s core values, this policy
establishes the standards for academic
integrity and enforces the university’s commitment to teaching
and learning while maintaining
academic integrity, authenticity, ethics, and scholarship in one’s
work as a learner at the
3. university. This policy also establishes the due process
procedures for the internal resolution of
acts of academic dishonesty.
2
DEFINITIONS
Plagiarism
Plagiarism is presenting someone else’s ideas or work as one’s
own. Plagiarism also includes
copying verbatim or rephrasing ideas without properly
acknowledging the source by author, date,
and publication medium. Learners must take great care,
whether in a draft or final version of a
paper or project, to distinguish their own ideas and language
from information acquired from
other sources. Sources include published primary and
secondary materials, electronic media,
unpublished materials, and information and ideas gained
through other people.
Sanction
A sanction is a disciplinary consequence that may be issued by
faculty or the university due to a
learner committing an act of academic dishonesty.
PROCEDURES
I. Academic Resources
The Publication Manual of the American Psychological
4. Association (APA) is a required
tool to help learners identify work that must be referenced,
including their own published
works, and determine how it must be cited. To avoid any
instances that may be construed
as plagiarism, learners should consult the APA style guide to
apply the proper citation
format. However, where this policy and the APA style guide
diverge, this policy will take
precedence.
II. Application to Doctoral Learners
A. This policy and procedure applies to all allegations of
plagiarism involving doctoral
learners and dissertation or doctoral capstones prior to receipt
of IRB approval or “not
human subjects research” designation letter from the Capella
University IRB.
B. All allegations of plagiarism involving a dissertation or
doctoral capstone after receipt
of IRB approval or “not human subjects research” designation
letter will be processed
according to the provisions in university policy 3.03.06
Research Misconduct.
III. Reporting Allegations of Academic Dishonesty
A. Anyone may report an allegation of academic dishonesty.
B. The allegation should be reported verbally or in writing to
the faculty member or
university official responsible for supervising the course or
5. activity during which the
allegation occurred.
C. The individual receiving the report of the allegation will
bring it to the attention of the
faculty member or university official directly associated with
the course or activity
during which the alleged academic dishonesty occurred, should
the report be made to
someone other than this faculty member or university official.
IV. Resolution of Allegations of Academic Dishonesty
The faculty member or university official directly associated
with the course or activity
during which the alleged academic dishonesty occurred will
contact the learner to notify
him or her of the alleged academic dishonesty. The learner will
be given the opportunity to
3
explain or refute the allegation. Documentation of the alleged
academic dishonesty and
any issued sanctions will become part of the learner’s official
academic record.
A. If the faculty member or university official determines that
the allegation was
accurately identified as academic dishonesty, the faculty
member or university official
may offer the learner an opportunity to demonstrate academic
integrity, conduct
6. teaching/learning experiences to improve academic integrity
competencies and skills,
and/or issue another sanction appropriate to the course or
activity.
B. A record of the reporting individual’s or university official’s
sanction will become part
of the learner’s official academic record.
V. Academic Dishonesty Sanctions
A. A single instance of academic dishonesty may result in
severe sanctions, depending on
the offense. Multiple instances of academic dishonesty may
result in more severe
sanctions.
B. A failing course grade sanction can be issued during or after
a learner’s participation in
a course. A learner who receives a failing grade as a sanction
for a course is prohibited
from dropping or withdrawing from that course.
C. The university may refer allegations of academic dishonesty
to a university designee
to review the evidence associated with the allegation in
conjunction with the
learner’s complete academic integrity history.
1. If the university designee confirms or issues a sanction, the
sanctioned learner
will be notified in writing of the decision.
2. The university designee may refer allegations of academic
dishonesty to an
7. independent review panel.
D. Learners have the right to appeal faculty-, university
official-, or university designee-
issued sanctions to an independent review panel.
VI. Review by Independent Review Panel
A. An independent review panel may be convened at the
university’s discretion or due to a
learner appeal of a faculty-, university official-, or university
designee-issued sanction.
B. An independent review panel is sponsored by the provost.
C. A learner must submit their appeal within 30 calendar days
after notification of the
decision for which the learner is making the appeal has been
sent. The appeal request
must include a request for review of the allegation and must
provide evidence that a
violation of this policy did not occur or that administered
sanctions were inappropriate.
VII. Independent Review Panel Review Process
A. Upon being convened, the university will acknowledge the
request and inform all
involved parties that a review has been initiated.
B. All involved parties will be given the opportunity to submit
written statements and
other evidence supporting their respective positions.
C. All involved parties will be given the opportunity to present
their respective positions to
8. the panel.
D. The panel will review the evidence associated with the
academic dishonesty allegation;
any sanction already issued by faculty, a university official, or a
university designee;
4
and any statements made by an involved party. The panel will
issue a decision as soon
as practicable.
E. The panel may conduct a full review of the learner, including
their complete history of
academic integrity. In the event the panel identifies additional
alleged instances of
academic dishonesty, the panel will notify the learner and
provide an opportunity to
respond.
F. The panel maintains the right to issue an appropriate
sanction. The panel’s sanction
may be more or less severe than any prior sanction issued to the
learner.
G. If the panel recommends the cancellation of previously
awarded credits or degrees, the
matter will be referred to the provost or president’s designee for
determination.
H. In the event that the provost or president’s designee believes
that a degree conferred by
9. Capella should be revoked as a result of an academic dishonesty
finding, the Capella
University Board of Directors must review the case and vote
whether to revoke the
degree. The respondent will receive written notification of the
final determination and
any corrective/disciplinary action to be taken.
I. Both parties have the right to appeal the panel’s decision
pursuant to procedure VII.
VIII. Appeal Process
A. A written appeal request must be submitted to the president’s
designee via certified
mail or email within 10 calendar days of notification of the
panel’s decision being sent.
B. Upon receipt of the appeal request, the president’s designee
will acknowledge the
request and inform all involved parties that an appeal has been
initiated.
C. The president’s designee will review all prior evidence,
records, and faculty and panel
decisions associated with the academic dishonesty allegation.
The president’s designee
may direct the panel to provide additional information.
D. Following review, the president’s designee will issue a
decision and report it to all
involved individuals as soon as practicable. The decision may
uphold the panel’s
decision, reverse the panel’s decision, or alter the panel’s
decision.
10. E. The decision of the president’s designee is final. Matters
that have been reviewed and
have received a final decision under this policy are not eligible
for further review under
another policy.
IX. Recording a Final Decision
A record of any final decision and all related materials will
become part of the learner’s
official academic record and upon request will be made
available to all Capella boards and
any appropriate regulatory bodies.
X. Copyright
A. Faculty, staff, and learners must comply with federal
copyright and trademark laws,
such as the Digital Millennium Copyright Act.
B. No one may use Capella information resources and other
information technology tools
for unauthorized file sharing, posting of copyrighted materials
as one’s own, or other
copyright violations.
C. In addition to Capella University sanctions, under The
Digital Millennium Copyright
Act, copyright infringement can result in civil and criminal
liabilities for unauthorized
distribution of copyrighted materials including but not limited
to the following:
11. 5
1. Payment of money to the copyright holder in a lawsuit—
between $750 and $30,000
for each file, and up to $150,000 for each file if the
infringement was willful.
2. Payment of copyright holder’s costs and attorney fees to
bring the lawsuit.
3. Payment of criminal fines up to $250,000, and up to 10 years
jail time.
4. Seizure and destruction of infringing files.
XI. All procedures in this policy apply to learners in
GuidedPath and FlexPath programs.
POLICY OWNERS
Academic Owner: Provost
Operations Owner: Office of Academic Community Standards
RELATED DOCUMENTS
University policy 1.01.05 Policy Exceptions
University policy 2.02.10 Separation from the University
University policy 3.03.02 Publication of Dissertations and
Doctoral Capstones
University policy 3.03.06 Research Misconduct
University policy 4.02.02 Learner Code of Conduct
University policy 4.02.03 Learner Grievance
REVISION HISTORY
Original Policy Approval Date: July 27, 2002
12. Revision Dates: 1-1-05; 8-28-07; 7-29-09; 8-12-11; 8-20-12; 3-
23-14; 7-28-14; 8-11-16; 3-30-
17; 10-31-17; 3-31-20; 11-30-20
Administrative edits as result of ongoing review: 12-20-07; 2-
19-10; 4-17-12; 4-24-13; 11-1-16;
12-14-16; 4-1-18; 10-15-18; 5-23-19; 7-1-20; 3-26-21
University Policy 3.01.01 Academic
Integrity and HonestyPOLICY
STATEMENTRATIONALEDEFINITIONSPROCEDURESPOLI
CY OWNERSRELATED DOCUMENTSREVISION HISTORY
Name:
Section:
Week 7
Shadow Health Digital Clinical Experience Focused Exam:
Chest Pain Documentation
SUBJECTIVE DATA: Include what the patient tells you, but
organize the information.
Chief Complaint (CC): In just a few words, explain why the
patient came to the clinic.
History of Present Illness (HPI): This is the symptom analysis
section of your note. Thorough documentation in this section is
essential for patient care, coding, and billing analysis. Paint a
picture of what is wrong with the patient. You need to start
EVERY HPI with age, race, and gender (i.e. 34-year-old AA
male). You must include the 7 attributes of each principal
symptom:
1. Location
2. Quality
3. Quantity or severity
13. 4. Timing, including onset, duration, and frequency
5. Setting in which it occurs
6. Factors that have aggravated or relieved the symptom
7. Associated manifestations
Medications: Include over the counter, vitamin, and herbal
supplements. List each one by name with dosage and frequency.
Allergies: Include specific reactions to medications, foods,
insects, and environmental factors.
Past Medical History (PMH): Include illnesses (also childhood
illnesses), hospitalizations, and risky sexual behaviors.
Past Surgical History (PSH): Include dates, indications, and
types of operations.
Sexual/Reproductive History: If applicable, include obstetric
history, menstrual history, methods of contraception, and sexual
function.
Personal/Social History: Include tobacco use, alcohol use, drug
use, patient’s interests, ADL’s and IADL’s if applicable, and
exercise and eating habits.
Immunization History: Include last Tdp, Flu, pneumonia, etc.
Significant Family History: Include history of parents,
Grandparents, siblings, and children.
Review of Systems: From head-to-toe, include each system that
covers the Chief Complaint, History of Present Illness, and
History).Remember that the information you include in this
section is based on what the patient tells you. You will only
need to cover systems pertinent to your CC, HPI (N/A,
14. UNKNOWN is not acceptable, make up the information if you
need to). To ensure that you include all essentials in your case,
refer to Chapter 2 of the Sullivan text.
General: Include any recent weight changes, weakness, fatigue,
or fever, but do not restate HPI data here.
Cardiovascular/Peripheral Vascular:
Respiratory:
Gastrointestinal:
Musculoskeletal:
Psychiatric:
OBJECTIVE DATA: From head-to-toe, includewhat you see,
hear, and feel when doing your physical exam. You only need to
examine the systems that are pertinent to the CC, HPI, and
History unless you are doing a total H&P. Do not use WNL or
normal. You must describe what you see.
Physical Exam:
Vital signs: Include vital signs, ht, wt, temperature, and BMI
and pulse oximetry.
General: Include general state of health, posture, motor activity,
and gait. This may also include dress, grooming, hygiene, odors
of body or breath, facial expression, manner, level of
conscience, and affect and reactions to people and things.
Cardiovascular/Peripheral Vascular: Always include
the heart in your PE.
Respiratory: Always include this in your PE.
Gastrointestinal:
Musculoskeletal:
Neurological:
Skin:
Diagnostic Test/Labs: Include any labs, x-rays, or other
diagnostics that are needed to develop the differential diagnoses
16. Excellent
Good
Fair
Poor
Student DCE score
(DCE percentages will be calculated automatically by Shadow
Health after the assignment is completed.)
Note: DCE Score - Do not round up on the DCE score.
Points:
Points Range:
56 (56%) - 60 (60%)
20. Feedback:
Subjective Documentation in Provider Notes
Subjective narrative documentation in Provider Notes is
detailed and organized and includes:
Chief Complaint (CC), HPI, Current Medications, Allergies,
Past Medical History, Family History, Social History and
Review of Systems (ROS)
ROS: covers all body systems that may help you formulate a list
of differential diagnoses. You should list each system as
follows:
General: Head: EENT: etc.
You should list these in bullet format and document the systems
in order from head to toe.
Points:
21. Points Range:
16 (16%) - 20 (20%)
Documentation is detailed and organized with all pertinent
information noted in professional language.
Documentation includes all pertinent documentation to include
Chief Complaint (CC), HPI, Current Medications, Allergies,
Past Medical History, Family History, Social History and
Review of Systems (ROS).
Feedback:
22. Points:
Points Range:
11 (11%) - 15 (15%)
Documentation with sufficient details, some organization and
some pertinent information noted in professional language.
Documentation provides some of the Chief Complaint (CC),
HPI, Current Medications, Allergies, Past Medical History,
Family History, Social History and Review of Systems (ROS).
Feedback:
23. Points:
Points Range:
6 (6%) - 10 (10%)
Documentation with inadequate details and/or organization;
and inadequate pertinent information noted in professional
language.
Limited or/minimum documentation provided to analyze
students critical thinking abilities for the Chief Complaint (CC),
HPI, Current Medications, Allergies, Past Medical History,
Family History, Social History and Review of Systems (ROS).
Feedback:
24. Points:
Points Range:
0 (0%) - 5 (5%)
Documentation lacks any details and/or organization; and does
not provide pertinent information noted in professional
language.
No information is provided for the Chief Complaint (CC), HPI,
Current Medications, Allergies, Past Medical History, Family
History, Social History and Review of Systems (ROS).
or
25. No documentation provided.
Feedback:
Objective Documentation in Provider Notes - this is to be
completed in Shadow Health
Physical exam: Document in a systematic order starting from
head-to-toe, include what you see, hear, and feel when doing
your physical exam using medical terminology/jargon.
Document all normal and abnormal exam findings. Do not use
"WNL" or "normal".
You only need to examine the systems that are pertinent to the
CC, HPI, and History.
Diagnostic result - Include any pertinent labs, x-rays, or
diagnostic test that would be appropriate to support the
differential diagnoses mentioned
Differential Diagnoses (list a minimum of 3 differential
diagnoses). Your primary or presumptive diagnosis should be at
the top of the list (#1).
26. Points:
Points Range:
16 (16%) - 20 (20%)
Documentation detailed and organized with all abnormal and
pertinent normal assessment information described in
professional language.
Each system assessed is clearly documented with measurable
details of the exam.
Feedback:
27. Points:
Points Range:
11 (11%) - 15 (15%)
Documentation with sufficient details and some organization;
some abnormal and some normal assessment information
described in mostly professional language.
Each system assessed is somewhat clearly documented with
measurable details of the exam.
Feedback:
28. Points:
Points Range:
6 (6%) - 10 (10%)
Documentation with inadequate details and/or organization;
inadequate identification of abnormal and pertinent normal
assessment information described; inadequate use of
professional language.
Each system assessed is minimally or is not clearly documented
with measurable details of the exam.
29. Feedback:
Points:
Points Range:
0 (0%) - 5 (5%)
Documentation with no details and/or organization; no
identification of abnormal and pertinent normal assessment
information described; no use of professional language.
None of the systems are assessed, no documentation of details
of the exam.
30. or
No documentation provided.
Feedback:
Show Descriptions
Show Feedback
Student DCE score
(DCE percentages will be calculated automatically by Shadow
Health after the assignment is completed.)
Note: DCE Score - Do not round up on the DCE score.--
Levels of Achievement:
32. DCE Score <79
No DCE completed.
Feedback:
Subjective Documentation in Provider Notes
Subjective narrative documentation in Provider Notes is
detailed and organized and includes:
Chief Complaint (CC), HPI, Current Medications, Allergies,
Past Medical History, Family History, Social History and
Review of Systems (ROS)
ROS: covers all body systems that may help you formulate a list
of differential diagnoses. You should list each system as
follows:
General: Head: EENT: etc.
You should list these in bullet format and document the systems
in order from head to toe.--
33. Levels of Achievement:
Excellent
16 (16%) - 20 (20%)
Documentation is detailed and organized with all pertinent
information noted in professional language.
Documentation includes all pertinent documentation to include
Chief Complaint (CC), HPI, Current Medications, Allergies,
Past Medical History, Family History, Social History and
Review of Systems (ROS).
Good
11 (11%) - 15 (15%)
Documentation with sufficient details, some organization and
some pertinent information noted in professional language.
Documentation provides some of the Chief Complaint (CC),
HPI, Current Medications, Allergies, Past Medical History,
Family History, Social History and Review of Systems (ROS).
Fair
6 (6%) - 10 (10%)
34. Documentation with inadequate details and/or organization; and
inadequate pertinent information noted in professional
language.
Limited or/minimum documentati on provided to analyze
students critical thinking abilities for the Chief Complaint (CC),
HPI, Current Medications, Allergies, Past Medical History,
Family History, Social History and Review of Systems (ROS).
Poor
0 (0%) - 5 (5%)
Documentation lacks any details and/or organization; and does
not provide pertinent information noted in professional
language.
No information is provided for the Chief Complaint (CC), HPI,
Current Medications, Allergies, Past Medical History, Family
History, Social History and Review of Systems (ROS).
or
No documentation provided.
35. Feedback:
Objective Documentation in Provider Notes - this is to be
completed in Shadow Health
Physical exam: Document in a systematic order starting from
head-to-toe, include what you see, hear, and feel when doing
your physical exam using medical terminology/jargon.
Document all normal and abnormal exam findings. Do not use
"WNL" or "normal".
You only need to examine the systems that are pertinent to the
CC, HPI, and History.
Diagnostic result - Include any pertinent labs, x-rays, or
diagnostic test that would be appropriate to support the
differential diagnoses mentioned
Differential Diagnoses (list a minimum of 3 differential
diagnoses). Your primary or presumptive diagnosis should be at
the top of the list (#1).--
Levels of Achievement:
Excellent
16 (16%) - 20 (20%)
36. Documentation detailed and organized with all abnormal and
pertinent normal assessment information described in
professional language.
Each system assessed is clearly documented with measurable
details of the exam.
Good
11 (11%) - 15 (15%)
Documentation with sufficient details and some organizatio n;
some abnormal and some normal assessment information
described in mostly professional language.
Each system assessed is somewhat clearly documented with
measurable details of the exam.
Fair
6 (6%) - 10 (10%)
Documentation with inadequate details and/or organization;
inadequate identification of abnormal and pertinent normal
assessment information described; inadequate use of
professional language.
37. Each system assessed is minimally or is not clearly documented
with measurable details of the exam.
Poor
0 (0%) - 5 (5%)
Documentation with no details and/or organization; no
identification of abnormal and pertinent normal assessment
information described; no use of professional language.
None of the systems are assessed, no documentation of details
of the exam.
or
No documentation provided.
Feedback:
38. Total Points:
100
Name: NURS_6512_Week_7_DCE_Assignment_1_Rubric
Description: To complete the Shadow Health assignments, it is
helpful to use the text and follow along with each chapter
correlating to the area of assessment to assist in covering all the
subjective questions and the physical assessment areas. Review
the Advanced Health Assessment Nursing Documentation
Tutorial located in the Weeks 1 and 4 Resources, the model
documentation in Shadow Health, as well as sample
documentation in the text to assist with narrative documentation
of the assessments.
Shadow Health exams may be added to or repeated as many
times as necessary prior to the due date to assist in achieving
the desired score.
Document: Provider Notes
Student Documentation
Model Documentation
Subjective
Mr. Foster is 58 years old Caucasian male. Chief Complaint:
Patient stated, "I have been having some troubling chest pain in
my chest now and then for the past month". HPI: Mr. Foster
reported that the onset on the chest pain was a month ago, and it
lasted about few minutes. At first, he said, I first noticed it
earlier this month, I thought it might just be heartburn and it
passed after a couple of minutes". He said that he feels the pain
39. mostly in the middle of his chest over his heart. He said that the
chest pain happened three times in the past month. And she said
it usually goes away after about a couple of minutes. He said
that the does not radiate to any other part of his body. He said
that the pain usually starts when He is doing something
physical, especially when is doing yard work and the second
time. Also, when he takes stair ways at work due to broken
elevator. He rated the pain the pain 5 out of 0-10, The pain gets
better when he is rested and lying down. His last chest pain was
last week Friday evening when he was taking stairs at work. He
stated that the pain feels very tight and uncomfortable. This is
the first time he has seen a care provider about the pain. He said
it would be crazy if he has the pain at work, and it would be
distracting him a lot.
Confirmed Medications: Metoprolol 100 mg, 1 tab., PO, daily
for hypertension in the morning. Atorvastatin 20 mg, PO daily,
at 10 PM, for hyperlipidemia in the evening. Omega-3 fish oil
1200mg 1 cap, PO daily int morning. Tylenol or Motrin when
having headache
Diagnostic Test: reported EKG done before and stress, and both
were normal last all primary care doctors 3 month ago. He said
that he sees his primary Care Provider (PCP) every 6 months.
Allergies: Codeine. When he takes codeine, he experiences
nausea and vomiting.
PMHx: Hypertension-stage 2, diagnosed 1 year ago.
Hyperlipidemia, diagnosed 1 year ago No surgical history.
Immunization: Tdap 10/2014
Influenza vaccine is up to date.
Family history:
Father- Hypertension, hyperlipidemia, obesity, and deceased at
age 75 years of colon cancer
40. Mother- Type 2 diabetes, Hypertension, age 80 years old.
Brother- died of motor vehicle accident at 24 years.
Sister- Age 52, has Type 2 diabetes, Hypertension.
Maternal grandfather: Died at age 54 of heart attack.
Maternal grandmother: died of breast cancer at age 65 years.
Paternal grandmother: Died of pneumonia at age 78.
Paternal grandmother: Died at 85 of old age.
Son: 26 years old and healthy.
Daughter: Age 19, diagnosed of asthma.
ROS: General: Mr. Foster denied night sweat, fever, fatigue,
and no recent illness. Skin: No rashes, no lesions, and no
changes of the skin noted. No sore throat reported, no shortness
of breath, and no difficulty swallowing. Reported no change on
family history.
N/A
Objective
V/S: T=36.7C (98.1F), HR=104, RR=19, B/P=146/90,
Sa02=98%. Weight: 197 lbs. Height: 5'11"
Face inspected without no visible abnormal findings. JVD
inspected and was measured 3cm above the sternal angle. Chest
walls were symmetrical without visible abnormal findings.
Abdomen inspected, flat and symmetrical in all quadrants
without visible abnormal findings. Bilateral hands inspected;
the appearance revealed no visible abnormal findings. Lower
extremities inspected, including examining toenails, legs
bilaterally for edema and there is edema noted. Capillary refills
both finger nails and toe nails tested and was present less than 3
seconds and no visible abnormal findings noted. The right
carotid artery auscultated and bruit was present, left artery
auscultated and no bruit indicated. Heart sound auscultated and
S1, S2, and S3 sounds were noted around the mitral valve.
Breath sound auscultated and all sounds are present,
adventitious sounds noted around the posterior right and left
lower lobes, fine crackles heard. Abdominal aorta auscultated
and no bruit noted. Abdominal and lower extremity arteries
were auscultated and no bruit. Auscultated bowel sounds in all 4
41. quadrants are present. Liver and spleen auscultated without
friction rub noted. Carotid arteries palpated with thrill and +3
noted on the right carotid, left palpated and no thrill, +2 noted.
Palpated PMI is displaced laterally brisk and tapping and less
than 3 cm. Palpated brachial arteries no thrill+2. Palpated left
and right femoral pulse without thrill +2. No tenderness
reported upon light palpation of all four abdominal quadrants,
no masses, no abnormal findings noted. Palpable 1 cm on the
location of the liver below the right coastal margin was noted.
No palpable spleen, no palpable left and right kidneys upon
palpation, Skin turgor warm and no tenting noted. All four
quadrants of abdomen percussed and no areas of dullness noted.
spleen percussed and no abnormality noted. Liver percussed and
liver span 7 cm noted in the midclavicular line. EKG result
showed regular sinus rhythm and no ST-elevation or any
changes.
N/A
Assessment
Diagnosis: Angina pectoris Bilateral basal crackle Elevated high
blood pressure Hyperlipidemia Inactive lifestyle.
N/A
Plan
Doppler study of the pulse, Stress test for exercise EKG, Order
for nitroglycerin to manage symptoms, daily aspirin regimen,
educate patient to reduce salt intake, educate patient to monitor
the signs of worsening symptoms, educate patient to start
exercise to help control hyperlipidemia, seek immediate medical
attention if signs and symptoms worsen and follow up with your
doctor.
N/A